LESSON ONE

Date: Monday, March 03, 2014

Lesson Topic: Whole/Half steps and Enharmonic Tones
Learning Outcomes: Student will understand the definitions of whole steps, half steps, and
enharmonic tones and how they relate to the piano. They will be able to identify these aspects in
examples of any two given notes.
Standards: 1.2 Identify and describe basic elements in music, 5.4 Evaluate improvement in
personal musical performances after practice or rehearsal
Resources Needed: White board, expo markers, paper pianos, homework worksheet
Lesson Outline:
1. Do Now The question What do you know about whole and half steps? will be written
on the board. Independently, the students will write their answer this question using 3-5
sentences. Have volunteers read their answers to the class. -10 min
2. Before discussion, pass out paper pianos that will act as a visual for the students. Discuss
with the class the definitions of a whole step, a half step, and enharmonic tones and show
what they look like in relation to the piano. Write examples of two notes on the board.
Together as a class, determine if the distance between the two notes is a half-step, a
whole-step, or if the two notes are enharmonic. 10 min.
3. Another four examples will be written on the board. In pairs, the students will work
together to come up with the answers to these problem. Pairs will be called on at random.
If called upon, one student from the pair will give the answer, and the other student will
explain how they got the answer. -10 min
4. For the days in-class assignment, six additional questions will be written on the board.
Students will answer the problems individually and turn in their work at the end of class.
-5 min
5. Pass out homework.
Assessment:
Informal: Questioning and answering during lecture.
Formal: Work shown on examples during pair activity and in-class assignment.

Homework: Worksheet
Accommodations: There are a few IEP students in the class who need constant encouragement to
complete work on time and students who may need extra time to complete longer assignments.
Encouragement, reminders, and more time will be given to those students. There arent any
English Language Learners in this class.




LESSON TWO
Date: Friday, March 07, 2014
Lesson Topic: Chromatic scale
Learning Outcomes: Students will learn the definition of a chromatic scale, what it looks like,
and what it sounds like. Students will be able write all the notes of the scale, up and down, and
will be able to identify the notes on a piano.
Standards: 1.2 Identify and describe basic elements in music, 4.3 Identify how musical elements
communicate ideas or moods, 5.4 Evaluate improvement in personal musical performances after
practice or rehearsal
Resources Needed: White board, expo markers, piano, paper piano poster, foam dice, post-its, in-
class assignment worksheet
Lesson Outline:
1. Do Now Four examples of two notes each will be written on the board. Individually,
each student will write the examples and figure out if the two notes create a whole step,
half step, or are enharmonic tones. Go over answers as a class. -10 minutes
2. On the piano, play the chromatic scale beginning on C and ask the students if they have
heard of this scale or know the name of it. Ask what kind of mood this scale creates.
Together as a class we will discuss the structure of a chromatic scale going up and down
and how to build it. -15 min
3. Dice game This game will help students to practice identifying notes on a piano and
chromatic scale. Every chromatic note will be written on the various sides of three dice.
A student will be called on randomly and that student will roll a dice. After the student
has rolled the dice, whichever note it lands on, the student will identify that note on the
paper piano (taped to the board) using a post-it. 15 min
4. For todays in-class assignment, the student will individually work on a worksheet that
will ask them to compose a chromatic scale up and down, starting on C. It will be turned
in at the end of class. -10 min
Assessment:
Informal: Questioning and answers during lecture. Participation in dice activity
Formal: Work shown on in-class assignment.

Homework: None
Accommodations: There are a few IEP students in the class who need constant encouragement to
complete work on time and students who may need extra time to complete longer assignments.
Encouragement, reminders, and more time will be given to those students. There arent any
English Language Learners in this class.



LESSON THREE
Date: Monday, March 10, 2014
Lesson Topic: Tetra Chords
Learning Outcomes: Students will learn the structure of tetra chords, how they relate to the major
scale, and how to write them on their own.
Standards: 1.2 Identify and describe basic elements in music, 5.4 Evaluate improvement in
personal musical performances after practice or rehearsal
Resources Needed: White board, expo markers, homework worksheet
Lesson Outline:
1. Do now Students will build a chromatic scale up and down. When done, students will
swap papers with a partner and mark what the other has missed. 10 min
2. On the board, introduce the definition of a tetra chord and then explain the structure
(WWH). Next, explain to the students that we are breaking down a major scale into parts
(major scale being two tetra chords connected with a whole step). On board, write
examples and complete them with the students. - 10 minutes
3. For todays in-class assignment, students will independently try to build 2 tetra chords.
When complete, they will turn in their work. -5 min
4. Race game This game is to help the students practice building tetra chords. The class
will be split into two teams. Each team will select a representative. Both students will
come up to the board. A root note will be given and the two students will try to build the
tetra chord. The first student to finish and do it correctly, wins a point for the team. Team
with the most point when the bell rings, wins. 10 min
5. Hand out homework
Assessment:
Informal: Questioning and answers during lecture. Participation in race activity.
Formal: Work shown on in-class assignment.

Homework: Worksheet
Accommodations: There are a few IEP students in the class who need constant encouragement to
complete work on time and students who may need extra time to complete longer assignments.
Encouragement, reminders, and more time will be given to those students. There arent any
English Language Learners in this class.






LESSON FOUR
Date: Friday, March 14, 2014
Lesson Topic: Building major scales
Learning Outcomes: Students will learn the structure of a major scale and how it relates to tetra
chords. Students will also be able to write the scales and play them on the piano.
Standards: 1.2 Identify and describe basic elements in music, 1.2 Read, write, and perform major
and minor scales, 4.3 Identify how musical elements communicate ideas or moods, 5.4 Evaluate
improvement in personal musical performances after practice or rehearsal

Resources Needed: White board, expo markers, keyboards and piano, in-class assignment
worksheet, and homework practice worksheet

Lesson Outline:
1. Do Now Students will independently build two tetra chords. Starting notes will be
given. Discuss the answers as a class. -10 minutes
2. Play a major scale on the piano. Ask the students if they know what the scale is and what
mood this scale conveys. Together as a class, we will discuss the structure of a major
scale (WWHWWWH) and show its connection with two tetra chords. On the board, we
will build several scales as a class. -10 min
3. Piano work The students will be assigned to small groups. Each group will be placed at
the various keyboards set up in the classroom. In the groups, the students will try to play
major scales on different starting pitches, using the pattern (WWHWWWH) they were
taught. Peers will help peers and the teacher will monitor and assist all groups. 20 min
4. For the days in-class assignment, the students will complete a worksheet that requires
them to build major scales starting on various notes. They will turn it in at the end of
class. 10 minutes
5. Pass out homework practice worksheet
Assessment:
Informal: Questioning and answers during lecture. Work shown during piano activity.
Formal: Work shown on in-class assignment.

Homework: Practice worksheet
Accommodations: There are a few IEP students in the class who need constant encouragement to
complete work on time and students who may need extra time to complete longer assignments.
Encouragement, reminders, and more time will be given to those students. There arent any
English Language Learners in this class.