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Lesson Plan Template

Your lesson plan template is the form on which you write your plans for an individual lesson.  Loads of people just jot down their plans on a sheet of loose leaf paper, but I like using a template because it tightens up my practice, gives each lesson a solid grounding in a curriculum area, reminds me of essential questions, and is a document I keep and refer to if a parent, teacher, or administrator has a question about a lesson.

This template is the result of several that I've been given over the course of my studies.  I've tweeked it to my needs.   The red dotted line shows the change from using the footer to the main body of the word document.  It may be helpful when you create your own template.  I hope you find this helpful.

The red type is words that are not on the template but comments on why an element is present.


Lesson for Grade_________________
Essential Questions:
How do we make music together?   What is the history of music?  What is good singing? 
How does my body respond to music, sound, and silence?  How can I manipulate sound, vibration, and silence?    How do I read music?  How can I focus my attention on the right thing at the right time?
I normally don't use essential questions for PreK-K because joy is the main objective of each lesson and musical comparatives (i.e. fast/slow, high/low) are so straight forward.
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Materials:  Songs, chants, and activities you want to be part of this lesson. _________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
Stuff you need/set-up
Activity
National Standards
You can write what you want to be on the board as the kids walk in in this box.  For older students, this could be desk work or an opening challenge so there is no down time at the beginning of class.
I.  Simple Greeting, opening song/game
 It's easy to forget to break the ice and reintroduce yourself to the class, but this box reminds me to bring the kids into the lesson with a greeting. 

 I plug these in when I'm observed.
  ipod, cd, piano, guitar, puppets, scarves or any other material needed for the lesson
II. Song/Chant/Game Moderate concentration   
1.2.3.4.5.6. use these numbers and if the song is a chant, game etc. to insure variety in your lessons and to gage how you ramp up to the meat of the lesson. 



Transition to the next activity
Physical, verbal, musical
transitions are tough, thinking them 
through in your plans will really smooth
out your lessons.  

                           
 You might want to use your state's standards instead of National Standards.

III. High Concentration  1.2.3.4.5.6.

It is often most helpful for me to fill out this box first, then the whole lesson can revolve around it.  Also, if I'm teaching and I find that I need to get to this box by a certain time, I might speed things up or keep this box for next week and really build a stronger foundation with the preparation activities by stretching them out and skipping this box for now.

Transition to the next activity
Physical, verbal, musical
 
                                 

 You might want to have your essential questions posted in your room for this activity.  An agenda on the board is also really helpful for students to remember.
IV. Release 1.2.3.4. After a packed lesson, students need to remember what they did and do some reflection.  Draw their attention to the objective of the lesson.  This solidifies learning.  With bells, buses, instrument clean up, teachers at the door, and loads of other distractions, this release activity is often forgotten, but research shows that it is essential for learning. 



Info for next lesson, homework, etc.  I jot down ideas for next week's lesson here.  For older students I might jot down recorder homework or a special challenge for internet research on a particular song or culture. 


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