Edtpa Lesson 3

Teacher Name: Date: 2/12/2020 Location/School: Harborfields
Derek Schmelter High School, Harborfields

School District
Grade Level: 10-12 Music Specialty Area: AP Music Theory
Lesson Plan Supporting IEP/504/ELL/Gifted learners
Information: Identify who needs accommodations:
There are 3 students in this class who skipped the
Prior academic learning and prerequisite pre-requisite class because they are Seniors. They
skills: Students have prior knowledge of have a gap in knowledge that needs to be
Scale degrees, roman numerals, and triadic compensated for at times. They will be given
structure both in and out of the context of a additional supports throughout the lesson and be
musical sequence. This lesson serves as monitored closely for content understanding.
an extended refresher on triadic and 7th
chord structure and identification. Most
students have taken “Intro to Music Theory”,
a pre-requisite course for the class that
teaches the foundations of music and music
theory.
Personal, cultural, and community

assets: Some students in the class have
skipped the pre-requisite class and have
some gaps in academic knowledge. Some
students have extended experience with
Jazz due to their participation in Jazz
ensembles, which leads them to have a
better understanding of chord structure and
harmonic relationships.
Learning Environment Preparation: Technology:

Students will be seated in a chair in a semi- ☒ Room/Personal Computer
circle facing the board.
☒ Projector
Instructional Resources and Materials: ☒ Internet Connection
Students will receive a worksheet that will
be used for task one and task two.
Additionally, they will all have 2 documents
with definitions and examples of the non-
chord tones we will be addressing, as well
as general triadic and 7th chord construction
and analysis.
Central Focus: Students will be able
to analyze and a Harmonic Progression
with Roman Numerals and create top
voice melody featuring non-chord tones.
Learning Objectives:
1. Students will be able to identify non-chord tones passing tones, neighbor tones, and
suspensions, and complete roman numeral analysis within a written progression.
2. Students will be able to fill in the melody of a short progression with non-chord tones
passing tones, neighbor tones, and suspensions.
IEP/504/ELL/Gifted and variety of learners: Students who did not take “Intro to
Music Theory” before taking have a checklist from lesson 1 that explains how to look at a
stacked collection of pitches and conclude on their implication. They will also receive a
support in lesson two that will describe and define specific types of non-chord tones. Their
gap in knowledge will be scaffolded with the use of this language support.
Instructional Strategies and Learning Tasks (Procedures):
Task one: Students will be able to identify non-chord tones passing tones, neighbor tones, and
suspensions, and complete roman numeral analysis within a written progression.
1. Ask students to take out the cheat sheets from lesson one and two.
a. Remind them what we reviewed yesterday
2. Have students read through the directions
3. Begin with first example, scaffold through process as a group
4. Have students complete the rest of the examples
a. Walk around and scaffold as necessary
5. After all students have completed the worksheet, we will go over the questions as a group.
Informal Assessment: While students are answering verbal prompts, I will assess their
understanding of the content through verbal assessment.
Medial summary: Now that we have learned how to analyze NCT and complete roman
numeral analysis, let’s try writing short progressions with NCT.
Task two: Students will be able to create a short progression featuring non-chord tones passing
tones, neighbor tones, and suspensions.
1. Hand out worksheet, go through directions on the board.
2. Go through the directions with the students.
a. Answer any questions about the procedure.
3. Conduct first example with students, we will review immediately together.
a. If students seem a bit weary, we will go over another example together.
4. Work through each example, with some discussion in between
a. Discuss and scaffold answers and confusion as necessary.
Informal Assessment: I will verbally and visually assess their answers throughout the lesson
by asking for volunteers to answer and walk around to check their papers.
Formal Assessment: Quiz featuring Harmonic analysis, non-chord tone identification and
composition.
Final Summary: Today we analyzed a progression that features non-chord tones and realized
chords with roman numerals and non-chord tones.
National Core Art Standards:

Responding (MU:Re7.2) Analyze aurally and/or by reading the scores of musical works the
elements of music (including form ) , compositional techniques and procedures, relating them to
style, mood, and context; and explain how the analysis provides models for personal growth as
composer, performer, and/or listener. (Task 1)
Creating (MU:Cr2.1) Assemble and organize sounds or short musical ideas to create initial
expressions of selected experiences, moods, images, or storylines. (Task 2)
State Standards:
Responding (MU:Re7.2) Analyze how the structure and context of varied musical works inform the
response. (Task 1 and 2)
Creating: HS Proficient MU:Cr.2.1.C.HSI
a. Select, develop, and organize melodic and rhythmic ideas in drafts of music within simple forms
(such as one-part, cyclical, or binary) and describe their development. (Task 2)
Modeling:
Student Demonstration: Task 1 and 2
Academic Language:
Vocabulary: non-chord tones, neighbor tone, passing tone, harmonic progression, chord, root,
third, fifth, seventh, inversion
Syntax: Understanding chordal structure and the addition of NCT to melodic lines. Creating chord
progressions that feature NCT.
Language Function: Identify, Analyze, Create.

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Teacher Name: Date: 2/12/2020 Location/School: Harborfields

Derek Schmelter High School, Harborfields

Personal, cultural, and community

Learning Environment Preparation: Technology:

National Core Art Standards:

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