Copyright by Dr.

Jerry Worley, 2019 (you do not have my permission to post this document - or any others from this course - on such media sites
as Course Hero without my written permission)

edTPA Lesson Plan Form

Name: Cameron Anderson
Date: November 3, 2020
School: North High School
Grade Level: 9th-10th Grade
Subject: Music
Unit (or Learning Segment): Air for Band
Lesson: “Sketching My Way Through the Text” | Lesson one, day one of one | 50 minutes
Central Focus: Connect their music to visual emotions
Learning Objectives (List specifically what the students will be able to do once the lesson is complete and common core or
content standards referenced in brackets. Remember to use the language function of the discipline):
Students will evaluate their new high school journey to connect the concept of growth to the music, Air for Band.
MP3.R.14.h: Illustrate understanding of contrasts and similarities of expressive elements in artistic work through discussion and
written reflections.

Links to other content areas:

- Art: Sketching a picture of emotions presented from the music
- Psychology: The process of the brain creating images for emotions
Advance Preparation (Gather materials, Planned Provisions for Differentiated Learning; list variety of learners such
previews, technology setup, etc.; place as: ELL, struggling readers, IEPs and 504s, underperforming students,
reading titles in italics): students with gaps in content knowledge, and school-identified gifted
- Computer and speakers set to students)
perform music out loud IEPs: This lesson is focused on the student’s interpretation and connection
- Students need notebooks/paper through personal experience. These students are supported by allowing hands on
and a writing utensil contributions with a student’s para to help the student have additional support and
- Professional recording of Air for to keep their classroom experience beneficial.
Band
504s: This lesson is focused on the student’s interpretation and connection through
- Projector to project drawings
personal experience. With the plan of performing the piece twice within the lesson,
- Screen projecting the score to Air
these student’s are supported in the repetition to allow them to gain another chance
for Band
in listening to Air for Band.
- Screen to project The Scream
painting English learners: This lesson does not require any material reading and instead is
- Screen of today’s lesson plan focused on drawing images to convey words. These students are supported in
(goals, central focus, objective, to allowing to communicate through images. With the assessment, there is no need
do list, schedule, assignments) for professional wording as all they is needed is an explanation of sorts.
- Students need their musical parts Underperforming students: This lesson plan reflects their interpretations and
for Air for Band connections of a piece through visual images. These students are supported by
creating the notion of no wrong answers as long as you can elaborate. This lesson
also provides a break from the performance aspect of music.
Gaps in academic knowledge: This lesson plan does not focus on technical skills
and understanding but rather on their interpretations and connections to the piece.
These students are supported by allowing them to be creative in their artwork and
interpretations of emotions. When reading the musical score, they can instead use
the time from the YouTube link instead of measure numbers if musical literacy is a
challenge.
Management and Classroom Characteristics: State arrangements needed for distributing materials; setting-up groups, and so
forth.; also, please identify some aspects of student assets (knowledge of students), such as personal, cultural, and community
areas below. Include how you will use this knowledge to plan the lesson activities, pacing, and choices:
- Stands will be removed to create an open space for discussion and conversation
- Chair and seating will remain the same as within their sections and rows
- Present on the board the lack of instruments needed for this lesson
Copyright by Dr. Jerry Worley, 2019 (you do not have my permission to post this document - or any others from this course - on such media sites
as Course Hero without my written permission)

- Place enough chairs for percussion to join the back row with the brass
- Air for Band will be passed out ahead in a previous class session
Assets (knowledge of students):  
Personal – Refers to specific background information that students bring to the learning environment. Students may bring
interests, knowledge, everyday experiences, and family backgrounds that a teacher can draw upon to support learning.
 The purpose of the lesson and strategy of “Sketching My Way Through the Text” is to allow students to create their own
image of emotions presented through the music, Air for Band. Their image expresses their own personal style and
personal interpretations of the music that connects to their personal lives. Each student will construct a different image
based on personal experiences that connect them to certain emotions. We then later will discuss these images and
elaborate interpretations and perspectives.
Cultural – Refers to the cultural backgrounds and practices that students bring to the learning environment, such as traditions,
languages, world views, literature, art, and so on, that a teacher can draw upon to support learning.
 Creating these images of emotions will be influenced by their cultural backgrounds and heritage. Throughout our
discussion, I will be asking students to elaborate other pieces of music that connect them to certain aspects of their lives.
This will allow students to present their cultural connect to music and their environment outside of school.
Community – Refers to common backgrounds and experiences that students bring from the community where they live, such as
resources, local landmarks, community events and practices, and so on, that a teacher can draw upon to support learning.
 As mentioned in both Personal and Cultural, “Sketching My Way Through the Text” allows students to present their
experience through images to connect to their emotions Air for Band pulls to memory. As we listen to the piece, I will
ask students to connect the music to their own personal experience and/or special location outside of school within their
image.
Learning Tasks (methods, activities, strategies; throughout the lesson, please place these in italics); examples could be:
Picture sort, imagery and memory making, perspective taking, elaboration, peer teaching, whole-class dialogue, guided notes,
silent kinesthetic sorting, guided mapping, debriefing, turn and talk, exit ticket, Venn diagram.
- Whole class discussion
- Think pair share
- Brainstorm
- Think Aloud
- Imagery and memory making
- Elaboration
- Exit ticket
- Creating images
- Connecting pictures to text (Sketching My Way Through the Text)
Introduction (hook, engage): capture students’ interests; identify the purpose of this lesson – refer to central focus and links to
prior knowledge and experiences: compelling why; compelling narratives
 I will ask the students to brainstorm the many ways one might express their emotions. I will be looking specifically for
answers like painting, drawing, acting, singing, playing, performing, sculpting, etc. These answers presented by the
students will all be written on the white board. (3 minutes)
Capture student’s interests:
 Present an image of The Scream painted by Edvard Munch. Have students discuss the emotions presented through this
painting. “Why did the artist use this technique?” (2 minutes)
Identify the purpose of this lesson:
 The purpose of this lesson is to connect emotions presented through sound into images on a page. These images can then
become insights for our performance techniques within the piece, Air for Band, as we connect these emotions to physical
presentations.
Tie the content to the students’ life experiences, student purpose, why is this important:
 By the end of this unit, students will be able to create an easier time connecting their personal lives to music and therefore
Copyright by Dr. Jerry Worley, 2019 (you do not have my permission to post this document - or any others from this course - on such media sites
as Course Hero without my written permission)

opening their mind and world to music. Understanding the emotion behind the piece creates better performers as the music
being performed becomes alive with emotion and can convey the audience in said emotion. Students who understand the
emotion behind a piece also improve musicianship in their own performance.
TIME ESTIMATE: 5 minutes
Development: instructional strategies are introduced, key questions, student tasks, applications, use of academic language,
transitions, time estimates; this is the body of the lesson, plus differentiation; again, central focus is emphasized throughout:
 I will ask students to pull out a piece of paper and a pencil as I will also do the same. Students will be asked to engage in
the listening as they construct their own image of the emotion being presented in their newer piece. I will play the piece
Air for Band over the speakers as students begin to draw their personal connections to the emotions they believe are
being presented. (5 minutes)
 Think Pair Share as students explain their artwork to the people sitting next to them. They must explain the emotions
they felt within the music and their reaction to the piece itself expressed in their drawing. (5 minutes)
 I will present my own drawing to the class to elaborate my thought process when hearing this piece. I will express the
emotions I feel and how they are presented in my drawing. I will then ask volunteers (roughly one from each section) to
present their own drawings and to elaborate their thought process on what emotions they felt and how this was reflected
in their art. (10 minutes)
 I will present the score to Air for Band and ask students to pull out their parts as well. “Let’s pick a student’s artwork we
all enjoyed the most. Where can we find this image within our musical score? Which instrument do you believe
represents this emotion and image?” This will be a whole class discussion as we take a specific image present from a
classmate to connect to a specific section of the music. (5 minutes)
 With the idea of connecting images to specific areas within the music, I will play the piece, Air for Band, again over the
speakers but this time students are to paint pictures for specific measures for their specific part. How does their part
blend with the emotion within this section of the piece? (5 minutes)
There will be a whole class discussion on their experiences with this activity. “What emotions did they experience in
their part in which specific area? Do you agree with your peer’s findings? Why or why not? How can a specific
instrument sound a specific emotion?” (5 minutes)
TIME ESTIMATE: 35 minutes
Closure: summary of learning by the students; relate to objectives; link to next lesson; central focus is emphasized:
I will explain the importance of interesting the emotion underneath a musical phrase to better your understanding of
performance. Having a specific emotion in mind while your playing will increase your musicianship as you are more
focused on your sound and playing in order to represent that specific emotion. If I have too much time left, I will
perform a short melody on my horn with different emotions to express the importance of understanding emotions and
expression. (3 minutes)
TIME ESTIMATE: 3 minutes
Extensions: also known as differentiated learning; specific ideas for groups or individuals who finish early, suggestions for
future lessons):
 If the pacing of the lesson allows for extra time, I will have students express their personal experience with the idea
based on a specific emotion many students left within this piece. This discussion and story-telling can create a learning
experience of connection through each other and to the piece during a time of stalling for time.
Assessment of student performance: clear evidence that the objectives were met; informal and formal assessment of student’s
learning:
I will play a small section of one of their other pieces being rehearsed for students to draw visual emotions on their page.
Along with the image there must be a brief explanation on what emotion they felt and how it is represented in the
drawing. They then must turn them in before they exit the class as an exit ticket. This will provide me guidance on their
engagement and understanding on connecting emotions express through music into visual images. (7 minutes)
TIME ESTIMATE: 7 minutes
Teacher Reflection: Section B (If unable to teach your lesson, reflect on the following questions: What did I learn from
planning my lesson? What theories and/or research-based best practices did I use when planning my lesson? How did my lesson
planning incorporate my students’ personal, cultural, and community assets?):
Copyright by Dr. Jerry Worley, 2019 (you do not have my permission to post this document - or any others from this course - on such media sites
as Course Hero without my written permission)

From planning this lesson plan, I learned that assessing emotional and expressive understanding is difficult. I want to allow my
students the freedom to present their own ideas and interpretations, but how do I assess that? I am starting to conclude that
overall participation and elaboration is best to assess this difficult task. I used the theory of constructivism as I created my lesson
plan. This theory recognized student’s experience outside of school and thus, creates connections to emotions and music. My
lesson incorporated my students’ personal, cultural, and community assets by overall having an open and flexible strategy of
“Sketching My Way Through the Text.” This allows students to incorporate their own self and experiences into their drawings
and allowing discussion to gain relationships within their community.