Lesson

Plan


Name: Claire Joy Moss Date: 4/9/18
Grade: 11-12 Class Type: Music Theory

1. Measurable Objective(s): (Measurable learning objectives use action verbs to describe what you
want the students to be able to do by the end of the class, course, or unit)
• Students will be able to identify intervals between notes such as M3, P4, P5, etc.
2. Required Prior Knowledge and Skills: (What must students know to be successful)
• Chords in major/minor keys
• Minor scales (Harmonic, Melodic, Natural)
• Major scales
• Time signatures of 2/4, 3/4. 4/4, and 6/8
• Key signatures
3. Review Needed: (What needs to be reviewed to reinforce prior learning related to this lesson)
• Dictation


4. Materials, Repertoire, Equipment needed:
• White board
• Markers
• Computer
5. Agenda: (list items to be taught and post – use large paper and dark marker if white board is not
available)
• Rhythms with Ms. Strosnider
• Interval Identification
• Melodic Dictation

6. Lesson Sequence (be sure to list time in the pacing section) Pacing

A. Brief Opening: (Teacher posted brief assignment that may be done independently. 2 classes split
Brief reading writing, editing, or problem solving activity to ready them for learning – into two 25
may be a question about the music that will be rehearsed or at the younger levels it min chunks.
may be a learning activity setting up for today’s lesson)
(First Half)
Students will work with Ms. Strosnider on 16th note playing.
B. Learning Activities: (What learning experiences and instruction will enable Second Half
students to achieve the desired results – have more learning activities than you need)
1. Have students sing a major scale and then all minor scales to get intervals into 1. 2 min
ear.
2. Play intervals on the piano and have students write them down on a piece of 2. 2 min
paper.
3. Teacher will walk around and check student’s work. 3. 2 min
4. Teacher will call on specific students at the end to see how they did. 4. 2 min
5. Once complete, teacher will do a melodic dictation example, playing it on the 5-7. 10min
piano 3-4 times.
6. Teacher will walk around the room and check on students.
7. Teacher will call on specific students to write it on the board.
8. Repeat with rhythmic. 8. 5 min
C. Assessment: (What evidence will show that the students understand? Describe the
assessment used – formal and informal assessments based on learning objectives)
Informal: Interval identification at the beginning of class.

1

D. Closing/Wrap-up: (This is a recap of the key learning of the day to check for
understanding. Could be a ticket to leave as individuals or group answers)


E. Assignment: N/A

7. Accommodations: (a. Special Needs, b. ELL etc. )
a. Students will ADHD and learning disabilities (undisclosed) will benefit from the teacher walking
around the room and interacting with them one on one. In that way, they can ask private questions
and get clarification when they are confused.
b. ELL students will benefit from visuals, gestures, and clear, defined directions.
8. Teacher Reflection/Self-Evaluation: (a. Reflect on the process and include student responses b.
Rethink & Revise - what could you have done differently to improve the outcome of this lesson)
A. Some students grasped the lesson a little more than others, but I think by calling up students, they
could figure it out by their peers explaining.
B. I can definitely give more specific directions to minimize student confusion. I can also practice
more since I messed up on a few notes during melodic dictation.
9. National Standards: (Creating, Performing, Responding)
MU:Re9.1.C.Ia Describe the effectiveness of the technical and expressive aspects of selected music and
performances, demonstrating understanding of fundamentals of music theory.

10. State Standards: (Singing, Reading & Notation, Playing Instruments, Improvisation &
Composition, Critical Response, Purposes & meaning in the arts, Rose of artists in communities, Concepts
of style, stylistic influence & stylistic change, Inventions technologies & the arts, Interdisciplinary
connections)
2.5 Read whole, half, quarter, eighth, sixteenth, and dotted notes and rests
in 2/4, 3/4, 4/4, 6/8, 3/8, 9/8, and alla breve meter signatures
2.6 Read and sing at sight simple melodies and intervals in both the treble
and bass clefs
5.13 Demonstrate knowledge of the technical vocabulary of music