Case Study Part 1

Identifying Elements of a Lesson Plan

Purpose: The purpose of this assignment is for students to have an opportunity to observe the lesson
planning process, review a lesson plan, and identify specific elements in a lesson plan.

Directions: For this assignment, students must either (a) review a lesson plan provided online or (b)
review a lesson plan provided by their cooperating teacher. Once a lesson plan has been chosen, students
will identify key elements of the lesson plan and provide evidence of the presence or absence of these
elements.

When reviewing the lesson plan, identify whether the components listed are included by circling “Y” for
yes or “N” for no. Where indicated in each section, provide a reflection on the components using the
prompts. In your reflection response, be sure to include evidence and specific examples from the lesson
plan to support your response. After you complete the review, respond to the summary questions at the
end. Attach or include a copy of the lesson plan you used to complete this assignment.

Elements of a Lesson Plan: Rhythm Tree by Kathy Neri (Grade 6)

Lesson Plan https://www.teach-
nology.com/lessons/lsn_pln_view_lessons.php?
action=view&cat_id=6&lsn_id=19384

Lesson Objective Reflection on the Lesson Objectives/the Focus of the Lesson

Y N Is the lesson objective clearly written? Were you

able to determine the objective of the lesson?

Y N Is the lesson objective observable and measurable?

Could you tell what the focus of the lesson was?

Y N What is the lesson objective? If there is not one,

could you determine the focus of the lesson? (Type
the objective below.)
Students will be able to read music rhythms and
understand their relationship to one another.
Students will make three column notes in their
journal to use as a reference defining notes, rests,
symbols, and counting simple meters. Students will
make a rhythm tree showing rhythm values.

Materials Reflection on the Materials

 Y N Are the materials age and developmentally
appropriate?

Direct Instruction Reflection on Direct Instruction

Y N Are all elements of direct instruction included (i.e.,

focus/review, teacher instruction, guided practice,
independent practice? If not, what piece(s) are
missing?
The teacher begins the lesson plan with having the
students clap various rhythmic patterns. It would
work to have the teacher clap and the students
repeat the rhythm. The teacher also includes a
guided discussion where the students discuss what
the names of notes are and how rhythm patterns are
counted. The lesson plan includes specific questions
that are asked to determine the order of notes from
the biggest to smallest value.
The students will then make a rhythm tree in their
notebook that shows the order of the note values
(biggest-smallest).

Y N Does the instruction clearly connect to the lesson

objective?
Yes, it helps the students have a visual of the note
values. They can use it as notes when they are
studying or when they have a question during class.

Y N Are the procedures written in a way that can be

replicated?

Closure Reflection on Closure

Y N Does the lesson plan include explicit ways in which

the skill taught can be maintained (i.e., overtime) or
generalized (e.g., different places, people,
subjects)?

Assessment Reflection on Assessment

Y N Does the assessment at the end of the lesson

provide the teacher with helpful information? Why
or why not?
 Yes, if the students can explain their understanding
of the rhythm tree a review does not need to be
done the next day. If the students still need help, the
teacher will know when the students are
individually explaining the concepts.

Y N Does the assessment link directly to the objective?

Summary Questions:

1. Overall, which components were well done? Why?

I think that the creation of the rhythm tree is the best part. I think this because it gives the
students a continuous resource, and it helps the students continue to study the different
rhythms. They can use it to make games with it after words. For example, the teacher could
choose three note values that students will use to create their own rhythms. The students,
afterwards, could write it on a board and then create a melody with a combination of a few of
them. The rhythm tree is simple, but it gives more opportunities for students to ask and
complete extension questions and assignments.

2. What element of the lesson plan would you change?

I think that I would make the rhythm tree just a portion of the lesson. I would add an
extension and/or review of the rhythms after the students complete their assessment of the
rhythm tree. The students that need an extension could create a rhythm melody for the
students that need a review. The students, who need revision, could clap and count the
melody, and then put the notes in order from biggest to smallest, to create a new melody. The
students will explain their reasoning as to why the notes should go in that order. While each
group of students is working, the teacher could go around and help as needed.