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Lesson Goal: (Teacher goals - what do you want to accomplish today - be specific)

 

Concept: (Whole idea that ties the lesson together - concepts can only be taught through meaningful experiences)

 

Skill: (List skills that you will be teaching so the students can acquire concepts)

   

For more information about concepts and skills, read the following article that can be accessed from the UT Arlington Library (choose Advanced Search and type in the title of the article):  

Title:  "An Introduction to Organizing and Assessing Concepts and Skills in an Elementary Music Curriculum"

Author:  Diane M. Lange

Publication:  General Music Today 19 (3), 6-12

Date:  Spring 2006

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(Put ELPS, Language Objective, and Accommodation into a table format)

ELPS:                                                         Language Objective:                                Accommodation:

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(List English Language Proficiency Standards)

See the following for more information about the ELPS.  The ELPS are located under TEKS - Related Documents.

https://tea.texas.gov/academics/curriculum-standards/teks/texas-essential-knowledge-and-skills

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                    This PDF is to help you understand the ELPS  and to help with studying for the TExES PPR Exam. 

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Prior Knowledge:

(List readiness that students' need to be successful for the lesson)

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Vocabulary:

(List new vocabulary and vocabulary you are going to review - label into two sections)

Vocabulary (Review)                                                                  Vocabulary (New)

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Technology:

(You must use current technology in a logical and meaningful way)

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Materials:

(List materials that are needed for this lesson and label into two sections)

Teacher Materials                                                                    Student Materials

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Procedures:

• Detailed  - written step-by-step (numerically) with estimated time/duration next to each activity/section

• Use headings to distinguish between each activity

• Include differentiation (how will you individualize the instruction to meet the needs of all of the students) and label in lesson plan - Differentiation is more than just learning styles, it is a wide teaching strategies (think about how you can challenge the thinking of the students, actively engage them in the lesson, and teach according to their musical potential).

• Include HOTS (higher order thinking questions) and label them in lesson plan.  You want to include both lower order thinking skills (remember, understand, and apply) along with higher order thinking skills (analyze, evaluate, and create).  Google "higher order thinking skills chart" for more information on HOTS questioning.

• Include checking for understanding and label in lesson plan

• Teaching cross-curricular and identify in lesson plan.  How can you integrate other subject matters into your lesson.

• Connect to prior knowledge (your lessons should be linear and taught over time).  Always connect your lessons to prior knowledge to the students understand the concepts and skills.

• How can you make the lesson today relate the life experiences?

• Add a section under each activity titled, "Things to Anticipate" - this will help you with being able to adjust your instruction.

• Extensions - what happens if you move too quickly through the lesson.  What can you add for that class that is mastering your lesson objectives today?

 

Closure:

(Reflect back on concepts and skills and make sure you taught them.  This is the last whole in the whole-part-whole learning process.)

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Sequencing (What's Next?):

(Reflect back to objectives - how to reinforce current objectives and continue to build upon skills introduced today)

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