Emaleah Matke

MUED 318-001
Dr. Dunbar
5/11/23

Education for Equity and Justice Lesson Plan Template

Name: Emaleah Matke

Date: 5/11/23
School: Augusta Middle School
Grade Level: 7-8 Grade Choir
Subject: Emotion in Music
Unit: “See you in the stars” by Cait Nishimura
Lesson (ex: day 3 of 5): Day 12 of Unit

Learning Objectives (list specifically what the students will be able to do once the lesson is
complete): Students will be able to express their emotions regarding being away from a loved
one through movement, group discussion, and reflection.

Common Core or content standards referenced in brackets: [MP3.R.10.m: Express musical

ideas through verbal, movement, written, artistic, or technological means] [MP4.Cn.10.m:
Explain how music relates to self, others, and the world using grade appropriate music
vocabulary.]

Links to other content areas: A link will be made between music and English language arts, as
students will be prompted to write about their experience with the lesson and critically think
about the material discussed and their personal connections to the content. They will have to
summarize these thoughts by addressing particular prompts presented.

Advance Preparation (gather materials, previews, technology setup, etc.; place reading titles in
italics): Have “Quick Writes” prompt ready to be projected or written on board in advance. Also
ensure students will have paper and pencil. Make sure space is cleared for students to move
around in.

Planned Provisions for Differentiated Learning (Variety of Learners) (school-identified students

in your class who may require different strategies or support include, but are not limited to,
students with IEPs, 504s, English learners, varying reading levels, underperforming students, or
those with gaps in academic knowledge, and/or gifted students); (list first initial of students,
specific needs, and describe accommodations): AC: Needs assistance with turning in
assignment and continuing to work through the time given. Also needs assistance with
organization and getting prepared for class/work-time. Accommodations will include checking in
on student periodically to redirect and motivate to complete assignment, checking with student
to ensure they turn in assignment, and ensuring student has necessary materials and space for
work time.
Management and Classroom Characteristics
(describe physical characteristics of the classroom and how you plan to use that space):
Classroom risers can be folded up and pushed against the wall to provide more space for
movement. Students will be free to move around the entire center of the room. For writing,
students will be able to sit with clipboards and will be able to spread out across the space.

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, and so on, that a teacher can draw upon to support learning.
Knowledge of past experiences of loss will be important with this lesson. If it is known that a
student is dealing with something like this currently, they could be checked in with prior to the
lesson.
● 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.
If it is known that students from another culture think of loss in a particular way, this could be
drawn upon to support the learning of that student.
● 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.
It may be known that a particular event occurred in the community regarding loss. If this is the
case, this could be discussed to promote personal connections with the material.

Instructional Strategies (ex: think pair share, active graphing, etc.): Group discussion after
movement activity.

Introduction (hook; engage students’ interest; identify purpose of lesson; refer to prior
concepts/experiences; introduce objectives/concepts of this lesson; time estimates): A few
classes ago we were discussing how “See you in the stars” relates to our own lives and
experiences. Today we are going to explore how we can represent those experiences with
movement!

Lesson (key questions; student tasks; use of academic language; references to

concepts/experiences; transitions; time estimates): How can I use my body to represent how the
music I’m singing makes me feel? How can I display my previous connections to the piece
through my movement? Students will sing through “See you in the stars” and be prompted to
move while singing around the space in a way that reflects how the music makes them feel
while keeping in mind the idea of being away from a loved one. Afterward, students will have a
group discussion about what they saw others do that they related to and what movements they
felt worked well as they experimented with this. The teacher will prompt with the question “How
did relating this to your own lives previously impact your motions?”. This will take about 10-15
minutes of class.
Closure (summary of learning by the students; relate to objectives and central concepts;
preview central concepts of next lesson; time estimates): Now that we have explored how to use
movement to display our emotions and related this piece to our own lives, our next step is
learning how we can be respectful when communicating with others about these topics. Think
about what this may mean for the next class.

Extensions (ideas for learning activities for groups and/or individuals who finish early): This will
be if students finish the assessment early. If students finish early they can begin to pack up for
the next class, as the assessment is only about three minutes and will be given at the end of the
period.

Assessment of Student Learning (informal and formal and/or formative and summative
assessments of student learning): Students will be given a prompt for the “Quick Writes”
strategy that states, “Describe what you have discovered about appropriate ways to express
emotions regarding being away from a loved one as well as the connections you made to your
own life within this process. How could this be applied to other situations where you need to
express your feelings to others? How might this relate to other pieces we play in the future?”.
Students would be given about three minutes to journal some ideas and turn them in afterward.
If the student at least addressed each part of the prompt, they would receive full credit.

Teacher Reflection: (What assessment data do I have that show if my students met or did not
meet lesson objectives? Based on today’s assessment data/experience, how will I use the
assessment data to plan further learning for the next lesson? What adjustments will I make for
the next lesson? What theories and/or research-based best practices informed my decisions?):
This assessment will tell me what students gathered from the unit in terms of expressing their
emotions appropriately and making personal connections to the piece, as well as how well they
are able to transfer these ideas to potential future situations. If students are able to answer
each question, they have met the objective. If they aren’t able to answer the questions, more
time needs to be spent with this objective. If this is the case, another activity that incorporates
these ideas could be explored, such as having students specifically journal about the meaning
of being away from a loved one and how that could relate to their own lives, or even someone
else that they know.