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Lesson Plan Assignment
Lesson 10/10
Data Collection Sheet ?/5
Reflection Paper ?10
Total 10/25


Sergio Fernando Navarro Lopez


nurturing relationship with caring adults and peers.tirp. Element b: Teachers demonstrate a commitment to and respect for diversity.g.  Element a: Teachers provide instruction that is aligned with the Colorado Academic Standards. social studies.Title: _____ Make-up assignment . 2002 www. science. their District's organized plan of instruction.    Element a: Teachers foster a predictable learning environment in the classroom in which each student has a positive. physical education. 1 . or world languages). inclusive and respectful learning environment for a diverse population of students.. arts.Date of absence: 1.TWO YEAR________________________________________________ ALTERNATIVE LICENSURE PROGRAM for Colorado Teachers Pikes Peak BOCES/UCCS Two Year Alternative Licensure Program Standards-Based Lesson Plan Adapted from “Understanding By Design—Backwards Design Process” Grant Wiggins & Jay McTighe. The secondary Teacher has knowledge of literacy and mathematics and is an expert in his or her content endorsement area(s). Colorado Teacher Quality Standards and Elements (Professional Teaching Standards) to be addressed in this plan (include full text of professional teaching standards and standard elements): Quality Standard I: Teachers demonstrate mastery of and pedagogical expertise in the content they teach. The elementary Teacher is an expert in literacy and mathematics and is knowledgeable in all other content that he or she teaches ( Name of Teacher: Fernando Navarro Course/Content/Grade Level: Music (1st Grade) Date: 11/29/2012 Period/Time: This lesson is created for: _____ Classroom observation ___X__ Class assignment . and the individual needs of their students. Quality Standard II: Teachers establish a safe. Element c: Teachers engage students as individuals with unique interests and strengths.

mood. and structure of organized sound. Expression of Music  The expression of music is the demonstration of human thought and emotion through the medium of performance. and form – through  voice. social.  Element a: Teachers demonstrate knowledge of current developmental science. is aligned to academic standards. rhythm. style. style. and advances students’ level of content knowledge and skills.  Element c: Teachers demonstrate a rich knowledge of current research on effective instructional practices to meet the developmental and academic needs of their students. and form Demonstrate melodic. tonality. rhythm. expression. including technology related to melody. genre. mood. voicing/orchestration. transcription.  Element b: Teachers plan and consistently deliver instruction that draws on results of student assessments. conventions. including singing. harmony. Colorado Common CORE Content Standards and related Benchmarks to be addressed in this plan (include full text of content standards and benchmarks): Standard: 1. harmony. Investigation of music theory allows for a more complete understanding of all aspects of the musical process. musical instruments. and vocalization or instrumental playback of aural musical examples  2 . Planning the lesson: Stage 1: Desired Results 2. mechanics. and the appropriate levels of intellectual. A. playing instruments. the ways in which learning takes place. harmonic. which is a product of knowledge and skills gained in the study of music.Quality Standard III: Teachers plan and deliver effective instruction and create an environment that facilitates learning for their students. and/or the use of electronic tools Perform music with appropriate technique and level of expression at an appropriate level of difficulty in sight reading and prepared performance  Demonstrate the processes of development of musical literature from rehearsal to performance. including musical performance and composition. Theory of Music  The theory of music is the understanding of the distinctive language. texture. and rhythmic aural skills through identification. tonality. both individually and within ensembles  Standard: 3. genre.  Read and employ the language and vocabulary of music in discussing musical examples and writing music.  Employ musical skills through a variety of means. voicing/instrumentation. exhibiting appropriate interpersonal and expressive skills. and emotional development of their students. and purposeful movement Demonstrate the expressive elements of music – including melody.

7. learning needs. Lesson Objectives: *Expressively perform using simple techniques in groups and independently *Perform basic rhythmic and melodic patterns *Comprehension of gradual changes in dynamics and tempo *Comprehension of basic vocal and instrumental tone colors 5. Informal Assessments: I will ask students to identify the non-pitched instruments. Understanding(s)/Lesson Goal: *I want students to Play simple patterns *Demonstrate getting louder/softer and getting faster/slower using movement. I will be using real instruments so that students get engaged during my class. Almost every student likes to participate in my class. exit ticket) you will use with your students to measure the degree to which they have met or exceeded the stated objectives. They enjoy playing musical games. Diagnostic Data: Briefly describe students’ behavior.. 5a. 5b.3. This group is fairly good. and instructional modifications to ensure all students are learning.g. 6. and also we will play a game to identify dynamics (soft-piano). Stage 2: Assessment Evidence: Create and include the assessment instruments (e. Lesson Materials: 3 . test. voice. The entire class will try to perform a small melody. and instruments *Identify pitched and non-pitched classroom instruments using sight and sound Essential Question(s): (List 2 or 3 Essential Questions) Why are there changes in tempo and dynamics in music? Why do instruments sound different? 4. quiz. I will ask students to perform a melody with only two measures. Formal Assessments: We do an oral test identifying different instruments while they listen to the timbre of different instruments.

Also. I will show to the students the flute and I will play several notes. We will work on Volume. techniques. as well as the order in which you will use them.    Volume in music is important. N/A 7b. Anticipatory Set: Write the actual words you will use to introduce this lesson. and also I would like my coach to see if my indications are clear. Include instructional materials and resources (print and non-print) the teacher must have for this lesson to be effective in their instruction. Outlining the Learning Plan: How Will I Teach This Lesson? 1. What would happen if you would not have any volume in music? Instruments have different sounds and percussion instruments can play melodies. 8. Speakers. patterns or other issues you would like the observer to focus on during the lesson.       We will start our class reviewing different instruments that we already know. and also two instruments (Clarinet and Flute). Coaching: List or describe any specific behaviors. (Sol-Mi-La) 4 . We will review quarter notes and then we will write a melody on the board. We will perform a new melody with the solfege notes that we know. Include instructional materials and resources (print and non-print) the student must have for this lesson to be successful in their learning. I would like my coach to observe my pacing during the class. and then I will show them the clarinet and I will play different notes as well. and then I will introduce two new instruments. I will have a piano. B. Don’t include instructional strategies in this section of the plan. We will sing a Winter song which is “Rudolph the red noised reindeer” We will pay attention to the conductor's cues during this song.7a. I will have pictures of different instruments. Instructional Sequence: Describe fully (listing the specific steps) the instructional strategies you will use to teach this lesson. I will show my students different instruments in real so that students could get engaged during my class 2.

and clarinet. Guided Practice:    We will review volume in music We will review crescendo with a game. 3. We will do it with a game. Collaborative Practice: *We will review different instruments in our classroom. What causes various instruments and voices to sound different from each other? 2c. we will start reviewing two different instruments (Clarinet. Inquiry Instruction:   Use vocabulary for getting louder/softer and getting faster/slower Use a personal vocabulary to describe kinds of voices and instruments and their uses in diverse cultures. Accommodation Strategies: List the modifications you will use with students who need them. Check for Understanding: While the lesson is ongoing. Direct Instruction: and/or 2b. 2d. Special Education Students: N/A Gifted Students: N/A Other Students with Special Needs (please specify): N/A 5 . Why are there changes in tempo and dynamics in music? 2. applying some specific labels and some specific cultural or geographical associations  Identify pitched and non-pitched classroom instruments using sight and sound 1. *Students will try to perform a melody with only two measures *We will play a game so that it will help us to understand volume in music (Piano-forte) 4. flute) *We will review also percussion instruments (Pitched instruments) 2e. Why are there changes in tempo and dynamics in music? 3. guitar. We will perform a melody with three different notes. flute. how will you check to see if the students understand what is being taught? *Students will identify different instruments. Independent Practice: *We will do a dictation with trumpet.2a.

Closure: How will you engage your students in summarizing the important aspects of the lesson? I will play the piano showing them the difference between how volume will affect music.5. 3. What evidence do you have that your instructional objectives were met in this lesson? 2. what would you do differently? Why? 6 . If you had the opportunity to teach the lesson again. C. I will ask students to identify these two instruments and also student will notice that I will be playing the melody that they already performed. What were the strengths in your lesson today? 4. I will do the same process but with flute and clarinet. Tell how you know students learned or didn’t learn what was intended. Reflection Questions After the Lesson (to be e-mailed to your Field Coach) 1.