Integrated Arts lesson plan 388

L ESSON P LAN BY B RANDI O’L AUGHLIN D AILY L ESSON P LAN P RELIMINARY I NFORMATION Candidate Name: Brandi O’Laughlin Grade Level: 1st Grade- Mrs. Turner Candidate’s Endorsement: Elementary Education Central Focus: Integrated Arts- Math Subject/Topic: Math/ Musical Math Learning Segment Theme: Musical Math Where in the learning segment does this lesson occur? ☒ Beginning ☒ Middle ☒ End Lesson Structure or Grouping: ☒ Whole Class ☐ Small Group ☐ 1:1 Other (specify): Click or tap here to enter text. Student Assets (Knowledge of Students) Complete this section if you are in a practicum setting. If you are not in a practicum setting, please list N/A. Personal (Interests, family backgrounds, experiences, etc.) Military children, deployed parents, middle-class families. There is a multicultural dynamic and diversity with an equal mix of Caucasian, African American, and Hispanic students. Cultural (Traditions, dialects, worldview, literature, arts, etc.) All students in the calls were born in America with English being their first language. Most of the class has Texas dialects and use slang (Y’all). Community (Landmarks, community events, etc.) Copperas Cove, TX, Near Fort Hood US Army Base, High military family population. The students in the class all live in the same neighborhood within 10 square miles of the school. Many of the students are neighbors and live in walking distance from the school. Developmental (Cognitive, physical, social, and emotional) The students in the class are all on grade level except for the one student with behavioral issues. There are no students with physical disabilities and there are no ELL students. C ONTENT S TANDARDS State Standards National Standards InTASC Standards L EARNING O BJECTIVE ( S )

These must be behavioral and measurable. Statements of what students will know, understand, and be able to do at the end of the lesson (consider all three domains). Include condition, performance, and criterion. B EGINNING : L AUNCH /H OOK /A NTICIPATORY S ET How will you get the lesson started? What questions, texts, inquiry, modeling, and/or other techniques will you use to engage students? M IDDLE : I NSTRUCTIONAL S TRATEGIES TO F ACILITATE S TUDENT L EARNING For example: How will you engage students with ideas/texts to develop understanding? What questions will you ask? How will you promote question generation/discussion? What activities will you use to engage students in learning—for individuals, small groups, or the whole class? How will you incorporate technology? How will you address the academic language demands? Detail your plan. Note: For math lesson plans, please write or attach every task/problem students will solve during the lesson—with the correct answers. Instruction/Modeling Guided Practice Independent Practice

Maracas,, tambourine’s, clappers and bells -Musical Math worksheets - Pencil Technology Connection Smart board projection C ONSIDER THE F OLLOWING Q UESTION FOR THE NEXT SECTION OF THIS F ORM : How will you support students to meet your goals? Describe EXPLICITLY what you will do! List planned supports (instructional strategies, learning tasks and materials, and other resources deliberately designed to facilitate student learning of the central focus). Planned Supports Students will be able to work in small groups to create math addition problems using instruments. -Students will have access to number lines and addition anchor chart and other math resources in classroom. -TTW be available to each group and student for added support. S UPPORTS : D IFFERENTIATION /E XTENSION How will you provide successful access to the key concepts by all the students at their ability levels? Exceptionalities (special needs [IEPs/504 plans], gifted and talented, accommodations, etc.) ELL Learning Styles/Student Engagement -Auditory-Teacher describing content of lesson. Students answering with responses of the math and music content. Reviewing math problems and calling on students to help and solve problems. -Check-in with teacher during guided practice and independent practice. Extension Students who have shown strong understandings of the standard making correct connections and showing skills beyond standard level will be offered an extension activity where they will be give more challenging math problems to solve using musical instruments for the numbers. R EFERENCES : R ESOURCES Cite all sources used in the development of the lesson materials and resources, including URLs or other references. -

R EFERENCES : R ESEARCH TO S UPPORT I NSTRUCTIONAL D ESIGN Cite all research used to support instructional design, including URLs or other references. Council of Chief State School Officers. (2011, April). Interstate Teacher Assessment and Support Consortium (InTASC) Model Core Teaching Standards: A Resource for State Dialogue. Washington, DC: Author.. VDOE. (2017). Standards of Learning for English | Virginia Department of Education. Www.doe.virginia.gov. https://www .doe.virginia.gov/teaching-learning-assessment/k-12-standards- instruction/english-reading-literacy/standards-of-learning Virginia Board of Education. (2021). Guidelines for Uniform Performance Standards and Evaluation Criteria for Teachers. Interim Guidelines.