Friedrichsen TWS page 1

Northern State University

Pre-Student Teaching Experience
MUSIC Teacher Work Sample
Fall 2017
Candidate Name: Lindsey Friedrichsen
Candidate Phone Number: (605)-968-9947
Candidate ID Number: 7318857
Name of School where data Lincoln Elementary School
was collected:

Subject/Content Area: Music

Grade Level: K-5
Date Submitted: December 11, 2017

I understand that obtaining, or attempting to obtain, a passing grade on a TWS by falsification or

misrepresentation may result in a failing grade in a course or expulsion from the teacher
education program.
I grant permission for the School of Education to use my Teacher Work Sample as an exemplary
(outstanding) model for teacher candidate and university supervisor training purposes in the
future. I understand my name will remain on the document for proper credit.
Signature of Candidate Submitting the TWS: _________Lindsey Friedrichsen__________
(electronic submission/type name)

Website URL: https://lindseyfriedrichsen.weebly.com

Task I: Professional Goal Setting (NSU Conceptual Framework)

Knowledge of Self as an Individual

Goal: During this experience, I will overcome my fears and shyness of teaching.

Procedure: I will accomplish this goal by preparing and practicing my lesson plans
before going to class each day. I will leave my insecurities at the door and will ask my
cooperating teacher for help if needed.

Evaluation: I will evaluate this goal by reflecting on my preparedness for each day. I
will ask my cooperating teacher for his thoughts on how prepared he thought I was and
ask if I was too shy.
Knowledge of the Learner

Goal: During this experience, I will learn to teach my lessons in different ways so that all
of the students understand the material.

Procedure: I will accomplish this goal by creating a lesson plan with alternate ways of
explaining things and different activities. I will also learn the strengths and weaknesses of
the class and individuals so I can alter the lesson to help everyone understand the
material

Evaluation: I will evaluate this goal by assessing the student's understanding of the
material through an activity.

Knowledge of Content

Goal: During this experience, I will learn the state standards and apply them to my lesson
plans

Procedure: I will accomplish this goal by reviewing the standards for each individual
grade level and content area and applying them to my lessons.

Evaluation: I will evaluate this goal by journaling which standards I have used so that I
don’t continue to teach the same standard over and over.

Knowledge of Pedagogy

Goal: During this experience, I will learn different classroom management techniques so
the whole class stays engaged.

Procedure: I will accomplish this goal by observing my cooperating teacher's classroom

management techniques and write about them in my journal.

Evaluation: I will evaluate this goal by using classroom management techniques that I
have learned about. I will discuss with my cooperating teacher about if my management
techniques worked or were unsuccessful. I will document in my journal what techniques
worked and which ones didn't.

Knowledge of Self as a Teacher and Member of a Learning Community

Goal: During this experience, I will step out of my comfort zone to engage with my
cooperating teacher as well as the other staff at the school.

Procedure: I will accomplish this goal by leaving my anxieties at the door and by
introducing myself to any staff members that I meet.

Evaluation: I will evaluate this goal by recording in my journal who I talked to that day.

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Task II: Contextual Information
Categories of Contextual Factors
General Context of Your Students
(All subcategories listed in this box are
required.)
Students’ grade and developmental
levels; the age range of students; the
content area being taught; any other
factors that are pertinent to
understanding your class assignment
Community
(e.g., whether the area is urban,
suburban, or rural; socioeconomic
information; census data for the
community)
District
(e.g., enrollment; percent of students
receiving free or reduced-priced
lunches; graduation
rates; ethnicities; percent of students
with IEPs; percent of students who are
ELLs; per-
pupil expenditures)
School
(e.g., enrollment; percent of students
receiving free or reduced-priced
lunches; ethnicities; percent of students
with IEPs; percent of students who are
ELLs; teacher-to-student ratio)
Classroom Demographics
(e.g., ethnicities; gender ratios; special
needs, including those of gifted
students, those of student’s physical
needs, and those due to cultural
characteristics).
Knowledge of Students
(in terms of the whole class and
individual students) (e.g., language
needs; approaches to learning; prior
learning and experiences; academic
proficiencies/behavioral differences;
areas of interest).
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Description of the Contextual Factors
This elementary school teaches grades K-5. The
age range of the students is age 5-11. This puts
them anywhere from Erickson’s Initiative vs.
Guilt stage to the end of Erickson’s Industry vs.
Inferiority stage. I will be working with students
in the music classroom.
The elementary school is located in a medium
sized town in the Mid-West with an estimated
population of 27,333. A little over 50% of the
community is female. The median age of the
community is 36.80. 91.3% percent of the
population is white.
There are about 4,200 students enrolled in this
school district. During the 2015-2016 school
year, the district had 1,976 White students, 94
Hispanic, 154 Native American, 63 Asian, and
50 African American students. In the district,
there were 335 students with disabilities and 58
ELL’s.
There are about 420 students enrolled at this
school. During the 2015-2016 school year, the
school had 167 White students and 14 Native
American students. The rest of the ethnicities
were below 10 so they weren’t counted
according to the DOE report card. In the school,
there were 40 students with disabilities and less
than 10 students were ELL.
In the Kindergarten classes I work with:
 7 Asians
 6 Hispanics
 2 African-Americans
 1 Native American
 29 boys and 26 girls
In the Kindergarten classes I work with:
 4 ESL students
 2 students with IEPs
Task III: Instructional Design and Implementation (Lesson Plans)

Millicent Atkins School of Education: Common Lesson Plan Template

Music Education
Dr. Wendy van Gent

Teacher Candidate Name: Lindsey Friedrichsen

Grade Level: Kindergarten

Subject: Music

Date: 11-13-17

PLANNING
List the State Standard(s) to be addressed in this lesson.

 K.MU.Pr.5.1.a
o With guidance, apply personal, teacher, and peer feedback to refine performances.

List the learning/behavioral objective(s) to be addressed in this lesson (specific, measurable,

timebound).

Students will be able to:

 Learn a song by rote

Describe how the learning objective(s) and the learning outcomes is/are appropriate for the
age/developmental level of the students. (cite theories/theorists)

According to Music Learning Theory, audiation is the foundation of musicianship. According to the
Kodály concept, everyone has a musical aptitude and music education should begin as early as possible
to increase student’s aptitude. Music aptitude stops growing at around age 9.

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List the materials/resources you will need to teach the lesson.

 Piano
 Music
 Computer
 Projector
 Speakers
Technology

Describe the instructional and/or assistive technology that you plan to incorporate into the lesson and
explain how it will enhance instruction and student learning.

 Computer
 Projector
 Speakers
Accommodations

Describe the accommodations/differentiation/modifications you will use to meet the needs of

all learners and accommodate differences in students’ learning, culture, language, etc.

Susie forgot her glasses at home and can’t see the board very well. She will get to sit in the front row in
order to see the board better.

Pre-Assessment: Describe the instrument or process you will use to measure students’ level
of understanding toward the learning objective(s) prior to teaching the lesson. Describe how
the results of the pre-assessment will be used to design the lesson objectives, instruction, and
post-assessment. (Include charts, graphs if applicable)

The students understand pitches and rhythms and have demonstrated that by singing their “Hello Song”
and “All I Want For Christmas is My Two Front Teeth” for most of the year. They learned those to
songs by rote. Because they have an understanding of pitches, rhythms, and learning a song by rote, I
know they are ready for this lesson. The students will use their prior knowledge and apply it to the
lesson.

Classroom Management

Identify the management and motivational strategies you will use to meet student
behavioral/developmental needs in order to keep students on task and actively engaged throughout the
lesson.

The students will be busy during the entire lesson, leaving no time for misbehavior. I will also address
the class if they are getting too loud or rowdy.

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 Implementation
Lesson Opening (hook)

I will ask students about their favorite stuffed animal. Then the students will listen to Rosemary
Clooney sing the song

“I Do” (Teacher)

 I will model the 1st and 2nd chorus

“We Do”

 We will sing the 1st and 2nd chorus

“You Do” (Students)

 The students will sing the 1st and 2nd chorus

“I Do” (Teacher)

 I will model the verse

“We Do”

 We will sing the verse

“You Do” (Students)

 The students will sing the verse

“I Do” (Teacher)

 I will model the lyrics in rhythm

“We Do”

 We will speak the lyrics together in rhythm

“You Do” (Students)

 The students will speak the lyrics in rhythm

(repeat as necessary)

Lesson Closing (transition)

The students will quietly stand up row by row and line up quietly at the door

Post-Assessment: APPENDIX: Include a blank copy of the lesson post-assessment you will use to
measure students’ level of understanding toward the learning objectives after teaching the lesson.

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 Analyze
Post Assessment: Based on the results of the Pre and Post-Assessment, to what extent did students
achieve the learning goals/objective of the lesson? Cite examples from the lesson plan, assessments,
and/or video. If applicable, insert a table/chart/graph before your explanation.

 The students were able to learn a song by rote

 The students were able to audiate what I modeled and repeated it back
Reflect

Reflect on your instructional strategies, interactions with students, and classroom management
strategies. Describe what went well and what areas you need to revise in the future. Cite examples
(from video) that support your conclusions. Describe revisions that you could make if you were to
teach this lesson again. Why would you make each revision? Cite examples from the lesson plan, video
and/or student work that would prompt revisions.

Overall, I thought that my lesson went ok. I was nervous because this was my first time teaching an
elementary class, but I got better each class period. I took too long of pauses and the pauses weren’t in
rhythm when I was modeling the lyrics. Mr. Wilson gave me a suggestion and I used that for the rest of
my lesson. In turn, the students were better able to audiate and the lesson got better. I liked my lesson
hook with asking the students what their favorite stuffed animal is. I got to know the students better
just by that simple question. Next time, when I continue on this lesson, I think it will go better because
I have gotten the nerves out of doing my first lesson. I am excited to keep working with these
Kindergarten students!

Millicent Atkins School of Education: Common Lesson Plan Template

Music Education
Dr. Wendy van Gent

Teacher Candidate Name: Lindsey Friedrichsen

Grade Level: Kindergarten

Subject: Music

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Date: 11-13-17

PLANNING
List the State Standard(s) to be addressed in this lesson.

 K.MU.Pr.5.1.a
o With guidance, apply personal, teacher, and peer feedback to refine performances.

List the learning/behavioral objective(s) to be addressed in this lesson (specific, measurable,

timebound).

Students will be able to:

 Learn a song by rote

Describe how the learning objective(s) and the learning outcomes is/are appropriate for the
age/developmental level of the students. (cite theories/theorists)

According to Music Learning Theory, audiation is the foundation of musicianship. According to the
Kodály concept, everyone has a musical aptitude and music education should begin as early as possible
to increase student’s aptitude. Music aptitude stops growing at around age 9.

List the materials/resources you will need to teach the lesson.

 Piano
 Music
 Computer
 Projector
 Speakers
Technology

Describe the instructional and/or assistive technology that you plan to incorporate into the lesson and
explain how it will enhance instruction and student learning.

 Computer
 Projector
 Speakers

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Accommodations

Describe the accommodations/differentiation/modifications you will use to meet the needs of

all learners and accommodate differences in students’ learning, culture, language, etc.

Susie forgot her glasses at home and can’t see the board very well. She will get to sit in the front row in
order to see the board better.

Pre-Assessment: Describe the instrument or process you will use to measure students’ level
of understanding toward the learning objective(s) prior to teaching the lesson. Describe how
the results of the pre-assessment will be used to design the lesson objectives, instruction, and
post-assessment. (Include charts, graphs if applicable)

The students understand pitches and rhythms and have demonstrated that by singing their “Hello Song”
and “All I Want For Christmas is My Two Front Teeth” for most of the year. They learned those to
songs by rote. Because they have an understanding of pitches, rhythms, and learning a song by rote, I
know they are ready for this lesson. The students will use their prior knowledge and apply it to the
lesson.

Classroom Management

Identify the management and motivational strategies you will use to meet student
behavioral/developmental needs in order to keep students on task and actively engaged throughout the
lesson.

The students will be busy during the entire lesson, leaving no time for misbehavior. I will also address
the class if they are getting too loud or rowdy.

9|Page
 Implementation
Lesson Opening (hook)

I will ask students about their favorite stuffed animal. Then the students will listen to Rosemary
Clooney sing the song

“I Do” (Teacher)

 I will model the 1st and 2nd chorus

“We Do”

 We will sing the 1st and 2nd chorus

“You Do” (Students)

 The students will sing the 1st and 2nd chorus

“I Do” (Teacher)

 I will model the verse

“We Do”

 We will sing the verse

“You Do” (Students)

 The students will sing the verse

“I Do” (Teacher)

 I will model the lyrics in rhythm

“We Do”

 We will speak the lyrics together in rhythm

“You Do” (Students)

 The students will speak the lyrics in rhythm

(repeat as necessary)

Lesson Closing (transition)

The students will quietly stand up row by row and line up quietly at the door

Post-Assessment: APPENDIX: Include a blank copy of the lesson post-assessment you will use to
measure students’ level of understanding toward the learning objectives after teaching the lesson.

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 Analyze
Post Assessment: Based on the results of the Pre and Post-Assessment, to what extent did students
achieve the learning goals/objective of the lesson? Cite examples from the lesson plan, assessments,
and/or video. If applicable, insert a table/chart/graph before your explanation.

 The students were able to learn a song by rote

 The students were able to audiate what I modeled and repeated it back
Reflect

Reflect on your instructional strategies, interactions with students, and classroom management
strategies. Describe what went well and what areas you need to revise in the future. Cite examples
(from video) that support your conclusions. Describe revisions that you could make if you were to
teach this lesson again. Why would you make each revision? Cite examples from the lesson plan, video
and/or student work that would prompt revisions.

Mr. Wilson and I co-taught this lesson so my lesson went differently than planned. I enjoyed co-
teaching and found that it went better than last time. This allowed for Mr. Wilson to give me tips, us to
do our own things, and for us to learn from each other. The students originally weren’t singing very
loud. Mr. Wilson suggested that maybe it was because I had modeled the song too quietly. When I
modeled it the next time louder, the students sang louder. I will use the information that I learned from
teaching this lesson and apply it to my future lessons.

Task IV: Analysis of Focus Students (Case Study)

The student I chose for my case study is a kindergartener. I will refer to this student as

Cindy.

Cindy is a kindergartener at ABC Elementary school. When I was observing the

kindergarten class on my first day, she caught my attention. She was very fidgety and could not

stand still. Most kindergarteners have this problem, but Cindy really struggled with it and it

impeded her learning. She often gets in trouble in class due to not paying attention. Later on, I

was informed that she is a gifted student. I was surprised initially, but the more I observed her,

the more that statement made sense. When she played the rhythm game “Copy Cat” she did very

well. This game is an elimination game and she would often make it close to the end before

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being eliminated. “Copy Cat” is more challenging, so she pays attention and excels.

I observed while watching Cindy in class and while watching videos that I took of the

kindergarteners singing the songs for their winter concert that she doesn’t sing very much or at

all. The kindergarteners sang three songs. Those songs were “Hello There”, “Me and My Teddy

Bear”, and “My Two Front Teeth”. In the videos, she sang for most of the song “Hello There”,

for the very end of “Me and My Teddy Bear”, and not at all for “My Two Front Teeth”. She also

didn’t do any of the actions to “My Two Front Teeth”. During those songs, she stood there and

fidgeted with her glasses and couldn’t stand still on the risers. She also looked around the room

at the other students. My cooperating teacher has addressed this issue on several occasions and

you can tell that Cindy feels bad about it, but I honestly don’t think she has much control over it.

I believe altering lesson plans to make them more difficult would help Cindy be able to

concentrate more. Giving Cindy more responsibilities in the classroom would help keep her

engaged and accountable. Some of those activities and responsibilities could be to hand out

rhythm sticks, turn off the light when the class is using the projector, be the leader for activities,

model rhythms for “Copy Cat”, and read rhythms for the game “One More Right”, among many

other things. Through research, I found several common threads. Those common threads were to

teach and model what paying attention and staying focused looks like, teach students how to re-

focus, and utilize movement in the classroom. By modeling and teaching what it looks like to

pay attention early on in the year, students are able to practice this throughout the year and

improve their focus in class. This also applies to the re-focusing techniques. Simple strategies

such as breathing in and out slowly for 30 seconds, make it possible for the individual to re-focus

without disturbing the other students. I learned, through research, that exercising at the beginning

of class for only a few minutes can boost brain function, improve mood, and increase learning

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(Linsin). I believe these strategies would be incredibly helpful for Cindy. Cindy has high

potential, but needs to be held accountable and refocused often. With these suggestions, she has

the potential to improve and succeed in music.

Works Cited

Cox, Janelle. “Teaching Strategies to Help Students Stay Focused.” TeachHUB,

www.teachhub.com/teaching-strategies-help-students-stay-focused.

Linsin, Michael. “3 Simple Strategies To Get Your Students To Pay Attention.” Smart

Classroom Management, 9 Apr. 2014,

www.smartclassroommanagement.com/2011/02/12/how-to-get-students-to-pay-

attention/.

Umstatter, Kate. “Teaching Students to Stay Focused.” Responsive Classroom, 18 May 2016,

www.responsiveclassroom.org/teaching-students-to-stay-focused/.

Task V: Reflection and Self-Evaluation- Goals

I am very grateful for my PSTE placement and experience overall. The PSTE was

beneficial in preparing me for my future in the School of Education as well as a future music

educator. My cooperating teacher was very supportive of me and did everything in his power to

make sure I had an educational, as well as enjoyable, experience. I learned a lot from my

cooperating teacher and learned quite a bit about myself in the course of a semester. One of the

most daunting goals for me, due to being shy, was to be comfortable enough to step out of my

comfort zone to engage with my cooperating teacher and other staff members. On the first day of

my PSTE, my cooperating teacher showed me the teacher’s lounge. I was introduced to several

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teachers and other staff. Every day when I came to school and left, I said hello and had a short

conversation with the secretarial staff and any other teachers at the front desk. I also bonded with

my cooperating teacher and as a result had a very rewarding PSTE. Whenever I saw a teacher in

the hallway, I made sure to at least say hello. At the beginning of class when the kindergarten or

3rd grade teachers dropped off their students for music class, I greeted them. I have grown in this

aspect and have started to become less shy. While I am still shy in front of a classroom, I have

grown a lot. During my PSTE, I gained experience teaching in front of a class and the

importance of being able to think on your toes. As I got to know the classes more and knew more

of the students by name, I was more comfortable. My cooperating teacher helped with my

shyness as well as thinking on my toes. Different times he would ask me if I wanted to lead the

rhythm game “One More Right” with very little notice. This didn’t give me much time to think

about being nervous and as a result, I was able to concentrate on the task at hand rather than

being nervous. I feel that I have grown as a teacher and have become more comfortable with

being in front of a class. This semester of my PSTE made it clear to me that I want to become an

elementary music teacher.

During my time at my PSTE placement, I observed and worked with three sections of

kindergarteners and one section of 3rd graders. I observed the most growth in the 3rd grade class

and it was very exciting to watch them grow. The 3rd graders worked mostly on soprano

recorders this semester and the class I observed struggled the most with playing accurately.

There were times in which I could spend more time at the school that particular day, so I was

able to observe an additional section of 3rd grade. It was clear to me that the 1st period of 3rd

graders struggled the most. Week after week I would observe them with little to no improvement

and I began to wonder if they were able to play them yet at this grade level. My cooperating

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teacher began to get more and more frustrated and it showed in his classroom management. I

learned more of what I don’t want to use for classroom management techniques from my

cooperating teacher rather than techniques that I will use. While my cooperating teacher was

most always in control of the classroom, his techniques were not what I would use in the future.

As a result, I learned in a different way of what classroom management techniques I will use. I

still need to work on being more assertive when I do use my classroom management techniques,

but I have found different techniques that work well. By the end of the semester, the 3rd graders

blew me away. They were playing so well! They played the pieces for their concert memorized

and they also played a piece with harmony. It was amazing to see their improvements.

I enjoyed the kindergarten grade level the most. Their excitement, willingness, and love

to learn was so heart-warming. I observed the kindergarten classes for the first few days before I

began to help during lessons and later on teach a couple lessons. During the first few days of

observation, I was able to gather information on how my cooperating teacher disciplines

students, runs his lessons, and manages his classroom, among other things. Once I had an

understanding of how his classes worked, I was more comfortable to contribute during his

lessons and help whenever it was possible. I taught the song “Me and My Teddy Bear” to the

kindergarteners to sing at their winter concert. I was very appreciative of this opportunity

because it gave me experience teaching as well as planning and I really loved this grade level. I

taught two lessons for the song “Me and My Teddy Bear” and for both lessons I used the state

standards. I focused particularly on performing. I chose the performing standard, K.MU.Pr.5.1.a

“With guidance, apply personal, teacher, and peer feedback to refine performances.”. I chose this

standard because I was teaching the song by rote and I gave them feedback, as well as my

cooperating teacher, to help them perform the song better. Teaching a few lessons also helped

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me to think on my toes. I didn’t make separate lessons in preparation for different learning styles,

but I found that I altered my lessons on the spot to accommodate for the students if they weren’t

able to understand it the first time around. My cooperating teacher also made suggestions to me

on how I could teach things differently to make sure all the students understood. About a week

before the winter concert, all three sections of kindergarteners would meet for a dress rehearsal

practice. During this practice, they sang the song that I taught them. I was brought to tears. They

sang the song memorized and made me very proud. I am very grateful for such a wonderful

PSTE.

Task VI: Journal(excluded) Total Hours: 34

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