Lesson Plan Template EDTE 3730/EDSE 3500 2016-2017

INSTRUCTION PROFILE for LESSON PLANNING

(Adapted from Ohio Standards for the Teaching Profession, 2010, and the edTPA, 2014)

Name/Group: Samuel Miller, Wes White, Linda Yates

Grade(s): 10​th​ through 12​th
Subject(s)/*Generative Topic: Roots of Jazz
Date of Lesson: November 10, 2016

1. Identify and state your lesson goal(s) and objectives. (For all content areas, include coded ODE’s Ohio Academic
Content Standards for your subject area – ​You must include the ABCD Format in your objectives as they must be
measurable.

Standard(s):

4CE Listen to and compare various musical styles from the United States, other cultures and historical periods. ‘
5CE Identify musical forms used in vocal and instrumental genres from various historical periods.

Goal(s):

Students will recognize and understand the difference between African Spirituals, Ragtime, and Blues and how they make
up the genre jazz.
Students will also be able to rehearse and perform a simple Spiritual.

Objective(s):

Students will fully participate in a teacher lead singing exercise, and be able to perform the song with 80% accuracy.
Students will fully participate in a teacher lead rhythm exercise and be able to perform the exercise with 80% accuracy.

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2. Indicate how you plan to assess your students’ knowledge/skill acquisition, both formatively and summatively, given this
particular lesson. ​Please provide a clear description and attach a copy of your ​data-based​ assessment tool​ ​for this
lesson.​ This tangible tool can be either formative or summative in nature.

At the beginning of the lesson we will ask students informally about their knowledge about Jazz music and origins of the
genre. We will keep a tally of how many students give responses and create.

Throughout the lesson we will ask questions that will be answered by individual students to confirm understanding

Students will be expected to complete a guided notes handout.

3. As you prepare this lesson, what consideration have you given for students with the following differences? ​If you do
not have a student or students that impact each section, respond to “What if” in your descriptions. ​You must
also include the actual class make-up in each category​.

Provide examples for each applicable to your lesson. Do not leave any section blank and do not use N/A in any section.

a. gender: ​There are more girls than guys in this class.​ ​For this lesson equal participation will be expected from all both
genders.

b. culture/race/ethnicity: ​Students who need notes and lessons in a different language will be provided. This lesson is
discussing a music genre from the past, if the subject area is inappropriate to other students they will be asked to
discuss other work options with the teacher.

c. English language proficiency (including reading and writing issues and supports): ​All the students in this class
speak English proficiently. Students​ ​who will need more help with understanding the lecture will have access to notes in
their native language or a laptop that will have the information translating in real time.

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d. economic status: ​Most of the students come from financial stable homes. That being said​, ​students will only be
asked to provide basic school material, such as a paper and pencil. Teachers will provide instruments needed and
external school work will be kept in easy access way if students do not have the ability to access the internet from home.

e. skill level:​ Most, if not all, of the students are at a beginner level with this material.

f. exceptionalities:
There only has been on student with an exceptionality. She has been Identified and the proper accommodations have
been made to make sure that she is able to understand and retain the information in class.

g. learning modalities:
Tactile:
Visual:
Auditory:

h. multiple intelligence theory

(You are required to accommodate at least 3 Multiple Intelligences for each lesson you teach)
Intrapersonal, bodily/kinesthetic, musical/rhythmic

i. behavioral needs and expectations for whole group and individuals (What are the expectations for class
behaviors – what routines are in place and what if any issues do you have to consider in the planning and how
will you respond to these issues?)

Students will be expected to remain quiet and respectful of the teacher upfront and will be reminded of this if they are
becoming too out of hand.
Phones will be away at all times

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4. What information do they need to know to understand the new lesson (e.g., preskills, prior knowledge)? How will you
connect this lesson to prior knowledge? ​What evidence has your cooperating teacher gathered and shared that informs
you students are prepared for this lesson? If your teacher does not have any data, what assessments would you have
administered to show this information?

Students should have knowledge about American history up to the early 20th century.
Knowledge that the genre of jazz music exists.

Teachers are aware that most students have participated in a history class but some of the classes have not made it to modern
america. While briefly covering the Jim Crow Laws.

This is the start of a new Unit the pretests will be used to establish how much basic music theory knowledge that the students
have. We will be working with students and explain any term that is foreign to them. Other than that we will expect most of this
information to be new.

5. How and when will students use the information from this lesson in their future schooling? ​What about a real world
connection for after they graduate?

Students will continue to learn about Jazz and how it influences popular culture throughout the course of this class.
Listening to and learning about jazz music could possibly influence their music choices later on. This lesson also gives them a
perspective into other cultures, which is important for when they are adults contributing to society.

6. What are the key Concepts? ​You must explicitly list them before you begin the methods section!​ What technology will you
use for this lesson? If technology is not part of the lesson give a rationale for why not.

Key Concepts:
Blues form
African Spirituals

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Ragtime
Syncopation

Technology:
Computer
Projector
Instruments to model on.

What method(s) of teaching will you employ? Indicate your methods. List the sequence of activities using a
task-analysis​ approach (​be very descriptive)​ and ​estimate the time needed for each activity​. ​Be sure you identify
both the methods and the activities.​ Include specific adaptations for your profiled student with exceptionalities.

Supporting Methods:​ What the Activities:​ What the students are doing Accommodations:
Theory/Theories for the Teacher is doing to deliver (be very descriptive). Include enough Explicitly include the
methods and activities the instruction (e.g., direct description and detail for someone to support strategies you
chosen: instruction, demonstration, replicate the lesson seamlessly. are using for your
Please describe, in inquiry-based, etc.) Estimated time: exceptional students
detail, the specific Please give description in each phase of the
theory or theories and details of what you lesson where
supporting your are doing at each phase appropriate
method​ and ​activity of the lesson.
choices and explicitly For each Method chosen,
connect them. Just match up your activity and
labeling the theory is be sure you explain what
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not enough; we need to students are doing all of
see the definition of the the time.
theory and its
application.

Analyzing the relationship Direct Instruction Powerpoint presentation of African Guided Notes and
between each Spirituals and Blues/Ragtime with proximity to the
component of jazz origin. videos to supplement the content student with the
This is a cognitive Approximately 20 min exceptionality
function of Bloom’s
Taxonomy
Performing Instruction Call and Response drumming activity All inclusive
Approximately 20 min

7​. Profile​ and ​differentiate​ for a student(s) with diverse and exceptional learning needs.

A.​ ​.Comprehensive, descriptive, holistic profile of student(s) with diverse and/or exceptional learning needs. Include a
list of the student’s strengths/assets as well as a list of student’s demonstrated needs in your particular content area and
classroom. ​You must profile a real student in one of your classes for lessons 2 and 3. However, you may not
use a student with ADHD or with visual impairments. For lesson 1 only, you may use the assigned case profile
provided by your EDTE 3730 instructor.

In the High School Band Class there is a student with a Traumatic Brain Injury we will call her Jane for the sake of
privacy. When she was younger she got into a serious car wreck caused by an intoxicated driver. This has caused her
to lose focus and spacy out frequently. She has a difficult time comprehending school work and working her way
through it. Some accommodations that have been made for her are extended time for tests and some projects. She has
been given modified assignments that are designed to hit key points and not bog her down with “information fluff”. She
is a strong musician, and does really well on music theory tests and playing tests. She is a 4.0 student participating
Honors and AP classes. She excels at student to student and student to teacher relationships.

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B.​ ​Brainstorm and list numerous (a minimum of 5) possible adaptations, accommodations, interventions, and/or
supports that might ​seamlessly​ benefit this student within this lesson and the classroom environment ​for this lesson.
1. Frequent Breaks when ever she gets frustrated with learning the new material.
2. Graphic organizers to go along with powerpoint presentations
3. Allow her to work on her laptop for written assignments to help her focus on the work.
4. Small groups for the activity
5. Teacher present around the student at all times, to ensure focus and understanding.

C.​ ​Select 2 of the strongest and most seamless evidence-based supports you listed in (b) to implement within your
lesson plan. ​Using your instructional objectives for this lesson plan, write 2​ ​behavioral objectives​ for your
profiled student/group in proper form.

With the guided notes and graphic organizers Jane will maintain focus during class and complete all worksheets handed
to her which will be completed at a 78% to pass.

Jane will make use of the teacher and her peer partner to ensure understanding of the material and to help her maintain
focus. The laptop will be provided by the school to give her an outlet to complete her school work on.

D.​ P
​ rovide a rationale for each behavioral objective directly related to the profiled student/group needs and this lesson.

The guided notes will help her focus on the key aspects of the material while maintaining an organized setting that she
can return to for studying.

Her ability to communicate with peers and teachers will allow her to obtain a further understanding of what is being
taught and she will be allowed to ask questions when information is moving too quickly or complex. Her laptop can be
used as a focusing tool when her handwritten notes are becoming too much for her.

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8. Indicate the materials needed for your lesson, the number of each item necessary, ​and a plan for organization and
dissemination.

Laptop with music and guided notes

30 copies of the guided notes, and worksheets for the students.

Provided laptop for Jane to use.

9. How will you group your students for each activity and ​why​? Be sure to include information regarding small group
size and number of groups.

Student’s will be grouped in their assigned seats. Jane will be sitting with her peers, as well as having a teacher in her
proximity for the duration of the lesson.

During the group activity, students will push tables to the side and form a circle in the middle of the room with their
chairs.