EDU 542 General Lesson Plan Template/Rubric

Honorio Gonzalez- Lesson #1

What is an Orchestra?
Vocabulary Acquisition Model
The Vocabulary Acquisition Model- pgs. 211-241
3rd grade- Music
1. MATERIALS/PREPLANNING
Materials IPads or tablets, pencils and papers, YouTube Videos
Vocabulary Orchestra, Instruments, Band, Instructor
Literature The Vocabulary Acquisition model is best applied to teach vocabulary words in any
content areabut not just any vocabulary words. Selection of words should be strategic and
intentional (Kilbane and Milman, 2014, p. 218).

2. OBJECTIVE
The students will be define and understand what the word Orchestra is, what it is and means,
how it is used, and why it is used in certain situations.
State the Cognitive Taxonomy and/(Affective/ Psychomotor) Level The level is that of
Application, analysis, and synthesis.
List the standards met by this objective- Students focus on rhythmic patterns, musical forms,
melody, harmony, and timbre as they read, write, and perform music. Their increased listening
skills help them identify those qualities in music selections, in the four families of orchestral
instruments, and in male and female adult voices. By singing from memory, they improve their
accuracy and create rhythmic and melodic phrases. As students sing and play songs from
diverse cultures, they can compare and contrast music from throughout the world. When they
play and sing music, they are honing their ability to select and use specific criteria to judge the
quality of a musical performance. Focusing on the use of the musical elements for their criteria,
they can describe how the elements help the composer or performer to communicate an idea or
mood in the music and can identify the use of similar elements, such as pattern and rhythm, in
other art forms
3. ASSESSMENT
Key question: Will the students understand the meaning of that word Orchestra, how and why it
is used, and in what situations it is used?
The students will know what the word Orchestra means, how and why it is used, and in what
social situations is the word used. The students will be interested to further research music and
musical instruments in order to learn more about music.
The students will be able spell and define the words Orchestra. I would also test them on the
spelling, meaning, definition, etymology, and synonyms of the words Orchestra. I would also
use a grading chart or rubric to grade the students on their student performance in the class
activity and on their tests also.
My method of assessment would be informal and I would use a grading rubric and/or chart to
grade the students test and also on their student performance on the class activity of defining
the word Orchestra.
This assessment links with this model because is helps the students understand the Etymology
and Morphology of the word Orchestra, it helps the students with the comprehending content of
this word, and is helps advance the conceptual understanding of the word Orchestra. This
assessment tool is used because lot helps grade the academic performance of the students on
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their tests and also helps grade the students performance in participating in the class activity.
Below is a link to the rubrics that I would use:
http://www.gcisd-k12.org/cms/lib/TX01000829/Centricity/Domain/2044/Spelling.pdf
http://www.rcampus.com/rubricshowc.cfm?code=V79A8C&sp=true
4. LESSON OPENING/PURPOSE
The students will benefit from this lesson because they will understand the meaning of the word
Orchestra, what it is and how it is used. They will also understand why it is used to describe a
certain term or social event. They will understand what instruments are and why they are used
together in a group. They will understand what a band is and also what an instructor is and how
the instructor helps the band with their instruments play music together in a group.
I am spending time on this lesson in order to help students understand what an Orchestra is
and also help them understand what a band is. Knowing what and how band instruments are
used in a group would help them get more interested in music this way. This would also foster
in them a curiosity for music and hopefully get them interested in exploring music and musical
instruments own their own in order for their educational experience of the world to grow.
5. MOTIVATION FOR LEARNING
The type of motivation that is being used in the lesson is a mix of both intrinsic and extrinsic
motivation. It is intrinsic because is challenges the student to understand and define the word
Orchestra and how it is used in a sentence and a social sentence. It also fosters the students
curiosities and makes them want to learn more about music in general. It is extrinsic because
they have to write down what they know on the word Orchestra, its meaning and use in
academic language. They also use tablets to look at pictures and videos of an Orchestra, band
instruments, and band conductor.
I will try to make this lesson as interactive and fun as possible in order to foster the students
interests in the class activity that I would be doing for them. I would engage the students in
conversation and ask question about what an Orchestra is and how it relate to a music band. I
would also show the students pictures of and instruments and videos of an Orchestra playing. I
would then ask the students what type of music they liked and what band instruments they
would like to try when they were older. This would all encourage the students to find out what
types of music and orchestras there are in the world and expand their horizons on learning.
6. LESSON BODY
Follow the steps provided in the text for the general lesson format. These first steps are found
in most all models.
Adjust this format to match the exact teaching model you are preparing according to the model
description provided in the text. Clarity is the key.
Step 1

In the Vocabulary Acquisition Model, students engage in carefully orchestrated

experiences that enable them to study words and apply them in context. It is also a
teacher-guided model that facilitates students development of vocabulary in a
procedural and inductive manner (Kilbane and Milman, 2014, p. 214). This would allow
me to ask the students what they know about music to get them in the discussion of
what music is and then I would ask about the word Orchestra.

Step 2

Students today you will learn about the word Orchestra, what it means and how it is used
and why it is used. You will learn how about what a band is and what band instruments
are. You will also learn what a band instructor is and how the instructor leads a band or
Orchestra. You will also learn how an Orchestra is a part of music and how it relate to
music in general.
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Step 3

- I would begin the class activity by asking the students to spell and define the word
Orchestra in order to gauge and pretest their understanding of it.
- I would then ask my students to share an explain their spelling and understandings of
the word Orchestra and what it is in general.
- I would then ask the students to in pairs look up synonyms and antonyms of the word
Orchestra. I would then again ask them to spell it out and use in an example sentence
in order to test in they understand the academic usage and knowledge of this word.
- I would then have the students read and study about the history of music and how
musical instruments are used. I would have them read about the different types of
music there are and which type of music they like in general. I would also have them
read about music bands and how they are formed and related to an Orchestra. I would
then have the students read in the practical uses of an Orchestra in relation to music
songs.
- I would finally to end the lesson by testing the students on the spelling, meanings,
definitions, etymology, and synonyms of the world Orchestra and its conceptual
meaning and usage in academic language and social situations.

Step 4

Guide Practice, Assess Performance, and Provide Corrective Feedback

Questioning What did you know about the word Orchestra and how it related to
music before the lesson?
What do you learn after the lesson about the Orchestra after the lesson and how it
relates to music? Did you know that an Orchestra was a musical group?
What do you like about music and type of music do you like?
What do you want to know about music own you own after this lesson and what
will you do to get this knowledge?
Correcting Errors- I will use the grading rubric to test the students academic
knowledge of the word Orchestra and also to grade their individual performance
in the class activity.

Step 5

Assign Independent Practices, Assess Performance, and Provide Corrective Feedback

- I will hand back the graded test to let the students know what areas they need to
improve on and give them an encouraging remark that I will always be their to
help them. I also tell individual students how they did on their student
performance review of the class activity.

Step 6

Review Periodically Build in review of lesson in future lessons

(Provide ideas on how/when you might review the lesson)
- I would then at a later date test the students on their knowledge of what an
Orchestra is and how it relates to music. I will also give the students information
on musical instruments and how they are used to play different styles of music.

7. Student Work Examples/Technology Support

http://www.gcisd-k12.org/cms/lib/TX01000829/Centricity/Domain/2044/Spelling.pdf
http://www.rcampus.com/rubricshowc.cfm?code=V79A8C&sp=true
https://www.youtube.com/watch?v=bgksQOwpooQ
https://www.youtube.com/watch?v=5WoeIKJgZiU
8. Reflective Thinking/Curriculum Evaluation _50 Points____
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Reflection is a very important part of each lesson. Please take the time to thoughtfully prepare your
reflections. Follow the format provided below. Carefully edited and thorough writing is expected.
SLOs- Candidates earning a master of science in education will be scholar practitioners who in the context of the Christian
worldview:
1. Demonstrate advanced understanding of the trends, issues, and research associated with education in general and with their
respective specialization.
2. Evaluate and conduct research to improve instructional practices and institutional cultures.
3. Employ leadership practices to optimize educational and institutional outcomes.
4. Articulate worldview and perspectives for enhancing student learning.

Reflective Statement for: Vocabulary Acquisition Model

SLO 1- Demonstrate advanced understanding of the trends, issues, and research associated with education
in general and with their respective specialization.
Relevance: Why is this assignment relevant to demonstrating your competence with this SLO?

This assignment is relevant because it tests the knowledge of everything I have learned so far in
my past core classes. It is because as one who is aspiring to serve in the field of international
education it will be required of me to know all of this and have the necessary communicative and
intercultural competence in which to serve and teach those I am with. Since I will be teaching
English to students overseas I will need to have the necessary academic knowledge with which to
best teach the students English while also enhancing their language learning experience. Teaching
English to students will be a little different to teaching students in America because over the
cultural and academic differences there might between different educational systems. Likewise
when teaching students English I would eventually have to teach them about an English word that
pertains to American culture. I would first have to ask them if they know what the word is, what it
means, how it is used, and pertains to American culture. After hearing their responses I would
then explain the word, its definition and usage, and how it pertained to American culture in
general.
Significance - Why is competence with this artifact significant for a professional educator? Using careful
analysis and evaluative thought:

This is significant because when overseas I would one day if I were to use the Vocabulary
Acquisition model to teach my students a certain world I would have to ask them what they
knew about the word and its usage and meaning in academic language. I would then explain to
them the etymology of the word and have them spell it out and use it in a sentence to tests their
understanding of the word. If the word were to relate to something the students like it would
motivate the students to research more on that particular subject. If the students like music, that I
would use the word Orchestra and how it related to classical music. I would also play videos
about classical music and Orchestras since this would motivate the student to participate actively
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in the class activity. I would then talk to my English Language Learning students about different
topics in American music and ask them what types of music they liked. This would spur the
students to practice their English more in class because they would be participating in a class
activity that would be both academically stimulating and linguistically helpful since the students
would then go home and practice their English. The students return to class and want to talk and
practice their English more in other class activities.
Link to Theory - How is this artifact supported by a competent research base?

This artifact because it relates to the word Orchestra which in turn relates to music in general
which many for the students might be interested in. While many of the students might know what
an Orchestra is in their native language, they might not know what it is or means in English. I
would then have to build upon prior knowledge of an Orchestra or musical group and then have
the students relate to this in both their native language and English. This would help the students
learn what an Orchestra is and means in English since they would be relating this new
information with prior knowledge of the words meaning to them in their native language. It
would also help the students I knowing how the proper usage of the word Orchestra in academic
language and in social situation that would require English to be spoken. It would also allow me
to use other words related to music as part of the Vocabulary Acquisition model and help me use
those words as part of my future lessons plans that would use this model in an English learning
class. It would also encourage the students to research other words and themes that are related to
music in English since that would mostly be the type of music that they would want to know
more about.
Resources/Technology- What technology did you select to support this lesson? Include interactive
applications and videos any/all technology suitable.

The technology that I used were videos from YouTube and tablets since these would be the most
helpful in an English Language Learning class.
Professional Actions/Areas for growth - What are your next professional steps in this area to keep moving
forward as a professional?

The next steps that would help me keep moving forward as a professional would be to keep
researching information that would help me increase my knowledge on communicative and
intercultural competence. This is because the more I know the better I would be prepare to teach
English to students overseas and I would be able to better relate to them as both an Instructor and
also a friend. I would also continually research the latest teaching styles since these would also
help and prepare me for having the latest educational knowledge in regards to making lesson
plans for the students. However, as someone who would be in the field of education I would
always have to be open to advice from people with experience in this field since they would offer
valuable advice which would help me in the long run while overseas. It would prior me with the
knowledge I needed in order handle any situations that I would ever encounter while teaching
abroad. As someone who wishes to teach overseas, I will always have to adapt my teaching styles
to fit the needs of my language students while also helping them relate their linguistically
knowledge to the class activities I would teach them. Thus, the role of an educator is that of one
who is always learning and teaching while in the profession of teaching overseas.