ECH360 Music Birth to Age 5/Pre-K

ECH360 Music Birth to Age 5/Pre-K

Music (Birth to Age 5/Pre-K)
For this assignment, use your field experience placement hours.

Use the “Lesson Planning Ideas for Integration” document to brainstorm ideas for a music lesson plan for Birth to Age 5/Pre-K.

Use the format of one of the “Lesson Plan Templates” and one of your ideas to create and implement a lesson plan that integrates a content subject area and contains the following information:

Clear, measurable learning objectives that align to early learning standards (ELS) as well as your state’s subject standards.
Anticipatory set
Vocabulary
Reasoning and problem-solving
Relevant materials and resources including visual or audio resources
Differentiation of instruction to address the diverse needs of students. Name the differentiation strategies used to achieve individual learning outcomes.
Assessments
Write a 500-750-word reflection based on the feedback you received from your classroom teacher and personal observations about the experience, explain the following:

Strengths and opportunities for growth. Provide specific evidence from your activity.
What would you do differently if you taught this activity again? Be sure to provide specific examples.
While APA format is not required for the lesson plan, solid academic writing is expected.

Prepare the reflection according to the APA guidelines found in the APA Style Guide, located in the Student Success Center.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.ECH360_T3-T6_LessonPlanningIdeas.docx

Rubic_Print_Format

Course Code	Class Code	Assignment Title	Total Points
ECH-360	ECH-360-O500	Music (Birth to Age 5/Pre-K)	70.0
Criteria	Percentage	Unsatisfactory (0.00%)	Less than Satisfactory (65.00%)	Satisfactory (75.00%)	Good (85.00%)	Excellent (100.00%)	Comments	Points Earned
Lesson Plan	80.0%
Learning Objectives NAEYC Standards Early Learning Standards	16.0%	Learning objectives and early learning standards are not given.	Learning objectives and early learning standards are incomplete or completely inappropriate for the learners.	Learning objectives and early learning standards are basic and appropriate for the learners	Learning objectives and early learning standards are complete and appropriate for the learners.	Learning objectives and early learning standards are comprehensive, student-centered and appropriate for the learners.
Anticipatory Set Vocabulary Reasoning and Problem-Solving	16.0%	Anticipatory set, vocabulary, reasoning and problem solving are not provided.	Anticipatory set, vocabulary, reasoning and problem solving are incomplete, non-academic, or inappropriate for the learners.	Anticipatory set, vocabulary, reasoning and problem solving are basic and appropriate for the learners.	Anticipatory set, vocabulary, reasoning and problem solving are stimulating and appropriate for the learners.	Anticipatory set, vocabulary, reasoning and problem solving are comprehensive, student-centered, stimulating, engaging, and appropriate for the learners.
Materials and Resources	16.0%	Materials and resources are not provided.	Materials and resources are provided, but are not developmentally appropriate or relevant to the content.	Materials and resources are developmentally appropriate, but not relevant to the content.	Materials and resources are developmentally appropriate and relevant, but do not take into consideration multiple learning styles.	Materials and resources are developmentally appropriate, relevant and take into consideration multiple learning styles. Resources help to create meaningful and engaging opportunities for students to learn, practice, and master content.
Differentiation of Instruction	16.0%	Differentiation of instruction is not provided.	Differentiation of instruction does not use developmentally, culturally, and linguistically appropriate strategies.	Differentiation of instruction uses some developmentally, culturally, and linguistically appropriate strategies to address the diverse needs of students. Differentiation strategies used to achieve individual learning outcomes are not identified.	Differentiation of instruction uses developmentally, culturally, and linguistically appropriate strategies to address the diverse needs of students. Differentiation strategies used to achieve individual learning outcomes are basic, but clearly identified.	Differentiation of instruction uses developmentally, culturally, and linguistically appropriate strategies to address the diverse needs of students.. Differentiation strategies used to achieve individual learning outcomes are well-crafted and clearly identified.
Assessments	16.0%	Assessments are not provided.	Assessments do not align to the objectives or are inappropriate for the learners. Modifications are not identified.	Assessments loosely align to the objectives and are generally appropriate for the learners. Modifications are not identified.	Assessments align to the objectives and are appropriate for the learners. Modified assessment is offered to address identified differentiation.	Assessments align to the objectives and are meaningful and engaging for the learners. Modified assessment is offered to address identified differentiation.
Reflection	20.0%
Strengths and Areas for Improvement	10.0%	Strengths and areas for improvement are not provided.	Strengths and areas for improvement are irrelevant.	Strengths and areas for improvement are clear and relevant, but do not include evidence from the lesson.	Strengths and areas for improvement are comprehensive, and include evidence from the lesson.	Strengths and areas for improvement are comprehensive and insightful, and include specific evidence from the lesson.
Goals and Teaching Strategies for Next Lesson	10.0%	Goals and teaching strategies for next lesson are not provided.	Goals and teaching strategies for next lesson are irrelevant or not appropriate for the learner.	Goals and teaching strategies for next lesson are relevant and appropriate for the learner, but do not provided specific examples.	Goals and teaching strategies for next lesson can give support to instruction and are appropriate for the learners, but provides specific examples that are unrealistic.	Goals and teaching strategies for next lesson can enhance instruction and strongly support the needs of diverse learners, and provides specific examples that are realistic.
Total Weightage	100%

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