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The article reflects the big pieces that a lesson needs in order for it to be effective in teaching the curriculum. The lesson plan template mostly has things that the article talked about with a few extra things like the big picture objective, summative being worked toward, closing, Teks, vocab/key concepts/misconceptions, and materials/technology.

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The lesson plan template in our folder appears to follow the layout outlined in the article. I feel I’ve always basically followed this format while teaching even though it might not have all been spelled out in my written lesson plans. One thing I noticed was that the clear learning target/objective examples given weren’t the three part learning targets that we had to write and display last year. These were just short, concise, and student friendly like we used to use for years and years.

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Our lesson plan template compliments the article well.

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The lesson plan follows a very similar outline to what the article has

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The structure is very similar.

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Comparable to those mentioned in the article.

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Great example and jump off point to expand.

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I think the CTMS lesson plan structure is very similar to the guidelines in the article!

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They compare with the learning target and opening with a purpose. Choir is methodically prepared with repeating patterns and building on those concepts. Also I teach from the screen and their binders for music.

Stephanie Thurston

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Clear learning objectives are necessary, along with guided practice & checking for understanding, using formatives, which will

Increase student understanding of the concepts and content taught in smaller chunks

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I see correlation of the article and our lesson plan template.

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It gave extensions on how to chunk and effectively assess throughout your instruction.

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I believe this article matches “our” template. Learning targets, purpose, vocabulary etc. the main focus or parts are included in ours. Good correlation between the two.

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It is very similar to the article.

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It follows the same format…almost as if it was created after reading this text. 🤷🏼‍♀️

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I wish the components listed at the bottom of the lesson plan template actually corresponded to their piece chronologically instead of all of them at the end.

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Great stuff.

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The template matches up with having effective lessons. It helps us think through all parts necessary for our lessons to help students be more successful.

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The components described in the article are all there in our lesson plan template

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Our lesson plan template covers all the essentials from the article and our growth shows it works!

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After reading the article, I feel like our lesson plan template mimics the articles for Effective Lessons: A Refresher Course.

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Both your lesson plan and the article reflect best practices in instruction, especially in music education:

Clarity in expectations (learning targets)

Step-by-step modeling (explicit instruction)

Opportunities for practice with support (guided practice)

Structured pacing to fit the class period (time limits)

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It’s fair and allows to expand on the overall picture while breaking down the lesson.

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The CTMS gives a very similar set up to the article.

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Clear learning objective

Opening with a purpose

Teaching in small steps

Guided practice

Checks for understanding

Independent practice and assessment

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The article effectively outlines the lesson plan template. It begins with the learning target followed by creating interest to open with a purpose. Teaching followed by guided practice, checking for understanding along the way. The template includes the literacy focus and higher level questions.

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I think it goes over the same learning strategies.

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It compares pretty closely to our own lesson plans. For example, talks about having a clear learning target which means making sure the students understand it, double checking understanding, having a goal in mind, and much more. There are a few terminology changes but it looks close.

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Having clear objectives and learning targets that our students understand and are able to articulate creates learning growth! Using a lesson plan with clear purpose, plan, and objectives will keep students and teachers on target. The converse is true. Without a clear plan and poorly structured lesson plans, students lose.

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The article compares with the template by allowing teachers to effectively write and plan a well thought-out lesson. Our template is a good guide for us to critically think about the HOW of our lessons.

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The lesson template mirrors the lesson cycle as described in the article. It starts with a learning objective and ends with a meaningful check for understanding.

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The lesson includes guided practices, checks for understanding and multiple formative assessments. The students read and improve their comprehension skills.

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Fundamentals remain powerful - learning target -> workshop model -> formative assessment -> plan if there needs to be a retract.

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It appears that both the article and lesson plan are aligned, though both lack a time break down that could be effective for the teacher in their planning and scaffolding. This said, having a teacher ‘bank’ of informal assessment methods included would be helpful.

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It’s a pretty fair match. I feel like this covers what’s needed adequately.

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The lesson plan template has a specific place for all of the things that the article counted towards quality instruction.

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Our lesson plan template breaks down the plan into chunks so that we can make sure we are using the best practices in EACH lesson. The article outlines having clear learning objectives, time for explicit instruction, guided practice, checks for understanding, and reflection on the lesson for the next day/next year. All of those things are represented on our lesson plan template.

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Both the article and lesson plan template talk about there is a clear learning target or objective and an attempt to create interest and ways to check for understanding

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The lesson plan includes check for understanding like the second article suggested.

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It compares to the CTMS lesson plan by outlining a clear learning target for the instruction to be guided by a goal in mind with collaborating factors. Modeling each step of the lesson and having guided practices to show students how to correctly work through problems is an important piece of the lesson plan.

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The article can compare to our lesson plans because it lists out pieces that we see on the lesson plan. Learning objective, formative assessments, etc.

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Every component matches the lesson plan template

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We have all the pieces on our lesson plans. A clear learning target, a place where teachers teach/model, a time for students to practice, and a time to check to see if they understand. This is a complete lesson cycle.

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They seem to line up. However, some of the terminology is different.

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Matches pretty nicely 😊

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“Effective instruction typically begins with some form of explicit teaching.”

It’s easy to have a plan in your head and also easy to forget that plan. The lesson plans allow you to be thoughtful before the lesson is presented and to help you stay on track as you go.

A good lesson plan also has a plan for determining potential misconceptions, as well as a plan for reteach.