Les Izzi Kuznetsova

Learning and Evaluation Situation
Planning Grid
Title of LES : Intervals, scales, and triads Cycle : Grade 9, cycle 2, Sec. III
Length : 1 hour Time of the year : Fall
Intention
To understand intervals in terms of music notes (whole steps, half steps, major, minor, perfect).
To be able to build a major scale starting from any note.
To be able to build a minor scale starting from any note.
Targeted Disciplinary Competency (ies) Targeted Cross-Curricular Competency
Creates musical works Category : Intellectual

- Organizes his/her musical creation
- Uses sound sources, elements of musical Competency : Uses information
language and elements of technique
- Shares his/her creative musical Key Features developed :
experience - Gathers information
Performs musical works - Puts information to use
- Becomes familiar with the musical
content of the work
- Respects group ensemble performance
conventions
- Applies elements of vocal or
instrumental technique
Appreciates musical works
- Analyzes a work or production
Essential Knowledges The Broad Areas of Learning
- Instrumental technique Title: Citizenship and community life
- Pitch
- Melodic organization Focus of development : respect for the principles,
rules and strategies of teamwork and for
complementary roles in the classroom and in
workplace practicums
Learning Strategies
Use appropriate methods to decode
musical scores based on the different
musical notation codes (traditional,
nontraditional and individual)
Use varied means to become familiar

with elements of vocal and
instrumental technique
Use operating procedures specific to
group work (ensemble music)
Evaluation Criteria
Efficient use of elements of technique and elements of musical language
INTRODUCTION TO THE LEARNING AND EVALUATION SITUATION
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?
Materials needed
Staff paper, pencil
Description
Activities Competencies Learning Strategies Evaluation
Preparation Appreciates musical Use appropriate methods

works to decode
Write out the C major scale Analyzes a work or musical scores based on
on the board. Ask students production the different
what they think a major scale musical notation codes
is composed of. (traditional,
nontraditional and
Review previous material individual)
(sharps, flats, harmonics)
Explain objectives for the

day.
Carrying out Creates musical Use appropriate methods Observation by

works to decode teacher
Ask and explain: Organizes his/her musical scores based on
musical creation the different Efficient use of
What are intervals? What Uses sound sources, musical notation codes elements of
makes up a major and minor elements of (traditional, technique and
interval? What is the musical language nontraditional and elements of musical
significance of sharps and and elements of individual) language
flats? What intervals make technique
Shares his/her
up a major scale?
creative musical
experience
Show how to build la major
scale: Use operating procedures
specific to
W: whole step group work (ensemble
music)
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.
Integration Performs musical Use varied means to Observation by

works become familiar teacher
Apply the lesson to their Becomes familiar with elements of vocal
band, playing major scales. with the musical and instrumental Efficient use of
Change the starting notes. content of the technique elements of
work technique and
Respects group elements of musical
ensemble language
performance
conventions
Applies elements of
vocal or
instrumental
technique
Differentiation:
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.
Self-directed goals:
Professional Competency #6: To plan, organize and supervise a class in such a way as to promote
students' learning and social development

Les Izzi Kuznetsova

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Les Izzi Kuznetsova

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Learning and Evaluation Situation

Targeted Disciplinary Competency (ies) Targeted Cross-Curricular Competency

Creates musical works Category : Intellectual

Use varied means to become familiar

INTRODUCTION TO THE LEARNING AND EVALUATION SITUATION

Staff paper, pencil

Activities Competencies Learning Strategies Evaluation

Preparation Appreciates musical Use appropriate methods

Explain objectives for the

Carrying out Creates musical Use appropriate methods Observation by

Major scale consists of w-w-

Write C major scale again

Let students count the lines

Group work: Give each group

Integration Performs musical Use varied means to Observation by

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