PMEA Model Curriculum Framework

Lesson Plan Template

Lesson Title: Chromatic Scales

Check One: □ General Music □ Ensemble □ Harmonizing Instruments

□ Theory & Composition □ Music Technology
Grade Level(s): 9-10 □ Single Day Plan □ Multi-Day Plan □ Unit Plan
Lesson Objective(s):
SWBAT understand the composition of a chromatic scale
SWBAT, given a starting note, write a chromatic scale

Lesson Description:
Is the description clear and concise? Does it communicate skills, competencies, and expectations in a
way that is understandable to students, parents, and administrators? Is there evidence of
appropriate rigor in the lesson?

This lesson is dedicated towards chromatic scales. In the previous lesson, we talked about major
scales and how it’s a combination of whole steps and half steps, with half steps in between scale
degrees 3-4 and 7-1. This lesson explains chromatic scales and how to assemble one. Looking at a
piano and starting on C, the chromatic scale uses the black keys in between the white keys. This
lesson also talks about ascension and descension, and how writing chromatic scales changes
depending on the direction it is going

Rationale:
What is the purpose of this lesson?
Why is this important? What specific skills and understandings does it provide?
How does the lesson fit into the overall curriculum for this course?

Learning about chromatic scales opens the door and provides an even further understanding for
accidentals. Yes, writing major scales without key signatures aids that skill, but chromatic scales puts
into perspective how many notes there really are in an octave and how accidentals can provide a
particular feeling outside of the major scale

Teacher Resources and Equipment Student Resources:

Projector and camera, workbook, whiteboard, Workbook provided by the teacher
computer

Connections: Choose those most applicable. These may be found in the MCF Documents.
PA Competency(s):

PA Essential Questions:
How is music arranged? (9.1.3.A, 9.1.3.C)
How are patterns arranged to make music? (9.1.3.A, 9.1.3.B, 9.1.3.C, 9.1.3.F, 9.1.3.H)
 PA Big Idea(s): National Standards Enduring Understanding(s):
The skills, techniques, elements, and principles of Musicians evaluate and refine their work through
the arts can be learned, studied, refined, and openness to new ideas, persistence, and the
practiced application of appropriate criteria

National Standards Artistic Processes (Check all that apply):

□ Creating □ Performing □ Responding □ Connecting

National Standards Music Process Components:

MU:Cr3.1.C.Ia: Identify, describe, and apply teacher-provided criteria to assess and refine the
technical and expressive aspects of evolving drafts leading to final versions

Standards: Choose those most applicable. These may be found in the MCF Documents.
PA Standards:
Standard - 9.1.12.C: Integrate and apply advanced vocabulary to the arts forms.
Standard - 9.1.12.A: Know and use the elements and principles of each art form to create works in
the arts and humanities.

National Core Music Standards:

MU:Cr3.1.C.Ia: Identify, describe, and apply teacher-provided criteria to assess and refine the
technical and expressive aspects of evolving drafts leading to final versions

Performance Measures:
How will you assess student learning?
Attach a copy of the grading tool or rubric that will be used to evaluate student understanding of the
objective.

Assessment will be done one of two ways- homework, which will be checked for completion rather
than accuracy, and informal assessments such as participation and general understanding of content

There is no grading tool or rubric to assess the student learning since this class is a very hands on
class. Because it is an introduction to music theory, it is also evident which students know what
information and which students struggle with the information being taught

Depth of Knowledge Level(s):

Include multiple levels of knowledge moving students towards higher and deeper levels of thinking -
strategic and extending thinking.

DOK Level 1- this is the learning of the material: what a chromatic scale is, the difference between a
chromatic scale and a major scale, what it’s comprised of, and what its function is
DOK Level 2- Applying the knowledge students have known by listening to set pieces/songs and
putting chromatic scales in context (Flight of the Bumblebee).
Instructional Process:
Procedures:
What instructional processes, instructional strategies, and instructional tasks will you use to meet the
objectives and goals of this plan?

Opening activity- solfege game: sing a solfege scale (do, do re do, do re mi re do, do re mi fa mi re do,
etc) and omit one syllable, making sure students are paying attention to the task
Sight singing- practicing visual sight reading/singing skills to enhance quick note reading
Harmonic dictation- understanding the relationships between notes and training the ear to listen to a
step-wise melody, being able to notate it

Lesson…
Reviewing what major scales are comprised of (collection of whole steps and half steps with half steps
in between scale degrees 3-4 and 7-1). Then explaining that a chromatic scale is a scale purely made
of half steps and there are 13 notes in a chromatic scale. Next would be to take them through a
chromatic scale- first by writing out the major scale with spaces in between the whole steps, then
filling in the gaps with notes that create half steps

Aural- listening to a piece with chromaticism, such as Flight of the Bumblebee while showing the
score (aural and visual)

Repetition- making sure student has enough chances to fully grasp content- working with them to
create a chromatic scale but also letting them work independently to assemble it themselves,
providing independency and asking for help if needed

Differentiation Strategies:
How will you differentiate instruction and assessment?

In this scenario, instruction is me teaching and explaining the content, as well as practicing with the
students through multiple examples. After teaching, explaining, and working with the students
through the content, the assessment (informal) is having them work on questions in the workbook on
their own, which is where I go around the room asking if they have any questions and assessing the
homework that was due that day.

Essential Vocabulary:
What essential music vocabulary words will students learn and use during this lesson?
Chromatic scale
Half step
Whole step
Sharp
Flat
Natural

District-Defined Initiatives (as applicable):

Include any specific information that your school district has defined as an educational priority.