Madeline Hunter Lesson Design

1. Anticipatory Set (Introduction)

• Short length.
• Focus students’ attention.
• Create interest in the new learning.

2. Objectives
• Tells students what they will be able to do by the end of the lesson.
• Stated in simple language.

3. Instructional Input (Providing information, Instructional sequence,

Procedure)
• What information or instruction do the students need to be able to achieve the objective?
• What is the best way to present this information to keep the students actively involved in
learning it? (the least amount of teacher-talk).

4. Modeling (Providing information, Instructional sequence, Procedure)

• Provides students with high quality examples to imitate.
• Teacher or student may model/demonstrate, with as little teacher-talk as possible. Modeling
may include playing, singing, gesturing, echoing, demonstrating what earns an A playing
test, giving examples of good journal entries, or giving a short, vivid analogy or story.
• This step may be incorporated as part of the Instructional Input.

5. Checking for Understanding (Assessment)

• Students demonstrate that they understand the objective.
• Can use signaling for 100% participation (e.g., thumbs up if in tune, thumbs down if not in
tune, thumbs sideways if not sure).
• Can use sampling (have individuals or sections play).
• Can ask for individual responses (e.g., check your stand partner; if asking questions, wait
3-5 seconds before calling on any student).

6. Guided Practice (Assessment)

• Provide an opportunity for students to learn to practice correctly while teacher is still
available to assess for real understanding.
• Provide immediate remediation if necessary.
7. Independent Practice (Homework assignment, Closure)
• Develop fluency without teacher present.
• Make clear how much to do, how often, how well?
• May be included in closure

8. Closure
• Summary of what students accomplished today. e.g., What did we do today? What’s
something we did well? What could we do better?
• Or, what to expect in the next class.
• Or, review the assignment.

9. Evaluation (of your teaching)

How could this lesson be improved next time?
• What did students have problems with?
• Which students still need extra help? Which students are doing well with the objective?
• How can I reinforce these concepts or skills in the next lessons or in the music I choose?