Home Syllabus Course Outline Elementary Music Links Music Dept. Links National Standards TEKS | DME MICRO-TEACH ASSIGNMENT Each student will teach one complete lesson on a musical concept. 
Grading Criteria  | clarity of presentation | | appropriateness to grade level | | organization and lesson flow | | time frame | | accomplishment of objective | | appropriateness of materials chosen | | logic of activities |
Micro-teach Rubric Criteria | Performance Indicators | Failing | Incomplete | Acceptable | Good | Excellent | Concept appropriate to grade level single concept focus associated with correct National Standard | 0 points | 7 points | 8 points | 9 points | 10 points | Lesson Plan varied activities (see, hear, touch, do) cumulative learning pacing closure | 0 points | 7 points | 8 points | 9 points | 10 points | Pedagogy specified/realized objectives assessment | 0 points | 21 points | 24 points | 27 points | 30 points | Teaching clear instructions pacing engaging, encouraging classroom management speaking, appearance | 0 points | 7 points | 8 points | 9 points | 10 points | Organization adequate preparation ready to begin on time minimal lag time | 0 points | 21 points | 24 points | 27 points | 30 points | Materials appropriate choice efficient handling adequate instructions for use | 0 points | 7 points | 8 points | 9 points | 10 points | Logistics Timing (15 min) hand-out quality and timeliness appropriate attire pre-approval of lesson plan materials put away properly | | | | | | Total points | 0 | 70 | 80 | 90 | 100 |
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Micro-teach Requirements | Lesson plans for your micro-teach are due 1 week prior to the day you teach the lesson. They must be on the lesson plan form. |
| Do not use a lesson you have prepared for another class. |
| Micro-teaches should last 15 minutes. It is wise to time your teach before presentation to ensure this time frame. Some activities take less or more time than you anticipate. |
| Stay with a single element for the whole lesson. |
| You must use at least one item from curriculum items in 112A. |
| Use a variety of approaches: something they can see, hear, touch, do |
| Follow a clear line to accomplish your objective (simplest to more complex) |
| Include a form of assessment to verify learning outcome |
| Be prepared and organized. Eliminate lag time. |
| Provide a copy of your lesson plan to each member of the class as a handout. Be VERY specific in your instructions. Pretend that you are planning to hand this lesson plan to a substitute teacher to carry out in your class. You cannot assume that they know what you plan to do. These are not your notes. They are someone else's instructions! |
Procedure | Choose a single musical element or concept for your lesson. See the Lesson Plan section in the Elementary Music Resources page for ideas. (Beware of simply copying one of these lesson plans exactly. It may not fulfill all of the specific requirements of this assignment.)
Do not choose the same concept that has already been used by someone in
your class. |
| Choose the grade level for which you will prepare your lesson. Read the
TEKS that are specific to that grade level. |
| Make a list of different methods and activities with which to teach this element. Review the methodology list and keep these processes in mind. |
| Choose those activities which you deem most effective and which will accommodate a variety of learning styles. |
| Plan the lesson in the order of simple to the more complex. Keep in mind the logistical needs of the activities. |
| Turn in the lesson plan form for approval one week before the micro-teach date.
You will not be allowed to teach your lesson
until I have signed off on this form. |
| Construct, assemble or gather required materials for the lesson. |
| Practice the lesson for appropriate timing and logistics. |
| Plan to dress appropriately on the day of your Micro-teach. |
| Assemble and set up all necessary materials for the lesson
before the beginning of DME class. |
| Teach your 15-minute lesson from start to finish in the allotted time. |
| Provide copies (with holes punched) of your lesson plan for all students in the class. Use the front and back when copying and if more than one sheet is necessary, staple it. |
| Return all instruments and other borrowed materials to 112A immediately after class. Realign chairs if necessary. |
Hints | Don't be afraid to branch out and teach something besides quarter notes! (Unless you are teaching kindergarten, they know how to read those already) |
| The more specific your original plan is on the approval form, the more helpful I can be to alert you to possible problems. |
| Give instructions to "children" before giving them anything. Use this opportunity to anticipate and prevent distractions. |
| 1.Tell them what you're going to tell them 2. Tell them 3. Tell them what you told them |
| Consider using "modeling" - a most effective teaching tool |
| Use vocabulary suitable to the age level |
Thoughts Lesson plans are strategies as we take students from where they are to the desired outcome. When you make a cake, you have a recipe. You have a very specific outcome in mind. You don't throw in a bunch of extra eggs because you like eggs, etc. Some Suggested Materials | Student curriculum books | | Teacher's manual | | Accompaniment book | | Student curriculum CD | | Recordings | | Instruments | | Pencils/crayons | | Paper/handouts | | Song sheet | | Chalkboard/chalk | | Document reader | | Flashcards | | Poster or chart | | Visual aids | | Game | | Music stand |
There are many resource materials in the main library, including recordings, student curriculum books, textbooks, and multiple resources for ideas and techniques. You may also use the materials in 112A. See me for access.
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