AP Theory

Student Teaching Lesson Plan

9/18/2019

Goals and Objectives: Today we will be going over Chapter 1, Section 5 in Tonal Harmony. This topic will
be mostly review from the last class, but we will go more in depth and talk about different ways to
identify intervals (such as through the amount half steps, the placement on lines and spaces, and the
accidentals within the key). The main goal is to help students become more comfortable with seeing and
hearing intervals.

“I can” statements:
 I can sight-sing a notated melody in a major key and simple meter based on my knowledge of
musical notation, terms, and intervals (College Board 3.D)
 I can decipher intervals off the staff in all clefs and name them with both numbers and types
(College Board 2.A)
 I can hear and identify major and perfect intervals (College Board 1.A)

Materials:
 Sight Reading Factory (website on computer hooked up to projector and SmartBoard)
 Tonal Harmony textbook and workbook
 White board/white board markers
 Piano
 Dry-erase Piano

Detailed Procedure:
 Sight-Singing
o Using Sight Reading Factory on the SmartBoard, generate a Level 3, unison, 3/4, and D
Major Sight-Singing Example for students to read
o Ask students to identify key signature, time signature, any odd leaps (if applicable)
o Sing a scale in D Major, tonicize, give them 1 minute to sing through it on their own
o Sing through together, remind students to conduct or keep steady tempo somewhere on
their body
o Identify and discuss any problematic spots and attempt again if necessary
 Interval Review
o Review types of intervals
 Ask someone to give an example of a 2nd
 Write it on the staff and piano – is this a major or minor 2nd? How would we
make it major/minor? How would we make it diminished/augmented?
 Continue with the rest of the intervals – stop and answer questions if needed
o Sing major and perfect intervals (starting with the same bass note each time)
 Dictation
o Have students write 7 middle C’s on their staff paper, play intervals and have them write
the top note and notate it
o Repeat in D Major, WRITE KEY SIGNATURE, write 7 D’s…and so on
 Self-Test
o After completing instruction, students will do self-test 1-5 from their textbook
Assessment: During the self-test time, I will go around and help students and answer questions where
necessary with help from Mrs. Campbell. After lunch, we will check for completion of the self-test (this
will be their participation grade for the day) and then go over the answers as a class and address any
issues. Their homework for the day will be 1-5 in the workbook, which we will check in the next class
period. Informal assessment will take place throughout the class by observing student’s successes and
struggles as we work through the topic together.

Adaptations: If students are struggling too much with diminished and augmented intervals still, we will
wind it back and keep drilling the major/minor and perfect intervals. We will also be working with
multiple visual modalities in order to explain the intervals, such as note names on the staff, lines and
spaces, and notes on the keyboard in order to provide multiple avenues for success.