Spring Arbor University School of Education

Lesson Plan Essential Elements

Title: Lesson B Visual Interval Identification
Subject: Concert Choir
Grade Level: (Beginner choir) 9
th
-12
th
grade Time Allotted: ! mins
"aterials #e$uired: Students need pencils and their noteoo!s" #eacher needs $hiteoard and dr% eraser and dr% erase
&ar!ers"
%
st
&entury S'ills: (nformation Literacy
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Objective(s): TLW be able to identify all Major, Perfect and Minor intervals within an
octave span on both treble and bass clef staves with accidentals.
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(nstructional Procedure: *hat information do students need to accomplish the objective+s,- #he% need to !no$ the
note na&es of trele and ass clef staves"
Time
Allotted
Essential Element
1 &in" . Anticipatory Set: '(ood )orning* #oda% $e are going to learn ho$ to identif% intervals on trele
and ass clef staves"
+,
seconds
%. State Purpose and /bjective+s, of Lesson: 0#oda% $e are going to learn ho$ to identif% )a-or.
/erfect and )inor intervals on trele and ass clef staves"
0"1
&ins"
B" 1
&ins"
C" 1
&in"
1" +
&in"
2" 1
&in"
3"1 &in"
("+
&ins"
4" 1
&ins"
1. Plan for (nstruction:
0" '#a!e out %our noteoo!s and dra$ a trele and ass clef staff"5
B" 6evie$ ho$ &an% $hole steps and half steps it ta!es to get to &a!e up a &a-or scale and up the
note na&es"
C" '7hen %ou sing one note right after the other. %ou have sung an interval" Intervals &a!e up &usic"
7e can identif% intervals ased on ho$ &an% $hole steps or half steps there are et$een the notes
on a staff"5
1" 1escrie ho$ going fro& 1o to 6e in C )a-or is 1 $hole step" It is in the )a-or scale so it is either
a perfect or &a-or interval" Intervals of a 8
th
and 9
th
are the onl% perfect intervals. so going fro& 1o
to 6e is a &a-or interval" :ou can tell $hat Interval it is % counting starting on the line or space the
first note is on to the spot the ne;t note is on" (oing fro& 1 to 2 on the staff is t$o steps so $e
!no$ that is generall% a )a-or second" #he ne;t step for identif%ing intervals is counting to &a!e
sure that our half steps and $hole steps &atch up $ith $hat $e !no$" 7e !no$ that going fro& 1o
to 6e is one $hole step" So $e have to loo! at the note to see if it does indeed e<ual one $hole step"
0nd 1 to 2 does* So it is for sure a )a-or 2
nd
"
2" 7hat if $e $ent fro& 2 to 3= B% going through our t$o steps of counting note to note and then
counting $hole and half steps $e find that 2 to 3 is not a )a-or second ecause it does not e<ual a
$hole step. onl% a half" #his is an e;a&ple of a &inor interval"
3" 0 &inor interval is )a-or Interval that is a half step short of eing &a-or" So if %ou loo! at 1 to 3
and count that it is +. %ou &ight thin! that it is a )a-or +
rd
" But then %ou count the half steps and
$hole steps and reali>e that it is a half step s&aller. &a!ing it a )inor +
rd
"
(" Informal Formative Assessment: (To prepare them for Formal Summative Visual Interval
Identification Test) Do a few examples on the board. Have them tae a few minutes to fi!ure them
out.
4" #ell the& to practice this s!ill on &usictheor%"net and to use their sheet that tells the& ho$ to ta!e
S?2 3acult%. 2@2A@1,
the online test to re&ind the& $hat to do"
2. 3ifferentiation &onsiderations +accommodations,: Be prepared to have to repeat %ourself" (ive
the& clues during note identification if troule"
9" 2 &in 4. Assessment: #he 0ssess&ents $ere an infor&al-having the& do it in class and a for&al ho&e$or!
assign&ent"
A" +,
secs"
!. &losure:" 6e&ind the& aout the ho&e$or! assign&ent due ne;t class"
S?2 3acult%. 2@2A@1,