FORM UNIT

1st Grade Music

4 Lessons
(02/13/23 - 03/09/23)
EDUC 429 - Intern Seminar

Ms. Chelsea Greer

Mr. Uppercue
March 22nd, 2023
 Description of Student Population

For this unit, I will be working with Mrs.Grounds’ 1st-grade class on musical form. The

class is around 6 to 7 years old and has an even mix of genders. Through previous observations,

I’ve seen that they’re fast-paced learners and that they have a medium skill level regarding

music. This is a title 1 school mostly comprised of lower-income families. We also have 2 ESOL

students who can speak English fairly well but have a difficult time reading and writing in

English. One of these ELL learners is also an ESE student. This student has very few additional

support needs that are applicable in the music classroom; however, we do offer him a variety of

accommodations in the event that they are necessary (i.e. noise-canceling headphones, a quiet

break, fidgets, etc.).

 Rationale

​ I have chosen this topic for my Unit because I felt that musical form was the most

complex learning target for the third 9 weeks. After analyzing these students’ skills for a few

weeks, I realized that the students understood the differences between a melody and a harmony,

but that they could not identify sections in a form. The ability to analyze and discuss musical

form with correct terminology will aid these students throughout the rest of their musical careers.

This skill also allows them to practice organizational skills and problem-solving skills outside of

the music classroom. The first standard from CPALMS used in my unit is ‘MU.1.O.1.1: Respond

to contrasts in music as a foundation for understanding structure.’ This is the basic level for

understanding form. Students need to identify written and auditory patterns. I address this in my

unit with pattern-based warm-up games, patterned brain breaks, and using visual patterns to

discuss auditory patterns. The second standard used in my unit is ‘MU.1.O.1.2 - Identify patterns

of a simple, four-measure song or speech piece.’ I address this standard in our warm-up games

and in my short-form lessons on binary and ternary form. These songs are simple in structure and

include 4 - 8 measures of music. The last standard I focused on in my unit was ‘MU.1.S.2.1 -

Sing or play songs, which may include changes in verses or repeats, from memory.’ I addressed

this standard in my lessons by having students sing or respond to the melody of each piece of

music. I then asked them to tell me what the difference was between sections: i.e. higher or

lower, faster or slower, etc.

 Table 1: Standards, Goals, & Objectives

Unit Title: Tern in Your Forms!

Unit Topic: Types of Form - identifying, performing, and creating

Unit Goals Objectives Standards (code & full

text)

Students can create and Students will be able to create MU.1.O.1.1 - Respond to
improvise a melody and and perform a B section with contrasts in music as a
harmony in the given form. 85% accuracy. foundation for understanding
structure.

Students can describe the Students will be able to identify MU.1.O.1.2 - Identify patterns
difference between Binary, AB (Binary) Form with 90% of a simple, four-measure song
Ternary, and Rondo Form. accuracy. or speech piece.

Students will be able to identify

ABA (Ternary) Form with 90%
accuracy.

Students will be able to identify

ABACA (Rondo) Form with
90% accuracy.

Students can perform Binary, Students will be able to perform MU.1.S.2.1 - Sing or play
Ternary, and Rondo Forms AB (Binary) Form with 85% songs, which may include
correctly. accuracy. changes in verses or repeats,
from memory.
Students can sing while Students will be able to perform
accompanying themselves on ABA (Ternary) Form with 85%
the Orff instruments. accuracy.

Students will be able to perform

ABACA (Rondo) Form with
85% accuracy.
 Planning For Instruction

Diagnostic Data
Students are able to identify and demonstrate a steady beat, whole notes, half notes,
quarter notes, and eighth notes. Students can distinguish between different pitches and tone
colors. Students know and practice basic classroom procedures with reasonable accuracy. Based
on grades from the previous semester, I can see that the students in this class excel in music.
Every child received an ‘E’ on their report card, with a class average of 98%.

Other Relevant Information

● Definitions
○ Melody - The main idea in a song, the main notes, the lyrics, or the story
○ Harmony - The background music, chord borduns, or it helps the melody tell the
story.
○ Form (Binary, Ternary, Rondo)
- Binary Form - AB
- Ternary Form - ABA
- Rondo Form - ABACA
● Response to Form
○ Identify and describe each section (fast or slow, different lyrics, different notes)
○ Use movement to perform each section
- I will use visual aids to help with movements (i.e. pictures on the
whiteboard, letters, etc.)
- I will use verbal cues to help with movements that evoke an image (i.e.
snakes, washing machines, mushrooms, etc.)
● List of songs used in lessons

Valentine Poems Button You Must Für Elise Everything is Awesome

Wander Tegan And Sara
Arranged by me for 1st Common Nursery Rhyme Ludwig van Beethoven ABACBADA Complex
grade. ABA Ternary Form ABACA Rondo Form Rondo Form
AB Binary form Uses Do, Re, Mi, Fa, and Sol
Uses Do, Re, and Mi.

Lesson Plans:
Lesson Plan 1: Introduction to Form and Binary Form “Valentine Forms”
Lesson Plan 2: Ternary Form “Wandering Buttons”
Lesson Plan 3: Rondo Form “Fur Scarves”
Lesson Plan 4: Culmination of Form and Complex Form “Everything is Form”
 Lesson 1

Name: Chelsea Greer Date: 2/9/2023 - 2/16/2023 Period: 1st Grade

Ensemble or Class: 1st Grade - Valentine’s Poems Lesson Topic: Melody/Harmony/Form

Standards:
MU.1.S.2.1 - Sing or play songs, which may include changes in verses or repeats, from memory.
MU.1.S.3.1 - Sing simple songs in a group, using head voice and maintaining pitch.
MU.1.S.3.5 - Show visual representation of simple melodic patterns performed by the teacher or a peer.
MU.1.O.1.1 - Respond to contrasts in music as a foundation for understanding structure.
MU.1.O.1.2 - Identify patterns of a simple, four-measure song or speech piece.
MU.1.F.1.1 - Create sounds or movement freely with props, instruments, and/or found sounds in response to various
music styles and/or elements.
Long Term Goal: Students will identify, perform, and create melodies and harmonies within the 3 main types of musical
form..
Instructional objectives(s): Students will identify and perform AB Form (binary form). Students will improvise a poem with
rhyming words for the B section.
Key Vocabulary Instructional Materials/Resources/Technology:
Orff Instruments, whiteboard/marker, projector, a printout of
Melody: Sequence of notes in the same key, that creates a
B section lyrics
rhythm; the main line in a piece of music.
Harmony: The background parts in a piece of music.
Form: The order of a piece of music.
● AB (Binary) Form
Chord Bordun: A 5th played individually.
Pianissimo: Very quietly
Critical Thinking: Lesson Structure:
1. Which direction should we go towards on the Enter/Attendance
xylophone? Brain Break
2. What is the difference between a melody and a Lesson Intro
harmony? Lesson
3. Which part is the melody and which parts are the Performance
harmony? Clean Up/ Star Student
4. How many sections are in our form? Exit
5. What words rhyme in our poem? Can you come
up with other rhymes?
ESE Modifications CPLAMS Access Points http://www.cpalms.org/Standards/AccesspointSearch.aspx
(identify access point, if needed)
Independent: Use a teacher-selected sensory skill to recognize specified musical characteristics
Supported: Recognize a teacher-selected musical characteristic in a song or instrumental piece
Participatory: Attend to a teacher-selected musical characteristic in a song or instrumental piece
 Lesson/Rehearsal Procedures:
Pacing: Assessment:
Highlight Differentiated Instruction in Yellow
PREP - Have the MELODY written on the board
Students will be assessed on their ability
6 min. Entering/ Seating to create and perform a song in AB
● Attendance (binary) form.
● Brain Break Dance

2 min. Review Melody, Harmony, Form Correct definitions?

● What are we learning about in the 3rd nine weeks?
○ Melody harmony and form
● What is melody?
○ The story
● What is harmony?
○ The helper
● What is form?
○ The order

5 min. Poison Pattern (Mi Re Do) Correct notes?

● (check their sol-la-mi pattern as well)

5 min. Listen to my melody. Are there skips? Are there steps? Does it go
up or down? (SING WORDS and use hand signs)

Call and Response: A Section Correct notes?

My Valentine Do Do Do Do
My Valentine Re Re Re Re
Please won’t you be Mi Mi Mi Mi
My Valentine Re Re Re Re

My Valentine Do Do Do Do
My Valentine Re Re Re Re
I Love Mi Re
You Do

Sing song while patching. Was it loud or quiet?

● Discuss pianissimo

1 min. Explain the rules and procedures for using the instruments.
● Step through the instruments NOT OVER the
instruments
● When you get to the instruments put your hands on your
head
● Send them by row to the instruments.

10 min. Introduce a chord bordun

● Take your star wall hand and point to the biggest C on
your instrument.
● Take your drum hand and point to the biggest G on your
instrument
● Demonstrate playing the chord bordun with your fingers
while singing the melody
 ○ Have students copy this motion while striking
the center of the keys
● Grab your mallets (pinch and wrap song)
● Play and sing the letter names of the pitches
○ Make sure they use both hands
○ Make sure they strike the center
● Play the chord bordun and sing the melody
○ Repeat until correct

Have the students play the chord bordun 2 times and then add the Can they play and sing at the same
melody. time?
● Repeat until correct Correctly?
● Put mallets down

10 min. Call and Response: B Section (speaking rhythms) Correct rhythms?

Roses are Red

Violets are Blue
Here is a Valentine
Just for you!

Discuss Rhyming Words in the B section poem. Identify the rhymes?

● Which words sound the same? Create new lines?
● Are they spelled the same way?
● Is there a pattern? (every other line)
● Ask for other words that rhyme with ‘Blue’
○ Make a couple of new verses that start with
“Roses are Red, Violets are Blue”

5 min. (ish) Perform again with an A and B section. Identified the forms correctly?
● Repeat as time allows Performed the sections correctly?

4 min. Return to assigned seats, grade, pick star student, line up!
 Lesson 2

Name: Chelsea Greer Date: 2/24/2023 - 2/16/2023 Period: 2nd

Grade
Ensemble or Class: 1st Grade Lesson Topic: Melody/Harmony/Form

Standards: UNIT STANDARDS: MU.1.O.1.1, MU.1.0.1.2, MU.1.S.2.1

MU.1.C.1.1, MU.1.C.1.2, MU.1.S.3.1, MU.1.S.3.3, MU.1.H.3.1, MU.1.F.3.1
Long Term Goal: Students are able to identify and perform melodies, harmonies, and forms.

Instructional objectives(s): Students will identify and perform the sections in our ABA form.

Key Vocabulary Instructional Materials/Resources/Technology:

Button, whiteboard/marker, powerpoint with the melody
Melody: Sequence of notes in the same key, that creates a
rhythm; the main line in a piece of music.
Harmony: The background parts in a piece of music.
Form: The order of a piece of music.
Broken Bordun: A 5th played individually.
Pianissimo: Very quietly
Critical Thinking: Lesson Structure:
1. Which direction should we go towards on the Enter/Attendance
xylophone? Brain Break
2. What is the difference between a melody and a Lesson Intro
harmony? Lesson
3. Which part is the melody and which parts are the Performance
harmony? Clean Up/ Star Student
Exit
ESE Modifications CPLAMS Access Points http://www.cpalms.org/Standards/AccesspointSearch.aspx
(identify access point, if needed)
Independent: Use a teacher-selected sensory skill to recognize specified musical characteristics

Supported: Recognize a teacher-selected musical characteristic in a song or instrumental piece

Participatory: Attend to a teacher-selected musical characteristic in a song or instrumental piece

Lesson/Rehearsal Procedures:
Pacing: Assessment:
Highlight Differentiated Instruction in Yellow
PREP - Have the MELODY written on the board Students will be assessed on their ability
to perform a song in ABA (ternary)
6 min. Entering/ Seating form.
● Attendance
● Brain Break

10 min
Rules and Procedures Star Chart Introduction
Name: Chelsea Greer Date: 2/24/2023 - 2/16/2023 Period: 2nd
Grade
● I have a super cool, brand new star system for you guys
today. You know how at the end of the class we get to
choose a star musician? Well, I want to give you guys the
opportunity to get TWO STARS every time I’m
teaching.
● Ms.Greer, how do we get two stars? Well, I’m glad you
asked! You get two stars by following the music rules
and procedures for the WHOLE class. Point to our rules
poster
○ Review the rhythms on the poster
● Fantastic! Let's go over a couple of other expectations
that will help you get 2 stars.
○ Practice how to exit the classroom.
○ Practice entering the classroom and finding
your spot.
○ Call on 3 students to show us how to properly
use the instruments.
○ Practice the triangle attention signal.
■ Voice level zero
■ Hands in your lap
■ Eyes on the teacher
● When you come into class for the day you’ll start on
2-Star Green! If you follow all of these rules as a class,
you’ll stay on 2-Star Green. If we’re struggling with the
rules we’ll move down to a 1-Star Yellow. And if we
can’t seem to follow the rules we’ll move to 1-Star Red.
● However, if you come into class and go above and
beyond! Staying on your best behavior the ENTIRE
time, we’ll move up to a WOW!

2 min. Correct definitions?

Review Melody, Harmony, Form
● What are we learning about in the 3rd nine weeks?
○ Melody harmony and form
● What is melody?
○ The story
● What is harmony?
○ The helper
● What is form?
○ The order

10 min. Repeat after me!

● Sing the button song A section call and response. Correct notes?
○ Have them sing it with their eyes CLOSED and
Correct rhythms?
patching the steady beat.
● Sing the B section call and response.
Name: Chelsea Greer Date: 2/24/2023 - 2/16/2023 Period: 2nd
Grade
○ Have them sing it with their eyes OPEN and
patching the steady beat.
● Sing the A’ section call and response
○ Have them sing it with their eyes OPEN and
patching the steady beat. Identify the sections?
● Practice the whole thing (including the eye movement
and the patching)

10 min. Gather into a circle (two for double class days)

● Sing the song while patching on the floor, passing the
invisible button, and putting your hands in your lap at the
end. Move correctly with the sections?
● Explain the rules of the game.
1. Everyone in the circle passes the button. When
the whole song is over everyone puts their
hands in their lap. If you have the button, keep
it a secret! Don’t let the person who is ‘it’ find
you!
2. One person will sit inside the circle and close
their eyes during the A section. When we sing
this B section they open their eyes to try and
spot the button. At the end of the 2nd A section,
they can try to pick who has the button!
3. If they guess correctly, they stay inside the
Identified the forms correctly?
circle, if they guess incorrectly, the person with Performed the sections correctly?
the button is the new guesser.
● Any questions?

Play the game till the end of class.

4 min. Star musician/ Line up!
 Lesson 3
Name: Chelsea Greer Date: 2/10/2023 - 2/16/2023 Period: 1st Grade

Ensemble or Class: 1st Grade Lesson Topic: Melody/Harmony/Form

Standards: UNIT STANDARDS: MU.1.O.1.1, MU.1.0.1.2, MU.1.S.2.1

MU.1.C.1.1, MU.1.C.1.2, MU.1.S.3.1, MU.1.S.3.3, MU.1.H.3.1, MU.1.F.3.1
Long Term Goal: Students are to see and hear melodies moving by steps or by skips, to further their development in music.

Instructional objectives(s): Students will identify and perform the sections in our ABACA Rondo form.

Key Vocabulary Instructional Materials/Resources/Technology:

Fur Elise, Scarves, Form Letters
Melody: Sequence of notes in the same key, that creates a
rhythm; the main line in a piece of music.
Harmony: The background parts in a piece of music.
Form: The order of a piece of music.
Broken Bordun: A 5th played individually.
Pianissimo: Very quietly
Critical Thinking: Lesson Structure:
1. Which direction should we go towards on the Enter/Attendance
xylophone? Brain Break
2. What is the difference between a melody and a Lesson Intro
harmony? Lesson
3. Which part is the melody and which parts are the Performance
harmony? Clean Up/ Star Student
Exit
ESE Modifications CPLAMS Access Points http://www.cpalms.org/Standards/AccesspointSearch.aspx
(identify access point, if needed)
Independent: Use a teacher-selected sensory skill to recognize specified musical characteristics

Supported: Recognize a teacher-selected musical characteristic in a song or instrumental piece

Participatory: Attend to a teacher-selected musical characteristic in a song or instrumental piece

Lesson/Rehearsal Procedures:
Pacing: Assessment:
Highlight Differentiated Instruction in Yellow
PREP - Have the MELODY written on the board Students will be assessed on their ability
to perform a song in ABACA (rondo)
6 min. Entering/ Seating form.
● Attendance
● Brain Break Dance

2 min. Correct definitions?

Review Melody, Harmony, Form
● What are we learning about in the 3rd nine weeks?
○ Melody harmony and form
● What is melody?
 ○ The story
● What is harmony?
○ The helper
● What is form?
○ The order

10 min. Fur Elise Scarves

● Form Warm-Up game Identify the patterns?
○ Place students into a pattern based on shoe
color, hair color, shirt color, etc.
○ Have students determine what the pattern is.
○ Hand out corresponding letters and ask what the
form is called: binary, ternary, or rondo. (they
can use descriptors if they don't know the word)
5 min. ● Lead students in preparatory movements for each section
a. Follow the snake melody
b. Horse gallop
c. Busy Bees
● Distribute the scarves to students. Remind students to not
sit too close to other students.
15 min. ● Perform the piece while sitting. Remind students no Move correctly with the sections?
talking and to be mindful of their neighbors. Identified the form correctly?
● Explain to students that they will be performing for the Performed the sections correctly?
other class
a. Discuss what being a good audience member
looks like.
● Have each class perform the piece
4 min. ● Star students and grading!
 Lesson 4

Name: Chelsea Greer Date: 3/2/2023 & 3/9/2023 Period: 1st Grade

Ensemble or Class: 1st Grade Lesson Topic: Melody/Harmony/Form

Standards: UNIT STANDARDS: MU.1.O.1.1, MU.1.0.1.2, MU.1.S.2.1

MU.1.C.1.1, MU.1.C.1.2, MU.1.S.3.1, MU.1.S.3.3, MU.1.H.3.1, MU.1.F.3.1
Long Term Goal: Students are to see and hear melodies moving by steps or by skips, to further their development in music.

Instructional objectives(s): Students will be able to identify, define, and demonstrate musical forms.

Key Vocabulary Instructional Materials/Resources/Technology:

Projector, power-point, speaker system, parachute(s), vocab
Melody: Sequence of notes in the same key, that creates a words, letter signs
rhythm; the main line in a piece of music.
Harmony: The background parts in a piece of music.
Form: The order of a piece of music.
Critical Thinking: Lesson Structure:
1. Which direction should we go towards on the Enter/Attendance
xylophone? Brain Break
2. What is the difference between a melody and a Lesson Intro
harmony? Lesson
3. Which part is the melody and which parts are the Performance
harmony? Clean Up/ Star Student
Exit
ESE Modifications CPLAMS Access Points http://www.cpalms.org/Standards/AccesspointSearch.aspx
(identify access point, if needed)
Independent: Use a teacher-selected sensory skill to recognize specified musical characteristics

Supported: Recognize a teacher-selected musical characteristic in a song or instrumental piece

Participatory: Attend to a teacher-selected musical characteristic in a song or instrumental piece

Lesson/Rehearsal Procedures:
Pacing: Assessment:
Highlight Differentiated Instruction in Yellow
PREP - Have the MELODY written on the board

5 min. Entering/ Seating

● Attendance

2 min. Review Melody, Harmony, Form Did the students define these words
● What are we learning about in the 3rd nine weeks? accurately?
○ Melody harmony and form
● What is melody?
○ The story
● What is harmony?
○ The helper
 ● What is form?
○ The order

10 min. Form Pattern Did students spot the patterns and label
● Organize students into a pattern using a similarity. (i.e. the correctly?
red shoes A, black shoes B, and white shoes C.) Then
ask the class to figure out what the pattern is?
● Explain Form Notation - The way that musicians notate
the form of a piece is by labeling each section with a
letter. Sometimes these letters repeat themselves,
sometimes these letters return, and sometimes these
letters only happen once in a song.
○ Give each student the corresponding letter
● Create a new pattern and ask students to label the new
pattern.

10 min. Everything is Form Did students spot the sections and label
● Play the song ‘Everything Is Awesome’ and then ask the the correctly?
students if they noticed a pattern. What section kept
repeating? (A or the chorus)
○ Everything Is AWESOME!!! -- The LEG…
● Pull up the PowerPoint that discusses the lyrics and
which section they belong to.
● Play the song ‘Everything Is Awesome’ and ask the
students to try to identify each section.
○ Have them organize the letters on the board

10 min. Parachute Did students respond to each section

● Once it’s correct, teach them the parachute movements. correctly?
Have them practice with the invisible parachute first.
○ A section - Washing Machine
○ B section - Mushroom (2 times)
○ C section - Shakes
○ D section - Marching clockwise
● Place the parachute on the floor and call students up by
row to find a handle.
● Practice each movement in the correct pattern
● Play the song and do the parachute.
 Table 2: Types of Learning Experiences

Lesson Number Type of Learning Experience Objective during this Learning

Experience

1 - Binary Introduction and (AB) Binary Form Students will be able to identify
AB (Binary) Form with 90%
Problem-Solving accuracy.
Whole Group
Sectional Students will be able to perform
AB (Binary) Form with 85%
accuracy.

Students will be able to create and

perform a B section with 85%
accuracy.

2 - Ternary Ternary Form Students will be able to identify

ABA (Ternary) Form with 90%
Hands-On Activities accuracy.
Whole Group
Students will be able to perform
ABA (Ternary) Form with 85%
accuracy.

3 - Rondo Rondo Form Students will be able to identify

ABACA (Rondo) Form with 90%
Problem-Solving accuracy.
Simulations
Hands-On Activities Students will be able to perform
ABACA (Rondo) Form with 85%
accuracy.

4 - Complex Culmination and Complex Rondo Form Students will be able to identify
ABACA (Rondo) Form with 95%
Problem-Solving accuracy.
Hands-On Activities
Whole Group Students will be able to perform
ABACA (Rondo) Form with 95%
accuracy.
 Technology Integration Component

I integrated technology into my unit by using a projector system, a computer, and a

speaker. I used the three pieces of technology in conjunction with each other to play brain-break
songs, watch videos on form, and play musical examples for our complex forms. I also used my
computer to store all documents, links, and other files related to this unit. I also used a voice
amplification system to ensure all students could hear instructions without having to raise my
voice.

In our lesson on rondo form, I used a projected video of a rondo form and we discussed
the pattern. This video then highlighted the correct letters in response. This allowed my students
to see a visual change in the pattern as well as hear an auditory change. I’ve included a link
below to this video.

Fur Elise - Form Follow-Along

 Family Communication

a. Letter to family/caregivers at the beginning of the unit. (this was also offered in
Spanish)
b. The interest inventory given a few weeks prior to the unit.
c. A recording permission slip given out prior to instruction. (this was also offered in
Spanish)
d. Notes home for students who were selected as star musicians each class period.
e. Letter home to parents at the end of the unit. (this was also offered in Spanish)
 f. Contacting families

Student Name Date Time Duration Outcome of Conversation

Catalina 3/10/2023 8:03 am 3 minutes Postive - Catalina’s dad

was pleased with
Catalina’s work.

Daniel 3/10/2023 8:08 am 5 minutes Positive - Daniel’s mom

was very proud of his
classroom performance.

Sophia 3/10/2023 8:15 am 3 minutes Postive - Sophia’s mom

was proud of her!
 Assessment Strategies and Data Collection

A. Standards

Standard Assessment Strategies

MU.1.O.1.1: Respond to contrasts in music as Students will move in response to different

pieces of music. This includes brain breaks
a foundation for understanding structure. and core songs. (Formative/Summative)

MU.1.O.1.2 - Identify patterns of a simple, Students will assign letters to each section of
a piece. Students will also describe each
four-measure song or speech piece. section of a piece using prior musical
knowledge. (Formative/Summative)

MU.1.S.2.1 - Sing or play songs, which may
include changes in verses or repeats, from
memory.
Students will learn short melodies in binary
and ternary forms. Students will then use
musical vocabulary to discuss the differences
between sections. (Formative/Summative)

B. Pre-Test Assessment & Post-Test Assessment

1. What is musical form? (1 point)

a. The order of the music or the way we organize music.

2. What is this pattern called? (1 point)

a. AB (binary)

3. What is this pattern called? (1 point)

a. ABA (ternary)

4. What is this pattern called? (1 point)

a. ABACA (rondo)
 5. Sing this melody after me! (Learn the A and B sections by call and response)

Does this melody repeat or does it have different sections?

(4 points - 1 per melody sections, 1 per section descriptor)

a. Sing the A section

b. The B section is a spoken poem: Roses are Red, Violets are Blue, here is a

valentine just for you!

c. Post-test melody is the A and B sections from Everything is Awesome.

C. Table 3: Formative Assessment Table

Lesson Objective Assessment Name Assessment Description How does this

Number (Write code and full text) assessment guide
your teaching?

1 Students will be able to
identify AB (Binary)
Form with 90%
accuracy.
Students will be able to
perform AB (Binary)
Form with 85%
accuracy.
Roses are Form: Students perform the This helped me
Hear/Create given sections while gauge students’
different sections singing and playing current level of
chord borduns. form
knowledge.
Students then separate Following this
into groups to write activity, I knew
their own unique that we needed
 Students will be able to rhymes for the B to review the
create and perform a B section. concept of a
section with 85% pattern before
accuracy. moving onto
more complex
forms.

2 Students will be able to Hearing Form/ Students will sing the This assessment
identify ABA (Ternary) Seeing Form/ button song and allowed me to
Form with 90% Singing Form describe the different gauge the
accuracy. sections. students’ ability
Students will be able to Form Game! to hear and
perform ABA (Ternary) Students will describe respond to
Form with 85% the difference different
accuracy. between the sections sections of a
and play the form form. After this
game. This game lesson, I was
requires students to able to focus on
open and close their more complex
eyes on different form ideas
sections while looking knowing that
for the wandering they could hear
button. the changing
sections.

3 Students will be able to Form Game: Students will describe This assessment
identify ABACA Guess the the difference allowed me to
(Rondo) Form with 85%
Pattern between sections and assess students’
accuracy.
Students will be able to identify which type of auditory
perform ABACA form has been created. abilities as well
(Rondo) Form with 85%
as their pattern
accuracy.
 Responding to Students will respond recognition.
Form: The Form to the form of the Following this
Dance music using scarves. lesson we were
These movements will able to create
be discussed prior to more complex
the final assessment. patterns and
identify all
three types of
form by name.

4 Students will be able to Form Game: Students will describe This assessment
create a complex form Guess the the difference allowed me to
with 85% accuracy.
Pattern between sections and assess students’
Students will be able to identify which type of auditory
identify Complex Responding to form has been created. abilities, pitch
ABACA (Rondo) Form
Form: The Form matching,
with 90% accuracy.
Dance Students will respond pattern
Students will be able to to the form of the recognition, and
perform Complex
music using a verbal analysis
ABACA (Rondo) Form
with 85% accuracy. parachute. These skills. After this
movements will be lesson, I was
discussed prior to the confident that
final assessment. they mastered
musical form at
the 1st-grade
level.

D. ELL Student Modifications

● Directions were repeated multiple times throughout each lesson. If a question was asked,

we reviewed as a class.
 ● I allowed for wait time after asking a question and allowed students to ‘phone a friend’ if

they needed help.

● I included verbal and written vocabulary words when discussing new topics.

● One of our students uses an IPad to translate teacher instruction. I made sure to speak

clearly so that the machine could translate for him. When he had a question, I or another

student would help.

E. Item Analysis for Pre-Test & Post-Test

● Pre-Test Analysis

Test Question # Correct #Q % Correct

What is musical form? 5 17 29%

What is this pattern called? (AB) 3 17 18%
What is this pattern called? (ABA) 2 17 12%
What is this pattern called? (ABACA) 8 17 47%
A Melody 16 17 94%
B Melody 15 17 88%
A Description 17 17 100%
B Description 17 17 100%

Analysis - Going forward I will…

Define musical form and ask students to give me details descriptions.
This answer was often confused with ABA form. This should be made clearer.
This answer was often confused with ABA form. This should be made clearer.
I would discuss what a pattern is and how it relates to form.
I would take more time to learn the individual notes.
I would take more time to learnt the individual rhythms.
This answer was correct but on the post test I would like more detailed descriptions.
This answer was correct but on the post test I would like more detailed descriptions.
 ● Post-Test Analysis

Test Question # Correct #Q % Correct

What is musical form? 17 17 100%

What is this pattern called? (AB) 17 17 100%
What is this pattern called? (ABA) 17 17 100%
What is this pattern called? (ABACA) 17 17 100%
A Melody 17 17 100%
B Melody 17 17 100%
A Description 17 17 100%
B Description 17 17 100%

Analysis
We reviewed this at the begning of every class. I made sure to ask a different student every time.
We reviewed this at the begning of every class. I made sure to ask a different student every time.
We reviewed this at the begning of every class. I made sure to ask a different student every time.
We reviewed this at the begning of every class. I made sure to ask a different student every time.
We 've been learning new melodies in various forms the entire quarter. This was helpful for the final performance!
We 've been learning new melodies in various forms the entire quarter. This was helpful for the final performance!
We've been discussing the differences in various melodies the entire quarter. This was helpful for the final
performance!
We've been discussing the differences in various melodies the entire quarter. This was helpful for the final
performance!
F. Stetson Data Analysis Spreadsheet: Demographics

The graphs above show the progress and proficiency of students in Mrs.Ground’s

1st-grade class based on gender. The data shows that girls scored higher on the pre-test but that

both genders were at a 100% proficiency level by the end of the unit.

The graphs above show the progress and proficiency of students in Mrs.Ground’s

1st-grade class based on ethnicity. The data shows that ‘Asian or Pacific Islander’ students

scored the highest on the pre-test and that ‘Hispanic or Latino/Latina’ scored the lowest on the

pre-test. All ethnicities were at a 100% proficiency level by the end of the unit.
 The graphs above show the progress and proficiency of students in Mrs.Ground’s

1st-grade class based on socioeconomic status. The data shows that students without reduced or

free lunch scored higher on the pretest; however, all students were at a 100% proficiency level by

the end of the unit.

The graphs above show the progress and proficiency of students in Mrs.Ground’s

1st-grade class based on disability status. The data shows that students with disabilities scored

lower than able-bodied students on the pre-test; however, all students were at a 100% proficiency

level by the end of the unit.

 The graphs above show the progress and proficiency of students in Mrs.Ground’s

1st-grade class based on ELL status. The data shows that ELL students scored lower than their

peers on the pre-test; however, all students were at a 100% proficiency level by the end of the

unit.

G. Stetson Data Analysis Spreadsheet: Student/ Standard

This graph shows the growth of students in Mrs.Ground’s 1st-grade class from Pre-Test

to Post-Test on the individual level. All students showed a significant increase in comprehension.

Based on this data, all students have mastered musical form at the 1st-grade level.
 This graph shows the growth of students in Mrs.Ground’s 1st-grade class from Pre-Test

to Post-Test per standard. All students showed a significant increase in comprehension for each

standard. Based on this data, all students have mastered musical form at the 1st-grade level.

H. Table 4: Impact on Student Learning Summary Table

Candidate Grad Unit Number Standards # and % of # and % of # and % of Categories

Name e Topic of Taught students students at students at of Concern
Level students with proficiency proficiency per
in class learning after level after Standard
gains per post-test reteach &
standard per reassessment
standard per standard

Chelsea 1 Form 17 MU.1.O.1.1 1: 17/17 1: 17/17 1: 17/17 I have no

Greer in MU.1.O.1.2 or 100% or 100% or 100% areas of
Music MU.1.S.2.1 2: 17/17 2: 17/17 2: 17/17 concern
or 100% or 100% or 100% regarding
3: 17/17 3: 17/17 3: 17/17 these
or 100% or 100% or 100% standards
 Assessment Reflection

Based on the data collected I believe these students have mastered the 1st grade standards

on musical form. If I were to teach this unit again I would want to include more support for my

students with disabilities and my ELL students. I would include more written vocabulary, I

would include more visual aids, and I would be sure to partner student ‘DA’ with a more

advanced ‘helper’ to ensure his success. This specific student is disabled and ELL; I think he

would benefit from additional academic aid.

 Reteaching and Reassessment

Table 5: Reteaching and Reassessment Table

Standards Name(s) of Description of Justification of Explanation of How do you know
needing students instructional why particular how reattaching was
reteaching needing strategy used to strategies were reteaching successful?
(full code & text) additional reteach employed was scheduled
instruction

MU.1.O.1.1 N/A I would include These strategies This would The student’s
Respond to additional would be take place post-test score
contrasts in musical employed to on one of would increase.
music as a excerpts in any support specific our bonus
foundation for forms needing gaps in student days.
understanding additional comprehension.
structure. classroom time.
I would also
utilize other
movement
strategies like
bean bags,
rhythm sticks,
etc.

MU.1.O.1.2 N/A I would include These strategies This would The student’s
Identify additional would be take place post-test score
patterns of a musical employed to on one of would increase.
simple, excerpts in any support specific our bonus
four-measure forms needing gaps in student days.
song or additional comprehension.
speech piece. classroom time.
I would also
utilize other
pattern games
or brain breaks.

MU.1.S.2.1 N/A I would include These strategies This would The student’s
Sing or play additional would be take place post-test score
songs, which melodies in any employed to on one of would increase.
may include forms needing support specific our bonus
changes in additional gaps in student days.
verses or classroom time. comprehension.
repeats, from
memory.

*Items B and C in the “Reteaching and Reassessment” are not available since all students who took the
Post-Test scored proficient scores.
 Grading Strategies

Table 6: Unit Grades

Student Pretest Formative Formative Formative Posttest Overall

Assessment 1: Assessment 2: Assessment 3:
Identifying Analyzing Creating

DA NP / (+) + P P

JA NP (+) (+) + P P

NO NP (+) (+) + P P

CA NP (+) (+) + P P

BE NP (+) (+) + P P

EM NP (+) (+) + P P

JU NP (+) (+) + P P

BR NP (+) + + P P

GR NP (+) (+) + P P

LA NP (+) + + P P

EI NP + (+) + P P

MA NP + + + P P

AB NP + + + P P

MD NP + + + P P

DI P + + + P P

SO P + + + P P

LI P + + + P P

X - Did not Participate / - Needs Significant Support (+) - General comprehension + - Mastered
 Differenciating Instruction to Meet the Needs of All Students

In this unit, I used a variety of different tools and methods to meet the needs of the

individual students. Prior to teaching these students, I received all IEPs and 504s. After

reviewing them I learned that I had one student who needed additional wait time and the ability

to move during class. I made sure to include segments throughout the lesson that allowed the

students to stand and move around the classroom. I was also able to discuss the needs of my ELL

students with their core teacher before the unit. She told me that they understood conversational

English very well, but that their reading skills were still developing. I made sure to include

written vocabulary words, visual aids, and verbal instruction for these students in the lesson. The

last thing I did in preparation for the unit was take an interest inventory survey. I used this survey

to learn what the students enjoyed about music, what they didn’t enjoy, and a personal anecdote

to help me learn their names quickly. This survey allowed me to plan lessons that kept these

students engaged in the process.

 Daily and Overall Reflections

Class: Mrs.Grounds Grade: 1 Lesson: 1

Post Rehearsal or Lesson Reflections

Content Adjustment: Based on diagnostic and formative assessments during today’s

lesson/rehearsal, list any repertoire or activities that were omitted from the plan. Why?
Will the omitted items need to be included in tomorrow’s lesson/rehearsal?

I omitted the lyrics to the 2nd verse and opted to use the solfege syllables instead. I want the
students to get used to using the correct verbiage as they prepare for 2nd grade.

Rehearsal or Lesson Adjustment: If you were going to re-teach today’s lesson/rehearsal,

how would you have done it differently?

If I were to reteach this lesson I would take some time to fully explain what a rhyming word
is. This would allow students to be more successful in creating their B-section poems. I
would also include a brief presentation about basic poetry.

Reflection on Teaching: Analyze and evaluate your lesson/rehearsal and classroom

management.

I feel that I have very little authority in my class. The students aren’t used to me yet and I am
still practicing teaching this grade level. However, I have been working on my ‘teacher
voice/look’ and I think I’ve improved.
 Class: Mrs.Grounds Grade: 1 Lesson: 2

Post Rehearsal or Lesson Reflections

Content Adjustment: Based on diagnostic and formative assessments during today’s

lesson/rehearsal, list any repertoire or activities that were omitted from the plan. Why?
Will the omitted items need to be included in tomorrow’s lesson/rehearsal?

I did not omit anything from the lesson plan.

Rehearsal or Lesson Adjustment: If you were going to re-teach today’s lesson/rehearsal,

how would you have done it differently?

If I were to re-teach this lesson I would practice explaining the rules of the button game more
efficiently. I may even take the time to write out the rules in short and simple terms. Complex
games can be challenging for some 1st graders.

Reflection on Teaching: Analyze and evaluate your lesson/rehearsal and classroom

management.
I spent the beginning of class introducing my attention signal and behavior chart, as well as
reviewing the classroom rules. I feel that the students responded well to these new ideas and
that, with practice, their behavior will improve.
 Class: Mrs.Grounds Grade: 1 Lesson: 3

Post Rehearsal or Lesson Reflections

Content Adjustment: Based on diagnostic and formative assessments during today’s

lesson/rehearsal, list any repertoire or activities that were omitted from the plan. Why?
Will the omitted items need to be included in tomorrow’s lesson/rehearsal?

I did not omit anything from the lesson plan.

Rehearsal or Lesson Adjustment: If you were going to re-teach today’s lesson/rehearsal,

how would you have done it differently?

If I were to reteach today’s lesson I would include a more in-depth discussion on being good
audience members.

Reflection on Teaching: Analyze and evaluate your lesson/rehearsal and classroom

management.

The students are responding well to my attention signal and reward chart. My adjustments are
becoming more efficient as well. I would like to work on my transition time for the next
lesson. I may keep my lesson plan open as a reference or have post-it notes to aid me in those
transitions.
 Class: Mrs.Grounds Grade: 1 Lesson: 4

Post Rehearsal or Lesson Reflections

Content Adjustment: Based on diagnostic and formative assessments during today’s

lesson/rehearsal, list any repertoire or activities that were omitted from the plan. Why?
Will the omitted items need to be included in tomorrow’s lesson/rehearsal?

I did not omit anything from the lesson plan.

Rehearsal or Lesson Adjustment: If you were going to re-teach today’s lesson/rehearsal,

how would you have done it differently?

If I were to re-teach this lesson I would practice explaining the rules of using the parachute
more efficiently. I may even take the time to write out the rules in short and simple terms.
Younger students can be excitable with these sorts of activities.

Reflection on Teaching: Analyze and evaluate your lesson/rehearsal and classroom

management.
The students are responding well to my attention signal and reward chart. My adjustments are
becoming more efficient as well. I would still like to work on my transition time for the next
lesson.
 End of Unit Reflection

After completing this unit I have a plethora of resources to teach elementary students

about musical form. I’ve been able to craft and cultivate activities to fit my teaching style and

find new ways to introduce these complex concepts. I really enjoyed using a variety of

instruments in these lessons. I also enjoyed creating warm-up games like the pattern game, or the

button game. I think that my strengths from this unit were my variety of activities, my flexibility

with students, and my critical thinking questions. Some of my weaknesses in this unit would be

using clear and concise instruction and my transition times. These areas are part of my PGP this

semester. While I have improved in these areas, I’d still like to be more consistent.

For this unit, I wanted to choose a class that presented me with some unique behavioral

challenges. This class is full of students who love music, but many of them are distractable or

excitable. Over the course of this unit, I had the chance to bond with these students and I’m

happy to report that most of the behavioral challenges we faced have been overcome. Planning

for this unit allowed me the chance to connect with these students, and I hope they continue on to

be life-long music lovers. In conclusion, I am proud of Mrs.Ground’s 1st-grade class and all of

the progress they made.

 Appendices

Table 1: Standards, Goals, & Objectives

Unit Title: Tern in Your Forms!

Unit Topic: Types of Form - identifying, performing, and creating

Unit Goals Objectives Standards (code & full

text)

Students can create and Students will be able to create MU.1.O.1.1 - Respond to
improvise a melody and and perform a B section with contrasts in music as a
harmony in the given form. 85% accuracy. foundation for understanding
structure.

Students can describe the Students will be able to identify MU.1.O.1.2 - Identify patterns
difference between Binary, AB (Binary) Form with 90% of a simple, four-measure song
Ternary, and Rondo Form. accuracy. or speech piece.

Students will be able to identify

ABA (Ternary) Form with 90%
accuracy.

Students will be able to identify

ABACA (Rondo) Form with
90% accuracy.

Students can perform Binary, Students will be able to perform MU.1.S.2.1 - Sing or play
Ternary, and Rondo Forms AB (Binary) Form with 85% songs, which may include
correctly. accuracy. changes in verses or repeats,
from memory.
Students can sing while Students will be able to perform
accompanying themselves on ABA (Ternary) Form with 85%
the Orff instruments. accuracy.

Students will be able to perform

ABACA (Rondo) Form with
85% accuracy.
 Table 2: Types of Learning Experiences

Lesson Number Type of Learning Experience Objective during this Learning

Experience

1 - Binary Introduction and (AB) Binary Form Students will be able to identify
AB (Binary) Form with 90%
Problem-Solving accuracy.
Whole Group
Sectional Students will be able to perform
AB (Binary) Form with 85%
accuracy.

Students will be able to create and

perform a B section with 85%
accuracy.

2 - Ternary Ternary Form Students will be able to identify

ABA (Ternary) Form with 90%
Hands-On Activities accuracy.
Whole Group
Students will be able to perform
ABA (Ternary) Form with 85%
accuracy.

3 - Rondo Rondo Form Students will be able to identify

ABACA (Rondo) Form with 90%
Problem-Solving accuracy.
Simulations
Hands-On Activities Students will be able to perform
ABACA (Rondo) Form with 85%
accuracy.

4 - Complex Culmination and Complex Rondo Form Students will be able to identify
ABACA (Rondo) Form with 95%
Problem-Solving accuracy.
Hands-On Activities
Whole Group Students will be able to perform
ABACA (Rondo) Form with 95%
accuracy.
 Table 3: Formative Assessment Table

Lesson Objective Assessment Name Assessment Description How does this

Number (Write code and full text) assessment guide
your teaching?

1 Students will be able to Roses are Form: Students perform the This helped me
identify AB (Binary) Hear/Create given sections while gauge students’
Form with 90% different sections singing and playing current level of
accuracy. chord borduns. form
Students will be able to knowledge.
perform AB (Binary) Students then separate Following this
Form with 85% into groups to write activity, I knew
accuracy. their own unique that we needed
Students will be able to rhymes for the B to review the
create and perform a B section. concept of a
section with 85% pattern before
accuracy. moving onto
more complex
forms.

2 Students will be able to Hearing Form/ Students will sing the This assessment
identify ABA (Ternary) Seeing Form/ button song and allowed me to
Form with 90% Singing Form describe the different gauge the
accuracy. sections. students’ ability
Students will be able to Form Game! to hear and
perform ABA (Ternary) Students will describe respond to
Form with 85% the difference different
accuracy. between the sections sections of a
and play the form form. After this
game. This game lesson, I was
requires students to able to focus on
 open and close their more complex
eyes on different form ideas
sections while looking knowing that
for the wandering they could hear
button. the changing
sections.

3 Students will be able to Form Game: Students will describe This assessment
identify ABACA Guess the the difference allowed me to
(Rondo) Form with 85%
Pattern between sections and assess students’
accuracy.
Students will be able to identify which type of auditory
perform ABACA Responding to form has been created. abilities as well
(Rondo) Form with 85%
Form: The Form as their pattern
accuracy.
Dance Students will respond recognition.
to the form of the Following this
music using scarves. lesson we were
These movements will able to create
be discussed prior to more complex
the final assessment. patterns and
identify all
three types of
form by name.

4 Students will be able to Form Game: Students will describe This assessment
create a complex form Guess the the difference allowed me to
with 85% accuracy.
Pattern between sections and assess students’
Students will be able to identify which type of auditory
identify Complex Responding to form has been created. abilities, pitch
ABACA (Rondo) Form
Form: The Form matching,
with 90% accuracy.
Dance Students will respond pattern
Students will be able to to the form of the recognition, and
perform Complex
 ABACA (Rondo) Form music using a verbal analysis
with 85% accuracy. parachute. These skills. After this
movements will be lesson, I was
discussed prior to the confident that
final assessment. they mastered
musical form at
the 1st-grade
level.

Table 4: Impact on Student Learning Summary Table

Candidate Grad Unit Number Standards # and % of # and % of # and % of Categories

Name e Topic of Taught students students at students at of Concern
Level students with proficiency proficiency per
in class learning after level after Standard
gains per post-test reteach &
standard per reassessment
standard per standard

Chelsea 1 Form 17 MU.1.O.1.1 1: 17/17 1: 17/17 1: 17/17 I have no

Greer in MU.1.O.1.2 or 100% or 100% or 100% areas of
Music MU.1.S.2.1 2: 17/17 2: 17/17 2: 17/17 concern
or 100% or 100% or 100% regarding
3: 17/17 3: 17/17 3: 17/17 these
or 100% or 100% or 100% standards
 Table 5: Reteaching and Reassessment Table

Standards Name(s) of Description of Justification of Explanation of How do you know

needing students instructional why particular how reattaching was
reteaching needing strategy used to strategies were reteaching successful?
(full code & text) additional reteach employed was scheduled
instruction

MU.1.O.1.1 N/A I would include These strategies This would The student’s
Respond to additional would be take place post-test score
contrasts in musical employed to on one of would increase.
music as a excerpts in any support specific our bonus
foundation for forms needing gaps in student days.
understanding additional comprehension.
structure. classroom time.
I would also
utilize other
movement
strategies like
bean bags,
rhythm sticks,
etc.

MU.1.O.1.2 N/A I would include These strategies This would The student’s
Identify additional would be take place post-test score
patterns of a musical employed to on one of would increase.
simple, excerpts in any support specific our bonus
four-measure forms needing gaps in student days.
song or additional comprehension.
speech piece. classroom time.
I would also
utilize other
pattern games
or brain breaks.

MU.1.S.2.1 N/A I would include These strategies This would The student’s
Sing or play additional would be take place post-test score
songs, which melodies in any employed to on one of would increase.
may include forms needing support specific our bonus
changes in additional gaps in student days.
verses or classroom time. comprehension.
repeats, from
memory.

*Items B and C in the “Reteaching and Reassessment” are not available since all students who took the
Post-Test scored proficient scores.
 Table 6: Unit Grades

Student Pretest Formative Formative Formative Posttest Overall

Assessment 1: Assessment 2: Assessment 3:
Identifying Analyzing Creating

DA NP / (+) + P P

JA NP (+) (+) + P P

NO NP (+) (+) + P P

CA NP (+) (+) + P P

BE NP (+) (+) + P P

EM NP (+) (+) + P P

JU NP (+) (+) + P P

BR NP (+) + + P P

GR NP (+) (+) + P P

LA NP (+) + + P P

EI NP + (+) + P P

MA NP + + + P P

AB NP + + + P P

MD NP + + + P P

DI P + + + P P

SO P + + + P P

LI P + + + P P

X - Did not Participate / - Needs Significant Support (+) - General comprehension + - Mastered
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https://www.youtube.com/watch?v=RwbM3Gl4jZI
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https://www.youtube.com/watch?v=Cg-wnQKRHTs

Warner Bros. Pictures. (2014, February 7). Everything Is AWESOME!!! -- The LEGO® Movie --

Tegan and Sara feat. The Lonely Island [Video]. YouTube.

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