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: EARLY AMERICAN FOLK MUSIC

INSTRUCTIONAL RESOURCES/TECHNOLOGY INTEGRATION: ONLINE BALLAD GENERATOR

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 prepare students to create ballads.

You will see students completing aural listening exercises in order to study and evaluate 19th century early American folk ballads.
think-pair-share tasks, and engaging song writing.

You, the teacher, will: support students in achieving the learning objectives, and facilitate student-centered learning experiences. I will
deliver the lesson using this google slides presentation

The evidence that students demonstrate mastery of the content or perform the expected skills will include formative assessments, entry
level & progress monitoring assessments. Students will complete this Ballad Analysis (pre-assessment) in a prior lesson. Students will
complete this Ballad Brainstorm (pre-assessment) during the lesson. After students have completed writing their ballads, students will
conduct a self-assessment using this self-assessment rubric.

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:Cr2 a: Select, organize,
and document personal
musical ideas for
arrangements, songs, and
compositions within expanded
forms that demonstrate
tension and release, unity and
variety, balance, and convey
expressive intent.
8.MU:Re8: Support personal
interpretations of contrasting
programs of music and explain
how creators’ and performers’
apply the elements of music
and expressive qualities,
within genres, cultures, and
historical periods, to convey
expressive intent.
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.
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
SL.8.4–6; L.8.1, 3
Expressing information
and ideas in formal oral
presentations on academic
topics
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 2-3 American folk
ballads. Observe structure, form and
elements of 19th century American
ballads.
SWBAT: Compose Ballads and
conduct a self-assessment of their
compositions
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 welcomes students to class.
Length
in teacher states the objectives and goals Students will review Barbara Allen and On the Banks of the
minutes: for the day Ohio.
3-5 min.

Slides
1-2

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 3: Teacher facilitates a whole Slide 3: Students think-pair share and discuss what they
5-15
class discussion of slide 3. Teacher think a ballad is based on the 2 previously studied ballads.
guides students to derive a definition
of ballad.
Slide 4: Students share aloud what they think should be
Slide 4: Teacher facilitates a whole included in a ballad.
class discussion of what ballads must
include. Teacher writes student
responses on the smart board.

Slide 5-10: Teacher calls on various Slide 5-10: Students write down responses on the
students to read each question. worksheet. Students will think-pair share with their
Teacher prompts students to think-pair partners. Students will ask their partners for feedback.
share their answers between partners.

Slide 11: Teacher uses the online

ballad generator website to create a Slide 11: Students share responses for fill-in-the blanks.
ballad as a whole class. Students are
called to share responses for the fill in
the blanks prompts.

Slide 12: Teacher revisits Barbara Slide 12: Students compare the 2 ballads. Students observe
Allen and On the Banks of the Ohio. the 4-phrase patterns.
If students have not not observed the
quatrain pattern, teacher guides
students to observe the quatrain
pattern.

Slide 13: Teacher prompts students to Slide 13: Students begin ballads.
begin writing & brainstorming their
ballads. Teacher walks around the
 room to engage and observe students.
Teacher provides students with rubric.

LESSON CLOSURE
HOW WILL YOU, THE TEACHER, AND THE CO-TEACHER HELP STUDENTS PROCESS AND ORGANIZE WHAT WAS LEARNED? DESCRIBE WHAT YOU, THE TEACHER, (S) AND STUDENTS WILL BE DOING, INCLUDING IF/HOW
STUDENTS WILL BE GROUPED.

TIME: TEACHER(S): STUDENTS:

Length in DESCRIPTION:
minutes:
Teacher: teacher reviews student folk When students are finished composing their ballads,
2-4 min. ballads. students will share aloud with the whole class their ballads.
At a later date, the lyrics to this ballad will be set to music.

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 TRIVING READERS ▢S TUDENTS WITH IDENTIFIED ▢A DVANCED STUDENTS

SPECIAL NEEDS

English learners are Striving readers will have Students with special Advanced students will
strategically seated in access to the powerpoint needs will receive be assigned extension
the class. For today in the google classroom. accommodations pursuant activities and activities.
students will be paired Striving readers will have guideless on their IEP or Advanced students will
with partners that can extra time to finish the 504. Students will have be strategically paired
model and support assignments. Striving access to the powerpoint with partners.
English Language skills. readers will benefit from in the google classroom. Teacher will provide
the visual art examples additional critical
that I include to support thinking reflection
the artistic themes. 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. 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 Presentation

Student worksheet (pre-assessment)
Self-assessment rubric