Lesson Plan

SUBJECT/Grade: 9 - Music Suggested Time: 1 hour

COURSE/Type/Code: Music – Grade 9, Open, AMU1O

LESSON TITLE : Intervals, scales, and triads

LESSON Description: Students will learn about intervals, scales, and triads, and how to notate and identify
them. They will also learn to play major scales starting from any note on their
instrument.

Planning Information:
Curriculum Connections
Overall Expectation(s):
 Reflecting, responding, and analyzing
 Foundations
Specific Expectation(s):
 identify and describe how the study of music has contributed to their personal growth
 describe the development of their musical skills and knowledge, and identify the main areas they will focus on for
improvement
 identify and describe some of the interpersonal skills and work habits that contribute to the successful completion
of individual and collaborative musical tasks
 demonstrate an understanding of the elements of music, particularly through practical application and aural
recognition, and use appropriate terminology related to these elements
 demonstrate an understanding of, and use proper terminology when referring to, fundamental concepts associated
with notation
 reproduce or identify accurately, from notation and/or listening, simple melodic, rhythmic, and harmonic examples
Learning Goal(s) or Enduring Understandings:
 Students will understands intervals in terms of music notes (whole steps, half steps, major, minor, perfect)
 Students will be able to build a major scale starting on any note
 Students will be able to build a minor scale starting on any note
 Students will be able to perform a major scale starting on any note
Essential Questions:
 What is the major scale composed of?
 What are intervals?
 What makes up a major and minor interval?
 How do sharps and flats relate?
 What intervals make up a major scale?

Prior Knowledge Required

Sharps and flats
Knowledge of music notation
Harmonics
Whole steps and half steps
Playing as an ensemble

Differentiated Instruction Details

 How will you differentiate your lesson? Provide details
Knowledge of Students
Differentiation based on student:
 Readiness  Interests  Learner Profile:
 Styles  Intelligences  Other (e.g., environment,
gender, culture)

Need to Know
 Students’ prior knowledge, skills and experiences

How to Find Out

 Observation, asking directly, reflect on previous lessons

Differentiated Instruction Response

 Learning materials (content)  Ways of learning (process)  Ways of demonstrating learning (product) 
Learning environment

Resources Agenda (to be listed on blackboard, in student language)

Pencil, staff paper
1.The major scale
2.Review
3.

Minds On (Hook) Connections

 Establishing a positive learning environment L: Literacy
 Connecting to prior learning and/or experiences AfL, AoL: Assessment
 Setting the context for learning for/of Learning

Whole Class or Groups of ?  Name of Activity and/or Strategy

AfL: Strategy/Assessment
Tool
Write out the C major scale on the board. Ask students what they think a major scale is
composed of.

Review previous material (sharps, flats, harmonics)

Explain objectives for the day.

Action
 Introducing new learning or extending/reinforcing prior learning
 Providing opportunities for practice and application of learning (guided > independent)
Ask and explain:
AfL: Strategy/Assessment
Tool
What are intervals? What makes up a major and minor interval? What is the significance of
sharps and flats? What intervals make up a major scale?

Show how to build la major scale:

W: whole step

½: half step

Major scale consists of w-w-1/2-w-w-w-1/2

Write C major scale again using the formula, and incorporate a major triad into the lesson

Let students count the lines and spaces between intervals on the board. Let them come up to the
board to try and build a major scale and a major triad on a new note.

Group work: Give each group 2 notes to build a major scale and major triad. Go over the group
work in class.

Consolidation and Connection

 Helping students demonstrate what they have learned
 Providing opportunities for consolidation and reflection
Whole Class or Groups of ?  Name of Activity and/or Strategy
AfL or AoL:
Strategy/Assessment Tool
Apply the lesson to their band, playing major scales. Change the starting notes

Extension/PREP/Hwk AfL or AoL:

Worksheet to take home – practice building major and minor scales on staff paper Strategy/Assessment Tool
Practice various scales on their instrument

Accommodations/Special Needs:
For group work, pair them according to their level: stronger students are given the opportunity to teach and
help those that are struggling or behind. Spend some time checking up on groupwork to those that need extra
assistance.
Work with special needs students individually if possible.

Teacher Reflection on Lesson: (to be completed after teaching, you do not need to fill this out for this assignment, just
an FYI for reflective practice)
Aspects that worked: Changes for next time: