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\n\"Triads,\n\n
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\nCurated OER\n
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\nTriads, Intervals, Keys, Note Values\n

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\n\nFor Students\n\n6th - 11th\n
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\nOlder or more advance musicians can test how well they can identify specific triads, intervals, keys, and note values with this quiz. Each staff focuses on one concept, they write the name of the triad, interval, or key.\n
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\n\"Rhythm,\n\n
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\nCurated OER\n
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\nRhythm, Triads, Intervals\n

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\n\nFor Students\n\n7th - 12th\n
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\nLet the class show what they know about rhythm, triads, and intervals with this quiz. They complete the rhythm on staff one and two, identify the intervals on staff three, and identify the triads on staff four. This is a well-thought-out...\n
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\n\"Identifying\n\n
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\nMusic Teaching Resources\n
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\nIdentifying Major and Minor Triads 1\n

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\n\nFor Students\n\n3rd - 6th\n
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\nHere's a major and minor triads activity that asks young musicians to name the root, third, and fifth notes and the chord the notes produce.\n
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\n\"Chords\n\n
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\nCurated OER\n
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\nChords and Triads\n

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\n\nFor Students\n\n7th - 8th\n
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\nIn this music worksheet, students answer 15 questions related to chords and triads. For example, \"A triad is a ...that is made up of three notes.\"\n
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Worksheet
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\n\"Triads\n\n
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\nCurated OER\n
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\nTriads - 7th Chords - Major/Minor Keys - Rhythm\n

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\n\nFor Students\n\n7th - 12th\n
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\nBudding musicians transpose chords, identify major and minor keys, and complete measures to match the shown signatures. This resource can be used as a quiz, test, or as practice for those learning how to read and write music.\n
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Worksheet
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\n\"Chords\n\n
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\nCurated OER\n
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\nChords and Triads\n

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\n\nFor Students\n\n6th - 12th\n
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\nIn this chords and triads music worksheet, learners respond to 7 fill in the blank and short answer questions pertaining to the playing of chords and triads.\n
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Lesson Plan
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\n\"Clarifying\n\n
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\nEngageNY\n
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\nClarifying Thinking on Water Management: Revisiting the Gallery Walk\n

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\n\nFor Teachers\n\n7th\n\nStandards\n
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\nOne, two, three, go! Scholars gather in triads and number themselves one to three. Each number is responsible for sharing a section of the map homework completed the night before as learners discuss domain-specific vocabulary terms using...\n
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\n\"Inferring\n\n
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\nEngageNY\n
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\nInferring about Character: Close Reading of The Lightning Thief (Chapter 3)\n

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\nStick it to them! Scholars work to write the gist of sections of text on sticky notes and place them in chapter three of The Lightning Thief. They then share what they wrote with classmates in their triad. The group reads selections of...\n
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\n\"Analyzing\n\n
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\nEngageNY\n
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\nAnalyzing Author’s Point of View: Chapter 4 of World without Fish\n

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\nGive me a clue. Scholars work in triads to use highlighters and mark clues that lead to the author's point of view in World without Fish. The Author’s Point of View graphic organizer helps them map out their thoughts.\n
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Lesson Plan
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\n\"Lesson\n\n
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\nVH1\n
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\nLesson 4: Behind the Movie Chicago\n

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\n\nFor Teachers\n\n7th - 12th\n
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\nThe elements of music and journalistic integrity in one lesson; What could be better? The class discusses journalistic approaches to better understand responsible reporting versus sensationalism. They watch the Act One from the film...\n
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Worksheet
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\n\"Color\n\n
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\nCurated OER\n
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\nColor Scheme Acrylic Painting Self-Assessment \n

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\n\nFor Students\n\n9th - 12th\n
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\nBeing a good artist means being able to critique your own work. Here young painters will take a short quiz on color schemes in acrylic painting and then reflect on their use of color in a recently completed piece. A great worksheet for...\n
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Activity
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\n\"Corner\n\n
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\nExploratorium\n
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\nCorner Reflector\n

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\n\nFor Teachers\n\n5th - 7th\n
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\nIf you set up a triad of mirrors into a corner figuration, they act as a kaleidoscope, bouncing light waves back and forth indefinitely, changing the light that your eyes perceive. Although the materials required are very specific and...\n
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\n\"Addressing\n\n
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\nAnti-Defamation League\n
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\nAddressing Hate Online: Countering Cyberhate with Counterspeech\n

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\n\nFor Teachers\n\n9th - 12th\n\nStandards\n
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\nCyberbullying is the focus of much discussion. Here's a lesson that offers suggestions for addressing cyberhate. After groups examine different examples of cyberhate, the class adds their suggestions to a list of ideas for how to counter...\n
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\n\"World\n\n
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\nEngageNY\n
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\nWorld Café to Analyze Theme and Character in A Long Walk to Water (Chapters 16–18)\n

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\n\nFor Teachers\n\n7th\n\nStandards\n
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\nHere comes a surprise ending! Readers discuss their thoughts about the ending of A Long Walk to Water by answering probing questions. They participate in a World Café where they work in triads to complete a chart and a prompt during...\n
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\n\"Forming\n\n
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\nEngageNY\n
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\nForming a Research-Based Claim: Comparing Cascading Consequences\n

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\n\nFor Teachers\n\n7th\n\nStandards\n
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\nIt's time to weigh the risks and benefits of screen time! Pupils work in triads to identify the strongest positive and negative consequences from their Cascading Consequences chart. Next, using the chart and their researcher's notebooks,...\n
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\n\"Inferring\n\n
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\nEngageNY\n
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\nInferring about Character: Getting to Know Percy (Chapters 1 and 2)\n

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\n\nFor Teachers\n\n6th\n\nStandards\n
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\nWhat a character! Scholars look at two chapters in The Lightning Thief to make inferences about the character Percy. They record both the character's challenges and responses. Learners then work in their triads to discuss the gist...\n
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\n\"Vocabulary\n\n
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\nEngageNY\n
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\nVocabulary Strategies and Questions from the Text: Close Reading Part 2 of The Lightning Thief (Chapter 3, Continued)\n

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\nThat is very unexpected! Scholars take a close look at the word unexpectedly from chapter three of The Lightning Thief. They examine the prefix and think of other words that have the same prefix. Learners regroup in their triads and take...\n
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\n\"Using\n\n
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\nEngageNY\n
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\nUsing Details to Determine Theme: The Myth of Cronus\n

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\nThere's nothing like a good theme! After reviewing the story of Cronus, learners participate in a mini instructional activity about theme by pulling papers from an envelope and identifying the writing on it as either a topic or a...\n
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\n\"What\n\n
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\nEngageNY\n
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\nWhat Makes a Myth a Myth? Comparing “Cronus” and “Shrouded in Myth”\n

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\n\nFor Teachers\n\n6th\n\nStandards\n
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\nScholars complete a Venn diagram to compare and contrast Cronus and Shrouded in Myth. Learners work in their triads to write similarities and differences on sticky notes. They then take a look at the text The Key Elements of...\n
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\n\"Building\n\n
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\nEngageNY\n
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\nBuilding Vocabulary: Working with Words about the Key Elements of Mythology\n

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\nBuild vocabulary one word at a time. Scholars work to create word models to describe the key elements of myths. After viewing and discussing glossaries, they begin working in triads on their models that include the word, synonyms,...\n
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\n\"Exploring\n\n
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\nEngageNY\n
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\nExploring Allusions to Myths in The Lightning Thief: Close Reading Part 1 of “Prometheus”\n

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\nIt's all just an allusion. Scholars learn the meaning of allusion and read an allusion in The Lightning Thief. Learners gather in their triads and discuss questions from the text to take a close look at vocabulary words and choose...\n
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\n\"Connecting\n\n
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\nEngageNY\n
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\nConnecting the Theme of the Expert Group Myth to a Theme in The Lightning Thief and to Life Lessons\n

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\nExpert groups discuss the theme of their myths and the life lessons people learn from it. They then regroup their triads so that there is a pupil from each expert myth group and share details about their myths. The class also talks about...\n
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\n\"Jigsaw,\n\n
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\nEngageNY\n
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\nJigsaw, Part 1: Good Masters! Sweet Ladies!\n

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\n\nFor Teachers\n\n6th\n\nStandards\n
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\nComplete a puzzle one piece at a time. Scholars gather in triads to complete jigsaw activities over a monologue from Good Masters! Sweet Ladies. They read as a group and independently and use sticky notes to identify the gist of...\n
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\n\"Jigsaw,\n\n
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\nJigsaw, Part 2: Good Masters! Sweet Ladies!\n

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\n\nFor Teachers\n\n6th\n\nStandards\n
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\nThree heads are better than one. Scholars gather back in their triads for another read of their monologues. They answer text-dependent questions and review their work. Learners then present their jigsaw monologues to the rest of the...\n
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