BIOLA LESSON PLAN TEMPLATE

Name: Vincent Paule Total Time of Lesson: 30 minutes

Content area & Grade: 3-4

Date of Lesson: 5/13 & 14 /2021

Preparation to Teach

Criteria Content
Major: TPE
6
Minor: TPE
1a
Content 3.MU:Re7.2
Standard: Demonstrate and describe how a response to music can be informed
(if other by the structure, the use of the elements of music, and context (such as
than ELA or personal and social).
Math)
4.MU:Re7.2
Demonstrate and explain how responses to music are informed by the
structure, the use of the elements of music, and context (such as
personal, social, and cultural).
Content (Use language from standards in your objectives with measurable verbs)
Objectives
Students will demonstrate comprehension of 1850’s/60’s American westward
expansion through singing folk music which depicts the period.
Assessment (What will students do to demonstrate achievement of content during the
of Content lesson?)
Objectives Students will demonstrate achievement of content during the lesson through
singing and reading with the teacher.
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
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 unfamiliar words in the English
language related to this time period.

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 Assessment Students will demonstrate achievement through:
of -singing and reading with the teacher.
Language
Objectives
Academic General (Tier 2) words and phrases:
Language hydraulicked, cradled, tunneled, The Great Plains, The Gold Rush
to be used
by students:
Academic Content-specific (Tier 3) vocabulary:
Language
to be used verse, measures, repeat, refrain, chorus
by
students:

Resources and
Materials
(Include all materials,
handouts, technology
needed,
links/websites and
texts)
https://docs.google.co
m/presentation/d/1CD
0czB7yvHRBq2KpcD
FUVfupz0FJh1-WNS
Bq239Anpg/edit
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)
3-4 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
Whole Class
student:teacher ratio of 25:1 is higher than the California state level
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
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 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 3-4 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)

I will begin by reviewing the Students will read with the The slides present the music.
tasks due for the week, and teacher and proceed to sing Reviewing the timeline
then proceed to review the the “Old Settler’s Song” activates prior knowledge
timeline on slide 4. I will by-rote. and prepares students for
explain the terms on slide 5-8 learning.
before asking students to sing
the “Old Settler’s Song”. I will
teach students the chorus
by-rote.

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

The learning goal will be communicated to students on slide 4 and 10.

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 slides present The GATE student Though it appears no It is crucial to be

visuals with may read the slides instructional prepared for
unfamiliar terms. Teal for the class. adaptation is needed, whatever students
highlight is used to I will ask the student may need during the
denote the time to watch an lesson.
period discussed. asynchronous
recording of this
lesson.

Assessment

Informal/ Formative (Checking for Understanding) Assessment

Informal/ Formative Assessment Assessment Rationale

(Checking for Understanding)

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 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 need or situation that
provide clear, concise the GATE student to make video notes for 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 Input: 28 minutes
Instructional Strategy and/or Student Activity

Teacher Activity Student Activity Instruction and

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

I will proceed to lead and Students will complete the I incorporate visuals with
guide students through slide learning activities throughout unfamiliar text, scaffold
11-16. the lesson. These include: learning by explaining
reading with the teacher, unfamiliar terms and
On Slide 11, students will singing by rote, and phrases, and guide student
receive context on The Great analyzing the text presented learning with my cursor.
Plains. on screen. Reading out loud helps build
-Slide 12 shows a present-day English language proficiency.
map which diagrams The I teach students to sing
Great Plains. by-rote which helps build
-Slide 13 shows narration music literacy.
which is done through an
audio-clip.
-Slide 14 presents a video
which gives further context to
this time period.
-Slide 15 will be skipped.
-Slide 16 presents a song
which describes the settler’s
journey. I will teach the song
by-rote and go over the
“repeated measures for lines
2-5”.
-Slide 17 is a review of the
timeline until the present
lesson.

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

I specify unfamiliar The GATE student The lesson can be It is important to be

terms with visuals. I models student recorded for the prepared for
also ask students to participation for the student to watch at students’ unique
read out-loud to class. another time. learning needs. I
develop English incorporate several
language proficiency. teaching strategies to
meet these students

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 learning needs in the
lesson.

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 needed, I will ask time to progress for the EL learner and
reference the visual students to copy the through the learning students in general.
diagrams presented GATE student should activities should their Asking for the GATE
on screen to provide instructions be internet falter. student to model
further clarification. unclear during the activities for the class
lesson. 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
songs and reading together. through each activity and not a separate portion.
Guided practice is not a video.
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 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)

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 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 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)

Independent practice occurs Independent practice occurs Like guided practice,

during each singing portion. as students navigate through independent practice is
Students are navigating the melody and rhythm of integrated throughout the
through the melody and songs independently. lesson, and is not a separate
rhythm of songs portion.
independently, but are still
able to view my video and
hear me 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 in the form of images
portion. However, portion. However, input portion. These and scores are
should the need arise should the need arise include having the present throughout
during independent during independent lesson recorded for the lesson for EL
practice, I will practice, I will ask the access at a later learners and students
backtrack to the GATE student to lead time. in general. Definitions
second level of “I Do, the class through an are clear and
We Do, You Do”, and “I Do, We Do, You concise, and idioms
repeat the learning Do” learning activity are avoided to
activity for songs as a to teach the songs as promote English
class. Visuals in the a class student Language
form of standard model. acquisition.
music notation are Re-teaching is

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 also presented effective for EL
throughout the learners and all
instructional portion students in general.
to guide student Giving the GATE
learning. 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 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 an example instructions for the the activity or
and reference the through singing students’ parents to repeating instructions
visuals presented on portions of the songs’ reference as needed is also helpful in
screen to meet the lyrics for the class. during their viewing ensuring students are
EL learner’s unique of an asynchronous making progress
learning needs. recording. toward the learning
goals within the

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 lesson. Providing
extra-instructional
activities for the
GATE students gives
an opportunity for the
student to
demonstrate applied
knowledge of
“articulation” through
singing. Parental
engagement also
benefits student
learning.

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 Closure: 2 minutes (5-7)

Instructional Strategy and/or Student Activity

Teacher Activity Student Activity Instruction and

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

I will review the material
discussed in the lecture
through the timeline.
Afterwards, I will send the
attendance form for class. I
will ask students to complete
prior asynchronous lessons to
complete this learning
sequence on American
westward expansion.
Students will listen to the
completed learning goals
and activities and complete
their attendance form.
Reviewing the learning goals
and activities completed in
class reminds students of the
tasks they completed during
the lesson. Students must
always complete the
attendance form to ensure
attendance is accurately
taken. It is also provides a
routine for the end of
class-time, developing
consistency.

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 Providing several

adaptations are adaptations are students’ parents to opportunities for
needed for this needed for this play through this reading helps the EL
portion, I will ask the portion, I will ask the song with their learner develop
student to read student to lead a student proficiency in
through the timeline review portion for asynchronously so reading. The GATE
with me to develop their classmates that they may access student can aid in
English language where they present a the lesson. review through
proficiency. performance of the leading a review
music to the class. portion of the lesson
in a break-out room.
The student with
internet issues may
watch the lesson
asynchronously.

Assessment

Informal/ Formative (Checking for Understanding) Assessment

Informal/ Formative Assessment Assessment Rationale

(Checking for Understanding) & Response to assessment data

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 Informal assessment will occur in the next This lesson prepares students for the same
lesson in the form of an exit ticket. content, but in greater depth, at the 4th grade
level.

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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