Contextual Information and Student Learning Adaptations Template

Total Number of Students in the School: ______444________

School Socio-Economic Make-Up (i.e., % free and reduced lunches): ______17%_______

Class Class Class Class Class

1 2 3 4 5
Grade Level/Subject Taught 5th Music 5th Music 5th Music 5th Music N/A
Number of Students in Classroom 22 20 23 22 N/A

Contextual Information:
(List the number of students identified in
each class you teach and identify the class in
which you are teaching your unit) accommodations, or modifications you
Gender
Number of Females:
Number of Males:
Ethnic/Cultural Make-Up
Caucasian/White:
African American/ Black:
Hispanic/Latino:
Asian/Pacific Islander:
American Indian/Alaskan Native: 0 0 0 0 in the classroom.
Language Proficiency
Number of English Language Learners
(ELL):
Academic Performance
Students Performing
Below Grade Level:
Student Performing
Above Grade Level: 2 3 3 4 those who are performing above grade
Students with Special Needs
Learning Disability:
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:
Class Class Class Class Class Student Learning Adaptations:
1 2 3 4 5 (Describe at least one example of a strategy to
H S B M provide equitable opportunities,
attempted for any student identified within each
contextual characteristic)
10 12 13 10 Modifying language in the classroom to
12 8 10 12 include all gender identities.
The songs in the lessons can be chosen to
16 16 16 15 be more culturally inclusive. Embracing
2 3 3 3 who my students are and incorporating
3 1 3 2 culturally relevant pedagogy can help
1 0 1 2 make the students feel more comfortable
Using visual aids to help students who
0 0 0 0 might not understand what we are saying.
The work in the lessons can be structured
to better support students’ individual
1 2 1 2 needs. Creating more comprehensive and
expanding activities and projects for
level, and less complex and slower paced
lessons for those below grade level.
1 2 0 2 For students with special needs, the
2 0 1 0 lessons can be adapted to help them be
0 0 0 0 successful. In music, a way to adjust is
0 0 0 0 looking at the end goal. Have they moved
0 1 0 0 towards the end goal and improved from
0 0 0 2 where they started? I think it’s also
0 0 0 0 important to utilize resources in the
0 1 0 3 school such as special ed teachers and
0 0 0 0 paras to make sure each students’ needs
0 0 0 1 are being met.
0 0 0 0
0 2 0 0

Contextual Information and Student Learning Adaptations Template

(Continued)

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

Most of the students in my classroom are cognitively where they should be at their age. Some are above
and some are below average as well. None of my students have any physical limitations are challenges.
There are quite a few who have emotional and social challenges. They struggle in the classroom setting, and
there are a few who are often not in class because they are working on controlling their emotions.

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

My students have prior knowledge in instruments, dynamics, solfege, notes, and rhythms. There are a few
who have not had this background before this year, so that makes some of the lessons I teach more adaptive
to fit their learning needs. They are very interested in getting to play instruments in the classroom.

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?)

When in the classroom, I must utilize a variety of instructional techniques. Students learn in a variety of
different ways, and I want to make sure they are set up to succeed. These strategies are built to make sure the
students are able to make progress from where they were before.

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

Some environmental factors come from distractions in the building. Our classroom is right next to the
resource room where students with special needs in regards to their emotional and behavioral being go to
cool down. This makes it easy for the class to get distracted by loud noises. This is something we have
had to work to bring away from their attention, so we can finish our class.

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

The community is very supportive of the school and their educational efforts. Some students may have
their challenges in their home life, which can lead to challenges in the classroom.

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?)

This impacts my instruction, because I take time to make sure the students have an environment that they
can learn in. Sometimes when there’s distractions around us, we may briefly have to regroup. I make plans to
be ready in case my students need to be given extra assistance in creating a successful environment.
 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
A This student has some
cognitive and physical
needs that cause them to
need extra assistance in
the classroom.
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
Cognitive
I work with this Functions below grade This student needs
level, takes longer to
student directly, process the concepts.
extra attention in
and I have the room. It is
enjoyed getting Emotional helpful for them to
to work with Can feel frustrated when not take time to work
them and see getting the concepts, but one on one right
they calm down when given
their joy in the encouragement and
next to them while
classroom. reinforcement. the other kids are
able to play on
Physical their own.
This student can have
medical complications arise
in class. While it’s only a
possibility, extra precaution
is taken.

Social
Very social and loves to be
in the classroom.
 Describe this student using
information from the
Contextual Information and
Student Learning
Adaptations
Student
B This student is very
passionate about music.
However, sometimes they
get over excited and not
follow classroom
procedure.
Why did you select What did you find out
this student? about this student?
Address characteristics
from the Contextual
Information and Student
Learning Adaptations
Cognitive
I selected this Functions around where
someone their age would.
student, because
I loved their Emotional
passion for Excited to be in the room,
music, but I doesn’t get overwhelmed or
have to also lose their cool.
make sure they Physical
aren’t getting No physical limitations.
out of control
when they get Social
excited. Very friendly and helpful.
Loves to talk and help
others in class, which can
lead to a distraction for
some if not done at the right
time.
Based on this
information what are
the implications for
this student’s
instruction?
I can trust this
student will be
able to keep up
with the material.
I will need to keep
an eye out to make
sure they are not
getting off task
from what they
should be doing.

Unit Overview

Category Description
Grade Level 5th Grade

Content Area General Music

Unit Topic Introduction to Ukulele

State Standards/Common
Core Standards Addressed
(written format)
How does this unit address
state curriculum standards?
Identify and connect School
Improvement Goals related
to this unit
Rationale (why is this unit
appropriate?)
Cr.2.5.a Demonstrate selected and developed musical ideas for
improvisations, arrangements, or compositions to express intent, and
explain connection to purpose and context
Pr.2.5.b When analyzing selected music, read and perform using
standard notation
Pr.4.5.b Rehearse to refine technical accuracy and expressive qualities
to address challenges, and show improvement over time.
Re.3.5 Demonstrate and explain how the expressive qualities (such as
dynamics, tempo, timbre, and articulation) are used in performers' and
personal interpretations to reflect expressive intent.
Students will be creating, performing, and analyzing the music with the
goal of working towards a performance. This unit covers a
comprehensive level of looking at the music and how to view and
perform it.
Encourages creative thinking, helps build collaborative skills, and
encourages public speaking skills through performance.
This unit is appropriate, because it takes skills that they have learned in
music class such as improvisation, reading music, and performance and
puts them all together.

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 be able to hold the ukulele properly, identify the notes of Remembering;
the strings, and be able to strum the strings properly. Applying
2 Students will be able to properly play a C and F chord and transition Applying
between the two.
3 Students will be able to properly play a C and Am chord and transition Applying
between the two.
4 Students will be able to play C, F, and A minor. Understanding;
Applying
5 Students will be able to read ukulele notation and create their own Applying;
chord progressions. Analyzing;
Creating
6 Students will be able to perform their program songs using proper Applying;
performance technique including posture, proper ukulele playing, and Remembering
good singing skills.
7 Students will be able to evaluate their performance and find areas for Evaluating
improvement.
 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 3/31/22 Unit Objective 1 Go over parts of the Informal Assessment: Some Focus X X X
ukulele; learn how to hold Walking around and adaptations Student A
the ukulele properly; learn observing, have students included got a little
the notes of each string echo play something back more more extra
when played open string; in small groups. individual help one on
learn C7 chord; learn how one on one one during
to strum the ukulele. time with the lesson
certain to help
students, grasp
teaching at concepts.
a slower
pace.
2 4/4/22 Unit Objective 1 Review parts of the Informal Assessment: Some Focus X X
and 2 ukulele; review notes and Walking around and adaptations Student A
strum pattern; learn observing; asking included got a little
Coconut by Harry questions to see what they more more extra
Nilsson; learn the C major remember; hearing their individual help one on
chord; compare and analysis of the similarities one on one one during
contrast this chord to C7. and differences between time with the lesson
the chords. certain to help
students, grasp
teaching at concepts.
a slower
pace.
3 4/7/22 Unit Objective 2 Introduce a new pattern Informal Assessment: Individual Focus X X X X
for strumming; review C Walking around and one on one Student A
chord; introduce F major; observing; asking time for got extra
compare and contrast C questions to see what some; help and
and F; learn Are You concepts are sticking and slower only had to
Sleeping; practice what need to be revisited; paced focus on
fingerings for all 3 chords analyze performance of instruction; one chord
we have learned so far. the song while singing and differentiate at a time,
playing ukulele. instruction rather than
for those working on
who need a few in the
it; playing same
only one activity.
chord.
4 4/11/22 Unit Objective 2 Review C and F major Informal Assessment: Individual Focus X X X
and 7. chords; learn how to Walking around and one on one Student A
transition between the observing; asking time for only plays
two; introduce first questions to see what some one of the
program song; find the concepts are sticking and slower two songs
heartbeat and identify what need to be revisited; paced in the
chords used; start playing analyze performance of instruction; program
along with the song. the song while singing and playing one song and
playing ukulele; ask chord in the doesn’t sing
students where they think song; not along.
they can improve and singing and
what they did well. playing,
just
playing.
5 4/14/22 Unit Objective 4 Review the C and F Informal Assessment: Individual Focus X X
transition; play through Walking around and one on one Student A
Best Day of My Life; observing; asking time for only plays
introduce A minor; questions to see that some one of the
practice transition to Am concepts need revisiting; slower two songs
and F. are the students able to paced in the
perform Best Day of My instruction; program
Life? playing one song and
 chord in the doesn’t sing
song; not along.
singing and Focus
playing, Student A
just also takes a
playing. longer rest
in between
chords in
the
transitions.
6 4/20/22 Unit Objective 4 Review A minor; practice Informal Assessment: Individual Focus X X X
and 5 Am to F transition; create Walking around and one on one Student A
and play a 4 chord observing; asking time for only plays
progression in a small questions to see that some one of the
group; review Best Day of concepts need revisiting; slower two songs
My Life. are the students able to paced in the
perform Best Day of My instruction; program
Life? Are students able to playing one song and
create a 4 chord chord in the doesn’t sing
progression and play it? song; not along.
singing and Student A
playing, also needed
just extra
playing. guidance in
the 4 chord
group
activity.
7 4/22/22 Unit Objective 3 Review A minor; practice Informal Assessment: Playing one Focus X X X
Am and C transition; Are the students able to chord in the Student A
introduce Roar; review transition between C and song; not only plays
Best Day of My Life. A minor? Are the students playing and one of the
able to perform Roar and sing, just two songs
Best Day of My Life? playing. in the
program
song and
doesn’t sing
 along.
Focus
Student A
also takes a
longer rest
in between
chords in
the
transitions.
8 4/25/22 Unit Objective 6 Introduce a new strum Formal Assessment: Playing one Focus X X X
pattern; run through Best Are the students able to chord in the Student A
Day of My Life, Coconut, perform the three song; not only plays
and Roar. performance songs with playing and one of the
proper performance sing, just two songs
technique including playing. in the
posture, proper ukulele program
playing, and good singing song and
skills. doesn’t sing
along.
9
10

*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.

I addressed the needs of all my students by adapting my lessons to fit their needs. If they were at a
different cognitive level, I would adjust speed and give them more individualized instruction. If they
had physical needs, I would help adjust how they were positioned in the room. If they had emotional
or social needs, I would try to best adjust and structure the lesson to help set them up for success.

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 wanted to make sure that my lessons were adaptable to meet the needs of all students. Pre-assessment
and diagnostic assessment helped me to find the areas where students needed adaptations. Some
strategies I used included scaffolding the lessons to try and help students be successful. I looked at
cognitive, physical, emotional, and social needs of the students to help them. I made adaptations in
positioning, how much/little the students were working on in the lesson and adapted the amount of
interaction between students and myself. Student A got help with physical positioning, one on one
time, and changes in how much they were doing. Student B mainly had more adaptations to fit their
social needs in the classroom.

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 use hands on learning in this unit to get to explore a new concept. They get to create,
perform, and analyze music in a new way that is interesting to many of them. They are doing
independent activities in the classroom, developing their music literacy skills, and using critical
thinking skills.

4. Integration of Technology:
How did you use technology to plan and teach your unit?
Technology was used to plan out my unit by making PowerPoints and researching for the class.
Technology was also used to illustrate visuals of the songs to help students grasp their learning.

How did students use technology to enhance their learning?

Students used technology as a visual to help them visually see what the chords and strum patterns they
were learning. Students also used it as an audio example of how they should be playing.
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)

The reading strategies I used were standard music notation, flashcards to help practice concepts, and
reading lyrics to songs. I choose these strategies, because I felt they best fit the needs of the students
with this unit. To be successful in the performance of these songs, students would use these strategies
to help instill the concepts needed. These supported the content knowledge by teaching them how to
read the music, understand the patterns, and put words to the song. These strategies supported reading
development by giving the students practice at reading in a non-English classroom setting.

6. Integration of Critical Thinking Strategies:

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

Critical thinking was addressed through the use of creating chord progressions and seeing patterns in
the songs. Problem solving was used through figuring out how to switch chords of the ukulele,
working with a partner to improve skills, and finding areas of improvement and how to fix them.
Higher level thinking was used through discussion about how can the chords of the ukulele be
arranged, how do the strings change when we push down on them, and what we can create with the
ukulele.

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?

There was an integration into history within the first lesson of my unit where we discussed the history
of the ukulele and where it originated from. There was another integration into French using the
nursery rhyme “Are You Sleeping” which comes from French origin. We also integrated with English
throughout the unit by developing reading skills. These relationships made connections outside of our
music classroom to give students a full picture of the world around them. We have connections to
multiple parts of our planet and so does the music.
8. Community Resources:
What community resources did you use to achieve your unit goals and objectives and foster student
learning?

Our community resources that we used included utilizing another set of ukuleles from another school
and using our community space to give a performance for our school community. By using these
resources, we built a relationship with our community by spreading our joy through the topics we
learned in this lesson.