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Lesson Plan Assignment
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Lesson 10/10
Data Collection Sheet ?/5
Reflection Paper ?10
Total 10/25

11/29/2012

Sergio Fernando Navarro Lopez

TWO YEAR________________________________________________

ALTERNATIVE LICENSURE
PROGRAM
for Colorado Teachers

Pikes Peak BOCES/UCCS Two Year Alternative Licensure Program

Standards-Based Lesson Plan
Adapted from Understanding By DesignBackwards Design Process Grant Wiggins & Jay McTighe, 2002

www.tirp.org
Name of Teacher: Fernando Navarro
Course/Content/Grade Level: Music (1st Grade)

Date: 11/29/2012
Period/Time:

This lesson is created for:

_____ Classroom observation
___X__ Class assignment - Title:
_____ Make-up assignment - Date of absence:
1. Colorado Teacher Quality Standards and Elements (Professional Teaching Standards)
to be addressed in this plan (include full text of professional teaching standards and standard
elements):
Quality Standard I: Teachers demonstrate mastery of and pedagogical expertise in the content they teach.
The elementary Teacher is an expert in literacy and mathematics and is knowledgeable in all other content
that he or she teaches (e.g., science, social studies, arts, physical education, or world languages). The
secondary Teacher has knowledge of literacy and mathematics and is an expert in his or her content
endorsement area(s).

Element a: Teachers provide instruction that is aligned with the Colorado Academic Standards; their
District's organized plan of instruction; and the individual needs of their students.

Quality Standard II: Teachers establish a safe, inclusive and respectful learning environment for a diverse
population of students.

Element a: Teachers foster a predictable learning environment in the classroom in which each student has a
positive, nurturing relationship with caring adults and peers.
Element b: Teachers demonstrate a commitment to and respect for diversity.
Element c: Teachers engage students as individuals with unique interests and strengths.

Quality Standard III: Teachers plan and deliver effective instruction and create an environment that
facilitates learning for their students.
Element a: Teachers demonstrate knowledge of current developmental science, the ways in which learning
takes place, and the appropriate levels of intellectual, social, and emotional development of their students.
Element b: Teachers plan and consistently deliver instruction that draws on results of student assessments,
is aligned to academic standards, and advances students level of content knowledge and skills.
Element c: Teachers demonstrate a rich knowledge of current research on effective instructional practices
to meet the developmental and academic needs of their students.

A. Planning the lesson: Stage 1: Desired Results

2. Colorado Common CORE Content Standards and related Benchmarks to be addressed in this
plan (include full text of content standards and benchmarks):
Standard: 1. Expression of Music

The expression of music is the demonstration of human thought and emotion through
the medium of performance, which is a product of knowledge and skills gained in the
study of music.

Employ musical skills through a variety of means, including singing, playing

instruments,
and purposeful movement
Demonstrate the expressive elements of music including melody, harmony, rhythm,
style, genre, texture, voicing/instrumentation, mood, tonality, and form through

voice,

musical instruments, and/or the use of electronic tools

Perform music with appropriate technique and level of expression at an appropriate
level
of difficulty in sight reading and prepared performance
Demonstrate the processes of development of musical literature from rehearsal to
performance, exhibiting appropriate interpersonal and expressive skills, both
individually
and within ensembles

Standard: 3. Theory of Music

The theory of music is the understanding of the distinctive language, conventions,

mechanics, and structure of organized sound. Investigation of music theory allows for
a more complete understanding of all aspects of the musical process, including
musical performance and composition.

Read and employ the language and vocabulary of music in discussing musical
examples
and writing music, including technology related to melody, harmony, rhythm, style,
genre, voicing/orchestration, mood, tonality, expression, and form
Demonstrate melodic, harmonic, and rhythmic aural skills through identification,
transcription, and vocalization or instrumental playback of aural musical examples

3. Understanding(s)/Lesson Goal:
*I want students to Play simple patterns
*Demonstrate getting louder/softer and getting faster/slower using
movement, voice, and instruments
*Identify pitched and non-pitched classroom instruments using sight and
sound

Essential Question(s): (List 2 or 3 Essential Questions)

Why are there changes in tempo and dynamics in music?
Why do instruments sound different?

4. Lesson Objectives:
*Expressively perform using simple techniques in groups and
independently
*Perform basic rhythmic and melodic patterns
*Comprehension of gradual changes in dynamics and tempo
*Comprehension of basic vocal and instrumental tone colors
5. Stage 2: Assessment Evidence: Create and include the assessment instruments (e.g., test,
quiz, exit ticket) you will use with your students to measure the degree to which they have
met or exceeded the stated objectives.
5a. Informal Assessments:
I will ask students to identify the non-pitched instruments, and also we
will play a game to identify dynamics (soft-piano). The entire class will try
to perform a small melody.
5b. Formal Assessments:
We do an oral test identifying different instruments while they listen to
the timbre of different instruments.
I will ask students to perform a melody with only two measures.
6. Diagnostic Data: Briefly describe students behavior, learning needs, and instructional
modifications to ensure all students are learning.
This group is fairly good. Almost every student likes to participate in my
class. They enjoy playing musical games. I will be using real instruments
so that students get engaged during my class.
7. Lesson Materials:

7a. Include instructional materials and resources (print and non-print) the student must
have for this lesson to be successful in their learning. N/A
7b. Include instructional materials and resources (print and non-print) the teacher must
have for this lesson to be effective in their instruction.
I will have a piano, and also two instruments (Clarinet and Flute). Speakers. Also, I
will have pictures of different instruments.
8. Coaching: List or describe any specific behaviors, techniques, patterns or other issues you
would like the observer to focus on during the lesson.
I would like my coach to observe my pacing during the class, and also I
would like my coach to see if my indications are clear.

B. Outlining the Learning Plan: How Will I Teach This Lesson?

1. Anticipatory Set: Write the actual words you will use to introduce this lesson. Dont include
instructional strategies in this section of the plan.

Volume in music is important. What would happen if you would not have any
volume in music?
Instruments have different sounds and percussion instruments can play
melodies.
I will show my students different instruments in real so that students could
get engaged during my class

2. Instructional Sequence: Describe fully (listing the specific steps) the instructional strategies
you will use to teach this lesson, as well as the order in which you will use them.

We will start our class reviewing different instruments that we

already know, and then I will introduce two new instruments.
I will show to the students the flute and I will play several notes,
and then I will show them the clarinet and I will play different notes
as well.
We will sing a Winter song which is Rudolph the red noised
reindeer
We will pay attention to the conductor's cues during this song. We
will work on Volume.
We will review quarter notes and then we will write a melody on the
board.
We will perform a new melody with the solfege notes that we know.
(Sol-Mi-La)

2a. Direct Instruction: and/or 2b. Inquiry Instruction:

Use vocabulary for getting louder/softer and getting faster/slower

Use a personal vocabulary to describe kinds of voices and
instruments and their uses in diverse cultures, applying some
specific labels and some specific cultural or geographical
associations
Identify pitched and non-pitched classroom instruments using sight
and sound
1. Why are there changes in tempo and dynamics in music?
2. Why are there changes in tempo and dynamics in music?
3. What causes various instruments and voices to sound different from
each other?
2c. Guided Practice:

We will review volume in music

We will review crescendo with a game.
We will perform a melody with three different notes.

2d. Collaborative Practice:

*We will review different instruments in our classroom, we will start
reviewing two different instruments (Clarinet, flute)
*We will review also percussion instruments (Pitched instruments)
2e. Independent Practice:
*We will do a dictation with trumpet, flute, guitar, and clarinet.
3. Check for Understanding: While the lesson is ongoing, how will you check to see if the
students understand what is being taught?
*Students will identify different instruments. We will do it with a game.
*Students will try to perform a melody with only two measures
*We will play a game so that it will help us to understand volume in music
(Piano-forte)
4. Accommodation Strategies: List the modifications you will use with students who need them.
Special Education Students:
N/A
Gifted Students: N/A
Other Students with Special Needs (please specify): N/A

5. Closure: How will you engage your students in summarizing the important aspects of the
lesson?
I will play the piano showing them the difference between how volume
will affect music, I will do the same process but with flute and clarinet. I
will ask students to identify these two instruments and also student will
notice that I will be playing the melody that they already performed.
C. Reflection Questions After the Lesson (to be e-mailed to your Field Coach)
1. What evidence do you have that your instructional objectives were met in this lesson?
2. Tell how you know students learned or didnt learn what was intended.
3. What were the strengths in your lesson today?
4. If you had the opportunity to teach the lesson again, what would you do differently? Why?