BIOLA LESSON PLAN TEMPLATE

Name: Vincent Paule Date of Lesson: 5/5 & 6 /2021

Content area & Grade: 1-2 Total Time of Lesson: 30 minutes

Preparation to Teach

Criteria Content
Major: TPE
2

Minor: TPE
3a
Content PK.MU:Cr1
Standard: a. With substantial guidance, explore and experience a variety of music.
(if other
than ELA or
Math)
K.MU:Cr1
a. With guidance, explore and experience music concepts (such as beat and
melodic contour).
b. With guidance, generate musical ideas (such as movements or motives).
Content (Use language from standards in your objectives with measurable verbs)
Objectives
Students will distinguish through movement how sections of music within
“Fossil’s” form are different.

Students will demonstrate through movement an internalization of the tempo

of “Fossils” through TPR of the beat using clapping, and movements on their
shoulders, and head.

Assessment (What will students do to demonstrate achievement of content during the

of Content lesson?)
Objectives Students will demonstrate achievement through:
-use of TPR to demonstrate internalization of the beat using clapping,
and movements on their shoulders, and head.
-movement to distinguish the sections of music within “Fossil’s”.
-clapping rhythmic patterns while speaking “ta” and “ti”.
CA ELD SL.K.1–3
Standard: 5. Listening actively to spoken English in a range of social and academic
(Part, Grade contexts
Level, Prof.
Level) RL.K.1–7, 9, 10; RI.K.1–7, 9–10; SL.K.2–3; L.K.4, 6

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 6. Reading closely literary and informational texts and viewing multimedia to
determine how meaning is conveyed
explicitly and implicitly through language
Language (Use language from ELD standards in your objectives with measurable verbs)
Objectives Students will view multimedia and recognize how pictures can implicitly
convey words.

Students will recognize how standard music notation denotes rhythm.

Assessment Students will copy the movements for each section to demonstrate their
of recognition of how each section is different through total physical response
Language (TPR) and will clap while speaking on “ta” and “ti” to demonstrate
Objectives comprehension of rhythmic patterns in “Fossils” .
Academic General (Tier 2) words and phrases:
Language barge
to be used
by students:
Academic Content-specific (Tier 3) vocabulary:
Language articulation, form, rhythm, staccato, legato, ta, ti, quarter note, eighth note, rondo form, ABACA,
to be used string family, woodwind family, percussion family, violin, viola, cello, string bass, theme
by
students:

Resources and
Materials
(Include all materials,
handouts, technology
needed,
links/websites and
texts)
https://docs.google.co
m/presentation/d/1xjp
9I_6NQZadlCW11vZ7
aM1mIU9A5s1cTfjnBz
Groh4/edit#slide=id.g
7a3a1eec8a_2_99
Assets and Needs // Background Information:
Whole Class & (Please describe below: prior academic knowledge related to
Focus Students (FS) the content in this plan, social identity, funds of knowledge,
prior experience/interests related to the content in this plan,
developmental considerations)
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 1-2 students at Allen Elementary School. Ethan B. Allen Elementary
School serves 758 students in grades Kindergarten-6. Ethan B. Allen
Elementary School placed in the top 1% of all schools in California
for overall test scores (math proficiency is top 1%, and reading
proficiency is top 1%) for the 2017-18 school year. The
student:teacher ratio of 25:1 is higher than the California state level
Whole Class
of 23:1. Minority enrollment is 96% of the student body (majority
Asian), which is higher than the California state average of 77%
(majority Hispanic and Asian). The diversity score of Ethan B. Allen
Elementary School is 0.30, which is less than the diversity score at
state average of 0.64. The school's diversity has stayed relatively flat
over five school years. (Cited from “ publicschoolreview.com”)
For this lesson, I will specify adaptations for EL learners in general,
FS 1
considering the lesson is taught to all 1-2 students at Allen and
English Learners
Russell elementary schools.

FS 2
Special For this lesson, I will specify adaptations for a GATE student.
Needs/IEP/504/GATE

For this lesson, I will specify adaptations for a student with internet
FS 3 connectivity issues resulting in visual and audio issues during the
Underserved lesson.

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 Anticipatory Set: 2 minutes (2–5)

Instructional Strategy and/or Student Activity

Teacher Activity Student Activity Instruction and

Student Grouping (whole, Differentiation Rationale
small, pairs, individual)

The teacher will lead students
through the “Hello Song” and
“Music Rules” song. The
teacher will also read the
activities to be completed
during the day’s lesson.
Students will sing the “Hello
Song” and “Music Rules”
song.
Beginning with these two
songs serves as an
introduction for music class
in the morning. Students are
able to have fun, be greeted
and asked how they are
doing, and behavioral
expectations are clarified in a
DAP manner.

How will the learning goal and/or objective be communicated to students?

The learning goal will be communicated to students on slide 4 verbally.

Identify Instructional Adaptations (Individual Student Assets and Needs)

FS 2 - Special Rationale for all

FS 1 - EL FS 3 - Underserved
Needs/IEP/504/GATE Adaptations

The lyrics for the I will ask the GATE Though it appears no Both songs
“Hello” and “Music student to model the instructional presented are songs
Rules” song are “Music Rules” or adaptation is needed, which the students
presented visually on “Hello” songs should I will ask the student have been singing for
screen. The EL they require an to watch an the entire semester,
student may copy adaptation. asynchronous and the semester
by-rote what they recording of this prior. They are
hear from the lesson. familiar with these
teacher. pieces. Visual text
provides an
opportunity for the EL
student to read. The
GATE student may
model singing for
students. An
asynchronous
recording will allow
for the student who
has internet issues to

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 access the lesson.

Assessment

Informal/ Formative (Checking for Understanding) Assessment

Informal/ Formative Assessment Assessment Rationale

(Checking for Understanding)

Informal/formative assessment will occur Tracking with students in an online learning

through the teacher making observations of environment is essential for classroom
students through their cameras. I will adjust management. Tracking students’ videos
instruction as needed. demonstrates “with-it-ness” during instruction.

Identify Adaptations for the Assessment (Individual Student Assets and Needs)

FS 2 - Special Assessment
FS 1 - EL FS 3 - Underserved
Needs/IEP/504/GATE Rationale

Though it appears no Though it appears no Though it appears no It is crucial to be

adaptations are adaptations are adaptations are prepared for
needed for needed for needed for whatever learning
assessment, I will assessment, I will ask assessment, I will needs or situation
provide clear, concise the GATE student to make video notes for that may occur in the
directions for the EL model the activities the students’ parents classroom.
learner should the for the class. to access and
need arise. facilitate learning
once the
asynchronous video
is posted.

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Instructional Strategy and/or Student Activity
Teacher Activity
I will begin the lesson through
reviewing and asking students
to identify the instrument
families and instruments on
slide 5. I will review this
content on slide 6.
I will proceed on:
- Slide 7 to give context to
fossils before singing a song
about dinosaurs on slide 8 to
the melody of “Fossils”.
-Slide 9 to clarify the definition
of “barge” with a visual.
-Slide 10 to ask students to
listen to the “Fossils” theme
while specifically listening for
the music’s articulation.
-Slide 11 to discuss the
definition of “articulation”.
-Slide 12 to review the
definition using
color-coordinated symbols.
-Slide 13 to discuss the
definition of “form” & “Fossil”’s
“rondo form”.
-Slide 14 to lead students
through a sequence of
movements for each section.
-Slide 15-16 to guide students
through movements for each
section.
-Slide 17 to use TPR to have
students move and internalize
a steady beat on shoulders,
head, and hands (clapping).
-Slide 18 to discuss the
definition of “rhythm” and use
TPR to prepare students for
the exercise on Slide 19.
-Slide 19 to use gradual
release of responsibility
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Instructional Input: 23 minutes
Student Activity
Student Grouping (whole,
small, pairs, individual)
Students will complete the
learning activities individually
throughout the lesson.
Instruction and
Differentiation Rationale
The instrument families on
screen are color-coordinated
with labels for each
instrument. Singing the
history of dinosaurs using
“kid-friendly” DAP language
gives contexts for the music
of “Fossils”. Defining any
figures of speech or foreign
terms is crucial for EL
learners and students in
general.
A blue box on slide 10
specifies what students will
be listening for while listening
to the recording.
The key music elements are
in a black box from slides
11-14, with symbols for
“staccato” and “legato”
color-coordinated. The
sections of “rondo form” are
also color-coordinated. The
listening maps allow for
students to further distinguish
the change of sections.
Student movement is
essential in promoting
attention and fostering a fun
learning environment.
Movements for each section
allow for students to
internalize the articulation of
each section.
Slide 17’s slides with hearts
denote the main beats within
the music and are labelled to
signify the 4 beats per
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 (GRR) to guide students measure in the theme.
through the rhythms of
“Fossils” at a slower tempo “Ta” & “ti-ti” are
prior to clapping them with color-coordinated to specify
performance tempo. their relation to quarter and
-Slide 20-23 to review the eighth notes.
lesson’s activities and
academic terms I introduce the rhythmic
-Slide 24 to review the themes patterns using the UDL
previously taught from model of “I do, We Do, You
“Carnival of the Animals”. Do”, gradual release of
responsibility teaching
strategy. The benefits of this
teaching model are that
students eventually gain
independence in their skills
after practicing with me as
their teacher.

I teach through modelling by

having students “repeat after
me” once I speak through the
visuals presented. Providing
transitions verbally allows for
explicit explanations for the
activity to be completed,
clear models, and guides
student learning.

The lesson’s content is

reviewed at the end of the
lesson, prior to transitioning
to a review portion of the
themes from past lessons.
Images with numbers help
students identify which
theme they will select using
TPR through fingers.

Identify Instructional Adaptations (Individual Student Assets and Needs)

FS 2 - Special Rationale for all

FS 1 - EL FS 3 - Underserved
Needs/IEP/504/GATE Adaptations

Considering all I will ask the GATE I will record the Visual diagrams,
students at this age student to model for lesson, if needed, for clear directions, and
are not yet proficient the class if an gradual release of

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 readers- clear verbal adaptation is the student to access responsibility are
directions and visuals required. The student asynchronously. ways to adapt
with TPR serve as may model how to learning for each of
instructional complete each the three focus
adaptations movement, or students’ learning
throughout the specific rhythm needs. At this age
lesson. Teaching patterns using the group, literacy and
through repetition “Spotlight” setting on reading skills are still
and by rote also Zoom. being developed for
helps students build all learners. The
proficiency during the adaptations needed
lesson. I also use my to scaffold learning in
cursor to clearly general for 1-2
specify where learners also benefits
students need to look students with unique
on screen throughout learning needs.
the lesson. Having the GATE
student model for the
class provides an
opportunity for
extra-participation.

Assessment
Informal/ Formative (Checking for Understanding) Assessment

Informal/ Formative Assessment Assessment Rationale

(Checking for Understanding) & Response to assessment data

Informal assessment will occur throughout
the lesson through me visually tracking
students’ videos as they complete the
activities. I will adjust instruction as needed
depending on students’ understanding.
As stated earlier in the lesson plan, tracking
with students in an online learning
environment is essential for classroom
management. Tracking students’ videos
demonstrates “with-it-ness” during instruction.

Identify Adaptations for the Assessment (Individual Student Assets and Needs)

FS 2 - Special Assessment
FS 1 - EL FS 3 - Underserved
Needs/IEP/504/GATE Rationale

Although it appears Although it appears I will ask for the The visual diagrams
no instructional no instructional student to come for a on screen provide
adaptations are adaptations are separate meeting scaffolded learning
needed, I will use needed, I will ask time to progress for the EL learner and
TPR by asking the students to copy the through the learning students in general.
student to “copy me” GATE student should activities should their Asking for the GATE
should instructions be instructions be internet falter. student to model
unclear during the unclear during the activities for the class
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 lesson. I will also lesson.
reference the visual
diagrams presented
on screen to provide
further clarification.
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provides a student
model for learning
activities. Allowing for
asynchronous access
of the lesson through
a separate music
lesson time would
benefit the student
whose internet is not
working.
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 Guided Practice: 0 minutes (occurs throughout the lesson, and is not a separate portion)

Instructional Strategy and/or Student Activity

Teacher Activity Student Activity Instruction and

Student Grouping (whole, Differentiation Rationale
small, pairs, individual)

Guided practice occurs as Guided practice occurs as Guided practice is integrated

students are learning the students learn and sing throughout the lesson, and is
movements prior to each through each activity and not a separate portion.
video, during each video, and video.
during the instrument rhythm
picture activities. Guided
practice is not a separate
portion of instruction, but
instead is incorporated
throughout the lesson.

Identify Instructional Adaptations (Individual Student Assets and Needs)

FS 2 - Special Rationale for all

FS 1 - EL Needs/IEP/504/GATE
FS 3 - Underserved
Adaptations

Considering guided Considering guided Considering guided Guided practice does

practice is integrated practice is integrated practice is integrated not occur separately
throughout the throughout the throughout the from the instructional
instructional input, instructional input, instructional input, input portion.
adaptations have adaptations have adaptations have
been specified for the been specified for the been specified for the
EL learners in the GATE student in the underserved student
instructional input instructional input in the instructional
portion. portion. input portion.

Assessment

Informal/ Formative (Checking for Understanding) Assessment

Informal/ Formative Assessment Assessment Rationale

(Checking for Understanding) & Response to assessment data

Informal assessment will occur throughout
the lesson through me visually tracking
students’ videos as they complete the
activities. I will adjust instruction as needed
depending on students’ understanding.
As stated earlier in the lesson plan, tracking
with students in an online learning
environment is essential for classroom
management. Tracking students’ videos
demonstrates “with-it-ness” during instruction.

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Identify Adaptations for the Assessment (Individual Student Assets and Needs)

FS 2 - Special Assessment
FS 1 - EL Needs/IEP/504/GATE
FS 3 - Underserved
Rationale

Considering guided Considering guided Considering guided Guided practice does

practice is integrated practice is integrated practice is integrated not occur separately
throughout the throughout the throughout the from the instructional
instructional input, instructional input, instructional input, input portion.
assessment assessment assessment
adaptations have adaptations have adaptations have
been specified for the been specified for the been specified for the
EL learners in the GATE student in the underserved student
instructional input instructional input in the instructional
portion. portion. input portion.

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 Independent Practice: 0 minutes (Occurs during each song performance).

Instructional Strategy and/or Student Activity

Teacher Activity Student Activity Instruction and

Student Grouping (whole, Differentiation Rationale
small, pairs, individual)

Independent practice occurs Independent practice occurs Like guided practice,

during the movement and as students navigate through independent practice is
rhythm play-along portion. each of the section integrated throughout the
Students are navigating movements and rhythm lesson, and is not a separate
through each of the section’s pictures independently. portion.
movements and rhythm
pictures independently, but
are still able to view my video
as needed for support.
Independent practice is not a
separate portion of instruction,
but instead is incorporated
throughout the lesson.

Identify Instructional Adaptations (Individual Student Assets and Needs)

FS 2 - Special Rationale for all

FS 1 - EL Needs/IEP/504/GATE
FS 3 - Underserved
Adaptations

Considering Considering Considering Independent practice

independent practice independent practice independent practice does not occur
is integrated is integrated is integrated separately from the
throughout the throughout the throughout the instructional input
instructional input, instructional input, instructional input, portion, but it is
adaptations have adaptations have adaptations have essential to have
been specified for the been specified for the been specified for the adaptations ready for
EL learners in the GATE student in the underserved student each learner. Visuals
instructional input instructional input in the instructional are present
portion. However, portion. However, input portion. These throughout the lesson
should the need arise should the need arise include having the for EL learners and
during independent during independent lesson recorded for students in general.
practice, I will practice, I will ask the access at a later Definitions are clear
backtrack to the GATE student to lead time. and concise, and
second level of “I Do, the class through an idioms are avoided
We Do, You Do”, and “I Do, We Do, You to promote English
repeat the learning Do” learning activity Language
activity as a class. as a class student acquisition.
Visuals are also model. Re-teaching is
presented throughout effective for EL
the instructional learners and all
portion to guide students in general.

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 student learning. Giving the GATE
students several
opportunities to
demonstrate
proficiency for the
class helps build their
skills- and provides
students a visual
model of their peers
completing the same
tasks.

Assessment

Informal/ Formative (Checking for Understanding) Assessment

Informal/ Formative Assessment Assessment Rationale

(Checking for Understanding) & Response to assessment data

Informal assessment will occur throughout
the lesson through me visually tracking
students’ videos as they complete the
activities. I will adjust instruction as needed
depending on students’ understanding and on
their level of engagement physically with the
movements presented.
As stated earlier in the lesson plan, tracking
with students in an online learning
environment is essential for classroom
management. Tracking students’ videos
demonstrates “with-it-ness” during instruction.
TPR is an effective and efficient way to track
student comprehension.

Identify Adaptations for the Assessment (Individual Student Assets and Needs)

FS 2 - Special Assessment
FS 1 - EL Needs/IEP/504/GATE
FS 3 - Underserved
Rationale

Though it appears no Though it appears no Though it appears no Repetition is an

adaptations are adaptations are adaptations are effective teaching
needed for needed for needed for strategy in building
assessment, I will assessment, I will ask assessment, I will academic language
repeat instructions, the GATE student to write out separate for ELL. Re-modeling
re-model the activity, provide examples instructions for the the activity or
and reference the from the music of students’ parents to repeating instructions
visuals presented on “articulation” through reference as needed is also helpful in
screen to meet the singing. I will also ask during their viewing ensuring students are
EL learner’s unique the GATE student to of an asynchronous making progress
learning needs. I will provide examples of recording. toward the learning
also repeat key why each theme may goals within the
academic terms and sound like their lesson. Providing
play the musical associated animal. extra-instructional
themes from Carnival activities for the

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 of the Animals again- GATE students gives
specifying using an opportunity for the
gestures and words student to
to explain how they demonstrate applied
are associated with knowledge of
each animal. “articulation” through
singing. Parental
engagement also
benefits student
learning.

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Instructional Strategy and/or Student Activity
Teacher Activity
-The teacher will review the
learning goals and activities
completed. Then, I will lead
students through the “See You
Later Song” (Slide 25-42) to
end the instruction portion
with dancing and singing.
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Closure: 2 minutes (5-7)
Student Activity
Student Grouping (whole,
small, pairs, individual)
Students will listen to the
completed learning goals
and activities. Then, students
will dance and sing through
the “See You Later Song” to
celebrate their progress at
the end of the lesson.
Instruction and
Differentiation Rationale
Reviewing the learning goals
and activities completed in
class reminds students of the
tasks they completed during
the lesson. The “See You
Later Song” is a fun way to
end the day’s learning.
Students end each lesson
with dancing and singing,
fostering feelings of joy and
positive affect into their music
education. Love of music is
fundamental for lifelong
learning and making of
music. Ending Zoom lessons
with this song also fosters
consistency - creating a
trauma-responsive
environment.
1. “Consistency helps create
trust that the adults can
provide safety. For students
to experience consistency
and predictability, rituals,
routines, and procedures
must be clearly planned and
executed with consistency
and predictability.”
2. “The need for consistency
and predictability for students
impacted by trauma cannot
be overstated. Consistency
and predictability are
imperatives to the experience
of a safe environment.
Consistent routines and
expectations are particularly
helpful for traumatized
children who need a school
environment which counters
the lack of predictability and
15
 safety in their lives outside of
school,” (from
https://www.trepeducator.org/
consistency-and-predictabilit
y).

Identify Instructional Adaptations (Individual Student Assets and Needs)

FS 2 - Special Rationale for all

FS 1 - EL Needs/IEP/504/GATE
FS 3 - Underserved
Adaptations

Though it appears no Though it appears no I will ask the Many 1-2 are in the
adaptations are adaptations are students’ parents to process of building
needed for this needed for this play through this literacy. Visuals help
portion, I will portion, I will ask the song with their them deduce
reference the pictures student to lead a student meaning of the text
associated with each review portion for asynchronously so being sung.
lyric for the student to their classmates that they may access
deduce meaning where they present the lesson.
visually. the examples of
articulation from the
music to the class.

Assessment

Informal/ Formative (Checking for Understanding) Assessment

Informal/ Formative Assessment Assessment Rationale

(Checking for Understanding) & Response to assessment data

Informal assessment will occur in the next The purpose of the “See You Later” song is
lessons, as the skills they have learned are not for students to be assessed further. It is to
applied in different contexts. end the learning day positively and celebrate
the progress they made during the lesson.

Identify Adaptations for the Assessment (Individual Student Assets and Needs)

FS 2 - Special Assessment
FS 1 - EL Needs/IEP/504/GATE
FS 3 - Underserved
Rationale

There is no There is no There is no There is no

assessment at the assessment at the assessment at the assessment at the
closure portion. closure portion. closure portion. closure portion.

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Reflection

Criteria Content
If you were to develop
and teach this lesson
again, what would you
do the same or
differently to improve
learning of content and
academic language for
this group of students,
and why?

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