The Music Publishing Business Course — Teacher Edition
20 assessed work items are mapped below. Use the lesson title or activity ID to find the work, the evidence to keep, and the criteria used to assess it.
Suggested learner fit
For educators, not a student course.
Priority skills: Demonstrating and assessing rights records; agreements; royalty arithmetic; licensing decisions and catalog accounting.
Prior skills: Read or complete the companion student course; bring a sample assignment to assess.
Equipment: Worksheets and a document or spreadsheet editor; recording software is optional.
Expected time: Plan 10–15 hours to prepare the 18-unit sequence; classroom delivery follows the student course.
Teacher guidance: No instructor is required; this edition is for educators preparing to demonstrate, assess, and adapt the student course.
2.5.b · ISTE Standards for Educators Design a practical technology lesson
2.7.c · ISTE Standards for Educators Use assessment to guide teaching
2.3.c · ISTE Standards for Educators Teach responsible use of digital material
Assignment
Prepare the fictional case and portfolio routine. Ask learners to distinguish a song from a recording, make one supported rights claim, and show how they would keep a source and decision record. Use the responses to plan the first unit without requiring real registrations or public student accounts.
Evidence to keep
Keep the baseline prompt, anonymized responses, a short note on misconceptions, and the first teaching adjustment.
Assessment criteria
The baseline elicits a rights distinction and a traceable source or decision record.
The teaching adjustment responds to the observed work rather than a guessed readiness level.
Standard-specific check: State the learning objective, teach a workable activity and show how the resulting student work demonstrates the objective.
teaching-unit-1 · teaching-unit-1
Teaching unit 1: The business behind a song
2.5.b · ISTE Standards for Educators Design a practical technology lesson
2.7.c · ISTE Standards for Educators Use assessment to guide teaching
2.3.c · ISTE Standards for Educators Teach responsible use of digital material
Assignment
Prepare and teach the three meetings for Unit 1. Compare two performances of one song, draw separate composition and recording rights, model the two-fee calculation, and have learners revise a client reply that asks for the missing use details. Score the resulting work against the unit guide, return one specific correction, and check the revision.
Evidence to keep
Keep the three-meeting plan, an anonymized rights map and client reply, criterion-level scoring, feedback, and the next teaching step.
Assessment criteria
The lesson sequence teaches the decisions required for rights map and client reply, using the case materials and a workable access route.
The teacher scores the rights map and client reply against the unit criteria and uses an observed error to set a next step.
Standard-specific check: State the learning objective, teach a workable activity and show how the resulting student work demonstrates the objective.
teaching-unit-2 · teaching-unit-2
Teaching unit 2: Building a catalog people can use
2.5.b · ISTE Standards for Educators Design a practical technology lesson
2.7.c · ISTE Standards for Educators Use assessment to guide teaching
2.5.a · ISTE Standards for Educators Adapt a lesson for learner needs
Assignment
Prepare and teach the three meetings for Unit 2. Seed an intake with a wrong title and conflicting shares. Teach work and recording identifiers, run a change log, and have learners use a classmate’s records to answer a request. Score the resulting work against the unit guide, return one specific correction, and check the revision.
Evidence to keep
Keep the three-meeting plan, an anonymized catalog records and correction log, criterion-level scoring, feedback, and the next teaching step.
Assessment criteria
The lesson sequence teaches the decisions required for catalog records and correction log, using the case materials and a workable access route.
The teacher scores the catalog records and correction log against the unit criteria and uses an observed error to set a next step.
Standard-specific check: State the learning objective, teach a workable activity and show how the resulting student work demonstrates the objective.
teaching-unit-3 · teaching-unit-3
Teaching unit 3: Planning a small publishing business
2.5.b · ISTE Standards for Educators Design a practical technology lesson
2.7.c · ISTE Standards for Educators Use assessment to guide teaching
Assignment
Prepare and teach the three meetings for Unit 3. Model a three-month cash plan with a late receipt. Have learners decide whether to keep, reduce, or delay a demo and explain both the cash and musical consequences. Score the resulting work against the unit guide, return one specific correction, and check the revision.
Evidence to keep
Keep the three-meeting plan, an anonymized cash plan and decision memo, criterion-level scoring, feedback, and the next teaching step.
Assessment criteria
The lesson sequence teaches the decisions required for cash plan and decision memo, using the case materials and a workable access route.
The teacher scores the cash plan and decision memo against the unit criteria and uses an observed error to set a next step.
Standard-specific check: State the learning objective, teach a workable activity and show how the resulting student work demonstrates the objective.
teaching-unit-4 · teaching-unit-4
Teaching unit 4: Deciding whether a catalog is worth buying
2.5.b · ISTE Standards for Educators Design a practical technology lesson
2.7.c · ISTE Standards for Educators Use assessment to guide teaching
Assignment
Prepare and teach the three meetings for Unit 4. Separate ownership, administration, and income interests. Have learners test a catalog offer against the agreements, cash assumptions, missing records, and alternative uses of the money. Score the resulting work against the unit guide, return one specific correction, and check the revision.
Evidence to keep
Keep the three-meeting plan, an anonymized catalog-acquisition recommendation, criterion-level scoring, feedback, and the next teaching step.
Assessment criteria
The lesson sequence teaches the decisions required for catalog-acquisition recommendation, using the case materials and a workable access route.
The teacher scores the catalog-acquisition recommendation against the unit criteria and uses an observed error to set a next step.
Standard-specific check: State the learning objective, teach a workable activity and show how the resulting student work demonstrates the objective.
teaching-unit-5 · teaching-unit-5
Teaching unit 5: Copyright and a young songwriter
2.5.b · ISTE Standards for Educators Design a practical technology lesson
2.7.c · ISTE Standards for Educators Use assessment to guide teaching
2.3.c · ISTE Standards for Educators Teach responsible use of digital material
Assignment
Prepare and teach the three meetings for Unit 5. Build a copyright timeline from the case events. Ask learners to distinguish authorship, paid services, registration, and permission before making a claim about the young songwriter. Score the resulting work against the unit guide, return one specific correction, and check the revision.
Evidence to keep
Keep the three-meeting plan, an anonymized copyright timeline and information sheet, criterion-level scoring, feedback, and the next teaching step.
Assessment criteria
The lesson sequence teaches the decisions required for copyright timeline and information sheet, using the case materials and a workable access route.
The teacher scores the copyright timeline and information sheet against the unit criteria and uses an observed error to set a next step.
Standard-specific check: State the learning objective, teach a workable activity and show how the resulting student work demonstrates the objective.
teaching-unit-6 · teaching-unit-6
Teaching unit 6: Reading a songwriter agreement
2.5.b · ISTE Standards for Educators Design a practical technology lesson
2.7.c · ISTE Standards for Educators Use assessment to guide teaching
2.5.a · ISTE Standards for Educators Adapt a lesson for learner needs
Assignment
Prepare and teach the three meetings for Unit 6. Annotate a songwriter term sheet, model the two publishing-share calculations, and rehearse a negotiation that addresses term, control, recoupment, and exit. Score the resulting work against the unit guide, return one specific correction, and check the revision.
Evidence to keep
Keep the three-meeting plan, an anonymized annotated agreement and negotiation memo, criterion-level scoring, feedback, and the next teaching step.
Assessment criteria
The lesson sequence teaches the decisions required for annotated agreement and negotiation memo, using the case materials and a workable access route.
The teacher scores the annotated agreement and negotiation memo against the unit criteria and uses an observed error to set a next step.
Standard-specific check: State the learning objective, teach a workable activity and show how the resulting student work demonstrates the objective.
teaching-unit-7 · teaching-unit-7
Teaching unit 7: Sharing publishing interests and hiring an administrator
2.5.b · ISTE Standards for Educators Design a practical technology lesson
2.7.c · ISTE Standards for Educators Use assessment to guide teaching
Assignment
Prepare and teach the three meetings for Unit 7. Draw ownership and administration as separate paths, compare two offers, and have learners prepare a handover checklist for a change of administrator. Score the resulting work against the unit guide, return one specific correction, and check the revision.
Evidence to keep
Keep the three-meeting plan, an anonymized offer comparison and handover checklist, criterion-level scoring, feedback, and the next teaching step.
Assessment criteria
The lesson sequence teaches the decisions required for offer comparison and handover checklist, using the case materials and a workable access route.
The teacher scores the offer comparison and handover checklist against the unit criteria and uses an observed error to set a next step.
Standard-specific check: State the learning objective, teach a workable activity and show how the resulting student work demonstrates the objective.
teaching-unit-8 · teaching-unit-8
Teaching unit 8: Mechanical royalties and streaming
2.5.b · ISTE Standards for Educators Design a practical technology lesson
2.7.c · ISTE Standards for Educators Use assessment to guide teaching
2.5.a · ISTE Standards for Educators Adapt a lesson for learner needs
Assignment
Prepare and teach the three meetings for Unit 8. Work a per-copy mechanical example with units, then use a separate streaming-pool example. Check that learners do not carry a per-stream fixed-rate assumption into the pool exercise. Score the resulting work against the unit guide, return one specific correction, and check the revision.
Evidence to keep
Keep the three-meeting plan, an anonymized two royalty calculations and collection-route note, criterion-level scoring, feedback, and the next teaching step.
Assessment criteria
The lesson sequence teaches the decisions required for two royalty calculations and collection-route note, using the case materials and a workable access route.
The teacher scores the two royalty calculations and collection-route note against the unit criteria and uses an observed error to set a next step.
Standard-specific check: State the learning objective, teach a workable activity and show how the resulting student work demonstrates the objective.
teaching-unit-9 · teaching-unit-9
Teaching unit 9: Public performance and collection organizations
2.5.b · ISTE Standards for Educators Design a practical technology lesson
2.7.c · ISTE Standards for Educators Use assessment to guide teaching
Assignment
Prepare and teach the three meetings for Unit 9. Sort performance uses and draw the collection routes. Have learners prepare a cue sheet and explain what reporting does and does not license. Score the resulting work against the unit guide, return one specific correction, and check the revision.
Evidence to keep
Keep the three-meeting plan, an anonymized collection map and cue sheet, criterion-level scoring, feedback, and the next teaching step.
Assessment criteria
The lesson sequence teaches the decisions required for collection map and cue sheet, using the case materials and a workable access route.
The teacher scores the collection map and cue sheet against the unit criteria and uses an observed error to set a next step.
Standard-specific check: State the learning objective, teach a workable activity and show how the resulting student work demonstrates the objective.
teaching-unit-10 · teaching-unit-10
Teaching unit 10: Music for film and video
2.5.b · ISTE Standards for Educators Design a practical technology lesson
2.7.c · ISTE Standards for Educators Use assessment to guide teaching
2.3.c · ISTE Standards for Educators Teach responsible use of digital material
Assignment
Prepare and teach the three meetings for Unit 10. Turn an incomplete film request into a licensing brief. Introduce a trailer change and have learners revise scope, approvals, alternatives, and the client response. Score the resulting work against the unit guide, return one specific correction, and check the revision.
Evidence to keep
Keep the three-meeting plan, an anonymized sync brief and revised response, criterion-level scoring, feedback, and the next teaching step.
Assessment criteria
The lesson sequence teaches the decisions required for sync brief and revised response, using the case materials and a workable access route.
The teacher scores the sync brief and revised response against the unit criteria and uses an observed error to set a next step.
Standard-specific check: State the learning objective, teach a workable activity and show how the resulting student work demonstrates the objective.
teaching-unit-11 · teaching-unit-11
Teaching unit 11: Following a song across borders
2.5.b · ISTE Standards for Educators Design a practical technology lesson
2.7.c · ISTE Standards for Educators Use assessment to guide teaching
Assignment
Prepare and teach the three meetings for Unit 11. Trace an international collection route and label the base, deductions, exchange assumption, and missing information. Have learners check another calculation before making a claim. Score the resulting work against the unit guide, return one specific correction, and check the revision.
Evidence to keep
Keep the three-meeting plan, an anonymized foreign-royalty route and checked calculation, criterion-level scoring, feedback, and the next teaching step.
Assessment criteria
The lesson sequence teaches the decisions required for foreign-royalty route and checked calculation, using the case materials and a workable access route.
The teacher scores the foreign-royalty route and checked calculation against the unit criteria and uses an observed error to set a next step.
Standard-specific check: State the learning objective, teach a workable activity and show how the resulting student work demonstrates the objective.
teaching-unit-12 · teaching-unit-12
Teaching unit 12: Print lyrics and educational materials
2.5.b · ISTE Standards for Educators Design a practical technology lesson
2.7.c · ISTE Standards for Educators Use assessment to guide teaching
2.3.c · ISTE Standards for Educators Teach responsible use of digital material
Assignment
Prepare and teach the three meetings for Unit 12. Compare a printed lesson with an app. Have learners identify included works, choose permission routes, calculate the stated royalty base, and draft a request. Score the resulting work against the unit guide, return one specific correction, and check the revision.
Evidence to keep
Keep the three-meeting plan, an anonymized print and digital use plan, criterion-level scoring, feedback, and the next teaching step.
Assessment criteria
The lesson sequence teaches the decisions required for print and digital use plan, using the case materials and a workable access route.
The teacher scores the print and digital use plan against the unit criteria and uses an observed error to set a next step.
Standard-specific check: State the learning objective, teach a workable activity and show how the resulting student work demonstrates the objective.
teaching-unit-13 · teaching-unit-13
Teaching unit 13: Songs on stage
2.5.b · ISTE Standards for Educators Design a practical technology lesson
2.7.c · ISTE Standards for Educators Use assessment to guide teaching
2.3.c · ISTE Standards for Educators Teach responsible use of digital material
Assignment
Prepare and teach the three meetings for Unit 13. Separate concert performance from dramatic use. Have learners prepare a scene description, rights schedule, and request, then check the public-video variation. Score the resulting work against the unit guide, return one specific correction, and check the revision.
Evidence to keep
Keep the three-meeting plan, an anonymized stage-use rights schedule and request, criterion-level scoring, feedback, and the next teaching step.
Assessment criteria
The lesson sequence teaches the decisions required for stage-use rights schedule and request, using the case materials and a workable access route.
The teacher scores the stage-use rights schedule and request against the unit criteria and uses an observed error to set a next step.
Standard-specific check: State the learning objective, teach a workable activity and show how the resulting student work demonstrates the objective.
teaching-unit-14 · teaching-unit-14
Teaching unit 14: Advertising and a writer's choices
2.5.b · ISTE Standards for Educators Design a practical technology lesson
2.7.c · ISTE Standards for Educators Use assessment to guide teaching
2.3.c · ISTE Standards for Educators Teach responsible use of digital material
Assignment
Prepare and teach the three meetings for Unit 14. Discuss advertising scope and artist identity, then change the campaign brief. Have pairs negotiate the expanded use and write a response that names approvals and limits. Score the resulting work against the unit guide, return one specific correction, and check the revision.
Evidence to keep
Keep the three-meeting plan, an anonymized advertising brief and revised response, criterion-level scoring, feedback, and the next teaching step.
Assessment criteria
The lesson sequence teaches the decisions required for advertising brief and revised response, using the case materials and a workable access route.
The teacher scores the advertising brief and revised response against the unit criteria and uses an observed error to set a next step.
Standard-specific check: State the learning objective, teach a workable activity and show how the resulting student work demonstrates the objective.
teaching-unit-15 · teaching-unit-15
Teaching unit 15: Samples games and responsible AI use
2.5.b · ISTE Standards for Educators Design a practical technology lesson
2.7.c · ISTE Standards for Educators Use assessment to guide teaching
2.3.c · ISTE Standards for Educators Teach responsible use of digital material
Assignment
Prepare and teach the three meetings for Unit 15. Present the sample, game, and AI scenarios separately. Have learners record the permission, credit, and disclosure decision for each before they share a proposal. Score the resulting work against the unit guide, return one specific correction, and check the revision.
Evidence to keep
Keep the three-meeting plan, an anonymized three-row use and disclosure decision sheet, criterion-level scoring, feedback, and the next teaching step.
Assessment criteria
The lesson sequence teaches the decisions required for three-row use and disclosure decision sheet, using the case materials and a workable access route.
The teacher scores the three-row use and disclosure decision sheet against the unit criteria and uses an observed error to set a next step.
Standard-specific check: State the learning objective, teach a workable activity and show how the resulting student work demonstrates the objective.
teaching-unit-16 · teaching-unit-16
Teaching unit 16: Developing songs and preparing useful demos
2.5.b · ISTE Standards for Educators Design a practical technology lesson
2.7.c · ISTE Standards for Educators Use assessment to guide teaching
2.5.a · ISTE Standards for Educators Adapt a lesson for learner needs
Assignment
Prepare and teach the three meetings for Unit 16. Compare two demo budgets against a documentary brief. Let learners submit an audio, paper, or written demonstration with the same planning and rights criteria. Score the resulting work against the unit guide, return one specific correction, and check the revision.
Evidence to keep
Keep the three-meeting plan, an anonymized demo brief, version record, and hold response, criterion-level scoring, feedback, and the next teaching step.
Assessment criteria
The lesson sequence teaches the decisions required for demo brief, version record, and hold response, using the case materials and a workable access route.
The teacher scores the demo brief, version record, and hold response against the unit criteria and uses an observed error to set a next step.
Standard-specific check: State the learning objective, teach a workable activity and show how the resulting student work demonstrates the objective.
teaching-unit-17 · teaching-unit-17
Teaching unit 17: Presenting a catalog and exploring a career
2.5.b · ISTE Standards for Educators Design a practical technology lesson
2.7.c · ISTE Standards for Educators Use assessment to guide teaching
Assignment
Prepare and teach the three meetings for Unit 17. Help learners select a client audience and assemble a catalog pitch, career profile, and campaign arithmetic. Use questions after each presentation to test the recommendation. Score the resulting work against the unit guide, return one specific correction, and check the revision.
Evidence to keep
Keep the three-meeting plan, an anonymized catalog presentation and career profile, criterion-level scoring, feedback, and the next teaching step.
Assessment criteria
The lesson sequence teaches the decisions required for catalog presentation and career profile, using the case materials and a workable access route.
The teacher scores the catalog presentation and career profile against the unit criteria and uses an observed error to set a next step.
Standard-specific check: State the learning objective, teach a workable activity and show how the resulting student work demonstrates the objective.
teaching-unit-18 · teaching-unit-18
Teaching unit 18: Accounting and keeping the work going
2.5.b · ISTE Standards for Educators Design a practical technology lesson
2.7.c · ISTE Standards for Educators Use assessment to guide teaching
Assignment
Prepare and teach the three meetings for Unit 18. Distinguish a royalty statement from bank cash. Have learners reconcile a receipt, prepare a writer account, document a reversal, and make a usable handover. Score the resulting work against the unit guide, return one specific correction, and check the revision.
Evidence to keep
Keep the three-meeting plan, an anonymized reconciliation, writer account, and handover, criterion-level scoring, feedback, and the next teaching step.
Assessment criteria
The lesson sequence teaches the decisions required for reconciliation, writer account, and handover, using the case materials and a workable access route.
The teacher scores the reconciliation, writer account, and handover against the unit criteria and uses an observed error to set a next step.
Standard-specific check: State the learning objective, teach a workable activity and show how the resulting student work demonstrates the objective.
final-project-teaching · final-project-teaching
Final catalog project: teaching and assessment
2.5.b · ISTE Standards for Educators Design a practical technology lesson
2.7.c · ISTE Standards for Educators Use assessment to guide teaching
2.5.a · ISTE Standards for Educators Adapt a lesson for learner needs
Assignment
Plan the five final meetings for the catalog proposal, conference, revision, and presentation. Score the portfolio with the Teacher Edition rubric across rights, finance, licensing, creative judgment, records, and revision. Offer an agreed written or recorded presentation route when a live presentation is unsuitable.
Evidence to keep
Keep the five-meeting plan, anonymized criterion-level rubric, feedback conference note, revision log, and final determination.
Assessment criteria
The plan covers the proposal, conference, revision, and presentation without substituting a recall quiz for the portfolio.
Scores cite portfolio evidence and lead to specific feedback and a documented revision.
An alternative presentation route preserves the same required reasoning and evidence.
Standard-specific check: Score the work against stated criteria, identify the misconception and provide feedback and a suitable next activity.
Teacher assessment guide
Assess the educator work named in each row. Retain the teaching plan, an anonymized sample of student work, the unit criterion, the score, the feedback, and the next teaching action. The Teacher Edition supplies the answer and scoring guidance; do not post answer keys in a student-facing space.
Score
Evidence
3
Criterion met, with independent verification or a successful application in another situation.
2
Criterion met: the required work is complete, accurate and supported by evidence.
1
Some relevant work is present, but the intended result has not been demonstrated.
0
The required evidence has not been submitted or demonstrated.
Record each criterion and the next action. Practical equipment work needs an observed demonstration. Use the course grading plan for the final result.
Self-guided completion
Rehearse each unit with the fictional case, score a sample against the Teacher Edition rubric, and revise the plan where the evidence shows a gap. A colleague can review the plan and the anonymized scoring record before classroom use.
Teaching practice
2.5.b · ISTE Standards for Educators Design a practical technology lesson
Teach Unit 8 using Worksheet E. Have learners distinguish a per-copy calculation from a streaming-pool allocation.
Submit: Lesson plan, worked digital examples, two anonymized learner calculations and the next teaching step.
Assess: State the learning objective, teach a workable activity and show how the resulting student work demonstrates the objective.
2.5.a · ISTE Standards for Educators Adapt a lesson for learner needs
Prepare two ways to complete Unit 16’s demo brief while preserving the same planning and rights requirements.
Submit: Audio and written-plan routes, shared criteria and a record of the accommodation used.
Assess: Name a specific access or learning need and provide a usable alternative that preserves the intended skill.
2.7.c · ISTE Standards for Educators Use assessment to guide teaching
Score the three review projects and final catalog using the teacher edition’s rubrics. Use the errors to plan a short reteaching activity.
Submit: Criterion-level scores, feedback, revised work and a comparison of the two attempts.
Assess: Score the work against stated criteria, identify the misconception and provide feedback and a suitable next activity.
2.3.c · ISTE Standards for Educators Teach responsible use of digital material
Model the permission and disclosure decisions in Unit 15 before learners evaluate the three proposals.
Submit: Annotated Worksheet K, a specific disclosure example and feedback on a learner’s sharing decision.
Assess: Model permission, attribution and sharing decisions and have learners apply the same process to their work.
Implementation · Learning Forward Standards for Professional Learning Improve teaching through practice
Teach or rehearse one lesson, obtain colleague feedback, revise it and teach the revised version.
Submit: Original and revised plans, observer feedback and evidence of what changed in learner work.
Assess: Retain teach-back feedback, revise the lesson, and use a subsequent teaching attempt to check the change.