SINGLE SUBJECT CREDENTIAL PROGRAM

LESSON PLAN FORMAT

Last Revised: January 2021

Directions: The lesson plan functions as a guide map to your instruction. Deliberately choose several strategies/scaffolds that will help to guide your students
through your lesson. Identify the estimated time frames for each activity in the Lesson Introduction, Body, and Closure sections. After considering the needs of the
majority of your students, remember to consider the specific needs of striving readers, English learners, students with learning needs, and advanced students. This
will help you with pacing and delivery of the lesson. Develop the structure of notes, if you will lecture; the directions for any activities; and details about the
examples you will use, if appropriate; and place at the end of the lesson plan along with any handouts that will be used.

Note: The boxes in the format will expand as it is a Word document.

TEACHER CANDIDATE NAME /CO-TEACHER NAME: KIRSTIE SELLS (NT)

SUBJECT: MUSIC

COURSE TITLE, GRADE LEVEL(S): 8TH GRADE MUSIC

UNIT DESCRIPTION, ONLY REQUIRED IF THIS LESSON IS PART OF A LARGER UNIT (ONE SENTENCE):

LESSON TITLE: THE SACRED MUSIC OF THE MASSACHUSETTS BAY COLONY & PURITANS

INSTRUCTIONAL RESOURCES/TECHNOLOGY INTEGRATION: N/A

CLASS DESCRIPTION: I AM TEACHING THIS LESSON TO AN 8TH GRADE CLASSROOM OF 15 STUDENTS.

LESSON SUMMARY (ONE BRIEF PARAGRAPH OR A FEW BULLET POINTS WILL SUFFICE)

The purpose of this lesson is to: evaluate and analyze the sacred music of the Puritans in the New World.

You will see students engaged in: active aural listening exercises in order to compare and contrast various music styles of sacred
music. Students will also be engaged in whole class discussions, think-pair-share tasks, and evaluating primary source texts. I will
deliver the lesson using this google slides presentation.

Students will demonstrate mastery of the content and perform the expected skills through formative assessments, entry level &
progress monitoring assessments. Students will complete this Assessment Worksheet during the lesson.

STANDARDS AND OBJECTIVES

CONTENT STANDARD COMMON CORE STATE STANDARDS ENGLISH LANGUAGE DEVELOPMENT OBJECTIVE (S) OF LESSON
ENGLISH LANGUAGE ARTS AND STANDARDS (ELD)
(S)—IF APPLICABLE (STUDENTS WILL BE ABLE TO….)
LITERACY IN HISTORY/SOCIAL
STUDIES, SCIENCE, AND TECHNICAL
SUBJECTS, PUBLICATION VERSION
OR
MATHEMATICS, PUBLICATION VERSION
WITH FEBRUARY 2014 CORRECTIONS
8.MU:Cn11
Examine and demonstrate
connections between
music and societal,
cultural, and historical
contexts when creating,
performing, and
responding.
8.MU:Re7.2
b. Identify and compare
the context of programs of
music from a variety of
genres, cultures, and
historical periods
ASSESSMENT STRATEGIES (INDICATE EL (ENTRY-LEVEL), PM (PROGRESS-MONITORING) OR S (SUMMATIVE)
Add boxes as needed.
TYPE
(TITLE/ AND FORM)
IS THIS A FORMAL OR INFORMAL
ASSESSMENT? IS IT EL, PM, OR S?
Teacher asks introductory &
expository questions ( EL)
Whole Class discussion
(EL, PM)
In-class worksheet
(PM/S)
Listening Exercises (PM)
PURPOSE
HOW DOES THIS ASSESSMENT BENEFIT
INSTRUCTION; YOU, THE TEACHER; AND
STUDENTS?
WITH WHICH OBJECTIVE(S) DOES THIS
ASSESSMENT ALIGN?
Teacher assess prior
knowledge
this inquiry type activity
allows students to make
meaning about musical
elements
Teachers assess student
strategies for listening to
music.
Teachers assess student
strategies for listening to
music.
SL.8.1, 6; L.8.3, 6
Exchanging information
and ideas with others
through oral collaborative
discussions on a range of
social and academic topics
RL.8.4–5; RI.8.4–5;
RH.8.4–5; RST.8.4–5;
SL.8.3; L.8.3, 5–6
Analyzing how writers and
speakers use vocabulary
and other language
resources for specific
purposes (to explain,
persuade, entertain, etc.)
depending on modality,
text type, purpose,
audience, topic, and
content area
IMPLEMENTATION
DESCRIBE HOW WILL YOU, THE
TEACHER, ADMINISTER THE
ASSESSMENT?
INDIVIDUAL OR GROUP? IN-CLASS OR
OUT?
Assessment is delivered aloud
to the whole class.
whole class discussion is
teacher facilitated. Teacher
will ask students to make
observations and note
patterns.
The task is completed
individually.
The task is completed
individually and as a whole
class.
SWBAT: Analyze the sacred and
worship music of the Puritans and
Pilgrims
SWBAT: Analyze how music was
informed by and political and religious
aims
FEEDBACK STRATEGY
(TO THE STUDENTS)
HOW WILL STUDENTS BE INFORMED OF
RESULTS/ CORRECT ANSWERS?
Teacher will review the
correct responses after
students have contributed
responses and ideas
Teacher will engage in
dialogue with students and
follow-up questions
Students will learn from each
other as they learn from each
others reasoning, and as
teacher discusses the
questions with the whole
class.
Teacher will engage in
dialogue with students and
follow-up questions.
HOW WILL THE ASSESSMENT
INFORM YOUR TEACHING
HOW WILL YOU, THE TEACHER, MAKE
DECISIONS ABOUT RE-TEACHING?
IF ALL STUDENTS DO POORLY ON THE
ENTIRE ASSESSMENT, THE TEACHER
MAY…
IF ALL STUDENTS DO PARTICULARLY
WELL ON AN ASSESSMENT, THE
TEACHER MAY…
IF THE RESULTS ARE MIXED, THE
TEACHER MAY….
Student responses will allow
teacher to assess if more
background information is
needed before beginning task
Teacher will assess students
level of engagement and
depth of understanding which
will inform future
instruction.
Student responses will allow
teacher to assess if more
instruction is needed
Student responses will allow
teacher to assess if more
in-depth instruction is
warranted
LESSON INTRODUCTION/ANTICIPATORY SET
HOW WILL YOU, THE TEACHER, INTRODUCE STUDENTS TO THE LESSON, CAPTURE THEIR INTEREST, AND HOLD THEIR ATTENTION?
DESCRIBE WHAT YOU, THE TEACHER; CO-TEACHER(S); AND STUDENTS WILL BE DOING, INCLUDING IF/HOW STUDENTS WILL BE GROUPED.

TIME: Teacher(s): Students:

Teacher will play an audio file of a
Length
in liturgy by Palestrina. Teacher will not Students will analyze the soundscape of the audio excerpt.
minutes: reveal to the students the title of the Students will write down what musical elements they hear.
3-5 min.
composition or the composer. Students will begin this task seated individually.
Slides
1-4
After the audio file, teacher will Students will engage in a whole-class discussion and share
facilitate a whole class discussion what they noticed and heard. Students will answer this
where students can share their question on their hand-out.
responses.

BODY OF LESSON
HOW WILL YOU, THE TEACHER, TEACH, SUPPORT, AND MONITOR STUDENT LEARNING?
DESCRIBE WHAT YOU, THE TEACHER; CO-TEACHER (S); AND STUDENTS WILL BE DOING, INCLUDING IF/HOW STUDENTS WILL BE GROUPED.

TIME: TEACHER(S): STUDENTS:

Length in DESCRIPTION: DESCRIPTION:
minutes:
38 min.
slides Slide 5 & 6: Teacher reads aloud Slide Slide 5 & 6: Students listen to the teacher read slides.
5-15
5 in order to establish prerequisite Students share responses to the question on slide 6 in their
knowledge. Teacher facilitates a worksheets. Students share aloud their responses.
whole class discussion of slide 6.

Slide 7: Teacher observes students Slide 7: Students listen to the musical samples. Students
level of understanding and depth of analyze what they hear musically. Students engage in a
student responses. Teacher facilitates whole class discussion and share their interpretation of the
a whole class discussion of the musical soundscape.
musical soundscapes.
Slide 8: Students listen to the primary source read aloud.
Slide 8: Teacher reads aloud the Students answer the questions posited on the slides in a
Biblical primary source reading. whole class discussion.

Slide 9-11: Teacher facilitates a whole Slide 9-11: Students answer the question on their
class discussion. worksheet that is paired with the google slide.

Slide 12: Teacher plays 2 audio Slide 12: Students engage in the listening exercise. Students
samples of Puritan Sacred worship evaluate the soundscape of the Puritan Sacred worship
songs. songs.

Slide 13: Teacher guides students to Slide 13: Students will compare and contrast the
compare and contrast the soundscape soundscape of following 2 musical works:
of following 2 musical works: Sacred Music example by Thomas Tallis, & Protestant
Sacred Music example by Thomas Sacred Music example by Jean Calvin.
Tallis, & Protestant Sacred Music
example by Jean Calvin.

Slide 14: Teacher will read aloud the
primary source text. Teacher will
facilitate a classroom discussion of
the 2 questions posited on the slides.
Slide 15: Teacher will facilitate a ELD
exercise in which students pick
Psalms and read them aloud. Teacher
plays the Genevan Psalter song that
corresponds to the Pslam.
If time permits, teacher will continue
with slides 16-19.
LESSON CLOSURE
HOW WILL YOU, THE TEACHER, AND THE CO-TEACHER HELP STUDENTS PROCESS AND ORGANIZE WHAT WAS LEARNED?
STUDENTS WILL BE GROUPED.
TIME: TEACHER(S):
Length in
minutes:
Teacher will posit an exit ticket on the
2-4 min. google slide presentation.
ADAPTATION OF LESSON PLAN (INSTRUCTION AND ASSESSMENT)
HOW WILL YOU, THE TEACHER, SUPPORT STUDENTS WITH LEARNING NEEDS? PROVIDE A DESCRIPTION OF ALL MAJOR ADAPTATIONS (INCLUDING ASSESSMENTS) FOR
THE LESSON.
▢E NGLISH LEARNERS ▢S
Students will answer the following question on their
worksheet:How is the Puritan Protestant music reformed or
different from music from The Church of England?
Slide 14: Students will listen to the primary source text.
Students will share responses in a whole class discussion.
Slide 15: Students will move and sit with their assigned
partner for this task. Students will consult the Bible to read
the Psalms. Students read randomly chosen Psalms aloud.
Students will listen to how their chosen Psalm was set to
text in the Genevan Psalter.
DESCRIBE WHAT YOU, THE TEACHER, (S) AND STUDENTS WILL BE DOING, INCLUDING IF/HOW
STUDENTS:
DESCRIPTION:
Students will answer the following exit ticket question
individually:
Do you think the Puritans successfully “purified” music?
If you think they were successful, explain why?
If you think they were unsuccessful, explain why?
TRIVING READERS ▢S TUDENTS WITH IDENTIFIED ▢A DVANCED STUDENTS
SPECIAL NEEDS
 English learners are
strategically seated in
the class. For today
students will be paired
with partners that can
model and support
English Language skills.
Striving readers will have
access to the powerpoint
in the google classroom.
Striving readers will have
extra time to finish the
assignments. Striving
readers will benefit from
the visual art examples
that I include to support
the artistic themes.
Students with special
needs will receive
accommodations pursuant
guideless on their IEP or
504. Students will have
access to the powerpoint
in the google classroom.
Advanced students will
be assigned extension
activities and activities.
Advanced students will
be strategically paired
with partners.
Teacher will provide
additional critical
thinking reflection
questions.

RATIONALE SECTION:
WHAT ARE THE REASONS FOR YOUR DECISIONS? PROVIDE AN EXPLANATION FOR WHY YOU CHOSE YOUR INSTRUCTIONAL STRATEGIES, STUDENT ACTIVITIES,
ASSESSMENTS, AND ADAPTATIONS.
This lesson was designed to be inclusive of all students, regardless of musical ability and prior formal music
training. My instructional strategies are cognitively demanding and support a rigorous standards based music
lesson. Additionally, this lesson aims to make cross-curricular connections with the content that students are
learning in their social studies curriculum. My various instructional strategies support multiple modalities of
learning. Auditory learners can listen to the teacher's discussion, and the presentation contains visual
information and graphics that support other types of learners. Throughout my lesson students are watching
Youtube clips which provide students with auditory and visual information. All students are strategically paired
with partners to support student achievement. My formative assessments and inquiry questions make student
thinking visible. Students write down responses and they share aloud their responses. My formative assessments
allow me to assess students’ depth of understanding and aural development skills and Artistic Literacy skills.
Formative assessment and tasks allow all students to participate regardless of prior musical content knowledge.

INSERT SUPPORT MATERIALS.

Google Slides
Student Worksheet