Title of Unit

Curriculum Area
Developed By

Chords in Your Tunes

Grade Level

9-12

Music Theory

Time Frame

1-2 Class Periods (45 Minutes Eachh)

Stephen Castaneda

Identify Desired Results (Stage 1)

Content Standards
In this lesson students encounter 4 artistic process that form the National Core Music Standards, developed in 2014 by the National Coalition for Core
Arts Standards (NCCAS)and the National Association for Music Education (NAfME). They are create, perform, respond and connect. The unit meets NJ
Core Curriculum Content Standards 1.1.5.B.2, 1.1.2.B.1.

Understandings
Overarching Understanding
Students will be able to apply their knowledge of chord structure to learning
the music to pop songs. (Cognitive)
As a result of this lesson students will realize that the concepts taught in
theory are relevant to the music they listen to everyday. This enables them
to appreciate the concepts taught in class. (Constructivist)

Related Misconceptions
Music theory is not relevant to the music students listen to on an
everyday basis. Music theory can only be applied to classical music.
Diminished and Augmented chords are used only in classical music.

Essential Questions
Overarching

Topical

In what ways will students apply

concepts taught in music theory to
better understand pop songs they
listen to everyday.

Can students learn to play their

favorite songs knowing only major,
minor, diminished and augmented
triads?

(Focusing Question)

Does music theory become more

relevant for students if applied to
pop music?

Knowledge

Skills

Students will know

Students will be able to

By the end of this class, students in the music theory class, will be able to
perform a pop song of their choice that uses major, minor, augmented, or
diminished chords with a success rate of 80%.

Students will play major, minor, diminished and augmented chords on

the piano or guitar. (Experiential Objective)

Assessment Evidence (Stage 2)

Performance Task Description
Goal For students to use their knowledge of major, minor, diminished and augmented chords to play a pop song of their choice.
Role

Students are given the opportunity to pick their own song of which they will arrange and perform to their stylistic choosing.

Audience Music theory students

Situation Classroom music
Product/Performance Students will perform their songs in front of the class using midi keyboards and sounds from Garageband.
Standards

Students work will meet the national benchmarks of the National Core Music Standards for creating, responding, performing,
and connecting.

Other Evidence

Learning Plan (Stage 3)

Where are your students headed? Where have they been?
How will you make sure the students know where they are
going?

Teacher will begin by facilitating a discussion about chords. Students will partner up to answer
the questions. The questions are designed to inspire students to begin to apply the principles
learned in theory to some of their favorite songs. The goal is to teach students how to create
major, minor, diminished, and augmented chords to aid them with performing one of their
favorite songs by the end of the class.

How will you hook students at the beginning of the unit?

Teacher tells students that no matter how complicated or simple their favorite song is they all
start with chords. Teacher will explain that chords are the fundamental building blocks of
songs. Students will partner up and answer the following questions: What are chords? How
are they made? What are some of your favorite songs? Is there anything special about the
chords used in this song? Students will share their answers with the class (Partner and
Present Section of the Class)

What events will help students experience and explore the

After discussion students will be told they are going to now hear what these chords sound like
big idea and questions in the unit? How will you equip them and think of words to describe their sound. This will be done by splitting the room into 3
with needed skills and knowledge?
sections. Each section will be given a note of a triad that they will sing on a Solfge syllable.
The order will be major, minor, augmented, then diminished. After chord is sung write
describing words for the sound quality of the chords based off what the students say.
How will you cause students to reflect and rethink? How
will you guide them in rehearsing, revising, and refining
their work?

Students will get into partners. They will go to the website guitartab.com and pick a song from
the database of songs that includes thousands of pop songs. The website gives the chords and
chord symbols for the songs. Students will use their midi keyboards and Garageband sounds to
play the chords. They are encouraged to use any sound of their choice for the performance.
Students with more piano playing experience will be challenged to add or use a song with a
diminished or augmented chord. One student will be asked to play while the other sings the
song. Students will be taught how to read chord symbols before they start. (Personalize)

How will you help students to exhibit and self-evaluate their

growing skills, knowledge, and understanding throughout
the unit?

Students present a performance of their song for the class. (Peform)

How will you tailor and otherwise personalize the learning

plan to optimize the engagement and effectiveness of ALL
students, without compromising the goals of the unit?

Integration of technology - Garageband. Students are able to pick their own songs that are
familiar to them.

How will you organize and sequence the learning activities

to optimize the engagement and achievement of ALL
students?

Lesson plan honors the tenets of Critical Pedagogy for Music Education: Partner, Present,
Personalize and Perform.

Understanding By Design Unit Template

From: Wiggins, Grant and J. Mc Tighe. (1998). Understanding by Design, Association for Supervision and Curriculum Development
ISBN # 0-87120-313-8 (ppk)