Entry 7

Contextual Information and Student Learning Adaptations Template

Total Number of Students in the School: ______744_____

School Socio-Economic Make-Up (i.e., % free and reduced lunches): ______18%_____

Class Class Class Class Class

1 2 3 4 5
Grade Level/Subject Taught 7th Grade 8th Grade 7th Grade 7th Grade 7th-8th
High Band Low Brass Clarinets Grade Jazz
Winds Band
Number of Students in Classroom 39 53 13 7 32

Contextual Information: Class Class Class Class Class Student Learning Adaptations:
(List the number of students identified in 1 2 3 4 5 (Describe at least one example of a strategy to
each class you teach and identify the class in provide equitable opportunities,
which you are teaching your unit) accommodations, or modifications you
attempted for any student identified within each
contextual characteristic)
Gender Each morning, I greet students as they are
Number of Females: 11 17 3 6 9 coming into the classroom to make sure they
Number of Males: 28 36 10 1 23 feel heard and appreciated. By greeting my
students, they know I care about them despite
their gender. I made sure to address them as
their preferred pronouns by asking what
name they want to go by and how they
identify themselves. At this age, the students
are going through the phase of self
identification to figure out who they are
wanting to become. I make sure to talk to
every student to see how they are doing. It is
important to know they have someone that
cares about them, and they know they are
valued despite the gender they connect with.
Ethnic/Cultural Make-Up As a teacher, it is important to choose
Caucasian/White: 35 49 13 5 28 repertoire to expand the student’s knowledge
African American/ Black: 1 0 0 1 0 on the world around them. Students are
Hispanic/Latino: 2 3 0 1 3 inspired by finding out famous composers are
Asian/Pacific Islander: 1 1 0 0 1 from their same ethnic background. With that
American Indian/Alaskan Native: 0 0 0 0 0 foundation of knowledge, the students know
they can accomplish anything. In addition to
repertoire, I made sure each student of every
group had equal opportunity to audition for
solos, leadership roles, and preforming in
multiple ensembles with their peers.
Language Proficiency The ELL Student I taught was almost
Number of English Language Learners 1 0 0 0 0 fluent in English. If needed, I gave extra
(ELL): one on one attention so the student
would understand the course material.
They also had a para to sometimes come
in and help with interpretations of
musical terms.
Academic Performance With the students preforming below
Students Performing 7 10 5 2 8 grade level, I was able to provide extra
Below Grade Level: 32 43 8 5 24 help for those who wanted it. Everyone
Student Performing
Above Grade Level:
else practiced on their own and were
always communicating with peers on
subjects for help.
Students with Special Needs For students who needed one on one help for
Learning Disability: 1 4 3 3 4 focus, I took time during the seminar period to
 Emotional/Behavioral Impairment:
Attention Deficit Disorder (ADD):
Developmental Disability:
Intellectual Disability:
Speech/Language Impairment:
Autism Spectrum:
Gifted:
Blind/Visual Impairment (VI):
Deaf /Hearing Impairment (HI):
Physical Disability:
Other Health Impairment:
0 0 0 0 0 help students build their fundamentals with a
6 10 3 1 7 targeted learning experience. They received
0 0 0 0 0 individualized feedback in a small setting in
0 0 0 0 0 order to not feel overwhelmed by the full
0 0 0 0 0 class. Students with ADD and ADHD were
3 1 1 0 1 addressed by close proximity seating and fast
14 18 3 1 12 paced lessons. I made sure to keep students
0 0 0 0 0 engaged by not focusing on one thing for more
0 0 0 0 0 than 2 minutes. If needed, I would come back
0 0 0 0 0 to the original thing we were working on so
the student can further build their
fundamentals on their instrument. I walked
around to make sure the student was paying
attention by having them know I was carefully
watching them.

Contextual Information and Student Learning Adaptations Template

(Continued)

Student Characteristics:
Describe the developmental characteristics of students in your classroom.
(Cognitive, Physical, Emotional, Social).

The classroom is functionally set up where student feel welcome to come in and out as they please. They
eat lunch, socialize multiple times a day, and feel comfortable approaching me to tell me about everything
going on in their life. The development of social emotional learning is set up through initially greeting the
students as they enter the classroom. My goal is to make small connections with the students, even if they
respond with a short greeting. Greeting the students allows me to know their names for proper
acknowledgement of the students as individuals. As questions are facilitated throughout the class period, I
can acknowledge who they are, and they feel more welcome to voice their answers and thoughts of the
classroom. Students establish and develop critical thinking skills by answering questions on the
fundamentals of music, musical expression, and how they can connect outside knowledge to the applied
material. Through in-depth thinking, students are able to connect instrument playing technique to
applying musicality in what they are playing. In applying that knowledge, the students are able to provide
an end result of having the audience feel the music through dynamic expression, variety of articulations,
and mental focus for note accuracy. These concepts are encouraged to continue developing by partner
practicing and asking peers for constructive feedback.

Highlight the prior knowledge and interests of students in your classroom.

Before attending Junior high, the students are one year into band. They come in nervous about starting
secondary school education, but as the semester has gone on the students feel comfortable coming to
class. They already knew the fundamentals of playing their instruments, therefore it was our job to expand
our student’s knowledge of the instruments and the theory behind music. They knew how to read
beginning notes on the instruments, so we scaffolded information on notes beyond the staff. 7th grade
students had a working knowledge on the B flat, F, and E flat major scales. Throughout the year of 7th
grade, we push the ranges of each instrument by adding more scales, assigning full music pieces, and
providing feedback in sectionals per instrument group. The 8th graders are already familiar with how to
effectively practice their instrument. They know how to be musical while thinking critically about how
they preform. I used pre-assessment skills of sight reading to see how they can already recognize key
signatures, time signatures, and tempo markings. 8th grade band students are very successful in reading
 music and performing musically with mature technique and sound. Throughout the day, I got to know the
students through their frequent interactions in the band room. We discussed their day, homelife, and their
interests. I used their interest in sports, roller skating, and food to assist in instruction and classroom
management.

Describe the implications these characteristics have on planning and instruction.

(e.g. What instructional strategies will you use to meet the unique learning needs of all your students?)
By knowing and understanding the students’ prior knowledge I can facilitate future instruction to scaffold on top of
what the students already know. I used multiple instances of partner practicing where students had opportunities to
work on teamwork, constructive criticism, and collaboration opportunities. I gave my students opportunities to raise
their hands and discuss what they observed within the rehearsal. They provide insightful feedback about the
ensemble’s overall performance.

Environmental Factors:
Describe district, school, and classroom environmental factors impacting the quality of education
for all of your students.

This school has the band room set up in a dry sound environment. Sometimes it is difficult to hear the full
ensemble from the podium. We were able to reshape the direction of the ensemble to help the acoustical
sound. Because of the poor build of the band room, students are struggling with ensemble balance. After a
while, students get used to the dry space to help them preform better in a live sounding area. The school
building itself is older with not a lot of windows coming into the building. The students feel warmth and
welcomed because of the atmosphere the student and teacher relationships. I added colorful decorations to
make the room feel lively and spacious for the students to fully focus on what they are learning.

Describe community and family environmental factors impacting the quality of education for all of
your students.

Throughout my time working in the secondary school, COVID restrictions in my district have been
lifting. Parents are now able to come into the school and volunteer to help teachers. Having supportive
parents in the band booster program allow my cooperating teacher and I focus on educational tasks while
the parents help the bookkeeping The socio dynamic culture of the school is varied. Many students come
from homes where both parents have good middle to upperclass jobs, but about half of the school are
under one income households or where both parents are working doubles to keep up with the cost of
living. Students who come from financially struggling families are responsible with keeping up with tasks
and willing to fundraise for their band payments. They are also sometimes shy to ask for help with
assignments, so as the teacher we make sure they are able to have everything they need to be successful in
school.

Describe the implications these factors have on planning and instruction.

(What instructional strategies will you use to address the unique environmental factors impacting each
student?)

For students in homes with very little parent/guardian involvement in their student’s education, we provide extra resources
for help. They can come in during studyhall/seminar time for tutoring if they cant come in after school. We try to have
no after school rehersals, but if we do, we make sure to contact parents to see how their student is getting home. If a
guardian is unable to pick up their student at a specific time, we make sure to wait for the sutdent’s parent or the
student may leave early if needed. I do my best to work with the students and their parents for the best education
possible for the student. During seminar time, I provide extra practice rooms in case students need an area to focus on
advancing their musicianship skills at school and they can do it in an area they feel safe.
 Contextual Information and Student Learning Adaptations Template
(Continued)

Focus Students Information

Provide information about the two focus students you selected from the class in which you will be teaching your
unit that you feel would benefit from modified instruction. You MUST choose one student with
exceptionalities or an English Language Learner as one of your focus students. Complete the chart below
referring to these students only as Student A and Student B. Do not use proper names.

Describe this student using
information from the
Contextual Information and
Student Learning
Adaptations
Student This student is a black
A male who has ADHD and
has dyslexia. He often
zones out during class and
does his own thing.
Why did you select What did you find out
this student? about this student?
Address characteristics
from the Contextual
Information and Student
Learning Adaptations
This student sits Cognitive- He often is
in the back of disinterested in the activity. multiple ways for
I have to be on top of him to
the classroom on get his instrument out. If he
his computer is by friends, he is able to
instead of sitting participate in the
with his section. lesson/material more
He says he is because he is pushed by
peers.
charging his
computer, but he Emotional- He often gets
is looking at frusturated when he gets
other music to caught doing something he
play/practice isn’t supposed to be doing.
My CT and I have done
outside of the everything to check up on
material we are him to make sure he is
learning. He will doing mentally well. We
participate in the also contacted his parent to
music when he make them aware of what is googling things on
happening at school, but he
is interested, but is struggling with the same
you have to stay attitude at home.
on top of him
constantly to get Physical- This student is
him to taller than most of his peers. music, but not for
He is lanky, so sometimes it
participate. is complicated for him to
play his instrument. I tried
introducing an alternative
position to make it more
comfortable for him, but he tabs to keep him
doesn’t seem to try to fix
anything to make him
comfortable.
Based on this
information what are
the implications for
this student’s
instruction?
I have offered
him to learn the
music. We ear
train him to pick
up the music by
audiation, then he
can connect the
notes to what is on
the page. I also
stay more on top
of him during
rehearsal to make
sure he is actually
playing his
instrument verses
his computer. It is
okay for him to
have the computer
out to look at
random searching.
I use the program
“gogaurdian” to
close unwanted
on track.

Social- This student is able

to communicate with his

Describe this student using
information from the
Contextual Information and
Student Learning
Adaptations
Student This student is a white
B male who is gifted and
excels in his academic
courses and band class.
He does his best to try
hard and takes feedback
seriously.
peers effectively. When he
is around his social group,
he is active and willing to
follow their lead.
Sometimes he over chats, so
he moved himself into the
back of the room, but he
isolates himself from his
social group.
Why did you select What did you find out Based on this
this student? about this student? information what are
Address characteristics the implications for
from the Contextual this student’s
Information and Student instruction?
Learning Adaptations
This student is Cognitive- This student We give him short
constantly does his best to ask instructive
insightful questions about
practicing his the music. He wants to
feedback because
instrument. He is know how to blend his he takes it and
always willing sound into those around him applys it when
to ask for and become an effective preforming. I have
feedback on his musician inside and outside given him extra
of rehearsal.
performance, tasks of analyzing
and applies it Emotional – He is hard to music whenever
right away. He read his emotions. He he seems
asks how he can always has a smile on his disinterested. If he
help in the band face and is constantly is chatting to his
laughing. He can sometimes
room for distract students around him
stand partner, I
educating the because he is super chatty make sure he pays
class or by whenever he is in a positive attention by
picking up after mood. calling out his
others. He also name and asking
Physical- This student is
is willing to step tall and plays the trombone.
what I said. He
forward and He is able to use his body responds
assist with type to play the instrument accurately, so I try
struggling well. He takes great deep to keep him
students. breaths to support the size playing during a
of the instrument compared
to him.
rehearsal with the
rest of the
Social- This student was ensemble.
previously homeschooled
until this year in 8th grade.
Sometimes it is difficult for
him to read social cues, but
he has caught on quickly to
the social life of a teenager.

Unit Overview

Category Description
Grade Level
7th and 8th grade band

Content Area Middle school band

Unit Topic “Into the Clouds” ¾ meter and solo preformances to improve ensemble
balance

State Standards/Common
Core Standards Addressed
(written format)
MU:Cr2.1.8b Use standard and/or iconic notation and/or audio/ video recording to
document personal rhythmic phrases, melodic phrases, and harmonic sequences
MU:Pr4.1.8a Apply personally- developed criteria for selecting music of contrasting
styles for a program with a specific purpose and/or context, and explain expressive
qualities, technical challenges, and reasons for choices.

How does this unit address
state curriculum standards?
Identify and connect School
Improvement Goals related
to this unit
Rationale (why is this unit
appropriate?)
MU:Pr6.1.8a Perform the music with technical accuracy, stylistic expression, and
culturally authentic practices in music to convey the creator’s intent.
Students will sightread, practice, and preform the piece “Into the
Clouds”. We will break down accidentials, dynamics, time signature and
the key signature in the music. Students will preform and recognize how
their part fits into the whole ensemble sound.
The school mantra is “where excellence lives.” We show excellence by
measuring successes for each student. Those successes are measured
through student’s effort into learning the subject. These students will
leave the unit knowing how to read ¾ time and knowing how to listen
across the ensemble to create a musical, balanced sound to feature
soloists.
This piece/unit is created for an 8th grade band. These students are
preparing to start high school next year. It is important for them to
understand the proper way to balance their sound in an ensemble so they
can be prepared for the mature rehearsal and performance standards of
high school band.

Instructional Unit Objectives

Learning Goals and Objectives: What will students know and be able to do at the end of this unit?
Unit Goal:

Objective # Unit Objectives Level(s)

(Bloom’s Taxonomy)

1 Students will identify ¾ time signatures and count 1

measures successfully.
2 Students will recognize other members and their sound 1
within an ensemble.
3 Students will understand how to play in an ensemble with 2
a mature sound and present the material in an effective
way.
4 Students will preform music showcasing certain members 6
of the ensemble.
5 Students will identify and play dynamics without 1&6
overpowering the forte dynamic.
 Instructional Design Template

Lesson Date Unit/Lesson Instructional Strategies/ Description of Formative Describe Specific Integration*
Objectives Activities Assessment Adaptations/ T R C I C
(formal/informal) Differentiation S S T C R
All Focus
Students Students
1 4/4 Pre-Assessment Students will listen and Informal- Are the students None Student A Y Y Y N N
sight read the music understanding the time needed an
together as an ensemble. and key signature of the extra push
piece as students read to start
through? reading the
piece.
2 4/6 Identifying Solos All instrument sections Formal- Students will None Student B Y Y Y Y Y
preform when they have record themselves playing was the
solos within the piece the solo section. They will loudest
upload the recording to be player. He
graded. provided a
whole
sound to his
instrument
section.
Student A
zoned out
when he
wasn’t
playing, so
I kept
jumping
back to his
instrument
section so
 he would be
more
prepared to
play
whenever.
3 4/13 Reading and Students will count and Informal- I will listen for: Some Student A N Y Y Y Y
understanding clap tricky rhythm Can students clap their students did not
rhythms and music sections together. Students rhythms accurately? Can needed a need his
will listen for rhythms that students answer the metronome computer,
are not their own. question: What other or so I took
rhythms are happening individual that away
whenever you are not practice so he can
clapping or counting? before focus on the
playing as a music.
group Student B
helped
students
identify
multiple
rhythms
and when
they were
happening.
4 4/20 Applying dynamics All sections will warm up Formal- Studnets will none Student B Y Y Y Y N
and instrument using different dynamic listen and adjudicate pushed the
balance markings. In the music, certain sections of the dynamic
they are challenged to ensemble playing growth of
exadurate the softs and dynamics. They will say if his section.
preform the louds without they heard dynamic His
blatting. changes or not, and contribution
students will discuss ideas helped the
that will help the overall ensemble,
dynamic performance. so we used
him to
example the
sound.
 Student A
needed to
be by his
peers in
order to
achieve
dynamic
contrasts
5 4/25 Post Assessment Students will preform the Informal- Can students None Student B Y N Y Y Y
music together as an play this piece all together was acting
ensemble multiple times without a metronome? out of
with some feedback character
inbetween. for him, so
we gave
him an
opportunity
to help the
class and it
boosted his
morale.
Student A
was
participatin
g extra
without the
use of the
meteronom
e.

*TS- Lesson integrates technology skills; RS- Lesson uses reading strategies; CT- Lesson demonstrates the use of critical thinking strategies; IC- Lesson demonstrates
integration of content across and within content fields; CR- Lesson utilizes community resources

 Instructional Design Template (continued)
1. Learning Strategies:
Explain how you included multiple learning strategies to address diverse cognitive, physical,
emotional, and social needs of all your students.
Students were challenged by the peers around them. They saw how their peers learned and
applied new practice strategies to their individual learning needs. This encouraged group
thinking throughout the ensemble. I also did individual practice videos and assessments for
students to evaluate themselves. Students listened to recordings of themselves and other
ensembles playing this piece so they can see the progress they have made throughout their time
learning it.

2. Adaptations/Differentiation to Meet the Needs of All Students:

Explain how your instructional strategies were designed to address the contextual characteristics and
pre-assessment/diagnostic assessment information gathered on your students. What strategies did you
use to provide equitable opportunities for all students? What adaptations/differentiation did you make
to address varied reading levels and/or students with special needs? What adaptations/differentiation
did you make for Focus Students A and B
I designed assessment based on what is most effective for my students. I allowed students to
preform in person or online depending on their comfortability. I did not want my students to
feel pressured to play for me if they were not prepared. If students were unable to grasp
dynamics or the ¾ time concept, I took time during study hall/seminar time to work with these
students individually. The one on one feedback allowed them to work at their own pace to learn
the content. For student A, I made sure to constantly keep him playing and engaged. If he was
unable to read the rhythms or notes on the page, I assigned him a partner to keep him on task
and show him fingerings and notes as needed. Student B did a lot of the leading in the rehearsal.
To keep him from talking to his partner, we shifted his seating where he can focus best.

3. Active Inquiry, Student Centered, and Meaningful Student Engagement:

Justify in what ways this unit is student centered. Describe how students were meaningfully engaged
in active inquiry (i.e. questioning concepts, developing learning strategies, seeking resources, and
conducting independent investigations).
Students were engaged by answering facilitated questions on overall performance, how they
were successful or not, why things happened the way they did, and how to identify mistakes and
what to do to correct them. These type of questions offered a variety of answer types. There is no
such thing as an incorrect answer. Students are able to analyze the music in their own way.
Sometimes one student made a point that another student took note of. Having student
discussion and input in the music makes the lesson student centered. They are able to control the
rehearsal by saying the things that need to be improved together.

4. Integration of Technology:
How did you use technology to plan and teach your unit?
GoogleClassroom is a beneficial teaching tool. I was able to make assignments for my students to
record and view their own improvement. I also posted presentations and information about the
context of the piece.

How did students use technology to enhance their learning?

Students viewed the postings in google classroom. They are able to read into the composer’s life
and intention of the creation of the piece. By knowing the context of “into the clouds”, students
can learn how to apply their interpretation of musicality. They can preform the piece in the
intention of the composer.
5. Integration of Reading Strategies:
What reading strategies did you use in your unit? Why did you choose these specific strategies? How
did these strategies support your students reading development and content knowledge?
(include at least 3 reading strategies in you unit)

We broke down the rhythm of the piece. Breaking down the rhythm is the root of how the piece
moves when the notes are played. After clapping and reading rhythms, we analyzed and found
different articulation patterns and accidentals throughout the piece. Because most of the piece is
in F major, sometimes it transposes into B flat major. Seeing where those accidentals are and
how they fit into the piece are helpful for students to play. The articulation styles benefit the
overall performance effect of the piece. The last portion of reading was piecing everything
together. We applied the rhythms, notes, and articulations of multiple aspects of the composition
together. This created the whole of the composition.

6. Integration of Critical Thinking Strategies:

How did you address critical thinking, problem solving, and higher level thinking in your unit?

Problem solving skills were facilitated through questions about the material. I asked how certain
things should sound, how can those techniques be practiced, how does it look on each
instrument, and to the ensemble as a whole: what can we do to improve at the end of each
rehearsal. What went well? What did not go well? What can we do nextime to help one another
sound the best we can be. Each person can give insight because every student will have a
different idea and answer based on how the question connects to them.

7. Integration Within and Across Content Fields:

How did you demonstrate integration of content within and across content fields? How did this
integration enhance your student’s ability to understand relationships within and across these subject
areas?

Students are able to make multiple connections with what they are doing in classes. We dive
research into the composer’s history to incorporate literacy and global connections. The
students are able to learn about a person’s lifestyle and culture to see how it connects to them
personally. We also incorporate multiple parts of math due to the nature of rhythms being an
aspect of fractions. When students were having trouble with 16th notes, we broke it down into a
visual aid of a pie chart to connect to a visual of math.
8. Community Resources:
What community resources did you use to achieve your unit goals and objectives and foster student
learning?

To help our brass students, we pulled in a brass expert from the President’s Own Concert Band.
He plays nationally. We had the opportunity to have a masterclass with our low brass students
for them to receive specialized feedback how to play their instruments from an applied pedegog.
This helped students figure out how to control their sound in extreme dynamic ranges. The
overall performance of “Into the Clouds” was successful because students understood how to
control their instrument.
 ENTRY 11
Unit Assessment Design Template
Elementary 4th Grade Students: 16th notes
I created this lesson plan in my final education class, but I was able to share this unit with 4th
graders during my time student teaching. Because they were already familiar with the concept of
16th notes, we did not go into much detail but did a lot of practice and review on the subject.

Pre-Assessment / Diagnostic Assessment

Describe the Explain the Explain the specific Which unit Describe how specific
pre- rationale for adaptation(s) made objectives does student results
assessment choosing this for Students A and this assessment impacted your unit
you will use- assessment. B OR why no address? plan.
What is the adaptations are (each learning How do you plan to
format? needed. objective must be differentiate for all
assessed) learners?
Formal Students This My focus student This assesses Students were slow
will identify assessment A is often ready their previous to enjoy the subject
changes of allows for class and is knowledge of at first. It felt easy,
rhythms and students to encouraging rhythms. It then I started slowly
identify if it slowly students to follow also applies adding tricky
is a fast or become re- her lead. She quarter note concpts by changing
slow acquainted wants everyone to knowledge rhtyhms to a dotted
change. I with 8th notes see her success. they are 8th 16th, two 16ths
am and their Student B is a comfortable and an 8th, and
watching for divisions of student who stays with and eventually a
student rhythms. in their own already know combination of 16th
responses corner and is while also notes with 8th notes.
within their hesitant to the introducing For those who
body for activities because new material. learned faster than
their they are This helps their others (Student A) I
individual preforming below critical had them do a new
understandi their grade thinking and activity on their own
ng of the average. I growth by after completing the
material. adjusted for scaffolding first assessment.
student B by new With the students
doing the activity knowledge who were slow with
longer than onto old and the pre assessment, I
planned so that he familiar took extra time to
can take the time material. explain how 8th
he needs to re- notes and quarter
aquaint himself notes are different,
with the subject. and what makes
them different.
Informal
Please provide a narrative description of your pre-assessment

See attached document Below

Formative Assessment
 Describe the Explain the Explain the Which unit Describe how
assessment you rationale for specific objectives does specific student
will use-What is choosing this adaptation(s) this assessment results impacted
the Format? assessment. made for address? your instruction.
Students A and B (each learning
OR why no objective must be
adaptations are assessed)
needed.

Formative 1 I will use a This allows Student B This uses Other than
rubric to see students to put needed some critical Student B, my
students the rhythms onto extra time and thinking skills students were
understanding their bodies. It is patience with while also able to grasp
of 8th note a yes or no grasping the building the the activity
rhythms accomplishment, material. I fine motor pretty quickly.
through body and if students pared together movement of They knew
percussion are unable to student A and the students. how to
application. achieve success B. Student A Students are accurately
in patting and was able to scaffolding divide and
recognizing 8th help Student B new recognize 8th
notes, I can alter understand the knowledge on notes
my instruction rhythmic top of familiar compared to
methods to meet concept from a information. quarter notes.
the needs of my peer
struggling perspective.
students.
Formative 2 The rubric will This allows The same issue Same as More students
be similar, but students to put happened with Formative 1 were
students will the rhythms onto student B successful
th
recognize 16 their bodies. It is during this during this
notes through a yes or no activity. I next activity.
speaking and accomplishment, continued Because they
patting on their and if students paring student knew what I
bodies rhythmic are unable to A and B with was assessing
patterns. achieve success eachother. on, they took
in patting and Student A took time to break
recognizing their time to down the
spoken 16th learn because material to
notes, I can alter they were understand
my instruction helping student what the
methods to meet B who was rhythms are
the needs of my struggling. and how they
struggling fit into the
students. music.
What is the I want my students walking out of class feeling successful. I will measure their growth
minimum level of by if they exceed their goal for the day. I expect students will show effort to try to
performance you
expect all
maintain the material. The effort will show their willingness to learn the lesson. I at least
students to want my students to show that they are attempting to learn.
achieve on the
formative
assessment?
 Summative Assessment
Describe the Explain the Explain the Which unit Describe how
assessment you rationale for specific objectives does specific results
will use-What is choosing this adaptation(s) this assessment will impact what
the format? assessment. made for address. you would teach
Students A and B (each learning next.
OR why no objective must be
adaptations are assessed)
needed.

Summative I will use a This rubric Student A The objectives These results
rubric to show provides struggled covered show from applying
student’s specific grasping the student’s the summative
understanding feedback on concept at first, willingness to assessment lets
of 16th notes what I am but after participate in me know what
through writing looking for in working with lessons. They the next unit is
a song or poem students usage student B and are able to going to be. If
with a phrase of 16th notes in helping them, demonstrate they know
that can a literary Student A had the final how 16th notes
properly apply context. I will extra time to application and work, we can
16th notes also provide grasp the understanding sing 16th notes
th
specific concept of the 16 note in different
feedback on because she rhythms. patterns on
the final was not afraid different
project through to ask pitches, or
notes at the end questions for preform them
of the rubric. both her and on orff
student B. instruments.
th th
What is the I want students to show growth and understanding of 8 and 16 notes from the
minimum level of beginning of the unit. If they started confused, I want them to end at least understanding
performance you
expect all
rhythms break down into smaller units. By the time the summative assessment is
students to administered, I want my students to at least show some understanding that they know
achieve on the how rhythms and steady beat is divided.
summative
assessment?
What differences Some groups of students learn faster than others. That is when I have to alter the pace of
might you expect the lesson to meet the needs of both groups. If a handful of students do not know the
in the
performance concept, Ill do multiple practice activities before administering more formal
between the assessments. I will do informal assessments along the course of activities to see if those
subgroups and students are learning the material at a pace that works for them.
the remainder of
the class?

See Document below about extra descriptions on the assessments and how the assessments were
used in context.
 Analysis of Assessment Procedures
Presentation and Analysis of Assessment Data

Pre-Assessment/Diagnostic Assessment Data

•Disaggregate your data using at least two contextual factors in chart/graph/table form (e.g.,
male/female, ethnicity, SES. etc.).

Students who are from stable households learned the material faster because they sought help
from peers or me as the teacher. Students who preform below their grade took a while to grasp
the activity leading into the assessment. This slowed the above average performance students
down, but that allowed them to fully grasp what they were learning in order to show success of
the material.

•Analyze your pre-assessment results.

The students were successful in the review of the material and adding new vocabulary to their
content mastery.

•Discuss the results in reference to your learning goals and objectives.

The pre-assessment was to see how many students would master the subject with a small amount
of instruction. By the time the summative assessment came around, I wanted my students to show
growth and mastery of the subject. Students matched the objective of “students will understand
how to recognize divisions of quarter notes and steady beats” and “Students will identify 8th and
16th notes in succession”.

•Describe how you used pre-assessment data to proceed with instruction for all students. What
specifically did you do for Focus Students A and B?

Once I saw Students A and B work together the first time, I realized they both helped eachother.
Student A had someone to invest their quick learning abilities and share their knowledge to
student B. Because student B needed one on one instruction, student A was a great tool for
student B to obtain peer point of view on the content being learned. After the pre-assessment, I
continued to set these students up together. This allowed me to facilitate multiple activities to
keep up with my pacing of instruction.

•Based on your data, how do you plan to differentiate for all learners?

I plan on using this data to facilitate my instruction at different paces. Because some students
learn faster than others, I will pair students in groups so they can help eachother learn. I altered
the lessons on the fly into partner learning experiences so students have time to discuss with peers
on the content.
Formative Assessment Data
• Analyze your formative assessment results.

My formative assessments helped me measure the constant growth of my students. It was a

simple “yes” or “no” if students were accomplishing the material. If there were more no’s than
yes’ in a column, I revisited that topic and created more lessons and practice material with 16th
notes for students to understand the applied material.

•Discuss results in reference to your learning goals and objectives. Are students learning what you
intended them to learn?

Students are developing learning the material at this point. Seeing students try the planed
activities is showing effort and growth. They have opportunities to provide feedback and ask
questions about the material as they learn it. Depending on the student’s energy throughout the
day, I adjusted my instruction to movement or sitting or instruments based on what the students
needed at the time for their attention.

•Discuss any adaptations based on the results of the formative assessments.

The first formative assessment was not very successful. I revisited the practice songs included in
the lesson, and provided extra activities associated with it. We used speaking, singing, body
percussion, improvisation practice, and tubanos and Djembes in our lesson.

•Identify differentiation needed to help all students meet the goals and objectives of the unit.

With the approach of the second formative assessment, I changed my lesson material. I used
more visual and tactile activities to get students interacting with 16th notes more. They are
interested in the subject when they have a scramble of activities. Giving them a variety of
learning methods helped with attention span and retainment of the material.

•Provide evidence that you are persistent in helping all your students succeed. What specifically did
you do for Focus Students A and B?

.I continued having these students work in pairs. I also provided a variety of opportunities for
students A and B to work in groups with other people. By giving students multiple learning
environments with different students, they gain perspectives of ideas they would not have came
up with on their own. Different perspectives provide an indepth idea on how their peers might
think and how it connects to them.

•How did you report these results to your students to help them become more responsible for their own
learning?

I gave the students their paper assessment forms with specific notes for the students. The notes
were explaining the concept in a way where students can see what they are not understanding
and feedback on how to fix and practice the material on their own. I also came up with online
worksheets through google classroom that students could interact with during snow days to help
practice the material on their own.

•How did your students use this information to enhance their own learning?
The students take this feedback and use it to help their peers. In my classroom, we do
constructive sandwiches. We provide positive feedback, something they can work on, and another
positive thing the student was successful with. Working with others helps the students evaluate
themselves on the 16th note concept and it’s usage in music.

Summative Assessment Data

•Disaggregate and analyze (in chart/graph/table form using the same contextual information from the
pre-assessment) your results to reveal differences of achievement based on the students that fall within
different contextual factors. What did the disaggregated data reveal?

This data reveled to me the majority of my students understood how 16th notes worked. Those
students who struggled with the summative assessment but not the other assessments were
confused on the assignment, but did not get docked points. They showed measurement of
progress from the beginning of the unit to the end of the unit. They demonstrated a basic
understanding of 16th notes.

•Discuss these results in reference to your learning goals and objectives. Did students learn what you
intended them to learn? Specifically describe your evidence.

Students were able to specifically learn the data because they showed growth from the pre
assessment to summative assessment. They were able to noteate 16th notes on paper, or write a
phrase to show the rhythmic integerety of 16th notes. The students who struggled showed division
of syllables which was close to the concept of breaking down a quarternote rhythms. The
majority of students were able to show success in understanding 16th notes. Those who were not
successful were the students uninterested in the course, no matter what I did to get them engaged
with the material.

•Did Focus Students A and B learn what you intended them to learn? Specifically describe your
evidence.

Focus students A and B did learn what I wanted them to learn. Student B was most successful in
their growth once they started working with students that pushed them to learn. Student B was
constantly engaged with the lesson because they had someone to ask their questions to for
conformation on the subject matter. Instead of blurting out answers like usual or making
comments to the class as a whole, Student A was more behaved because she can filter her
understanding of the material to student B. they both helped eachother be successful in this
portion of the unit.

• Discuss at least one intervention for future instruction for any subgroup performing lower than the rest
of the class. What changes could be made in this unit to help all students be successful?

All students will be successful with multiple ways to interact with songs. I can shift my pacing and
instruction to incorporate multiple learning strategies for all students to feel like they are
encountering the material at their comfort level.
 Self-Evaluation of the Instructional Unit

Name: Ms. Tadda. School: Cooper Elementary School

1. Select the learning objectives where your students were the most successful. Provide two or more
reasons for this success (Be specific and provide evidence). Consider your objectives, instruction,
and assessment along with student characteristics and other contextual information under your
control. Were Focus Students A and B successful? Why or Why not?

Students were successful whenever students learned how to identify 16th notes through selected
songs during the practice portion of the lessons. Having the students listen to the songs multiple
times allowed students to really get the feel of the material in their ear. They also were able to move
around to the music after the 3rd listening and put the beat on their body. As they were focusing on
the steady beat, they understood rhythms were happening as they were feeling the main beat. The
assessments were measured after encountering a song multiple times so that students had multiple
forms of practice with the material. In the beginning, student B was confused and slow to
understand the material. I took a lot of time to work with student B until realizing student A could
benefit student B.

2. Select the learning objectives where your students were least successful. Provide two or more
reasons for this lack of success (Be specific and provide evidence). Consider your objectives,
instruction, and assessment along with student characteristics and other contextual information
under your control. Explain any mid-unit adaptations you made to enhance learning for all
students. Discuss what you could do differently or better in the future to improve your students’
performance. What would you do differently for Focus Students A and B?

Students were the least successful when learning the “Students will accurately respond and practice
speaking the song Love Somebody #2 with accurate rhythm and tempo” objective. Because it was
the first objective, students were slow to understand the goal. Even though it was mainly review, I
assumed it would be easier to grasp. I adjusted my lesson to meet the needs of my students through
more movement, more listening, and different rhythm activities on one pitch. We reviewed rhythm,
steady beat, and how music is comprised of different rhythm patterns. I asked students which ones
they know of so far. If someone said 16th notes, I acknowledged their answer, but I did not say
anything about that was what we were learning. I also added multiple forms of group/partner work
so students can bounce ideas off of one another with the song “love somebody.” They compared
rhythms, patting the beat, and understand how speech patterns can connect to rhythm patterns in
songs. Going forward, I will include both individual and group practice of the applied material. I
will also incorporate more activities for all student’s learning needs.

3. Discuss how and in what context you have communicated with students, parents, and other
professionals about your decisions regarding students’ learning and assessment. You must
address all three.

Whenever students come into class, we start the day by discussing how they are doing and how they
feel. By getting ot know my students, I know how they respond to certain types of assessment and
what helps them best learn in the classroom. If students were on IEP plans or 504s, it was really
important to discuss with the parent how to best help their student. Parent communication is
effective because they know how their student functions and thinks. I will shape my lessons
efficiently towards the student’s needs so they can feel accomplished and seen in my classroom. I
will also be inconstant communication with the other music educators in my district and the
teachers within my school. I ask for Ideas on a struggling student or lesson plans that proved
effective for their classes. Also, by discussing with a class’ homeroom teacher, I can figure out
classroom management strategies for their specific class, and I can discover effective learning
strategies for their group of students.

4. Demonstrate that you understand the School Improvement Process in use in your school and
explain how your efforts as a professional fit into it. How can you contribute to achieving the
school’s School Improvement Process goals?

Our school’s goal is to achieve excellence in all we do. This is done by providing an encouraging
environment into my classroom. I constantly encourage students to achieve what they can in the
way they can. Not every student will preform the same as the peer beside them. I want my students
to understand I am only measuring growth and their grasp on the concept, not how smart they are.
They achieve excellence in the classroom through putting in effort and exceeding the goal they set
for themselves. You can only move forward in success, not backwards. I do not want my students to
think they can’t accomplish anything without putting their mind to it.

5. Reflect on possibilities for professional development. Describe at least two professional learning
goals related to your professional strengths and weaknesses revealed by teaching this unit.
Identify two specific activities you will undertake to improve your performance as a teacher in the
critical areas you identified.

After teaching this unit, I want to learn how to read my classroom more. I missed a few students
and watching how they developed during my informal assessments between my formative
assessments. I will do this by watching other teachers and observing how they have success in large
classroom settings. I will also have peers come and observe my teaching to provide me feedback on
how I can successfully become an effective educator. I believe I am always learning and growing as
a professional in my field so that I can be the best teacher I can be for my students. Another thing I
do well is recognizing when students are becoming disinterested in an activity. I quickly shift to a
new song or subject to gain my student’s attention again, then I transfer back to the original
subject. This allows my students to practice new material, and seeing the original content from a
refreshed perspective.