Lesson Plans | Emily Wolcott

Lesson Plan w/ Rubric

Teacher Candidate:	Emily Wolcott	Date Taught:	November 2019
Cooperating Teacher:	Dr. Raschdorf	School / District:	ODU
Grade:	2-3 Grade	Field Supervisor:	N/A
Unit / Subject:	General Music
Lesson Title / Focus:	Notes of the Treble Clef

PLANNING AND PREPARATION

Content Knowledge How was this lesson developed based on your research and knowledge of content and the discipline?

This lesson is a foundational lesson for second graders learning the notes of the staff. It is required of students to learn and memorize the notes of the treble clef, in order to build on this knowledge in the following years, where they will be singing choral music, and then in fourth and fifth grade playing the recorder.

Learner Differences

How did this lesson develop as a result of your examination of research and data about student learning needs, how diverse students learn your content/lesson topic and how you can employ

culturally sustaining pedagogies, difficulties students might have, gaps in their knowledge, assets they have, and so on?

This lesson can be given with or without sound amplification, which could be present in some students’ IEPs. The lesson is taught aurally, visually, and kinesthetically, so different types of learners should be able to grasp the concepts. Not too much prior knowledge is necessary, so gaps in knowledge should be irrelevant. Further enrichment can be given to gifted students, and extra aid can be provided during lesson for any students with learning disabilities.

Outcomes/Goals What will students be expected to know or do as a result of this lesson? Are these learning target(s)/outcome(s) appropriate based on your prior assessment/knowledge of students’ understandings? Are your targets/outcomes observable and measurable? What are your essential questions that align with the outcomes? List all outcomes associated with this lesson.

My objective is for students to be able to identify names of notes on the treble clef staff. This should be a clear and measurable target.

Standards Which content, state, and national standards connect with your outcomes? List the state, content, and national standard or standards that are being addressed.

Grade Two General Music:

Standard 2.1.1 “The student will read and notate music, including identifying written melodic patterns that move upward, downward, and stay the same.”

Standard 2.1.2 “The student will read and notate music, including using the musical alphabet to notate melodic patterns.”

Resources and Materials What resources and other materials will be incorporated and how will they promote active learning? Be specific. List all materials and resources needed for the lesson.

For this lesson, the Note Naming PowerPoint Presentation (attached) is helpful but not necessary. A similar lesson could be given using other means, such as a white or chalkboard, or an overhead projector. Other materials: assessment handout (attached) and lego staff (photo attached)

Technology Does technology enhance the design and delivery of your lesson? Does the use of technology promote active learning? Be specific. List all technology needed for both students and teacher.

I will use technology in this lesson just to show the PowerPoint on the smartboard. In this way, technology helps students view the notes on the staff in a large format up on the screen, and not just on a piece of paper in front of them. PowerPoint could also be used as an interactive game, with students moving notes and placing them onto the staff, if desired, instead of the lego game.

INSTRUCTIONAL DELIVERY

Learning Environment How will you support individual and collaborative learning and foster positive interaction in the classroom?

Positive interaction starts with the first words uttered in the classroom. Students young and old should be greeted cheerfully. After the lecture portion of the procedure, students will get the chance to interact in the lego game, which reinforces their knowledge of the note names in a fun way. This lesson can include collaborative learning if the assessment handout is done in pairs or groups. If desired, the assessment can be given as a quiz or as a reinforcing review the following day.

Introduction/Activating Strategies How will you engage learners in the lesson and learning? How will you launch the lesson? How will you activate prior knowledge?

The lesson will be introduced by asking students if they enjoy building/creating things. Music notes are the building blocks of making music. Students’ prior knowledge should include the understanding of high and low pitches, quarter notes, whole notes, and basic music symbols.

Instructional Strategies What learning activities do you have planned for the students? Include a variety of teaching strategies (methods). Activities are to be learner-centered ( e. g. solve problems, construct models, design and perform experiments, read authentic resources, answer open-ended questions, support ideas with evidence, compose, analyze and interpret maps, draw conclusions.) Include guided process of learning. Include the opportunities learners will have to expand and solidify their understanding of the concept and/or apply it to a real-world situation. List any independent practice activities.

Students will repeat new vocabulary phrases aloud “staff” and “treble clef.” Some students can come up to the board to place notes on the staff. Some students can come up to the lego game to place notes on the staff. They will learn as a group, review as a group, and then practice independently on the review worksheet, or in pairs, if desired.

Closure How will you bring closure to the lesson?

There will be a summarize assessment of a review worksheet to close the lesson.

Teacher can then dismiss students, letting them know that with this knowledge, they are well on their way to being able to read music, and become the musicians and composers they all dream to become!

Differentiation How will you adjust instruction, including incorporating technology, to meet the needs of a diverse set of learners?

All students will have the opportunity to hear the names of the notes aurally as well as see them visually and move them kinesthetically and then write them down.

Assessment: How will you measure understanding of the outcomes and standards? What type(s) of formative and summative assessment tasks/instruments (e.g., test, paper) and rubrics will be used?

Formative assessment will take place while reviewing the lesson post lecture. Are students correctly placing notes upon the staff? Are they correctly remembering the name of the staff and the treble clef? Summative assessment occurs with the review worksheet (attached).

PROFESSIONAL LEARNING

Reflection How will you evaluate your practice? Where did learners struggle in the lesson? How can the lesson be strengthened for improved student learning? Did the lesson reflect culturally sustaining pedagogies?

Lesson Plan Scoring Guide.

Appendix

CAEP Standard 1 Candidate Knowledge, Skills, and Professional Dispositions

Standard 1: Content and Pedagogical Knowledge – The provider ensures that candidates develop a deep understanding of the critical concepts and principles of their discipline and, by completion, are able to use discipline-specific practices flexibly to advance the learning of all students toward attainment of college- and career- readiness standards.

1.1 Candidates demonstrate an understanding of the 10 InTASC standards at the appropriate progression level(s) in the following categories: the learner and learning; content; instructional practice; and professional responsibility.

1.2 Providers ensure that candidates use research and evidence to develop an understanding of the teaching profession and use both to measure their P-12 students’ progress and their own professional practice.

1.3 Providers ensure that candidates apply content and pedagogical knowledge as reflected in outcome assessments in response to standards of Specialized Professional Associations (SPA), the National Board for Professional Teaching Standards (NBPTS), states, or other accrediting bodies (e.g., National Association of Schools of Music – NASM).

1.4 Providers ensure that candidates demonstrate skills and commitment that afford all P-12 students access to rigorous college- and career-ready standards (e.g., Next Generation Science Standards, National Career Readiness Certificate, Common Core State Standards).

1.5 Providers ensure that candidates model and apply technology standards as they design, implement and assess learning experiences to engage students and improve learning; and enrich professional practice.

InTASC standards:

Standard #1: Learner Development. The teacher understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences.
Standard #2: Learning Differences. The teacher uses understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments that enable each learner to meet high standards.
Standard #3: Learning Environments. The teacher works with others to create environments that support individual and collaborative learning, and that encourage positive social interaction, active engagement in learning, and self-motivation.
Standard #4: Content Knowledge. The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and creates learning experiences that make the discipline accessible and meaningful for learners to assure mastery of the content.
Standard #5: Application of Content. The teacher understands how to connect concepts and use differing perspectives to engage learners in critical thinking, creativity, and collaborative problem solving related to authentic local and global issues.
Standard #6: Assessment. The teacher understands and uses multiple methods of assessment to engage learners in their own growth, to monitor learner progress, and to guide the teacher’s and learner’s decision making.
Standard #7: Planning for Instruction. The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context.
Standard #8: Instructional Strategies. The teacher understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways.
Standard #9: Professional Learning and Ethical Practice. The teacher engages in ongoing professional learning and uses evidence to continually evaluate his/her practice, particularly the effects of his/her choices and actions on others (learners, families, other professionals, and the community), and adapts practice to meet the needs of each learner.
Standard #10: Leadership and Collaboration. The teacher seeks appropriate leadership roles and opportunities to take responsibility for student learning and development, to collaborate with learners, families, colleagues, other school professionals, and community members to ensure learner growth, and to advance the profession.

Criterion	Does Not Meet Expectation	Developing	Meets Expectation	Exceeds Expectation
Planning
Content Knowledge– Candidate develops a lesson plan informed by research and knowledge of content and the discipline. InTASC 4; CAEP 1.2	Candidate does not display knowledge of the content, relationships between different aspects of the content, or of the instructional practices specific to that discipline.	Candidate reflects some awareness of the important concepts in the discipline, relations between them and of the instructional practices specific to that discipline.	Candidate plan reflects research and knowledge of the content and relations between important concepts, and of instructional practices specific to that discipline.	Candidate plan reflects extensive research and knowledge of the content, relations between important concepts, and of multiple instructional practices specific to that discipline.
Learner Differences– Candidate develops a lesson plan informed by knowledge of learner differences. InTASC 2 CAEP 1.2	Candidate demonstrates little or no knowledge of students’ backgrounds, cultures, skills, language use, interests, and special needs or consideration of these differences for instruction.	Candidate demonstrates an understanding of students’ backgrounds, cultures, skills, language use, interests, or special needs, but does not use this knowledge to design instruction to meet the needs of all students.	Candidate demonstrates an understanding of students’ backgrounds, cultures, skills, language use, interests, and special needs, and uses this knowledge to design instruction.	Candidate demonstrates an understanding of each students’ backgrounds, cultures, skills, language use, interests, and special needs from a variety of sources. Candidate uses this knowledge to design instruction that is creative, effective, and maximizes learning for all students.
Outcomes– Candidate identifies outcomes and goals to support student learning. InTASC 7	Candidate identifies outcomes that are unsuitable for students, not measurable, represent trivial or low-level learning, or are stated only as activities.	Candidate identifies outcomes that reflect moderate rigor, more than one type of learning, and are suitable for some students. Some of the outcomes are measurable.	Candidate identifies outcomes that reflect high-level learning and curriculum goals. They are measurable, represent different types of content and are suitable for most students in the class.	Candidate identifies outcomes that reflect rigorous learning and curriculum goals. They are measurable, represent different types of content and take account of the needs of individual students.
Standards– Candidate identifies national/state standards that align with outcomes and are relevant to learners. InTASC 7 CAEP 1.4	Candidate does not identify national and state standards that are logically aligned with the learning outcomes relevant to learners.	Candidate displays some awareness of national and state standards and alignment with learning outcomes relevant to learners.	Candidate includes appropriate national and state standards, and they are aligned with learning outcomes relevant to learners.	Candidate includes national and state standards that are clearly aligned with rigorous learning outcomes relevant to learners.
Resources and Materials– Candidate selects resources to maximize content learning. InTASC 7 CAEP 1.5	Candidate does not select resources (manipulatives, etc.) and digital and interactive technology designed to implement and assess student-centered learning experiences that engage and improve learning.	Candidate shows some familiarity with resources ( manipulatives, etc.), and digital and interactive technology designed to implement and assess student-centered learning but they do not purposefully engage or improve student learning.	Candidate displays awareness of resources (manipulatives), and digital and interactive technology designed to implement and assess student-centered learning experiences that engage and improve learning.	Candidate selects resources (manipulatives), and digital and interactive technology designed to implement and assess student centered learning and extends the learning experience or rigor of the lesson with these tools.
Technology — Candidate makes effective use of technology that supports student learning. InTASC 7 CAEP 1.5	Candidate offers little or no evidence of designing instruction enhanced with the use of technology.	Candidate is utilizing technology, but with a predominant focus on teaching, but does not engage students in active learning. Technology does not accommodate for learner differences and needs.	Candidate designs learning activities that align with content area standards and use digital tools to engage in active learning. Technology is used to create, adapt, and personalize learning experiences that foster independent learning and accommodate some learner differences and needs.	Candidate designs authentic learning activities that align with content area standards and use digital tools to maximize active, deep learning. Technology is used to create, adapt, and personalize learning experiences that foster independent learning and accommodate learner differences and needs, which promote critical and/ or creative thinking.
Instruction
Learning Environment– Candidate develops a lesson plan that fosters interactions guided by respect and rapport. InTASC 3	The candidate develops a plan that fosters negativity, insensitivity to cultural backgrounds, sarcasm, and put-downs between teacher and students, and among students.	The candidate develops a plan that encourages interactions, both between the teacher and students and among students, that reflect insensitivity or lack of responsiveness to cultural or developmental differences among students.	The candidate develops a plan that encourages interactions steeped in civility and respect characterized between teacher and students and among students. These reflect general caring, and are appropriate to the cultural and developmental differences among groups of students.	The candidate develops a plan that encourages activities that establish positive interactions among students and fosters a respectful relationship between the teacher and individual student, reflecting sensitivity to students’ cultures and levels of development. Activities are structured such that all students feel safe and comfortable to ask questions, comment, discuss and share ideas.
Introduction/Activating Strategies–Candidate develops a plan that includes opportunities to engage students and access and build on (?) their prior knowledge. InTASC 8	Candidate demonstrates lack of content knowledge and demonstrates little understanding of the relationship between prior knowledge and new learning concepts. The plan does not consider knowledge gaps when planning.	Candidate reflects a limited awareness of the relationship between prior knowledge and new learning concepts. Identified knowledge gaps are inaccurate or incomplete.	Candidate reflects accurate understanding of the relationship between prior knowledge and new learning concepts. A plan to address student knowledge gaps is developed to further their learning.	Candidate documents developed strategies and an understanding of the relationship between prior knowledge and new learning concepts, creating a link to necessary cognitive structures to ensure student understanding. Activities uncover student misconceptions and addresses them before proceeding.
Instructional Strategies– Candidate plans a series of learning experiences aligned with instructional outcomes presented in a coherent structure. InTASC 8	Candidate uses a series of learning experiences that are poorly aligned with the instructional outcomes and do not represent a coherent structure. They are suitable for only some students.	Candidate uses a series of learning experiences that demonstrate partial alignment with instructional outcomes, some of which are likely to engage students in significant learning. The structure of the strategies is recognizable and reflects partial knowledge of students, including their cultural heritage and its importance, and resources.	Candidate’s plan reflects a coordination of knowledge of content, of students’ cultural heritage and its importance, and of resources to design a series of learning experiences aligned to instructional outcomes and suitable to groups of students. The structure of the strategies is clear and likely to engage students in significant learning.	Candidate’s plan reflects a coordination of knowledge of content, of students’ cultural heritage and its importance, and of resources, to design a series of learning experiences aligned to instructional outcomes, differentiated where appropriate to make them suitable to all students and likely to engage them in significant learning. The structure of the strategies is clear and allows for different pathways according to student needs.
Closure– Candidate develops a plan that includes opportunities for student reflection and closure. InTASC 7	Candidate’s plan displays no opportunity for students to reflect and clarify their understanding.	Candidate’s plan displays some awareness of strategies to provide students the opportunity for reflection and closure on the lesson to clarify understanding.	Candidate’s plan includes solid strategies to give students an opportunity for reflection and closure of the lesson.	Candidate’s plan displays extensive knowledge of strategies designed to provide students the opportunity for reflection and closure to clarify understanding.
Differentiation– Candidate identifies methods to differentiate instruction to engage and challenge variety of learners. InTASC 8	Candidate does not include teaching strategies and methods that can engage and challenge all students.	Candidate displays an awareness of appropriate teaching strategies and methods with differentiation for different students that can engage and challenge all students.	Candidate includes some appropriate teaching strategies and methods that are differentiated and can engage and challenge all students.	Candidate includes a variety of teaching strategies and methods developed to meet the needs of individual learners that can engage and challenge all students.
Assessment– Candidate designs and/or selects multiple assessments to gauge students’ levels of understanding. InTASC 6 CAEP 1.2	Candidate does not establish assessment practices in plan, either formatively or guided student self-assessment The candidate has not provided students with the criteria and performance standards by which their work will be evaluated and does not monitor student progress or \provides poor quality feedback in an untimely manner.	Candidate uses assessment in plan, through some formative monitoring of progress of learning by the teacher and/or students. Formative assessment plans are not fully developed to provide adequate information about individual student performance. Feedback to students is uneven and inconsistent, assessment criteria is vague, and students are aware of only some of the assessment criteria used to evaluate their work. Some instructional outcomes are assessed inconsistently and only as a whole class. Assessment results are not used to plan for future instruction	Candidate regularly uses assessment in plan to monitor the progress of groups of students through use of continuous formative and summative assessment techniques aligned with instructional outcomes. Developed assessments are used to monitor student learning progress by teachers and students through feedback to students. Students are aware of the assessment criteria used to evaluate their work. Lesson plans indicate possible adjustments based on formative assessment data for groups of students.	Candidate uses assessment in a sophisticated manner to monitor the progress of individual students and provide high-quality continuous and specific formative and summative feedback aligned with the instructional outcomes in both content and process. Teacher-designed assessments are authentic with real-world application, as appropriate, or developed with student involvement to establish assessment criteria and provide opportunities for student choice and self-assessment. Assessment results are used to plan future instruction for individual students.
Professional Learning
Reflection– InTASC 9	Candidate does not accurately assess the effectiveness of the lesson, and has no ideas about how the lesson could be improved. Candidate does not self-reflect or self-reflection does not indicate understanding of the adjustments needed to improve professional practice and its impact on diverse learners	Candidate provides a partially accurate and objective description of the lesson, but does not cite specific evidence. Teacher candidate makes only general suggestions as to how the lesson might be improved.	Candidate provides an accurate and objective description of the lesson, citing specific evidence. Teacher candidate makes some specific suggestions as to how the lesson might be improved. Teacher candidate engages in self-reflection of teaching practice but does not articulate adjustments needed to improve personal practice and its impact on diverse learners.	Candidate’s reflection on the lesson is thoughtful and accurate, citing specific indicators of effectiveness based on multiple data points. Thoughtful consideration is made to reflecting on meeting the needs of diverse learners. Teacher candidate draws on an extensive repertoire to suggest specific alternative actions and predict the likely success of each.