Student Teacher Name: Krystina Rodkey Date: 9/25/19

Lesson Topic and Grade: Music Theory; 9-12

National Standards of Music:

 MU:Cr3.2.C.Ia Share music through the use of notation, performance, or technology, and demonstrate how the elements of music
have been employed to realize expressive intent.
 MU:Re7.2.C.Ia Analyze aurally the elements of music (including form) of musical works, relating them to style, mood, and context,
and describe how the analysis provides models for personal growth as composer, performer, and/or listener.

Instructional Objectives:
 Students will use their knowledge of intervals to successfully learn how to build triads
 Students will be able to build major, minor, diminished, and augmented triads
 Students will review information previously learned about interval inversions

Materials:
 Blank manuscript paper
 Oreos
 Paper towels
 Piano
 Whiteboard w/ marker
 Writing utensils

Opening/Introduction Activity
 Identify the intervals written on the board and write/label the inversion next to each interval

Learning Opportunities/Procedure:
 Short review of inversions
 Review of major/minor chords
a. Major
1. Major 3rd with a Minor 3rd stacked on top
b. Minor
1. Minor 3rd with a Major 3rd stacked on top
 Pass out 6 oreos and a paper towel to each student
a. Take the filling off of 3 oreos (eat it, scrape it off onto your napkin, etc)
b. Oreos with filling inside = Major 3rd, Oreos without filling inside = minor 3rd
 Write a chord on the board, tell students to figure out with their cookies what it is; then go back and figure out intervals as a
group
a. Repeat a few times
 Augmented Chord
a. Major 3rd with a Major 3rd stacked on top
b. Build a Major chord with cookies then an Augmented chord with cookies next to it
1. Augmented chord physically looks bigger, sounds that way too – play major chord on piano, then augmented chord.
Emphasize how augmented chord sounds more stretched out
c. Identify and build augmented chords on board
 Diminished Chord
a. Minor 3rd with a Minor 3rd stacked on top
b. Build a Minor chord with cookies then a Diminished chord with cookies next to it
 1. Diminished chord physically looks smaller, sounds that way too – play minor chord on piano, then diminished chord.
Emphasize how diminished chord sounds more “squished”
c. Identify and build diminished chords on board
 Write 5 chords on the board – go around the room and have each student label at least one
Closing Activity
 Aural skills
a. Have students close eyes – go to piano and play chords (major, minor, diminished, augmented). Have them raise their
hands to represent what quality they think the chord is

Specific Differentiation Strategies:

 Life Skills students in class do not do well with written assignments. By using cookies, I am assessing their comprehension of
the material in a way other than using a worksheet. This also works for students who work best as visual learners.

Assessment:
 The cookie activity allows me to see a visual representation of the students’ comprehension of the material without needing
to look at worksheets. At the end of class, the closed eyes aural skills activity is a very good way for me to assess the students’
aural skills; asking students to close their eyes eliminates any opportunity for them to be afraid to be wrong in front of their
classmates (or go along with what the majority of the students seem to think the answer is).

Reflection: