Lesson Plan Template

Teacher Name: Marcel Williams

Prior Knowledge (of students):

Students ability level on recorders up to this point includes the notes G, A, B, C, and D. Students
have been introduced to improvisation.

Contextual Factors:
Class time: 45 minutes
Set up time for tic-tac-toe

Standards Being Addressed:

Cr.1.4.b Generate musical ideas (such as rhythms, melodies, and simple accompaniment
patterns) within related tonalities (such as major and minor) and meters.

Materials of Instruction:
Tape and velcro needed for tic-tac-toe.
Print out note names G, A, B, C, and D.
Recorders.

Lesson Sequence (lessons may have more or less activities as appropriate):

Entry Activity/Transition: Welcome everyone! So glad to be with you guys again!

Activity #1 Objective:
1. “Raising your hand, can I get 3 volunteers to come down and help me really quick?
(select 3 volunteers)
2. *person 1* can you place one of these markers in one of these squares? Good.
(Proceed to play notes in that square)
3. *person 2 & 3 do the same* (play notes in all squares)
4. “What did you guys notice about how I played the recorder when they put down
those markers?” —At this point hopefully there are some students who realize the
letters on the tic-tac-toe chart symbolize the notes that we know on the recorder—
5. “So today we are going to play a game together! Can anyone guess what game that
is?” —tictactoe
6. Assign team 1 and team 2 (separated by risers)
7. “We are going to use this game to help us create our own music. Anytime you want
to place your marker you will come down and play the notes in the square that you
want to mark. First team with three markers in a row gets their melody written on the
board for us to use in composing our song. Now, what does composing mean again?”
—making our own music—
8. Proceed with game and provide further instruction as necessary.
9. As teams win tic tac toe, write the winning compositions on the board, continue
playing till everyone has gotten a turn.
 10. Proceed to place all of the parts together and if students struggle playing the
composition, use modeling and echo sequences. Ask students if they want to change
any of the rhythms and proceed to model for them.
(more activities as necessary)

Assessment:
Did students perform the composition with 2 mistakes or less?
Did students understand the letter name to note correlation on the recorder?
Do students understand the difference between composition and improvisation?

Transition/Closure:
Good work today everyone! Today we learned about the difference between improvising and
composing and got to work on our songwriting skills! Thank you so much for letting me join you
guys for a few days!
Post-Lesson Self-Reflections
Teacher Name _______________________________ Date of Lesson ____/_____/ _
Focus of lesson ______________________________Date of Reflection ____/_____/__
Describe in detail reflections concerning the following topics. Cite specific examples from your observation as
seen on the video recording and recalled moments experienced while teaching.

Assessment Considerations:___ teaching pedagogy ___ comprehensive lesson plan

___ proximity to students ___ posture
___ communication through facial characteristics ___ nonverbal interaction
___ effective interaction with students ___ interactive class assessment
___ audible and articulate speech ___ use and accuracy of modeling
___ eye contact to all students ___ verbal/activity ratio
___ appropriateness of teaching strategies ___ positive leadership
___ conducting gestures ___ professional appearance

1. As I reflect on the lesson, to what extent were the students actively engaged? How do I
know?

2. Did the students learn what I had intended? Were my instructional goals and objectives met?
What is my evidence?

3. Did I alter my goals, strategies, activities, student grouping and/or assessment as I taught the
lesson for individual needs? If so, what changes did I make and why did I make these
changes?

4. Were my strategies and activities effective? What is my evidence?

5. To what extent did the classroom environment (Respect and Rapport, Culture for Learning,
Classroom Procedures, Appropriate Student Behavior, the Physical Environment) contribute
to student learning? What is my evidence?

6. Was my assessment effective and useful to my students and me? Describe an instance in
which my feedback positively affected a student’s learning.

7. If I had the opportunity to teach this lesson again, what might I do differently? Why?

8. Describe future teaching strategies, presentational changes, etc