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Standard 2 Development

Title: Elementary Accommodations lesson plan

Date: December 2014

Artifact Description:
The following artifact is a lesson plan for Kindergarten through fifth grade. It highlights accommodations for each
portion of every grade levels music class. In this artifact you will find numbered steps for movement
from beginning to end for a 45-minute class period. This lesson plan was constructed for the
purpose of my student teaching at Doudna Elementary in Richland Center, WI. Being sure that
each step of the class would accommodate many levels of learning, I must state outright that
there are always exceptions, especially within accommodations. With that said, this lesson plan
is to be read with the assumption that an aid is available for the very special learners as well as
a supportive special education department and administration.

ALIGNMENT: Wisconsin Teacher Standard Alignment:

This artifact best aligns with standard four of the Wisconsin Teacher Development and Licensure Standards
which states: Teachers know how children grow. The teacher understands how children with broad
ranges of ability learn and provides instruction that supports their intellectual, social, and personal
This artifact aligns with standard two because after a year of teaching on my own along with student
teaching time, I know that students within a class of 15 will range from very advanced to very
under basic. The goal is for all students to reach their music potential, but it must be evident at
all time to the teacher that each individual student must be emotionally and physically ready
for success, especially in the arts. Providing accommodations for slower more simplified
learning is very useful in encouraging greater steps toward attempting and succeeding in musicmaking. This lesson plan shows what I have learned in how to remind myself while teaching in

making sure to see where students are lacking or falling behind and where students need to be
pushed to the next level- simultaneously if at all possible.

UW Platteville School of Education Knowledge, Skill, Disposition Statement Alignment

I believe this experience best aligns with KSD1.c. Selects Instructional Goals of the UW-Platteville School of
Education Knowledge, Skill, and Disposition Statements which states: The candidate can establish clearly written
goals that reflect the curriculum framework and standards, and can articulate high expectations that permit
viable methods of assessment and account for varying learning needs and styles, and prior knowledge.
I believe this experience best aligns with KSD1.c. because my lesson plan clearly states the
purpose of the outlined activity for any music teacher. This artifact aligns with this KSD because
of the varying methods I highlight in the lesson plan for different levels and styles of learning.
As a result of this experience, I feel more confident and competent in writing lesson plans and
establishing clear goals for a given class, based on universal music curriculum.
Secondary Alignment
KS2.e. Organizes Physical Space
KS3.b. Uses Questioning and Discussion Techniques
What I learned about teaching and learning:
This lesson plan highlights several abilities important to both teaching and learning. The development of
students varies nearly as much as their capacity to learn on any given day. A teacher must always be aware of
when to push and when to slow up. Feeling the levels of learning potential is important, and this lesson plan
clearly states accommodations to keep in mind, but it is just as important to feel the emotion and physical
limitations or advances being shown or made. Ironically, I find my reflection on teaching from this artifact and
standard is that one must always continue to learn from their students on how to best teach learning. Continue
to learn how to teach- students walk into your class with a different situation every day.

What I learned about myself as a prospective educator:

As a prospective educator, I must repeat myself- your students will walk into your classroom
with a different situation going on in their lives every day. Being aware of your own emotional,
physical and intellectual levels is important, but equally important is knowing where your
students are at on all those levels. In talking about development the teacher-student
relationship is what that standard is all about. Write clear accommodations and be ready with
plan B and C and so on. However, you can only be ready with alternative plans if youve
educated yourself on your students.