Lesson Plan Template for Observation (C-5) Optional

DIRECTIONS: For the support providers observation of a lesson, use this template or a district-aligned lesson plan
template. Collect the graded work from the three focus students to attach to the Analysis of Student Work (C-7).
State-adopted academic content standard(s):
Date of lesson:
You can use Common Core OR NGSS Standards depending on your subject matter
Time
Allocation Sequence of Lesson: Dictation
:

4-5 Introduction:
Minutes
I introduce the lesson by playing a YouTube clip of Mozarts Miserere Mei Deus.(hook) I play 2 minutes of
the pieces and begin to describe the origins of the piece and why it was never played outside of the Vatican.
Mozart brought it out of the vatican with a listening technique called dictation.

5-7 Direct Instruction:

minutes
Teacher has a sample melody ready to be played on his/her phone/sound system to prepare for Modeled
Instruction. (engagement to help the IEP student)
-Teacher describes the techniques on determining what factors of music must be determined to undergo
dictation. (rhythm, time signature, staring note, finishing notes, tonality, etc)
-Teacher use Hand Signals/Finger Ratings (Guillame 2007) to quick scan to assess whether students retained
information from the last class on which aspects of music are important to undergo dication.
-The teacher hands out a piece a blank paper for students to take notes onto.
-Teacher reveals and demonstrates that the order of the process on the whiteboard: Rhythm, time signature,
Starting notes, tonality, overview. (Visual Learners, ELL)
Modeled Instruction:

Materials: whiteboard, dry erase markers, 20 sheets of paper, extra pencils, media paying device (phone),
speakers (bluetooth)
-Teacher plays the sample melody from before.
-Teacher begins to write down the Rhythms of the sample on the whiteboard.
-Teacher play the sample a second time.
-Teacher begins to complete the rhythms and determine the time signature.
-Teacher plays the sample a third time.
-Teacher begins to write down the location of notes for the beginning.
-Teacher plays the sample a fourth time.
-Teacher finishes the melody and begins to write the melody with the previous rhythms.
-Teacher plays the sample a fifth time (final).
-Teacher makes corrections if necessary

Guided Practice/Checking for Understanding:

Teacher plays another melody sample made for Teacher - Student participation to demonstrate a gradual
release of responsibility. Students will use their sheet of paper and pencils to complete the dictation and the
teacher monitors their progress.
-Teacher plays the sample melody from before.
-Students begin to write down the Rhythms of the sample on the whiteboard.
-Teacher play the sample a second time.
-Students begin to complete the rhythms and determine the time signature.
-Teacher plays the sample a third time.

Copyright Commission on Teacher Credentialing and the California Department of Education

Formative Assessment for California Teachers (FACT) 2010
Inquiry into Teaching and Learning Lesson Plan Template for Observation C-5
Page 1 of 2
 -Students begin to write down the location of notes for the beginning.
-Teacher plays the sample a fourth time.
-Students finish the melody and begins to write the melody with the previous rhythms.
-Teacher plays the sample a fifth time (final).
-Students make corrections if necessary
-Teacher plays the melody again and completes assignment. Student are told to circle errors in their own
work.
Independent Practice:

-Teacher plays the sample melody for student practice..

-Students begin to write down the Rhythms of the sample on the whiteboard.
-Teacher play the sample a second time.
-Students begin to complete the rhythms and determine the time signature.
-Teacher plays the sample a third time.
-Students begin to write down the location of notes for the beginning.
-Teacher plays the sample a fourth time.
-Students finish the melody and begins to write the melody with the previous rhythms.
-Teacher plays the sample a fifth time (final).
-Students make corrections if necessary

-Teacher reveals answer and instructs students to circle errors.

Differentiated Instruction for Focus Students:

I will provide colored pencils for students to determine different factor of the musical line such as tempo,
rhythm, melody.

The students will use a pencil to write out the full dictation example but the different colors will help
catagorize the different elements associated with the dictations examples.

Copyright Commission on Teacher Credentialing and the California Department of Education

Formative Assessment for California Teachers (FACT) 2010
Inquiry into Teaching and Learning Lesson Plan Template for Observation C-5
Page 2 of 2