Must be engaging and directly connected to the learning objectives
Candidates should use the Gradual Release of Responsibility Framework in their instruction, and the phases should be labeled (i.e., I do). Candidates also need to include all questions they would ask, examples they would share, things they would model, etc. in the lesson plan. This section should be very detailed and, thus, the longest section on the lesson plan (i.e., plan as if a sub were going to teach the lesson).
Must promote learning and retention
Include here a simple statement of the name of the song, piece, or activity in which you will engage your students.
For this section of the lesson plan, see the Learning Objectives page.
For this section of the lesson plan, see the Content Standards page.
Presents a cohesive series of steps that will lead to students achieving the objectives
Task analysis
Written in the proper format (“I will…” “Students will…”) in outline form
Answer the following questions:
How will students demonstrate that they have met your objective/s for this S/P/A?
What is your standard, and how will you know when students exceed, meet, or fall short of expectations?
The ideal way to do so is to insert a rubric that aligns with your learning objectives. (See the Choral Music Rubric Bank for examples.)
The key to supporting students with special needs is to identify the needs present in your classroom. Once you have, describe how you will address them. Crucial components of this field for each S/P/A are:
Explicit description of how you will implement IEP/504-mandated accommodations/modifications required for that S/P/A
Description of how you will challenge above-average students (this should align with “exceeds expectations” in Stage 2)
Description of how you will facilitate a classroom environment that supports student learning (i.e., how will you create an environment conducive to learning?)
Lesson presentation
Feedback
Physical classroom arrangement
Student-centered learning strategies
Student choice
Classroom rules
Description of any extensions (assignments) you will use
Include anticipated times (pacing) for each section. Remember to include both the duration (e.g., 7 minutes) and the start–end times (e.g., 11:04–11:11).
Represent likely/realistic scenarios
Strategies for addressing “what ifs” are thoughtful and representative of effective teaching practices.
Lesson post-evaluation: Include here the questions you will ask yourself after teaching the lesson to assess your own teaching. This is the ideal place to track your progress toward your own pedagogical goals as an educator.
Identify and cite research, theory, readings, books, authors, and websites that have informed your thinking about curriculum, instruction, and assessment used in preparing this lesson/unit.
The Music and Learning Theories table can be a helpful starting point for identifying various references and theoretical foundations for your own lesson plans. Other helpful resources include edTPA Performing Arts Handbook and the Praxis Music Study Guide.