Teachers name: Willis Reifsnyder Grade: 6-8 Plan: what students will

be able to do (behavioral): They will be able to identify secondary dominants in chord progressions with a 90% success rate, and hear them with a 70% success rate. understand (cognitive): They can identify secondary dominants either visually or aurally, and be able to explain the concept in their own words. encounter (experiential): They will encounter the use of secondary dominants in both modern and classical music. perceive differently (critical): The student can realize how secondary dominants have the potential to add variety to a song. Focusing Question: In what way will students In what ways will the student understand the concept of secondary dominants, for both their own observation and use outside of class?

Date: 4/8/13 Title of Lesson: An Introduction to Secondary Dominants (Major Keys) Partner:
Start by listening to Till There Was You by the Beatles. Outline the sections of the song (verses, etc.) Are there multiple keys in the song? Name them (middle verses are in IV). How do you go about getting there and back out again, and what does that mean? At this point in their schooling, the students have an understanding of chord structure, such th as chords of the major/minor scales, 7 chords, and basic progressions. Outline how V and V7 even more so progresses to I. This works for every key; a key can be presented through a triadic chord, and the V and V7 before it is crucial to defining it. Key words: Tonicization vs. Modulation. There are, on a basic level, seven different chords to work with in a key for each of the scale degrees. Show the Secondary Dominants Song video; which secondary dominants were present? (V7/IV, V7/ii, V7/vi, and V7/V). Outline what scale degrees make up these chords. Tell them that in major, tonicizing iii and vii are to be avoided because both are unstable and contain the leading tone of the original key, so its harder to feel the new key. Pass out a secondary dominant-themed worksheet. The two main parts are: Within one key, plot out the secondary dominant based on the chord given (i.e. C Maj, IV chord). The second part is a Bach Chorale, and all that needs to be filled in are the secondary dominants and their resolution. These worksheets are to be done openly, i.e. in groups, where the whole class is technically a group. A second worksheet, identical in format but different in content (different chords, different Bach Chorale) will be the homework. The students will be allowed to hold onto the inclass worksheet for reference when they do their homework assignment. The homework will be passed in the next day and will be graded.

Present:

Assessment:
Formative: The teacher will hover around the groups and help where needed, addressing questions and such. Summative: The teacher will grade the homework assignment to gauge their learning. iTunes/iPod for Till There Was You and Oh, Darling by the Beatles https://www.youtube.com/watch?v=6ub9ltOUH 1I (Secondary Dominant Song) Board of some sort, preferably with staves on it Piano/Keyboard for playing chords in real time Worksheets are a good way to establish a foundation for further learning, as it sets the rules for the concept very clearly. The worksheet addresses the needs of Type 2/3 learners more so than Type 1/4; the questions have only one answer with less critical thinking involved.

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