Date submitted: 7/14/2008 

Learning Targets: What you want students to know and be able to do as a result of learning process	Assessment Criteria: The observable traits and dimensions of meeting the learning target—what it looks, sounds, or feels like when the student demonstrates this newly acquired knowledge or skill.
Students will be able to discover the meaning of and the difference between the terms “chord” and “triad.”	Students will know that a chord is three or more notes sounding simultaneously; a triad is three notes built in thirds above the chord root.
Students will be able to correctly notate the I and V chords in the key of C major for the song “Idaho Counties.”	The I chord should have notes C-E-G. The V chord should have notes G-B-D. The chords should be built in thirds above the root.
Students will be able to play the I and V chords on the correct beat, reading their chord notation for “Idaho Counties.”	There should be a clear aural/visual distinction between the I and V chords. It should be clear when each chord change occurs.
Students will be able to play instrumental accompaniment for “Idaho Counties,” as well as sing the song while other students accompany.	Singers should sing clearly, with correct pitches and movements. Students playing instrumental accompaniment should make the I-V chord changes at the correct times.

Responding/Reflecting: Guiding Questions before, during and after the lesson activity that help students build critical thinking skills, link big ideas with historical/cultural resources, and reflect on and assess their own and other’s art.
1. Describe	2. Analyze
How is the “Idaho Counties” song related to other subject areas?	How can music help us to learn?
	Would you prefer a different method to learn the Idaho counties besides putting it to music? How?
Look at the examples of chords and triads. What do you observe?	What is the difference between a chord and a triad?
3. Interpret	4. Evaluate
How would it change the song if we played the I and V chords in a different order or on a different beat?	How did it affect the song when everyone played at the correct time? When some people played on the wrong beat?

Learning Sequence: Indicate steps needed to achieve learning targets Note Idaho Humanities Content Standard/student artistic process element addressed in each step
1.                                                                                                      CreatePerform/ExhibitRespond/Reflect REVIEW AND PREVIEW Review “Idaho Counties” song from memory with the movements that students created last time. Explain that we will be playing instrumental accompaniment for this song today. Discuss the meaning of the term “accompaniment.”   Check for understanding by: In-process assessment of student learning through questions, self reflection, teacher scan, peer sharing, checklist, or other assessment tools
2.                                                                                                     CreatePerform/ExhibitRespond/Reflect INTRODUCE, NOTATE, AND PLAY I-V CHORD ROOTS Introduce I and V chord roots for key of C major (I=C and V=G). Hand out composition paper and have students draw a treble clef. Say the I and V chord roots for the “Idaho Counties” song one at a time. Have students notate the I or V chord roots for the song. Assign students to play Boomwhackers, hand bells, barred instruments, or piano. Have them independently practice playing the I-V chord roots that they notated. Practice playing the I-V chord roots together as a class, saying the name of the chord root aloud.  Check for understanding by:
3.                                                                                                      CreatePerform/ExhibitRespond/Reflect INTRODUCE, NOTATE, AND PLAY I-V CHORDS Draw some examples of chords on the board (including four and five note chords). Have students discover that a chord is three or more notes sounding simultaneously. Draw some examples of triads on the board. Have students discover that a triad is a three-note chord built in thirds above the root. Have students notate the rest of the I and V chords above the chord root that they already notated. Divide students into groups of three and assign each group an instrument and either the I or V chord. Groups must determine which notes they will need to play in order to build their I or V chord. As a class, slowly practice playing the I and V chord accompaniment that students notated.  Check for understanding by:
4.                                                                                                      CreatePerform/ExhibitRespond/Reflect PERFORM "IDAHO COUNTIES" WITH I-V CHORDS Divide the class in half. Half of the class sings “Idaho Counties” with movement while the other half plays the I-V chord accompaniment for the song. Switch parts so that all students get to both play and sing.  Check for understanding by:
5.                                                                                                      CreatePerform/ExhibitRespond/Reflect Check for understanding by:
6.                                                                                                      CreatePerform/ExhibitRespond/Reflect Check for understanding by:
Responding: Closing Reflection with Students Did you achieve the learning targets? How effectively did you meet each assessment criteria for the lesson? Discuss the Describe/Analyze/Interpret/Evaluate questions above. Have students assess their performance of the song.