BIOLA LESSON PLAN TEMPLATE

Name: Vincent Paule Date of Lesson: 5/24 /2021

Content area & Grade: 5-6 Total Time of Lesson: 30 minutes

Preparation to Teach

Criteria Content
Major: TPE
5
Minor: TPE
4
Content 5.MU:Pr4.2
Standard: a. Demonstrate understanding of the structure and the elements of
(if other music (such as rhythm, pitch, form, and harmony) in music selected for
than ELA or performance.
Math)
b. When analyzing selected music, read and perform using standard
notation.

c. Explain how context (such as personal, social, cultural, and

historical) informs performances.

6.MU:Pr4.2
a. Explain how understanding the structure and the elements of music
are used in music selected for performance.

b. When analyzing selected music, read and identify by name or

function standard symbols for rhythm, pitch, articulation, and dynamics.

c. Identify how personal, social, cultural, and historical context inform

performances.

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 Content (Use language from standards in your objectives with measurable verbs)
Objectives
Students will demonstrate comprehension of:
the hand staff, treble clef note names, song identification, Curwen hand signs,
selected Carnival of the Animals themes, selected Star Wars themes and
content, and Peter & the Wolf content as it relates to music.
Assessment (What will students do to demonstrate achievement of content during the
of Content lesson?)
Objectives Students will demonstrate achievement of content during the lesson through
completion of a hand staff activity on Jamboard and a class Kahoot.
CA ELD SL.K.1–3
Standard: 5. Listening actively to spoken English in a range of social and academic
(Part, Grade contexts
Level, Prof.
Level) RL.K.1–7, 9, 10; RI.K.1–7, 9–10; SL.K.2–3; L.K.4, 6
6. Reading closely literary and informational texts and viewing multimedia to
determine how meaning is conveyed
explicitly and implicitly through language
Language (Use language from ELD standards in your objectives with measurable verbs)
Objectives Students will view multimedia and recognize unfamiliar words in the English
language related to the content presented.

Assessment Students will demonstrate achievement through:

of completion of a hand staff activity on Jamboard and a class Kahoot.
Language
Objectives
Academic General (Tier 2) words and phrases:
Language
to be used Kahoot, Jamboard, image, visual, snippet, in the pond,
by students: in the meadow,
in the garden,
in the house, duck,
bird,
chicken,
cat, to the zoo,
to the meadow,
to the store,
home

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 Academic Content-specific (Tier 3) vocabulary:
Language
to be used hand staff, treble clef note names, note, solfege, hand sign, Hot
by Cross Buns, Lemonade, Mary Had A Little Lamb, Funga alafia,
students:
Royal March of the Lion,
The Swan,
The Elephant,
Fossils, Tortoises,
Aquarium,
The Elephant,
Donkey (personages with long ears), Hens & Roosters,
Wild mules, Richard Wagner,
Franz Schubert,
Eric Whitacre,
Ola Gjelo, leitmotifs, motifs, motives, theme, Yoda's Theme,
The Imperial March (Stormtroopers),
Leia's Theme,
The Droid's Motif, strings,
brass,
woodwinds,
percussion, Serge Prokofiev,
Igor Stravinsky,
John Williams,
Eric Whitacre, bassoon
clarinet,
flute,
oboe, trumpet, trombone, french horns,

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Resources and
Materials
(Include all materials,
handouts, technology
needed,
links/websites and
texts)
1. https://jambo
ard.google.co
m/u/1/d/1Gki9
tyUnhIaui3M3
tGVixEf5Xpnk
_QuCG3eCD
PaQOQw/vie
wer?f=0

2. https://docs.go
ogle.com/pres
entation/d/1Hg
k7SfmDD5bo9
eE62Hp9Kff9T
TVLPXMN_N7
vF7xPt4o/edit
#slide=id.gd96
019ff64_0_0
Assets and Needs // Background Information:
Whole Class & (Please describe below: prior academic knowledge related to
Focus Students (FS) the content in this plan, social identity, funds of knowledge,
prior experience/interests related to the content in this plan,
developmental considerations)
5-6 students at Allen Elementary School. Ethan B. Allen Elementary
School serves 758 students in grades Kindergarten-6. Ethan B. Allen
Elementary School placed in the top 1% of all schools in California
for overall test scores (math proficiency is top 1%, and reading
proficiency is top 1%) for the 2017-18 school year. The
student:teacher ratio of 25:1 is higher than the California state level
Whole Class
of 23:1. Minority enrollment is 96% of the student body (majority
Asian), which is higher than the California state average of 77%
(majority Hispanic and Asian). The diversity score of Ethan B. Allen
Elementary School is 0.30, which is less than the diversity score at
state average of 0.64. The school's diversity has stayed relatively flat
over five school years. (Cited from “ publicschoolreview.com”)

FS 1 For this lesson, I will specify adaptations for EL learners, CELDT:

English Learners advanced level.

For this lesson, I will specify adaptations for a GATE student.

FS 2

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Special
Needs/IEP/504/GATE

For this lesson, I will specify adaptations for a student with internet
FS 3 connectivity issues resulting in visual and audio issues during the
Underserved lesson.

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 Anticipatory Set: 2 minutes (2–5)

Instructional Strategy and/or Student Activity

Teacher Activity Student Activity Instruction and

Student Grouping (whole, Differentiation Rationale
small, pairs, individual)

I will begin by welcoming Students will listen to the The slides present the day’s
students to class. I will introduction and learning activities. Reviewing the
introduce the lesson as a goals. content of the lesson
“Year in Review” on slide 27. activates prior knowledge
On slide 28, the learning goals and prepares students for
will be discussed. assessment and review.

How will the learning goal and/or objective be communicated to students?

The learning goal will be communicated to students on slide 28.

Identify Instructional Adaptations (Individual Student Assets and Needs)

FS 2 - Special Rationale for all

FS 1 - EL FS 3 - Underserved
Needs/IEP/504/GATE Adaptations

Though it appears no The GATE student Though it appears no It is crucial to be

instructional may read the slides instructional prepared for
adaptation is needed, for the class. adaptation is needed, whatever students
I will review main I will ask the student may need during the
academic terms to to watch an lesson.
activate prior asynchronous
knowledge of the recording of this
content for the EL lesson.
learner, if needed.

Assessment

Informal/ Formative (Checking for Understanding) Assessment

Informal/ Formative Assessment Assessment Rationale

(Checking for Understanding)

Informal/formative assessment will occur Tracking with students in an online learning

through the teacher making observations of environment is essential for classroom

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 students through their cameras. I will adjust management. Tracking students’ videos
instruction as needed. demonstrates “with-it-ness” during instruction.

Identify Adaptations for the Assessment (Individual Student Assets and Needs)

FS 2 - Special Assessment
FS 1 - EL FS 3 - Underserved
Needs/IEP/504/GATE Rationale

Though it appears no Though it appears no Though it appears no It is crucial to be

adaptations are adaptations are adaptations are prepared for
needed for needed for needed for whatever learning
assessment, I will assessment, I will ask assessment, I will need or situation that
provide clear, concise the GATE student to make video notes for may occur in the
directions for the EL specify rationale for the students’ parents classroom.
learner should the answer selection for to access and
need arise. the class. facilitate learning
during asynchronous
Jamboard and
Kahoot access.

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 Instructional Input: 28 minutes
Instructional Strategy and/or Student Activity

Teacher Activity Student Activity Instruction and

Student Grouping (whole, Differentiation Rationale
small, pairs, individual)

I will proceed to lead and Students will complete the The purpose of this lesson is
guide students through the learning activities throughout to provide a whole class form
first activity on slide 29: “Hand the lesson. of summative assessment.
Staff Party Puzzle Game”. Summative assessment
Students will have 4 minutes assesses and summarizes
to complete their hand staffs. student learning at the end of
a unit. The Jamboard hand
On Slide 29, a Kahoot will be staff game and Kahoot are
opened. The Kahoot will play-based, developmentally
encompass the content appropriate learning
students have learned this activities. The activities
term. This includes: treble clef presented include content
note names, song from the entirety of the term.
identification, Curwen hand I will read the questions out
signs, selected Carnival of the loud, and review as needed.
Animals themes, selected Star Reading out loud helps build
Wars themes and content, English language proficiency.
and Peter & the Wolf content
as it relates to music. Students receive a
participation grade in music,
This means of summative so are not being assessed
assessment will be the for comprehension on a
majority of the lesson. graded scale, A-F.
Throughout the lesson,
formative assessment will
occur in the form of in-class
discussions and review of the
material as needed.

Identify Instructional Adaptations (Individual Student Assets and Needs)

FS 2 - Special Rationale for all

FS 1 - EL FS 3 - Underserved
Needs/IEP/504/GATE Adaptations

The advanced EL The GATE student The Kahoot and It is important to be

student has proficient may model correct Jamboards can be prepared for
English skills- so is answer selection and accessed students’ unique
able to comprehend provide rationale. asynchronously. learning needs. I
the lesson materials. incorporate several
Questions are teaching strategies to

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 presented without meet these students'
figures of speech, learning needs in the
and answers are lesson.
color-coordinated to
aid in distinguishing
each answer.

Assessment
Informal/ Formative (Checking for Understanding) Assessment

Informal/ Formative Assessment Assessment Rationale

(Checking for Understanding) & Response to assessment data

Informal assessment will occur throughout As stated earlier in the lesson plan, tracking
the lesson through me visually tracking with students in an online learning
students’ videos as they complete the environment is essential for classroom
activities. I will adjust instruction as needed management. Tracking students’ videos
depending on students’ understanding. demonstrates “with-it-ness” during instruction.

Identify Adaptations for the Assessment (Individual Student Assets and Needs)

FS 2 - Special Assessment
FS 1 - EL FS 3 - Underserved
Needs/IEP/504/GATE Rationale

Although it appears Although it appears I will ask for the The visual diagrams
no instructional no instructional student to come for a on screen for the
adaptations are adaptations are separate meeting hand staff activity and
needed, I will needed, I will ask the time to progress treble clef note name
reference the visual GATE student to through the learning identification provide
diagrams presented summarize activities should their scaffolded learning
on screen to provide instructions for the internet falter. for the EL learner and
further clarification. class should students in general.
instructions be Asking for the GATE
unclear during the student to describe
lesson. instructions for the
activities for the class
provides a student
model for directions.
Allowing for
asynchronous access
of the lesson through
a separate music
lesson time would
benefit the student
whose internet is not
working.

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 Guided Practice: 0 minutes (occurs throughout the lesson, and is not a separate portion)

Instructional Strategy and/or Student Activity

Teacher Activity Student Activity Instruction and

Student Grouping (whole, Differentiation Rationale
small, pairs, individual)

Guided practice occurs as the Guided practice occurs as Guided practice is integrated
class completes the Kahoot the class completes the throughout the lesson, and is
together. Guided practice is not Kahoot together. not a separate portion.
a separate portion of
instruction, but instead is
incorporated throughout the
lesson.

Identify Instructional Adaptations (Individual Student Assets and Needs)

FS 2 - Special Rationale for all

FS 1 - EL Needs/IEP/504/GATE
FS 3 - Underserved
Adaptations

Considering guided Considering guided Considering guided Guided practice does

practice is integrated practice is integrated practice is integrated not occur separately
throughout the throughout the throughout the from the instructional
instructional input, instructional input, instructional input, input portion.
adaptations will occur adaptations will occur adaptations have
as needed as needed been specified for the
throughout the lesson throughout the lesson underserved student
for the advanced EL for the advanced EL in the instructional
student. student. input portion.

Assessment

Informal/ Formative (Checking for Understanding) Assessment

Informal/ Formative Assessment Assessment Rationale

(Checking for Understanding) & Response to assessment data

Informal assessment will occur throughout As stated earlier in the lesson plan, tracking
the lesson through visually tracking students’ with students in an online learning
videos as they complete the activities. I will environment is essential for classroom
adjust instruction as needed depending on management. Tracking students’ videos
students’ understanding. demonstrates “with-it-ness” during instruction.

Identify Adaptations for the Assessment (Individual Student Assets and Needs)

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 FS 2 - Special Assessment
FS 1 - EL Needs/IEP/504/GATE
FS 3 - Underserved
Rationale

Considering guided Considering guided Considering guided Guided practice does

practice is integrated practice is integrated practice is integrated not occur separately
throughout the throughout the throughout the from the instructional
instructional input, instructional input, instructional input, input portion.
assessment assessment assessment
adaptations will occur adaptations will occur adaptations have
as needed as needed been specified for the
throughout the lesson throughout the lesson underserved student
for the advanced EL for the GATE in the instructional
student. student. input portion. These
include asynchronous
access of material.

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 Independent Practice: 0 minutes (occurs throughout the lesson, and is not a separate portion)

Instructional Strategy and/or Student Activity

Teacher Activity Student Activity Instruction and

Student Grouping (whole, Differentiation Rationale
small, pairs, individual)

Independent practice occurs Independent practice occurs Like guided practice,

as the class completes the as the class completes the independent practice is
Jamboard and Kahoot Jamboard and Kahoot integrated throughout the
together. Students are together. Students are lesson, and is not a separate
navigating through the navigating through the portion.
activities independently. activities independently.
Independent practice is not a
separate portion of instruction,
but instead is incorporated
throughout the lesson.

Identify Instructional Adaptations (Individual Student Assets and Needs)

FS 2 - Special Rationale for all

FS 1 - EL Needs/IEP/504/GATE
FS 3 - Underserved
Adaptations

Considering Considering Considering Independent practice

independent practice independent practice independent practice does not occur
is integrated is integrated is integrated separately from the
throughout the throughout the throughout the instructional input
instructional input, instructional input, instructional input, portion, but it is
adaptations will occur adaptations will occur adaptations have essential to have
as needed as needed been specified for the adaptations ready for
throughout the lesson throughout the underserved student each learner.
for the advanced EL lesson. in the instructional Answers are
student. input portion. These color-coordinated on
include having Kahoot for the EL
asynchronous access learner and students
of material. in general. Definitions
are clear and
concise, and idioms
are avoided to
promote English
Language
acquisition.
Repetition is effective
for EL learners and
all students in
general.

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 Assessment

Informal/ Formative (Checking for Understanding) Assessment

Informal/ Formative Assessment Assessment Rationale

(Checking for Understanding) & Response to assessment data

Informal assessment will occur throughout As stated earlier in the lesson plan, tracking
the lesson through visually tracking students’ with students in an online learning
videos as they complete the activities. I will environment is essential for classroom
adjust instruction as needed depending on management. Tracking students’ videos
students’ understanding and on their level of demonstrates “with-it-ness” during instruction.
engagement physically with the movements TPR is an effective and efficient way to track
presented. student comprehension.

Identify Adaptations for the Assessment (Individual Student Assets and Needs)

FS 2 - Special Assessment
FS 1 - EL Needs/IEP/504/GATE
FS 3 - Underserved
Rationale

Though it appears no Though it appears no Though it appears no Repetition is an

adaptations are adaptations are adaptations are effective teaching
needed for needed for needed for strategy in building
assessment, I will assessment, I will ask assessment, I will academic language
repeat instructions, the GATE student to write out separate for ELL. Re-modeling
re-model the activity, provide an example instructions for the the activity or
and define unfamiliar through explaining students’ parents to repeating instructions
terms presented on rationale for answers reference as needed is also helpful in
screen to meet the selected for the class. during their viewing ensuring students are
EL learner’s unique of an asynchronous making progress
learning needs. recording. toward the learning
goals within the
lesson. Providing
extra-instructional
activities for the
GATE students gives
an opportunity for the
student to
demonstrate applied
knowledge of the
content. Parental
engagement also
benefits student
learning.

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 Closure: 2 minutes (5-7)

Instructional Strategy and/or Student Activity

Teacher Activity Student Activity Instruction and

Student Grouping (whole, Differentiation Rationale
small, pairs, individual)

-The teacher will review the Students will listen to the Reviewing the activities
activities completed and send completed learning goals completed in class reminds
the attendance form. Then, I and activities. Then, students students of the tasks they
will lead students through the will dance and sing through completed during the lesson.
“See You Later Song” (Slide the “See You Later Song” to The “See You Later Song”
33-50) to end the instruction celebrate their progress at has not been done by 5th
portion with dancing and the end of the lesson. grade learners, but is
singing. included as my way to say
goodbye to 5th graders as
their student teacher. It is a
fun way to end the year’s
lessons with me. Students
end the lesson with dancing
and singing, fostering
feelings of joy and positive
affect into their music
education. Love of music is
fundamental for lifelong
learning and making of
music. Ending Zoom lessons
with this song also fosters
consistency - creating a
trauma-responsive
environment.

1. “Consistency helps create

trust that the adults can
provide safety. For students
to experience consistency
and predictability, rituals,
routines, and procedures
must be clearly planned and
executed with consistency
and predictability.”
2. “The need for consistency
and predictability for students
impacted by trauma cannot
be overstated. Consistency
and predictability are
imperatives to the experience
of a safe environment.
Consistent routines and

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 expectations are particularly
helpful for traumatized
children who need a school
environment which counters
the lack of predictability and
safety in their lives outside of
school,” (from
https://www.trepeducator.org/
consistency-and-predictabilit
y).

Identify Instructional Adaptations (Individual Student Assets and Needs)

FS 2 - Special Rationale for all

FS 1 - EL Needs/IEP/504/GATE
FS 3 - Underserved
Adaptations

The EL student can Though it appears no I will ask the The EL student is at
define terms in the adaptations are students’ parents to an advanced CELDT
“See You Later needed for this play through this level, so should be
Song”, if needed. portion, I will ask the song with their able to comprehend
This is unlikely student to review the student the language in the
considering the day’s activities for the asynchronously so “See You Later
student is at an class. that they may access Song”. The GATE
advanced CELDT the lesson. student can aid in
level. review through
leading a review
portion of the lesson
in a break-out room.
The student with
internet issues may
watch the lesson
asynchronously.

Assessment

Informal/ Formative (Checking for Understanding) Assessment

Informal/ Formative Assessment Assessment Rationale

(Checking for Understanding) & Response to assessment data

Informal assessment occurred throughout the This lesson serves as a culminating activity
lesson. for the year- in the form of summative
assessment.

Identify Adaptations for the Assessment (Individual Student Assets and Needs)

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 FS 2 - Special Assessment
FS 1 - EL Needs/IEP/504/GATE
FS 3 - Underserved
Rationale

There is no There is no There is no There is no

assessment at the assessment at the assessment at the assessment at the
closure portion. closure portion. closure portion. closure portion.

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Reflection

Criteria Content
If you were to develop
and teach this lesson
again, what would you
do the same or
differently to improve
learning of content and
academic language for
this group of students,
and why?

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