INCLUSIVE ASSESSMENT TASK 2

Part A

Candice is a student with exceptional skills in arithmetic yet struggles in engaging with literacy in

terms of reading and writing. She appears slow when reading out or copying passages from books or

handouts and is still trying to improve on writing simple sentences with the appropriate grammar

and syntax. Additionally, the same problem can also be seen within her communication skills as she

has trouble properly articulating her words when trying to speak. From these descriptions, Candice

would exhibit symptoms of dyslexia, which is characterised by difficulties in being able to accurately

read and write words in a certain amount of time despite clear instructions (Bazen et al. 2020) and

not being able to copy exact notes written on a board or textbook (Ashraf & Majeef, 2011). Despite

these shortcomings, Candice performs well in numeracy activities as mentioned before, as well as

possessing skills in both sports and music, with her being an avid soccer player and a flutist in the

school band.

Regarding this information, I have developed three lessons that follow the Universal Design for

Learning (UDL) Principles that would emphasise on Candice’s strengths as well as improve on her

areas of needs. The UDL is an evidence-based approach that increases access to learning for

students of diverse backgrounds, which can result into many ways for the class to engage in learning

activities with each other (Post & Rainville, 2011). It contains the three main principles of having

multiple means of engagement, representation, and expression (Mackey, 2019). Engagement refers

to how learners would gain or maintain motivation in learning the content, representation addresses

of how the content can be expressed to the students in multiple ways and expression details of how

the students interpret the information and utilise it (Mackey, 2019).

The three lessons that are developed are made in consideration to the guidelines by having

elements that demonstrate the three principles, to ensure that students of different backgrounds,

including Candice can have an enriched learning experience.

 INCLUSIVE ASSESSMENT TASK 2

For the first lesson about identifying scales and key signatures using the Tone-Semitone method,

the multiple means of engagement and representation that are present in this lesson are the

PowerPoint presentation and the elements of numeracy being incorporated, such as number lines,

algebraic terms, and visual diagrams. The PowerPoint is designed with brief information and more

visual apparatus so that Candice can easily comprehend the content without having the trouble to

read the information present in the slides (Post & Rainville 2011), and number lines were used as

analogy to keyboard diagrams so that students can make connections to other subjects they have

learned to effectively learn (Quaglia, 2015). This method also makes use of Candice’s skills in

arithmetic. The means of expression that are present in the lesson are the students using the

number lines and keyboard diagrams to identify notes in a scale, and the methods of remembering

the Tone-Semitone method. This can allow students to determine their own approach into choosing

a method that is more suited towards their own learning style (Mackey, 2019)

The second lesson revolves around students learning about the musical concept of tone colour. The

means of engagement that are present are the Whiteboard and listening activities because they are

multisensory activities that can meet the needs of all students, including students with dyslexia

(Mills, 2018). The students use their eyes to visualise the images on the whiteboard, hear the

instruments and touch the whiteboard to connect to drag the words to the images of the

instrument. Representation involves the use of ICT resources such as a YouTube video and images

which present various amounts of information that students can have access to in and out of

classroom. The means of expression are utilised through the practical demonstrations, in which

students are asked how they describe the sounds of the instruments and record any new words into

their books (Mackey, 2019). This can be beneficial for Candice as learning tone colour words can

expand on her vocabulary.

The third lesson is a practical activity in which students will perform their own rendition of

Somewhere Over the Rainbow in groups. Engagement and expression are both present in the lesson
 INCLUSIVE ASSESSMENT TASK 2

through giving students the options to pick their own instruments and look up different versions of

the song (Quaglia, 2015). This can enable students like Candice to have direction on how to

approach the lesson. Additionally, this lesson also incorporates cooperative learning as students of

different abilities and backgrounds can support each other in groups to cover any difficulties that

some students would have, whilst at the same time develop on each other’s skills (Standerfer, 2011).

For example, Candice can support a student who is struggling on the flute by showing them the

proper techniques and another group member can assist Candice in engaging with music literacy to

help with her reading troubles.

Part B

Yellow = Engagement

Green = Representation

Aqua = Expression

Lesson Plan 1

Subject: Unit: Music and its repertoire Topic: Tone-

Music Semitone
Time Teaching strategies Resources

(minutes)
10 Line up the class outside and get them to enter their seats in an

orderly fashion and go through ground rules

15 Open a PowerPoint presentation about the topic for Tone- PowerPoint

Semitone. Start off with explaining what Scales and Key Signatures. Presentation

Also make sure to include picture examples to back the

explanation.

Give practical demonstration of what scales and key signatures are

by playing them on the piano, and ask students what they hear
20 Introduce the Tone-Semitone Pattern. Explain that the pattern

follows as “Tone-Tone-Semitone-Tone-Tone-Tone-Semitone”
 INCLUSIVE ASSESSMENT TASK 2

To scaffold this, give the class 2 options of remembering the

pattern.

1. They can mathematically remember it by simplifying into

“2T 1S 3T 1S”

2. They can sing the pattern out repeatedly

25 Introduce a number line. Use it as an analogy of keyboard. Explain Number Line

of how moving up the number line is like moving along a keyboard.

Use tone as the value of 1 and semitone as the value of ½. Ask

students questions of where the point would be if they move a

certain number of tones or semitones

30 Now present a keyboard diagram. Give handouts of the diagram to Keyboard

the class. Demonstrate the method by using C Major as an Diagram

example. Guide the students by using the keyboard diagram to

identify the notes. For each note in the scale, ask a random student

of what the next note would be

35 Give students the D Major scale to figure out, this time, let students “

figure out the key signature for themselves. Walk around the

classroom. Once they are done, go through the answer with them
45 Give students the E Major scale to figure out. Repeat the previous “

process again. After students are done, go through the answer

55 Recapitulate

Lesson Plan 2

Subject: Unit: Music and its repertoire Topic: Tone

Music Colour
Time Teaching strategies Resources

(minutes)
5 Line up the class outside and get them to enter their seats in an

orderly fashion
10 Introduce the concept of tone colour to the class. Commence a
 INCLUSIVE ASSESSMENT TASK 2

brainstorming activity to gather the students’ initial thoughts on

what they thought tone colour would be

15 Show a Youtube video regarding Tone Colour YouTube video:

Year 6 Tone

Colour Lesson 1

20 Ask the students about how tone colour is conveyed. Instruments

Give practical demonstrations by playing random instruments and

ask the class how the instrument is played and describe what did it

sound like and how does it make them feel.

Instruct students that for every tone colour word they hear, they

should record it down their books

30 Have an activity on the whiteboard in which students must drag Whiteboard

words to a picture and identify what instruments could make those Activity

sounds
40 Give students a handout sheets that have questions regarding tone Handout

colour. They must answer what instrument is played and what is Audio Excerpts

their tone colour. Play audio excerpts of the instruments for

students to hear. Once they are done, go through the answers

with them and discuss

50 Recapitulation

Lesson Plan 3

Subject: Unit: Music and its repertoire Topic: Practical

Music
Time Teaching strategies Resources

(minutes)
Before the lesson, make sure equipment such as microphones and electric guitars are set up so

that the early minutes of the lesson would not be wasted on setting up the equipment
5 Line up the class outside and get them to enter their seats in an
 INCLUSIVE ASSESSMENT TASK 2

orderly fashion
10 Brief on the students that they will be doing a practical activity, in

which they will perform Somewhere Over the Rainbow by IZ within

small groups. Each member can pick instruments of their choice.

An option to play virtual instruments via the GarageBand is also

available
15 Show the music video of Somewhere Over the Rainbow as well as Somewhere

different versions of it so that students can have inspirations of Over the

how to perform it Rainbow by IZ

20 Provide the chords of the song and show chord charts and Chord Charts

notations of the song. Give a demonstration of how the song is Notations

meant to be played in front of the class. Put the students into

groups and be sure to put the most skilled students with the least

experienced ones in the same group

25 Get the students to rehearse up to the first verse and provide Instruments

formative assessment by going around the classroom and give

them feedback and assistance

45 Get each group to perform their cover of the song up to the first

verse. Provide feedback

55 Recapitulation