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Lesson Plan Template

First Name

Chad

Last Name

Schimmelfennig

UH Email

chadleys@hawaii.edu

Date

03/26/2015

Semester

Spring

Year

2015

Grade
Level/Subject
Title

30min
th

5 /music

Lesson Duration
Skittle, skittle, skittle, ski

Lesson Overview
Briefly summarize your lesson plan in a few sentences.
This lesson is designed to challenge the students rhythmically. Students will
need to pay attention to the rhythm sequence while saying the chorus. Once they
have master the rhythm and chorus, each student will perform a creative dance
movement were the rest of the class has to mimic.

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Central Focus (Enduring Understandings)
A brief description of the important understanding(s) or key concept(s)
edTPA Rubric 1 - Planning for Subject Specific Understandings: The candidates
plans build on each other to support learning of essential understandings and
concepts to lead students to make connections. There is a clear connection between
concepts and skills.
InTASC Standard 4. Content Knowledge

Essential Question(s)
The big idea of the lesson stated as a question or questions
How can we music or rhythm to express our self?
How can we use creative movements to express how we feel?

Content Standard(s)/Benchmark
The Common Core State Standards (CCSS) or Hawaii Content & Performance
Standards III (HCPS III) that align with the central focus and address essential
understandings, concepts, and skills
FA 5.2.4:
Integrate several arts disciplines into a presentation or performance

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Prior Academic Knowledge and Student Assets

The students prior academic learning and personal/cultural/community assets that will
support their learning
edTPA Rubric 3 - Using Knowledge of Students to Inform Teaching and Learning:
The candidate uses knowledge of his/her students to justify instructional plans.
InTASC Standard 1. Learner Development

Each student will bring in a different variation in music and rhythm which will
contribute to the rhythm in the class.

Academic Language Demands

The language function essential for student learning (verb), additional language
demand(s) (vocabulary or symbols, syntax, discourse), and language supports (helps
the student understand and use language)
edTPA Rubric 4: Identifying and Supporting Language Demands: The candidate
identifies and supports language demands associated with key learning tasks.
Rhythm- the pattern of regular or irregular pulses caused in music by the occurrence of
strong and weak melodic and harmonic beats.
Creative movement-is a joyful way for children to explore movement through music,
develop physical skills, channel energy, stimulate imagination and promote creativity.

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Instructional Strategies and Learning Tasks
A description of what the teacher will be doing and what the students will be doing that
1) uses clear steps that convey the use of multiple strategies, resources, and
technology and 2) offers opportunities offered for inquiry, active learning, individual
work, and pairs/small group interactions
edTPA Rubric 6 - Learning Environment: The candidate demonstrates rapport with
and respect for students. Candidate provides a challenging learning environment that
provides opportunities to express varied perspectives and promotes mutual respect
among students.
edTPA Rubric 7 - Engaging Students in Learning: The candidate actively engages
students in learning tasks that address their understanding of key content. Candidate
prompts students to link prior academic learning and personal, cultural, or community
assets to new learning.
edTPA Rubric 8 - Deepening Student Learning: The candidate elicits student
responses to promote thinking and to apply strategies and skills. Candidate facilitates
interactions among students so they can evaluate their own abilities to apply the
essential strategy in meaningful reading or writing contexts.
edTPA Rubric 9 - Subject-Specific Pedagogy: The candidate supports students to
learn, practice, and apply strategies and skills. Candidate explicitly teaches students
when to apply the strategy in meaningful contexts.
InTASC Standard 3. Learning Environments
InTASC Standard 5. Application of Content
InTASC Standard 7. Planning for Instruction
InTASC Standard 8. Instructional Strategies

Give detailed, step-by-step instructions on how you will implement the instructional plan.
Describe exactly what students will do during the lesson.
(Opening 5min)
I will introduce to the class a new exercise that will test their skills in music and
creative movement. I will also ask the class, what is rhythm? and what is
creative movement?
(Intro 5min)
I will explain and show the students what this exercise should look like.
I will write on the board, Skittle, skittle, skittle, ski, do what i do, after me.
I will demonstrate to the class the rhythm or beat with the tempo required for this
exercise. I will perform two claps on my leg, followed by one clap with my two
hands- boom boom clap.
(Class involvement 15min)

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while i am doing the rhythm, i will ask the class to stand and mimic what i am
doing.
At the same time, i will begin to say skittle, skittle, skittle, ski do what i do after
me.
once the class has maintained a constant beat, i will ask them to repeat after me.
Once the class has a few minutes to do this. i will stop them and show them the
next step.
I will tell them, once i say, do what i do after me i want you all to stop clapping
and watch what i do. Once i do my creative movement, i want all of you to do the
same thing.
Demonstrate to class my movement.
I will then tell the students, once you do my movement, its the person next to
your lefts turn. When they do their creative movement, we will all do the same
thing and move on to the next person.
(Closing (5min)
Once the entire class has gone through, i will stop them and ask, was it easy to
keep a rhythm, sing, and think of a movement at the same time?
I will allow the students some time to give me feedback on their experience in this
exercise.
I will then ask them, how can we use rhythm to express our self?
How can we use creative movement to show how we feel?

Assessment
The tools/procedures to monitor students learning of lesson objective(s) to include
formative assessments applied throughout the lesson and a summative assessment of
what students learned by the end of the lesson (include checklist or rubric)
edTPA Rubric 5: Planning Assessments to Monitor and Support Student
Learning: The candidate selects and designs informal and formal assessments to
monitor students use of essential concepts and skills. The assessments are
strategically designed to allow individuals or groups with specific needs to demonstrate
their learning.

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edTPA Rubric 12 - Providing Feedback to Guide Further Learning: The candidate
gives specific feedback to address students strengths and needs related to the learning
objectives.
edTPA Rubric 13 - Student Use of Feedback: The candidate provides opportunities
for students to use the feedback to guide their further learning.
InTASC Standard 6. Assessment

I will be assessing the students involvement in the exercise.

I will assess how each student keeps a rhythm within this exercise.

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Differentiation and Accommodations
Instructional strategies and planned supports for individuals, and/or groups of students
with specific learning needs that provide adaptations connected to instructional
strategies, the learning environment, content, and/or assessment/performance task for
individuals and/or small groups (e.g., ELL/MLL, struggling, accelerated, 504/IEP, etc.)
edTPA Rubric 2 - Planning to Support Varied Student Learning Needs: The
candidate uses knowledge of his/her students to target support for students learning.
Supports include specific strategies to identify and respond to common developmental
approximations or misconceptions.
InTASC Standard 1. Learner Development
InTASC Standard 2. Learner Differences

TYPE OF LEARNER
ELL/MLL

List the type of accommodation or differentiation (learning

environment, content, process, or performance task) and
describe how you will differentiate.
I will keep the rhythm slow and easy to allow ELL students time
to learn the words.

Struggling

Instruction is slow and simple to understand using hand

movement.

Accelerated

Ask them to clap and repeat the chorus louder to aid and
assist students who struggle with the rhythm

504/IEP

Keep instructions slow and simple

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Others (describe)

Materials (Optional)
Please note and/or paste any supporting materials (i.e., teaching materials, custom
lesson plans, etc.) into the space below. You may use as many pages as needed
beyond the space below to paste your materials.

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Lesson Plan Reflection
An analysis of what worked, what could be changed, and the next steps for teaching.
edTPA Rubric 10 Analyzing Teaching Effectiveness: The candidate uses
evidence to evaluate and change teaching practice to meet students varied learning
needs.
edTPA Rubric 15 Using Assessment to Inform Instruction: The candidate uses
the analysis of what students know and are able to do to plan next steps in
instruction.
InTASC Standard 9. Professional Learning and Ethical Practice

What changes would you make to your instructionfor the whole class and/or for
students who need greater support or challengeto better support student learning of
the central focus (e.g., missed opportunities)?
Based on your reflection and your assessment of student learning, describe the next
steps to support students learning related to the central focus and student learning
objectives.
First off, i wasnt prepared to do this lesson on such short notice. I was still in
the planning stage of this lesson, but an hour opening and no classroom
instruction force me to use this in order to keep the students occupied. There
was a miscommunication in the students testing, and my mentor teacher
needed to clarify with the coordinator. My mentor asked my if i could keep them
busy for about 30minutes while she goes and find out what happen. Because i
was still planning this, i figured i would go ahead and she how this would work. I
was completely sure how it would go, but i went ahead anyway. I felt that my
ending was a bit weak in concluding this lesson. I didnt know how i would tie
everything in at the end. The classroom involvement was very positive and all
the students were very good once they got used to the rhythm. My biggest
surprise was that my ELL and 504 students were the most involved in this
exercise. My accelerated students seemed to struggle, while students with
music and dance backgrounds help keep the class together with their lead. The
biggest thing i would do next time is be more prepared to do this exercise and
have a better conclusion in tying everything together. Also, i thought that this
would be a quick and simple exercise but it took around 45- an hour for the class
to get through it. I noticed that my instruction was quick and i didnt need to
back track because of it, but even with that it took a while to do this lesson. In
order to cut down time, i would not instruct the class to mimic the creative
movement. I fell this may cut down on some time for future lessons.

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