Course Code ECH-360 Class Code ECH-360-O500 Criteria Lesson Plan Percentage 80.0% Learning Objectives NAEYC Standards Early Learning Standards 16.0% Anticipatory Set Vocabulary Reasoning and Problem-Solving 16.0% Materials and Resources 16.0% Differentiation of Instruction 16.0% Assessments 16.0% Reflection 20.0% Strengths and Areas for Improvement 10.0% Goals and Teaching Strategies for Next Lesson 10.0% Total Weightage 100% Assignment Title Three-Dimensional Art (K to Age 8/Grade 3) Unsatisfactory (0.00%) Learning objectives and early learning standards are not given. Anticipatory set, vocabulary, reasoning and problem solving are not provided. Materials and resources are not provided. Differentiation of instruction is not provided. Assessments are not provided. Strengths and areas for improvement are not provided. Goals and teaching strategies for next lesson are not provided. Total Points 70.0 Less than Satisfactory (65.00%) Learning objectives and early learning standards are incomplete or completely inappropriate for the learners. Anticipatory set, vocabulary, reasoning and problem solving are incomplete, non-academic, or inappropriate for the learners. Materials and resources are provided, but are not developmentally appropriate or relevant to the content. Differentiation of instruction does not use developmentally, culturally, and linguistically appropriate strategies. Assessments do not align to the objectives or are inappropriate for the learners. Strengths and areas for improvement are irrelevant. Goals and teaching strategies for next lesson are irrelevant or not appropriate for the learner. Satisfactory (75.00%) Learning objectives and early learning standards are basic and appropriate for the learners. Anticipatory set, vocabulary, reasoning and problem solving are basic and appropriate for the learners. Materials and resources are developmentally appropriate, but not relevant to the content. Differentiation of instruction uses some developmentally, culturally, and linguistically appropriate strategies to address the diverse needs of students. Differentiation strategies used to achieve individual learning outcomes are not identified. Assessments align to the objectives, but are not appropriate for the learners. Strengths and areas for improvement are clear and relevant, but do not include evidence from the lesson. Goals and teaching strategies for next lesson are relevant and appropriate for the learner, but do not provided specific examples. Good (85.00%) Learning objectives and early learning standards are complete and appropriate for the learners. Anticipatory set, vocabulary, reasoning and problem solving are stimulating and appropriate for the learners. Materials and resources are developmentally appropriate and relevant, but do not take into consideration multiple learning styles. Differentiation of instruction uses developmentally, culturally, and linguistically appropriate strategies to address the diverse needs of students. Differentiation strategies used to achieve individual learning outcomes are basic, but clearly identified. Assessments align to the objectives and are appropriate for the learners. Modified assessment is offered to address identified differentiation. Strengths and areas for improvement are comprehensive, and include evidence from the lesson. Goals and teaching strategies for next lesson can give support to instruction and are appropriate for the learners, but provides specific examples that are unrealistic. Excellent (100.00%) Learning objectives and early learning standards are comprehensive, student-centered and appropriate for the learners. Anticipatory set, vocabulary, reasoning and problem solving are comprehensive, student-centered, stimulating, engaging, and appropriate for the learners. Materials and resources are developmentally appropriate, relevant and take into consideration multiple learning styles. Resources help to create meaningful and engaging opportunities for students to learn, practice, and master content. Differentiation of instruction uses developmentally, culturally, and linguistically appropriate strategies to address the diverse needs of students.. Differentiation strategies used to achieve individual learning outcomes are well-crafted and clearly identified. Assessments align to the objectives and are meaningful and engaging for the learners. Modified assessment is offered to address identified differentiation. Strengths and areas for improvement are comprehensive and insightful, and include specific evidence from the lesson. Comments Goals and teaching strategies for next lesson can enhance instruction and strongly support the needs of diverse learners, and provide specific examples that are realistic. Points Earned Running Head: STRENTH AND OPPORTUNITIES Strengths and Opportunities Christy Raven Ech-360 June 28, 2020 Strengths and Opportunities 1 STRENTH AND OPPORTUNITIES 2 Among the strength of the lesson plan is grouping the children according to their abilities. This activity will build communication and teamwork for the children. It will offer them opportunities for interacting and sharing their experiences, which is the foundation for growth. The children will be able to build bridges for understanding cultural differences in each other and collaborating despite the diversity. This skill can be transferred into the broader society as the children grow. It will further highlight the benefits of music on the broader community. The lesson will offer the children growth opportunity in academic skills. Music is intertwined with math and science (DiDomenico, 2017). The activity of arranging word cards will equip the children with abilities for identifying and forming necessary patterns, especially in math. The lesson will help the children understand rhythm and beats in the music, skills that are related to patterns and division in math. Music has been found to wire the brain of children and reinforce their mastery of math and science. The lesson plan will help them recite songs, calling on their short-term memory that enhances their long-term memory. The use of music beat sticks and a piano in the lesson plan introduced the children to basic physics in the future as they grow up. Music instruments offer children opportunities for exploring principles such as sympathetic vibrations that they will cover in their future studies. What I Would do Differently If I had to teach the activity I gain, I would optimize the engagement of the children. A music teacher has a unique opportunity for positively impacting the musical journey of children. Music should be considered a gift that is readily accepted by children depending on the mode of presentation (Bujez & Mohedo, 2014). Different children have varying interests for music, but the level of engagement can change this aspect. I would use different strategies to ensure all children are engaged in the lesson. For example, I will teach basic improvisation skills, such as STRENTH AND OPPORTUNITIES 3 making beat sticks from simple tools that are readily available at home. I will strive to learn what the children will be listening to and adjust the lesson according to their interests. I will embrace the individual interests of each child by modifying the lesson to the individual music of the student. Another aspect that I would do differently is incorporating technology in the classroom to attract the attention of the children. I will achieve this by highlighting the music using PowerPoint or projector presentations. Another aspect that I would incorporate in the lesson plan is an audience for the children to showcase their skills and what they have learnt. The children will be requested to present the song to their groups and also to the class. They will also be requested to present the same song to their parents and peers at home. Children take pride in showcasing their achievements to others. This technique will reinforce the mastery of the song in children and also build interpersonal skills such as confidence. References STRENTH AND OPPORTUNITIES 4 Bujez, V. A & Mohedo, D.T.M. (2014). Creativity in the music classroom. Social and Behavioral Science,141:237-241. Retrieved from https://www.researchgate.net/publication/265387262_Creativity_in_the_Music_Classroo m DiDomenico, J. (2017). Effective integration of music in the elementary school classroom. Retrieved from https://files.eric.ed.gov/fulltext/EJ1171782.pdf Topics 3-6: Lesson Planning Ideas for Integration Birth to Age 5/Pre-K Content Areas Creative Arts Area Topic 3 Strategies to Teach the Concept (Select three of the four: Language, Mathematics, Science, Social Studies) Concepts to Be Taught 1) 1) 1) 1) 2) 2) 2) 2) 3) 3) 3) 3) 4) 4) 4) 4) 5) 5) 5) 5) 6) 6) 6) 6) Necessary Materials Drama and Movement Topic 4 Music © 2014. Grand Canyon University. All Rights Reserved. K to Age 8/Grade 3 Creative Arts Areas Creative Arts Area Topic 5 (Select three of the four content areas: Language, Mathematics, Science, Social Studies) Concepts to Be Taught Strategies to Teach the Concept Necessary Materials 1) 1) 1) 1) 2) 2) 2) 2) 3) 3) 3) 3) 4) 4) 4) 4) 5) 5) 5) 5) 6) 6) 6) 6) Visual Arts Topic 6 Three-Dimensional Art © 2014. Grand Canyon University. All Rights Reserved. GCU College of Education LESSON PLAN TEMPLATE Section 1: Lesson Preparation Teacher Candidate Name: Grade Level: Date: Unit/Subject: Instructional Plan Title: Lesson Summary and Focus: In 2-3 sentences, summarize the lesson, identifying the central focus based on the content and skills you are teaching. Classroom and Student Factors/Grouping: Describe the important classroom factors (demographics and environment) and student factors (IEPs, 504s, ELLs, students with behavior concerns, gifted learners), and the effect of those factors on planning, teaching, and assessing students to facilitate learning for all students. This should be limited to 2-3 sentences and the information should inform the differentiation components of the lesson. National/State Learning Standards: Review national and state standards to become familiar with the standards you will be working with in the classroom environment. Your goal in this section is to identify the standards that are the focus of the lesson being presented. Standards must address learning initiatives from one or more content areas, as well as align with the lesson’s learning targets/objectives and assessments. © 2019. Grand Canyon University. All Rights Reserved. GCU College of Education LESSON PLAN TEMPLATE Include the standards with the performance indicators and the standard language in its entirety. Specific Learning Target(s)/Objectives: Learning objectives are designed to identify what the teacher intends to measure in learning. These must be aligned with the standards. When creating objectives, a learner must consider the following: • Who is the audience • What action verb will be measured during instruction/assessment • What tools or conditions are being used to meet the learning What is being assessed in the lesson must align directly to the objective created. This should not be a summary of the lesson, but a measurable statement demonstrating what the student will be assessed on at the completion of the lesson. For instance, “understand” is not measureable, but “describe” and “identify” are. For example: Given an unlabeled map outlining the 50 states, students will accurately label all state names. Academic Language In this section, include a bulleted list of the general academic vocabulary and content-specific vocabulary you need to teach. In a few sentences, describe how you will teach students those terms in the lesson. © 2019. Grand Canyon University. All Rights Reserved. GCU College of Education LESSON PLAN TEMPLATE Resources, Materials, Equipment, and Technology: List all resources, materials, equipment, and technology you and the students will use during the lesson. As required by your instructor, add or attach copies of ALL printed and online materials at the end of this template. Include links needed for online resources. Section 2: Instructional Planning Anticipatory Set Your goal in this section is to open the lesson by activating students’ prior knowledge, linking previous learning with what they will be learning in this lesson and gaining student interest for the lesson. Consider various learning preferences (movement, music, visuals) as a tool to engage interest and motivate learners for the lesson. In a bulleted list, describe the materials and activities you will use to open the lesson. Bold any materials you will need to prepare for the lesson. For example: • I will use a visual of the planet Earth and ask students to describe what Earth looks like. • I will record their ideas on the white board and ask more questions about the amount of water they think is on planet Earth and where the water is located. © 2019. Grand Canyon University. All Rights Reserved. Time Needed GCU College of Education LESSON PLAN TEMPLATE Multiple Means of Representation Learners perceive and comprehend information differently. Your goal in this section is to explain how you would present content in various ways to meet the needs of different learners. For example, you may present the material using guided notes, graphic organizers, video or other visual media, annotation tools, anchor charts, hands-on manipulatives, adaptive technologies, etc. In a bulleted list, describe the materials you will use to differentiate instruction and how you will use these materials throughout the lesson to support learning. Bold any materials you will need to prepare for the lesson. For example: • I will use a Venn diagram graphic organizer to teach students how to compare and contrast the two main characters in the read-aloud story. • I will model one example on the white board before allowing students to work on the Venn diagram graphic organizer with their elbow partner. Explain how you will differentiate materials for each of the following groups: • English language learners (ELL): • Students with special needs: • Students with gifted abilities: • Early finishers (those students who finish early and may need additional resources/support): © 2019. Grand Canyon University. All Rights Reserved. Time Needed GCU College of Education LESSON PLAN TEMPLATE Multiple Means of Engagement Your goal for this section is to outline how you will engage students in interacting with the content and academic language. How will students explore, practice, and apply the content? For example, you may engage students through collaborative group work, Kagan cooperative learning structures, hands-on activities, structured discussions, reading and writing activities, experiments, problem solving, etc. In a bulleted list, describe the activities you will engage students in to allow them to explore, practice, and apply the content and academic language. Bold any activities you will use in the lesson. Also, include formative questioning strategies and higher order thinking questions you might pose. For example: • I will use a matching card activity where students will need to find a partner with a card that has an answer that matches their number sentence. • I will model one example of solving a number sentence on the white board before having students search for the matching card. • I will then have the partner who has the number sentence explain to their partner how they got the answer. Explain how you will differentiate activities for each of the following groups: • English language learners (ELL): • Students with special needs: • Students with gifted abilities: • Early finishers (those students who finish early and may need additional resources/support): © 2019. Grand Canyon University. All Rights Reserved. Time Needed GCU College of Education LESSON PLAN TEMPLATE Multiple Means of Expression Learners differ in the ways they navigate a learning environment and express what they know. Your goal in this section is to explain the various ways in which your students will demonstrate what they have learned. Explain how you will provide alternative means for response, selection, and composition to accommodate all learners. Will you tier any of these products? Will you offer students choices to demonstrate mastery? This section is essentially differentiated assessment. In a bulleted list, explain the options you will provide for your students to express their knowledge about the topic. For example, students may demonstrate their knowledge in more summative ways through a short answer or multiple-choice test, multimedia presentation, video, speech to text, website, written sentence, paragraph, essay, poster, portfolio, hands-on project, experiment, reflection, blog post, or skit. Bold the names of any summative assessments. Students may also demonstrate their knowledge in ways that are more formative. For example, students may take part in thumbs up-thumbs middle-thumbs down, a short essay or drawing, an entrance slip or exit ticket, mini-whiteboard answers, fist to five, electronic quiz games, running records, four corners, or hand raising. Underline the names of any formative assessments. For example: Students will complete a one-paragraph reflection on the in-class simulation they experienced. They will be expected to write the reflection using complete sentences, proper capitalization and punctuation, and utilize an example from the simulation to demonstrate their understanding. Students will also take part in formative assessments throughout the lesson, such as thumbs upthumbs middle-thumbs down and pair-share discussions, where you will determine if you need to re-teach or re-direct learning. Explain how you will differentiate assessments for each of the following groups: • English language learners (ELL): • Students with special needs: • Students with gifted abilities: • Early finishers (those students who finish early and may need additional resources/support): © 2019. Grand Canyon University. All Rights Reserved. Time Needed GCU College of Education LESSON PLAN TEMPLATE Extension Activity and/or Homework Identify and describe any extension activities or homework tasks as appropriate. Explain how the extension activity or homework assignment supports the learning targets/objectives. As required by your instructor, attach any copies of homework at the end of this template. © 2019. Grand Canyon University. All Rights Reserved. Time Needed 
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