Janelle Julian

Unit: Aural Skills Development Grade: Music 9

Date: Lesson Title: Major scales and Intervals (M2, m2) using Solfege and Chrome Music Lab

Lesson Duration 50 mins

Curriculum Learning Big Ideas:

Standards ➔ Music uses a unique sensory language for creating and communicating

(Big Ideas, Competencies, Curricular Competencies:

and Content) ➔ Describe, interpret, and consider how musicians use techniques, technology, and
environments in composition and performance

Content:
➔ symbols to define style and convey ideas relating to pitch

Learning Objectives Given modeling and guided practice, the student will be able to demonstrate their
(Given… the student will… understanding of the major scale and intervals of M2 and m2 using solfege syllables and
and be assessed by...) hand signs, and will be assessed on accuracy by the teacher.

This serves as an introduction to using Chrome Music Lab for future lessons. Chrome Music
Lab will serve as a guide to help with visualizing the relationship between pitches with
colours and spacing.
 PROCEDURE
Elements of Lesson Estimated Teacher Actions Student Material
Time Actions

Introduction 10 mins Before lesson: ● Move into their Teacher:

➔ Sign out iPads/Laptops assigned or - iPads/Laptops
➔ Load laptop, projector and picked groups - Solfege symbols,
speakers with the Chrome of 4 (different hand signs and colours
Music Lab link areas in the graphics
➔ Have visual on the board room) -Magnets/clips
showing solfege symbols, ● Receive an iPad -Projector and speakers
hand signs and their related to share -Chrome Music Lab-
colour on Chrome Music Lab ● Follow Song Maker exercise
● Hand out 1 iPad per 1 group instructions on https://musiclab.chrom
of 4 (assigned or picked) opening the eexperiments.com/Son
● Explain to students that we Chrome Music g-Maker/song/6696927
will not be editing anything on Lab link 444336640
the link and will only press (starts with a intro
play and pause scale)

Body Activities 10 mins Review Solfege and Modelling 1. Demonstrate the

● As a whole class review of the scale with hand
hand signs, pitches, and signs
syllables by singing the scale 2. Sing along to
(ascending and descending) the exercise with
● Brief intro of the features in only solfege
Chrome Music Lab and the syllables
Song Maker exercise 3. Sing along to
● Model and go through the exercise with
exercise together solfege syllables
 and hand signs

5 mins Guided Practice ● Demonstrate

● Have students practice this their practice
exercise in their groups while ● Give peer
using their iPads feedback and
● Tell them that they will need to demonstrate
perform the exercise to the peer tutoring
class with their groups and support
● Observe and answer ● Cooperation In
questions groups

10 mins Performance ● Standing with

● Assign an order of groups their groups
● Play the exercise on loop and ● Participating
the performance follows this during the
pattern: EVERYONE part
EVERYONE… Group ● Participating
1....EVERYONE… Group 2… when their
EVERYONE etc. group has a soli
*if low on time, do EVERYONE in the
beginning, then groups in succession,
and end with EVERYONE

15 min M2 and m2 ● Perform as a

● Demonstrate the song for M2 group the M2
- do re, major 2nd, re mi, and m2 songs
major 2nd, fa so, major 2nd with solfege
etc. signs
 ● Demonstrate the song for m2-
mi fa, minor 2nd, ti do minor
2nd.
1. Demonstrate in full
2. Call and response
3. Sing together

Closure 5 mins ● Next class we will explore ● Ensure their -iPads are all put away
other intervals and creating in group has
the Song Maker in the future returned their
● Reminder for them to not iPad
make edits on the link
● Collect iPads
● Take down projector and
speakers

Student Assessment ● Observe the accuracy of -Rubric, pencil/laptop

solfege syllables and hand
signs of each student
● Observe the students ability to
cooperate and support their
peers during practice

Extension activity ● Continue to

(complete in class or practice the
homework started in exercise at
class) home with the
link
● Practice the M2
and m2 intervals
songs
Differentiation and Exceptionalities -Supplementary
Adaptation ● Those who assessment and
cannot make worksheets for
symbols may non-verbal students
only sing and
recite solfege
● Those who are
non-verbal may
only do the hand
signs and
demonstrate
their knowledge
of solfege
syllables on a
supplementary
sheet.

Excelling students
● If they have prior
aural training,
ask them to pick
an interval
lesson to assist
teaching the
class. Ask them
to share to their
peers how they
practiced their
ear training and
 what strategies
they used to
learn solfege.

Plan “B” If ending early:

- Explore other features of the
app via the projector and
discuss future projects and
lessons
 NAME: TEACHER:

COURSE: DATE:

I KNOW MY DO RE MI'S
Write the appropriate SOLFEGE NAME to the hand signs in each box. They are not in the
correct scale order.

do

The boxes are not in the right order. Write

the correct order of the scale using solfege
syllables. (Hint: we start with do, re....)