Teacher Education Program

Elementary Lesson Plan Template

Name: Amaris Hurtado Date of implementation: April 23, 2018

A Content Standards and CA ELD Standards (Integrated ELD): List the complete text of only the relevant parts
Key
ofCeach content and ELD standard. (TPE 3)
C
VAPA Music, Grade 3, 1.1 Read, write, perform simple rhythmic patterns using eighth notes, quarter notes, half
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notes, dotted half notes, whole notes, and rests
S ELD: PI.3.1 Exchanging information and ideas with others through oral collaborative discussions on a range of
CA
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social and academic topics

&
Cross-Disciplinary Connection (TPE 3,4): Incorporating Visual and Performation (TPE 1,3):
Students will be using their knowledge of addition in Students will be able to hear what they created in a
S to compose a complete measure in 4/4 time
order performance for the class.
U
signature. They will be adding different notes of
different
P lengths in order to reach the number 4.
P
Lesson Objective: What do you want students to know and be able to do? (TPE 3)
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Students will create their own musical lines by using half notes and quarter notes on a musical staff.
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Lesson Goals: What have you learned about students’ abilities that has informed the direction of your lesson (based
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on assessments, learning experiences, IEPs)? (TPE 1,3,4,5)
Students have had multiple music lessons leading up to this lesson on composing music. In the lesson previous to
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this, they learned how to conduct three different time signatures (2/4,¾,4/4). They were taught that in each of the
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time signatures the top number is the number of beats in a measure. In this lesson we will be building on that
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concept by creating our own musical lines using notes on a staff.
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Prerequisite
G Skills: What do students need to know and be able to do in order to engage in the lesson? (TPE 3,5)
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Students need to be able to be comfortable using basic addition. They will also need to be able to differentiate
different
M notes and the lengths that are assigned to them. For example, students should recognize that a quarter note
receives one beat and a half note receives two beats.
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Pre-Assessment Strategies: How might you gain insight into students’ readiness for the lesson? (TPE 5)
InTthe lessons where these students are reading the first two chapters of the book, I will observe how well
they do in identifying a main idea and the supporting key details. They will have multiple opportunities to
work
A in a group and share out these ideas, so that I will hear the students’ thought process.
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Backward Planning: What evidence will the students produce to show they have met the
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learning objective? (TPE 5) Students will show they have met the learning objective by writing
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their own melody that is ready for performance on staff paper provided for them. There should
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be the correct number of beats in each measure. Checking for Understanding: How will you
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monitor
M student learning to make modifications during the lesson? (TPE 1,2,3,4,5) Before
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students are asked to write their own melodies, I will review the concept of a time signature as
N as introduce how to write notes and how to make sure there is a correct number of beats in
well
T measure. Throughout this mini-lesson, I will monitor student learning by having the
each
students ask and answer questions. This will allow me to assess what needs to be clarified
O
further.
R Self-Assessment & Reflection: How will you involve students in assessing their own
learning?
G (TPE 5) Once a student has finished writing their musical line, I will ask them the
A
following questions: Does each measure have 4 beats? and Are all of the notes in a line or a
 space?
N This will allow the student to self reflect on their work and determine whether or not they
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have met the learning objective.
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A
T
I
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Connections Engaging All Learners

• Connections to Students’ Lives (TPE 1,2) & • Strategies to Support Wide Range of Learners
Culturally Responsive Practices (TPE 2,4): (UDL, MTSS, etc. – TPE 1,2,4):

• These students love music and listen to it
regularly. They have responded positively to
music lessons in the past. They will be able to
take this knowledge and apply it to music they
hear every day, even on the radio.
• Connections to Real Life Contexts (TPE 1,2):
• I will be telling the students that I am “commissioning • Approaches to Support English Language
a piece” from them. This means that a performer asks
the composer to write a piece just for them. This has
been done in classical music for hundreds of years.
• Promoting Multiple Perspectives (TPE 2):
• By creating their own musical lines, students will be
able to show their own perspective on music and
sounds. Each piece will be unique in the same way
that the way each student’s visual art would be
unique.
• Students will be allowed the opportunity to talk
with a partner during the composition process. I will
also be walking around throughout the composition
process to help students that seem to be having
difficulty. The independent work during this time will
allow me to work individually with students that
need additional guidance.
Learners & Standard English Learners (TPE
1,3):
• English Language Learners will be provided
multiple opportunities to practice their verbal
skills by talking to a partner about their
piece/musical line.
• Range of Communication Strategies & Activity Modes
(TPE 3,4):
• As mentioned above, students will be encouraged to
work collaboratively in order to help their creative process.

Accommodations and Modifications: How will you differentiate content, process, and/or product? (TPE 1,3,4)
If any of the students in this class seem to find the assignment too easy – particularly the two identified
GATE students – they will be encouraged to compose an even longer piece.
Technology: How will technology be used to facilitate students’ equitable access to content? (TPE 1,3,4)

A overhead projector will be used throughout the lesson so that all students will be able to see what is
being taught clearly.
Academic Language (Integrated ELD): What CA ELD Standards, content-specific vocabulary, skill-specific
vocabulary, text structures, and stylistic or grammatical features will be explicitly taught? (TPE 3)

Content specific vocabulary for this lesson includes staff, rhythm, quarter note, half note, 4/4 time signature.

Skill specific vocabulary includes composing/composer.

CA ELD

PI.3.1 Exchanging information and ideas with others through oral collaborative discussions on a range of social
and academic topics
Name: Amaris Hurtado Date of implementation: April 11, 2018 _

Instructional Learning Strategies to Support Student Learning: (TPE 1,2,3,4,5):

What will the teacher do to 1) engage/motivate students by connecting the lesson to experiential backgrounds,
interests and prior learning, 2) identify learning outcomes 3) present material, guide practice, and build
independent learning, 4) monitor student learning during instruction, and 5) build metacognitive
understanding?

List what the teacher will be doing and what the students will be doing.

Time Teacher Student Resources /

Materials
3 min Intro - Today we are going to write our
own music and get to hear some of it
performed! Someone who writes music is
called a composer. When a musician
commissions a piece from a composer,
that means they are paying the composer
to write a piece just for them so they
could perform it. Today you are all
composers and I am commissioning a
piece from all of you. I will pay you with
one gumball (class behavior system).
First, I am going to teach you how to
write music.

5 mins Start with music staff, explain that there overhead projector
are lines and spaces. Each line and space
is a note. FACE/EGBDF. Explain how
important it is to draw the note neatly so
that it can be read.

5 mins Explain half notes and quarter notes. Half Students are responding
note is 2 beats, quarter note is one beat. verbally and with their fingers
Ask class to repeat back. Show on
number of fingers how many beats is a
quarter note? half note?

5 mins In 4/4 time how many beats are there? Students will help me add beats Staff paper, pencil
(This is review from last lesson). In every and engage in a review.
measure there are 4 beats. We know
quarter notes are how many beats? and
half notes are how many beats?
I will demonstrate how to write a measure
using the correct amount of beats (this
involves addition)

15 mins I will float around and provide guidance Students will write their own
if needed musical lines using their
knowledge of beats and notes

20 mins Students will have an opportunity to hear Student composers will bring up Completed student music
some of their pieces performed for the their pieces. pieces.
class.
 Post Debrief Reflection

Looking back on this lesson, I feel that it should have been put into a series of lessons rather than just one long lesson. I
think the students may have grasped a better understanding of how to compose music with notes and rhythms if they had
more time to process each concept. However, I knew that this was the last lesson in the unit before the students went on a
field trip to see classical music in person. I’m glad they were at least exposed to a variety of concepts and factors before
they saw a performance. The end of this lesson went really well. Giving each student the opportunity to take on the role of
a composer seemed to excite the students. It gave them a sense of responsibility and pride in their work. They also got a
glimpse into what it may be like to perform a piece for an audience and make specific performance decisions such as
tempo. By the end of the lesson, students had met the learning objective, but they did not yet meet the standard. In future
lessons I would have to also teach them how to use other types of notes (eighths, sixteenths, whole). If I were to extend this
unit into additional lessons I would like to incorporate more math into the lessons by having students create a number
sentence using notes as a substitute for numbers. I would also like to go back and re-teach the concepts of rhythm after the
students have learned all the different kinds of notes they can use. We would start by clapping rhythms and then move on to
having students compose rhythms using their extended knowledge of types of notes.