Student Teacher Name: Krystina Rodkey Date: 11/8/19

Lesson Topic and Grade: Music Theory; 9-12

National Standards of Music:

 MU:Cr3.1.C.IIa - Identify, describe, and apply selected teacher-provided or personally-developed criteria to assess and refine
the technical and expressive aspects of evolving drafts leading to final versions.
 MU:Cr3.2.C.IIa Share music through the use of notation, solo or group performance, or technology, and demonstrate and
describe how the elements of music and compositional techniques have been employed to realize expressive intent.
Instructional Objectives:
 Students will be able to create a short composition
 Students will be able to label chords and cadences in a short composition
 Students will be able to write lyrics to a melody that they create

Materials:
 Blank manuscript paper
 Activity from yesterday
 Writing utensil (pencils)
 Projector
 Laptop (for me)
 Whiteboard markers
Opening/Introduction Activity
 10 minutes to work on yesterday’s activity (copying chords/soprano melody on board, labeling chords and cadences)

Learning Opportunities/Procedure:
 Write short composition/”song” as a class
1. Choose a key (no more than 3 sharps or flats)
2. 8 measures, each chord is 2 beats long
3. Cadence every two measures
a. HC, IAC, HC, PAC
4. As a class – select which chords to use
a. Remember standard flow/progression chart
5. Using only notes from the chords, write melody in soprano line
6. Write chords in SATB
7. Write lyrics to melody
a. Choose a theme as a class

Closing Activity
 If time: Class sings melody they just wrote, I play melody/chords on piano

Assessment:
 If time allows, hearing students sing the melody they just wrote allows me to assess their aural skills as they stand now. In
addition, the continuation of the activity from yesterday makes way for assessment of their manuscript notation and their
ability to identify chords written in SATB format.

Reflection:
 They were very receptive to writing, but they were especially hesitant to sing today. I would like to incorporate more singing
into class, and I know that the only way for them to become more comfortable is to do it more often, but it is hard to do when
they give me so much pushback in the first place.