exemplargrrtemplate.pdf

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DATE: MUSIC LESSON PLAN GRADE:

:

:

Skill: SWBgoing to

Content: S

grasp bSocial: SW

speaker

T...A specific skill, think of how they areutilize the content you plan to teach...

WBAT...What content will the students

the end of your lesson?AT use accountable talk and track the

with 100% accuracy

:

Describe the text, handoutforms, worksheets, materialmedia, projectors, recording

manipulatives, and any othematerial you will need to

complete the lesson

This questiand one thunit. This

a

n should be one without a definite answet you can continue to ask throughout youill lead the students to have to use contend defend positions and opinions.

,

t

:What will the students be dofor homework? Give meanin

homework every day!

:

Outline the Standards youplan to address in this lesson.

For music, I use both state

AGENDA:

I have a large c(

LearningDo Now:Focus:Guided:Indepen Sharing:

Get Titles based on the sections of yolesson plan.

art-paper at the front of the classroom with a color-codeatching) agenda for the students to follow.

Targets:

ent:

r

d

:

List the vocabulary words th

students will struggle withthroughout this lesson.

This may includenew content vocabularyvocabulary from a text o

an na ona s an ar s.

For core subjects, startthinking common corestandards and for math,possibly specific strands.

This is the first t

our school, we

task and homew

should activate t

follow up on a p

Some examples

A Jour

ask e

engag

prior

A ver

A pro

what t

A brie

A quic

A first

Comp

:

hing the students do when they enter the classroom.

ave the first 1-2 minutes devoted to copying the learni

ork. The task that follows should already be set up, a

he prior knowledge necessary to begin the day's lesson

revious day's lesson.

of do-nows might include:

nal Write (make sure it is a how or explain prompt, do

sy "who" "what" or "when" questions.) This sho

the student in thinking through a process or oragnizi

nowledge for use in the day's lesson.

brief quiz

lem they will encounter in class (just slightly harder t

ey are capable of)

music excerpt with a challenging bowing or articulati

k sketch for an art class

look at a primary source in a social studies class

rison of quotes or characters in an ELA or literacy clas

or

ng

nd

or

n't

ld

ng

an

n

s

ot er resources you w utilizing, orprior vocabulary with whstudents may need furtherpractice or explanation.IdiomsDouble MeaningsAnything language whichmight prove challenging

Read through your texts anthink like a student. What w

might you not understand?

I also usually include thedefinitions.

5-7 Minutes FOCUS LESSON I do alone

Investigation online will revealaloud. This lets me demonstratTeacher Think Aloud:

The teacher thinks throstruggle with. This is tusing it.

For some, this may mea For everyone, it is very

students will be able to Later, when scholars as

hat there aree to the stud

gh a proceshe place whe

n writing yomportant threfer to it dquestions, r

many ways of delivering the focus lesson,nts how I am thinking through a process a

, making sure to struggle with the points tre you demonstrate what content you will

rself a little script. For others, you may wat through this part of the lesson, you arering the guided and independent practice.fer them back to the chart you made.

bn

ee

ntri

t I almost exclusively use a thiovercoming struggles.

believe their students will

learning and how you will be

to write out points or a proce ting your process somewhere


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5-10 Minutes UIDED INSTRUCTION We do together

Scholars walk teacher throug Whatever process you

scholars walk you throu This is your chance to s

struggling with. This is also a place forthink will be needed du

h the proceent throughh the proce

ee what the s

ou to make aing indepen

s of :in the focus lesson, you will now have thes.tudents are understanding and what they a

ny adjustments to differentiation that youent learning.

e

Possible MisconceptionsTry to predict what yourstudents wont understand.Also write what you can do

help them understand theconcept or process better.

20-25 Minutes I DEPENDENT LEARNING You do alone

Students apply what they ha At this point, whatever

students worked througthe students independe

This can mean develosomething new.

e learned:you were deh with you atly.ing a prior

onstrating at the beginning of class and tthe beginning of class should be applied

task, creating a new task, or working

ey

nConferencing:

Teacher will conference with

ELL Groupings:My school has a very laLanguage Learner population,accommodations and adjustmesson here.For your classes, what uniqueneed individualized support, aof support can you provide?

ge Englishso I figure

nts into my

groups mayd what kind

Tiered Groupings [T1 Final Data]:Based on assessment data, classrooobservations and other data collectedclass. This information is used to organigroups in the room with similar traits,create groups with a broad spectrumfacilitate growth.Tier 1/Station1:Tier 2/Station 2:Tier 3/Station 3:Tier 4/Station 4:

minzeorto

sc o ars on t e r n v uatrimester goals, ensuring that

they are:

SpecificMeasurableAction PlanReachableTime Oriented

Specifically describe the supp

to provide for the different grclass.Differentiated content

i.e. Vocabulary supptype size, reading level,

Differentiated tasksBroken down to stegoal for completion, dline, etc.

rts you plan

ups in your

ort, visuals,uanity, etc.

s, different

ifferent time

Outline what each of the different grou

will be doing (if there are different groupand how you will be differentiating yocontent, or task to facilitate growth in eagroup.

Tier 1:Tier 2:Tier 3:Tier 4:

s

s),urh

What to do if You Finish Always have plans for thestudents who finish. Maybe an independent proj A more challenging problem Help a peer Create your own problem BE CREATIVE!

5 Minutes SHARING Whole Class

Take away or sharing: At this point in class, th In my music classroom, Reflective journal entrie Peer Comparisons Repeat of do-now Any quick assessment t

ere should bstudents alms

at demonstr

some form of sharing that demonstratesost always do some kind of performance a

ates student mastery or need of further de

an

el

stery of your learning targets./or critique

opment in the learning targets

REFLECTIONS:

Take a moment to jot down anduring lesson or reflections thatime!

thought thacome up in

will help you deliver this lesson better nexthinking about it later in the day. Either w

t ty,

ime. May be things that happthese will definitely help you n


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