Running head: LESSON DESIGN AND FIELD EXPERIENCE 1

Lesson Design and Field Experience

Signature Assignment

Chelsea Rousselot

National University

TED 635

William Pine
LESSON DESIGN AND FIELD EXPERIENCE 2

_____________________________________________________________________________________
11255 North Torrey Pines Road, La Jolla, CA 92037-1011 • Phone (858) 642-8320 • Fax (858) 642-8724 • www.nu.edu

Lesson Plan Design

Subject: History/Music/Reading Grade: 6 Lesson Topic: John Lennon-Read Aloud
Candidate’s Name: Chelsea Rousselot ID #
Site Supervisor: Sarah Colmaire NU Supervisor: William Pine
Date: _____11/14/18________________________________
1. Introduction: (Identify Grade Level K12 Academic Content Standard(s), rationale, create bridges
from past learning, behavior expectations)
.
Rationale:
Standard: This lesson plan builds upon
Diversity of Music analytical skills that students utilize
3.3 Describe distinguishing characteristics of
in history, reading, and writing
representative musical genres and styles from two
or more cultures. subjects in 6th grade. This lesson
3.4 Listen to, describe, and perform music of
asks students to transfer what they
various styles from a variety of cultures.
3.5 Classify by style and genre a number of know and apply it to musical
exemplary musical works and explain the
analysis and the story of John
characteristics that make each work exemplary.
Lennon.
Role of Music
3.1 Compare music from two or more cultures of
the world as to the functions the music serves and The role of this read aloud activity
the roles of musicians.
is to promote analytical skills in a
cross-curricular activity. Eby,
Derive Meaning Herrer, and Jordan (2011) state,
4.2 Explain how various aesthetic qualities convey
“Another role that the most
images, feeling, or emotion. 4.3 Identify aesthetic
qualities in a specific musical work. effective teachers take while
teaching a new skill is to model
Connections and Applications
internal behaviors (such as problem
5.1 Describe how knowledge of music connects to
learning in other subject areas. solving) by thinking aloud while
they model the first example for
their students. By telling the
Bridges from past learning:
students verbally what they are
LESSON DESIGN AND FIELD EXPERIENCE
Students have been learning Beatles songs in
Guitar Workshop class. They are somewhat
familiar with the Beatles band and their music.
Behavior expectations:
Student will sit quietly at their seats, they will
follow along to the read aloud book, contribute
during the class discussions section, and follow
along with their activity sheets in order to pay
attention to the important parts of the story in order
to contribute to class discussions.
2. Learner Outcome(s)/Objective(s): (What will students learn from this lesson?
How will you measure mastery of the outcome?)
Students will discuss and write about the life,
times, and music of John Lennon through a class
discussion and analytical worksheet.
Behavioral Objective:
Students will remain quiet during times the teacher
is reading the story aloud or playing music for
analysis. When it is time for class discussion,
students will try their best to participate by giving
thoughtful input.
3
thinking when they work on a
problem, teachers provide real-life
examples of how learning occurs.
Thinking aloud is particularly
helpful when asking students to
comprehend an unfamiliar skill or
difficult concept” (p.57).
Rationale:
Students will be evaluated by
observing their participation in the
class discussion and through their
written analysis which they are
expected to write after the class
discussions.
Eby, Herrer, and Jordan (2011)
discuss global, educational, and
instructional objectives; They state,
“All three types of objectives are
vital in planning and implementing
curriculum and instruction to meet
the needs of all students. This use of
multiple levels of objectives helps
to overcome some of the problems
LESSON DESIGN AND FIELD EXPERIENCE 4

and criticisms of the use of

behavioral objectives” (pg.53).
While behavioral expectations are
criticized for being too rigid, this
lesson requires a lot of self-control.
Students need to remain quiet and
listen at times and then must talk at
other times. The lesson is balanced
in this way.

3. Pre-assessment Activity: (Determine students’ abilities to achieve the learner

outcome and prescribe instruction accordingly. Consider: linguistic background,
academic language abilities, content knowledge, cultural and health considerations,
interests and aspirations, physical development, social development, emotional
development. )

Linguistic background – Students all speak
English. For some students, English is their
secondary language. Some students speak Russian,
Chinese, Spanish, and English at home.
Academic language abilities – All students have
mastery of the English Language but have the
opportunity for language modifications.
Rationale:
Eby, Herrer, and Jordan (2011)
state, “Glasser suggests that you
may want to begin the school year
in a way that creates a sense of
connectedness between you and
your students” (p.23). It is
important to know the needs of the
students in the room and design
your lesson plan around those needs
and their interests.

Content knowledge – Most students have received

exposure to the music of the Beatles from their
home life. Other students know who the Beatles
are but don’t listen to the Beatles music at home.

Culture and health considerations – One student

has a processing disorder and will be given more
time. Writing down his thinking is sometimes a
challenge but he is very strong in articulation of
his thinking.

Interests and aspirations –Some students want to

be singer/songwriters or other careers in visual or
performing arts. Some students are not interested
in a performing arts job.
LESSON DESIGN AND FIELD EXPERIENCE
Social development – Students attend advisory
meetings twice a week in which they discuss
socio-emotional matters as well as academic goals.
4. Differentiation, Adaptation & Accommodation Strategies: (Based on the pre-
assessments, modify Learning Activities based on learner characteristics to meet the
needs of ELL & special needs students, highly achieving students and low achieving
students)
ELL students may not understand the story. A story
translation is given and an alternative worksheet in
Spanish and English is given. Students may write
their answers first in their native language and then
attempt to translate or write their answers in
English.
Special Needs students will have the story read to
them first and will be given more time to read the
book to themselves. If the worksheet is to
complicated, students can write an open ended
passage about the things that they learned.
Students who have trouble writing or typing may
speak their ideas and the teacher can type it for
them.
High Achieving students may also be placed in a
homogeneous group for a further discussion about
the themes of the book, musical analysis of the
development of John Lennon’s music overtime.
They can write an open-ended write up about their
thoughts.
5
Rationale:
Open-ended write-ups or
discussions about the topics of the
history of John Lennon as told from
the read aloud book make room for
differentiation in the classroom.
Lower achievers and students with
special needs can discuss their
thinking, which may give more of
an accurate understanding of their
take away from the assignment that
written answers may not showcase.
High-achievers will be able to push
themselves farther through
discussion and written analysis.
Eby, Herrer, and Jordan (2011)
state, “planning for ways to extend
the knowledge of [higher achieving]
students is just as important to the
success of your lesson as is
planning for ways to to help
students who do not understand the
concept right away” (p. 61).
LESSON DESIGN AND FIELD EXPERIENCE
5. Resources: (Identify materials needed for this lesson accounting for varying
degrees of skill level)
John’s Secret Dreams: The life and music of John
Lennon book, Read Aloud Worksheet, a CD player
or computer to play music
6. Learning Activities: Explicit Teacher Instruction - (Explain, model, demonstrate,
check for understanding)
Play an early Beatles song and then show a sample
from a later work from John Lennon.
Explain:
Explain that early Beatles songs were more pop
sounding and upbeat while later songs appeared
more experimental and sad.
Model and demonstrate:
I will point out the qualities of each of the songs
including tempo, rhythm, lyrics, and historical
background information.
Check for understanding:
6
Rationale:
The questions on the worksheet and
there to help students focus in the
important topics of the read aloud
book. It may or may not be used to
score anything.
The read aloud book quotes lyrics
from the songs of John Lennon so
music is played throughout the
lesson in order to give the students a
sense of perspective.
Rationale:
Students need to understand what is
expected of them in order to be
successful in this lesson plan. It is
vital that the teacher models the
analytical caliber that she hopes for
the students to share in their
discussions.
LESSON DESIGN AND FIELD EXPERIENCE 7

Ask students to discuss observations about the

music and how situations from his live may have
affected the sound of his music.

7. Learning Activities: Guided Practice/ Collaborative Practice (Check for

understanding and provide feedback and re-teaching)

Guide practice:
A whole class discussion is had as a class while
reading the book and analyzing the music. Teacher
models analytical skills and all students discuss
ideas as a class.
At the end of the book reading (or the next class
depending on time), students are split into
homogeneous and heterogeneous groups. Higher-
achieving students are placed in a heterogeneous
group. Lower achieving and middle of the road
students are place in heterogeneous groups.
Students discuss their take-aways from the book
and the lesson.
Rationale:
Class discussion are the time for
students to take the skills that they
have learned in other subjets ad
apply them to a new subject. Eby,
Herrer, and Jordan (2011) state, “at
the applying level, students are
usually asked to apply what was
learned in a classroom to a new
situation. For that reason,
application-level objectives are
usually assessed by presenting an
unfamiliar problem that requires the
student to transfer what has been
learned to the unfamiliar situation”
(p.57).

Check for Understanding:

Teacher will observe and circulate around the
classroom.

8. Independent Practice: (Provide practice that supports the learning outcome.

Note: Independent activities are assigned assuming that students understand the
concept well enough to work on their own.)

Independent Practice: Rationale:

Students use their thinking from the read aloud and Eby, Herrer, and Jordan (2011)
class discussion to fill out the worksheet. Some state, “For students to experience
questions on the worksheet are literal and others success in school, it is necessary for
are inferential or beyond the text. teachers to understand that each
LESSON DESIGN AND FIELD EXPERIENCE 8

Check for Understanding: individual perceives the world

Observing the classroom discussions and then
observing how that information transferred onto
the written activity of the assignment.
differently and that there is not just
one way to learn or one way to
teach” (p.145). This portion of the
lesson plan is to allow various
learners to express themselves in
their best way possible. This also
allows for time for the teacher to
confer with students who need
clarification.

9. Assessment and Evaluation: (Describe how you will assess and/or evaluate the
students’ learning. Describe differentiating assessment strategies you will use for
ELL, special needs students, highly achieving students and low achieving students.)

Rationale:
Whole class assessment: English learners need modifications
The entire class is expected to participate as best as and should be assessed differently
they can in the class discussion and then write their than native English speakers. Eby,
thinking in the worksheet. Herrer, and Jordan (2011) state, “to
fully engage English learners in
Modifications for: classroom activities, teachers must
ELL – English Language Learners will be given a recognized the level of verbal
separate Worksheet that have the same questions production that is comfortable for
but translation options for questions and the text of each student and adjust their own
the book. questions to provide opportunities
for these students to become full
Special needs – Grading and expectations will participants” (p. 143). Since English
change for this assignment. Students who have learners may not have the proper
trouble writing will be evaluated by their vocabulary to share their thinking,
articulation of the details. Special Needs may be they should rather be marked on the
discouraged by the worksheet questions and may quality of their ideas despite not
LESSON DESIGN AND FIELD EXPERIENCE
instead be given a free write option of the ideas
they learned from the assignment.
High achieving students - High Achieving
students will fill out their worksheets but in
addition write a free write about their discussion in
their heterogeneous groups.
Low achieving students – Grading will be more
subjective according to student ability. As long as
some learning outcomes are met within the
discussion or worksheets then the outcome was for
lower achieving students.
10. Closure: (Describe how students will reflect on what they have learned.)
Students will share some of their takeaways as an
whole class. Students will help the teacher to
review the main ideas of the story, political and
historical history that were discussed in the book,
and to have the students reflect on the personal
dreams (a prompt in the worksheet).
9
being able to voice them articulately
or not.
The entire class will benefit from
small group discussions. Eby,
Herrer, and Jordan (2011) also state,
“teachers may also use data from
pretests, observations, and running
records to create cooperative groups
and partners for peer tutoring. To
strengthen student motivation and
interaction, many teachers employ
the cooperative team concept.
Cooperative groups typically
consist of 3-5 students who are
assigned a set of tasks to complete
by cooperating with and assisting
one another” (p.123).
Rationale:
This activity is interactional and
acts as a recap of all of the learning
that occurred in the lesson. Eby,
Herrer, and Jordan (2011) explains,
“the need for interaction derives
from the powerful motivational
need for belonging described by
Maslow (1958) and Glasser (2001)”
(p.139). The closing discussion
LESSON DESIGN AND FIELD EXPERIENCE 10

should bring a sense of closure and

belonging to the students. They
should also feel motivated about
their own personal life goals since
they were asked to reflect on
themselves as well as John Lennon.

11. Lesson Reflection/Assessment: (Collect student learning data to determine:

What went well? What needs to be changed? Were learning outcomes met? What
activities will you add, change, modify in the future? What can be done to follow up
on the learning from this lesson? Who needs additional help? Who needs
enrichment or higher level work?)

You will complete this in week four. You do not need to include it in your lesson plan.

Revised: 5/17
LESSON DESIGN AND FIELD EXPERIENCE 11

Rubric

Literature Circle - Listening and Sharing : Class and

Group Discussions: Analyzing Read Aloud and Music

Teacher Name: Ms. Rousselot

Student Name: ________________________________________

CATEGORY 4 3 2 1
Follows Along Student is on the Student is on the Student is on the Student is on the
correct page and is correct page and correct page and wrong page OR is
actively reading usually appears to seems to read along clearly reading
along (eyes move be actively reading, occasionally. May ahead or behind the
along the lines) or but looks at the have a little trouble person who is
finger is following reader or the finding place when reading aloud.
words being read pictures called upon to read.
aloud by others. occasionally. Can
find place easily
when called upon to
read.

Respects Others Student listens Student listens Student interrupts Student interrupts
quietly, does not quietly and does not once or twice, but often by whispering,
interrupt, and stays interrupt. Moves a comments are making comments or
in assigned place couple of times, but relevant. Stays in noises that distract
without distracting does not distract assigned place others OR moves
fidgeting. others. without distracting around in ways that
movements. distract others.

Participates Student routinely Student volunteers Student does not Student does not
Willingly volunteers answers once or twice and volunteer answers, willingly participate.
to questions and willingly tries to all but willing tries to
willingly tries to questions s/he is answer questions
answer questions asked. s/he is asked.
s/he is asked.

Thinks about Student describes Student describes Student describes Student cannot
Characters how a character how a character how a character describe how a
might have felt at might have felt at might have felt at character might have
some point in the some point in the some point in the felt at a certain point
story, and points out story, and points out story, but does NOT in the story.
some pictures or some pictures or provide good support
words to support words to support for the interpretation,
his/her interpretation his/her interpretation even when asked.
without being asked. when asked.
LESSON DESIGN AND FIELD EXPERIENCE 12

Comprehension Student seems to Student seems to Student understands Student has trouble
understand entire understand most of some parts of the understanding or
story and accurately the story and story and accurately remembering most
answers 3 questions accurately answers answers 1 question parts of the story.
related to the story. 2 questions related related to the story.
to the story.
LESSON DESIGN AND FIELD EXPERIENCE 13

Resources: Write-up Worksheet

Name:__________________ Date: _____________

John’s Secret Dreams: The Life of John Lennon

1) What city was John born?

____________________________________________

2) Why did John have to live with his Aunt Mimi? Why couldn’t John’s parents take
care of him?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
3) How old was John when he went to live with Aunt Mimi?
____________________________________
4) What was Aunt Mimi like?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
______________________________
5) What were John’s dreams and aspirations?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
6) At 16, describe the important things that happened in John’s life. (at least three
things).
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
________________________
7) What were some of John’s secret feelings?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
8) What genre of music swept the nation?
____________________________________________
LESSON DESIGN AND FIELD EXPERIENCE 14

9) Once John met Paul McCartney, what happened next?

________________________________________________________________________
________________________________________________________________________
10) Describe the relationship between John and his mother.
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
11) Describe the relationship between John and Aunt Mimi?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
12) Who are the other members of the Beatles?
1. ____________________________________
2. ____________________________________

13) How did John feel about fame and Beatlemania?

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
14) What are some events in John’s life that inspired his songs?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
15) Who is Yoko Ono?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
16) What did John and Yoko protest for? What event in history was happening during
that time?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
LESSON DESIGN AND FIELD EXPERIENCE 15

17) How long were the Beatles together before they split up?
_________________________________
18) After the Beatles, did John keep making music? If so, what or with whom?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

19) How did John Lennon pass away?

________________________________________________________________________
________________________________________________________________________
20) What is a dream that you have in life? In music? Career? School?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

References
LESSON DESIGN AND FIELD EXPERIENCE 16

California State Department of Education. (1997). History-Social Science

Framework. Retrieved from

http://www.cde.ca.gov/be/st/ss/documents/histsocscistnd.pdf

California State Department of Education. (1996). Visual and Performing Arts

Framework Retrieved from

http://www.cde.ca.gov/be/st/ss/documents/vpastandards.pdf

Eby, J., Herrell, Adrienne L., & Jordan, M. (2011). Teaching K-12 schools: A reflective

action approach (5th ed.). Englewood Cliffs, NJ: Prentice Hall.