Megan Paje

Dr. Maynard
MUED 271
25 Sep 2020
Teaching Without Talking Lesson Plan
Objective:
Students will learn to recognize intervals in the key of C major.

Procedure:
The students will:
A. Listen and follow along with the video lesson to learn the information.
B. Be greeted with the title slide on the topic of the lesson, intervals.
C. Review solfege with hand signs while singing up and down a C major scale.
I. They will sing along and use hand signs synchronously with the video as I go
up and down the scale.
D. Be introduced to the definition of an interval and what it looks like on a staff.
I. They will see a diagram of an interval as well as a demonstration through my
hand gestures.
E. Begin to go through each interval in a major scale, starting from perfect unison all the
way up to a perfect octave.
I. With each interval, students will see on the slide:
a. the name of the interval.
b. the solfege of that interval.
c. the interval pictured on a staff.
d. a song title or other way to remember how the interval sounds.
II. With each interval, students will hear:
a. the interval played on the piano.
b. the interval sung on solfege and signed by the teacher.
c. the song, sung by the teacher, that is associated with that interval as a
tool for memorization.
III. This sequence is repeat for each of the following intervals:
a. Perfect Unison
b. Major 2nd
c. Major 3rd
d. Perfect 4th
e. Perfect 5th
f. Major 6th
g. Major 7th
 h. Perfect Octave
F. Finish the lesson by participating in a short practice.
I. For each practice question, students will hear the interval played on the piano.
II. There will be a short, brief pause for students to think of the answer.
a. Students should use whatever method helps them to recognize the
interval (solfege, aural skills, song association, etc).
III. The next slide reveals correct answer.
IV. Teacher sings the song associated with the interval.
V. Teacher sings interval on solfege.
VI. This sequence is repeated for three practice questions.
G. Be sent off with a positive affirmation on the last slide of the presentation.

Assessment:
The assessment for this lesson will be very informal since the practice questions at the end of the
video act as a small “test” of the student’s new knowledge. However, since no students were
present during the filming of the lesson, other colleges and family members were asked for ways
to present the information more clearly and any general advice to improve the overall lesson.

Accommodations and Modifications:

There are a variety of different ways taught to the student to help them remember the interval.
They can choose which method works best for them to retain the information taught and
recognize the intervals more easily.
If there are students struggling with the concept, adding more practice questions at the end can
help improve their abilities since much of this topic is skill-based and requires physical practice
to see positive changes.