Entry 7

Contextual Information and Student Learning Adaptations Template

Total Number of Students in the School: 389
School Socio-Economic Make-Up (i.e., % free and reduced lunches): Unknown
Class Class Class
1 2 3
th th th
Grade Level/Subject Taught 5 (day 4 music) 5 (day 1 music) 5 (day 2 music)

Number of Students in Classroom 22 23 20

Contextual Information: Class Class Class Student Learning Adaptations:

(List the number of students identified in each class you teach 1 2 3 (Describe at least one example of a strategy to provide equitable
and identify the class in which you are teaching your unit) (Day 4 Music) (Day 1 Music) (Day 2 Music) opportunities, accommodations, or modifications you attempted for
any student identified within each contextual characteristic)

Gender 7F 7F 8F I avoid using gendered language in the classroom, I instead

Number of Females: say friends or everyone not “boys and girls”
15 M 16 M 12 M
Number of Males:

Ethnic/Cultural Make-Up 17 W 19 W 15 W I spend time learning about the history and where the
Caucasian/White:
5 Asian 3 Asian 5 Asian instrument is from to help my students who are from other
African American/ Black:
1 Black places feel seen.
Hispanic/Latino:
Asian/Pacific Islander:
American Indian/Alaskan Native:

Language Proficiency 0 0 0 There are multiple ways that the information is displayed
Number of English Language Learners (ELL):
included pictures of the hand shape/chord fingering
Academic Performance 3 2 2 This is done by having different ways to differentiate
Students Performing
1 2 2 education. With what is being taught students have the
Below Grade Level:
ability to get hands on help be engaged in the lesson. The
Student Performing
same for students performing above grade level
Above Grade Level:

Students with Special Needs 6 5 6 I try to modify pacing from class to class. Not only that, but I
Learning Disability: am walking around the classroom as I am teaching and
(unsure about (unsure about (unsure about
Emotional/Behavioral Impairment:
distinctions) distinctions) distinctions) playing at the same time to help accommodate different
Attention Deficit Disorder (ADD):
learning styles.
Developmental Disability:
Intellectual Disability:
Speech/Language Impairment:
Autism Spectrum:
Gifted:

Blind/Visual Impairment (VI):

Deaf /Hearing Impairment (HI):
Physical Disability:
Other Health Impairment:

Contextual Information and Student Learning Adaptations Template

(Continued)
Student Characteristics:

Describe the developmental characteristics of students in your classroom.

(Cognitive, Physical, Emotional, Social).
Cognitive: These students are still developing cognitively. While they are 5th graders, they still have growth here. This also comes with puberty and experiences. They are smart
kids and know how and when to ask questions to further their growth in the classroom.
Physical: They are all changing, and some students are getting taller and so when they are doing a unit like the ukulele what was comfortable one day might not be comfortable
the next due to them growing constantly. This could also make things a little more awkward in the classroom.
Emotional: Once again, with these students growing in the classroom their emotional range is also growing. On top of that they are in a peak moment of puberty where their
emotions can run high and could potentially get more frustrated if they don’t know how to express their feelings correctly.
Social: My students all know how to interact very well with each other. There is never a moment where one person is tearing down another, I know this is from work within the
home teachers’ classrooms that helps make my job as the music teacher easier.
Highlight the prior knowledge and interests of students in your classroom.
Students have played recorder and have previously played ukulele (if they stayed in the same school). A majority of classes enjoy singing and wanting to learn, but are also
curious individuals when it comes to music. Students have also had experience playing the ukulele before, now we are just reviewing parts and getting to build off of the prior
knowledge in the classroom.
My students also find ways to channel their excitement and energy into positive music making experiences. For many of these students they only get music once a week so with
that they want to spend their time positively and learn during class. On top of that it helps me as the teacher prepare lessons when I know this positive music making experiences
happening in the classroom during the day.
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?)
This helps me as the teacher prepare for students’ questions and find ways that allow my students to dig deeper into the musical concepts. I also am able to gauge their musical
involvement more in the classroom with their ability and want to ask more questions. I am also able to want to expand their knowledge of the instrument since they have played
it before.
When it comes to playing the ukulele I know that some students will struggle with the dexterity and just the mere size of their hands when playing the instrument. When
planning I made sure I included repetitions for students to get used to the movements that are required for the lesson. I also am able to help students who have smaller hands
because I personally have smaller hands so I know that I can give pointers to students to reassure them that they are able to do it. I also need to spend time making sure students
are comfortable playing the instrument even if they are changing in size every so often.

Environmental Factors:

Describe district, school, and classroom environmental factors impacting the quality of education for all of your students.
The area that the school and district is in is generally a more affluent area. However it doesn’t mean every student is in that area. In my teaching I try to provide an equitable
education not worrying about whether or not my students will have access to any of these things at home. Within our classroom we do have the gym right by it where we can
hear what is happening but for our students they are able to tune it out and still get the music making done in the classroom.

Describe community and family environmental factors impacting the quality of education for all of your students.
From what I am able to tell, most of the kids have a close knit community both within the school and outside of it. I have noticed students who play on similar sports teams and
do activities like strings together. I do know there are a handful of students who are either from divorced parents or only have one parent. This can be difficult on a child,
especially at their ages.
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?)
I acknowledge that not every student has access to a ukulele at home so I wouldn’t have the expectation that students would have to practice this unit at home. I also have
planned that every student has access to their own instrument when in class. This makes it easier when teaching lessons because I am able to have every student do hands-on
learning in the classroom and apply what is being taught right away instead of waiting for turns.
I also spend time breaking things down for students in the classroom if they need it, though the environmental factors aren’t a part of that fully, I can understand that there
needs to be a differentiation for students who are especially slow processors in classes. I also plan for the potential burst of loud noise when teaching these topics because of the
gym being next door to the music room. While this doesn’t affect students since they are used to it, I need to plan for ways to save my teaching voice.
 Contextual Information and Student Learning Adaptations Template
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 performs slightly below grade
level, however they don’t let that stop them
when it comes to creating music in the
classroom. They find a way to focus in the
classroom and trust that I have their back and
am willing to help whenever they need it. This
also helps me plan for instruction to allow
more time to roam around the room and play.
Describe this student using information from the
Contextual Information and Student Learning
Adaptations
Student B This student is performing above grade level.
So for my teaching I am trying to balance
things for people who need to have items at a
faster pace but also in a slower/different
format.
(Continued)
Focus Students Information
Why did you select this student?
This student tends to spend
time asking questions and
wanting to learn. I also enjoy
their enthusiasm to learn new
things in the classroom even
if they might struggle with
the concepts.
Why did you select this student?
I chose this student because
they are performing above
grade level and for me it
challenges me to create
lessons that can meet the
needs of all students not just
a select few in the classroom.
What did you find out about this student? Based on this information what are
Address characteristics from the Contextual the implications for this student’s
Information and Student Learning instruction?
Adaptations
Cognitive Most of my modifications for
This students is very inquisitive and wants to learn
this student is avoiding calling
but sometimes processes information slower than
on them unless they have a
their peers. This could prove to make the lesson
feel a little more difficult for them question. Not forcing them to do
Emotional anything alone but instead
Similar to the social aspect this student struggles having groups play things
here as well, but as the teacher I notice an
especially when it comes to
occasional burst of slight frustration but nothing
assessments.
that cannot be managed by some extra help.
Physical
This student tends to have their hands to
themselves, though there are times where they get
a little more touchy in the classroom. I also
acknowledge that at their age they are growing so
it might be a little more awkward for them.
Social
Occasionally this student struggles with social
interaction, but fortunately their classmates are
very understanding and help them out in the
classroom.
What did you find out about this student? Based on this information what are
Address characteristics from the Contextual the implications for this student’s
Information and Student Learning instruction?
Adaptations
Cognitive I have avenues open where I
This student performs above grade level and will
allow students to challenge
occasionally have creative solutions if they have a
themselves, while I am not
problem.
Emotional singling them out, I am allowing
There are not many things that stand out for this all students to try something
student when it comes to emotional that is not challenging if they feel like they
typical of students their age. I would describe their
would want it.
demeanor as quiet and calm and very level
headed. They don’t give up easily and don’t get
discouraged if they are struggling with the
material.
Physical
Similar to most students their age, there are a lot
of changes going on with their body and some
physical differences. This student is also shorter
compared to their classmates so the instrument
might be a little more awkward for them
compared to others.
Social
This student keeps to themself mostly, however
they are willing to talk and interact with their
classmates during the class. This student is also in
advanced math so they come in late, but they do
not let the discourage them from interacting with
 their classmates and creating music with them.

Unit Overview
Category Description
th
Grade Level 5 Grade

Content Area General Music

Unit Topic Ukulele Chords C, F, Am, and G7

State Standards/Common Core Standards Pr.1.5 Demonstrate and explain how the selection of music to perform is influenced by personal interest, knowledge, and context,
Addressed as well as their personal and others’ technical skill.
(written format) Pr.2.5.c Explain how context (such as social, cultural, and historical) informs performances.
Pr.4.5.b Rehearse to refine technical accuracy and expressive qualities to address challenges, and show improvement over time.
Pr.5.5.a Perform music, alone or with others, with expression, technical accuracy, and appropriate interpretation.

How does this unit address state curriculum This unit takes the standards and finds ways that allows students to work on the perform section of the state standards. This is
standards? done especially because they are learning how to play a new instrument and taking time to solidify those skills.

Identify and connect School Improvement Goals Diversity in the Music Classroom
related to this unit

Rationale (why is this unit appropriate?) Students have spent time exploring the recorder and have played a little bit of ukulele in the past. This is to help expand on their
previous knowledge as well as find ways to encourage musicianship in the classroom.

Instructional Unit Objectives

Learning Goals and Objectives: What will students know and be able to do at the end of this unit?
Unit Goal:
Students will have a foundation of playing ukulele that includes 4 chords (C, F, Am, and G7) to perform one song on their spring program

Objective # Unit Objectives Level(s)

(Bloom’s Taxonomy)

1 Students will recognize a brief history of the Ukulele and where it the instrument comes from 2
2 Students will develop a variety of strumming patterns 6
3 Students will perform songs that utilize a ukulele accompaniment 3
4 Students will connect all facets of the unit to perform a song on their Spring program 4
5 Students will identify and play four different chords on the ukulele 1

Lesson Date Unit/Lesson Objectives
1 3/27 – Students will learn how to
3/30 strum both downwards and
upwards
Students will learn a brief
background of the ukulele
Pre-teach C chord
2 3/31 – 4/5 Students will learn how to play
C and F chords
3 4/6 – 4/11 Students will perform Best Day
of My Life in class using C, F,
Am chords
Student will learn the Am chord
Instructional Design
Instructional Strategies/ Description of Formative Assessment Describe Specific Adaptations/ Integration*
Activities (formal/informal) Differentiation
T R C I C
S S T C R
All Students Focus Students
Presentation Informal – I play you play For differentiation there is On the pre-assessment
Video of Somewhere As students play T will walk around the multiple ways that the students are tested in a
over the Rainbow room to assist students strumming pattern is shown group by rows to avoid
Strumming patterns on the Smartboard Formal – (Pre-assessment) Groups of on the board to help students the need for students to
Have 3 ways of it written out students will play selected strumming who have different learning play alone for assessment.
Arrows, Letters (D U), patterns styles
Noteheads (eighth notes
and quarter notes
Presentation Informal – I play you play As students are playing the For my focus students I
Chords As students play T will walk around the new chords I have them play am able to walk around
Couple different ways room to assist students it while I’m playing and I the classroom to help
of showing chords Students will play Don’t Worry be Happy continue playing as I am them as they are
Have ways for with minimal mistakes walking around the struggling with the
students to build Mod: If students are classroom to assist students. concepts with the ukulele.
dexterity. Ie rests in struggling have them This also allows students
between chord pick one chord to play who need to see the chord up
changes C or F close that chance.
Chords and rhythms on the Smartboard Have students play both
Have a couple ways to just take a quick break
show for students who before the changes.
need different methods
Songs
Words/recordings will
be on the screen
Don’t Worry Be Happy
Presentation Formal – Students will play along to Best Students who are advancing There aren’t any other
Chords and images to Day of My Life recording with limited through/need a challenge will special modifications for
accommodate mistakes be presented with the Focus Students outside of
different learners in the opportunity to explore the the ones made for the
 classroom Am chord in context of the whole class
Review C and F chords song after playing it through
on the board the first time
Learn Am chord
Recording
Song will played on the
Smartboard so students
can follow along.
Best Day of My Life
For students who are moving quickly the
opportunity for them to try the Am chord will be
nd
given if they are needing a challenge (2 time
through playing)

4 4/12 - Students will review the Am Presentation Informal – I play you play There will be multiple If there is some struggle
4/17 chord and start exploring the Chords As students play T will walk around the iterations where I have with moving between
G7 chord Couple different ways room to assist students students go back and forth chords, students will have
of showing chords Formal - Students will play Lava with between chords. I will have the option to pick either
Review C, F, Am chords minimal mistakes playbacks and invite students one or two chords and
on the board to join when they feel stick with it.
Little mini Hawaii lesson comfortable. This allows
Have ways for students to join on something
students to build new when they are learning
dexterity. Ie rests in something new and get
between chord comfortable with the skill.
changes
Chords and rhythms on the Smartboard
Have a couple ways to
show for students who
need different methods
Recording
Song will played on the
Smartboard so students
can follow along.
Lava

5 4/18 - Students will review the G7 Presentation Informal – I play you play There will be multiple If there is some struggle
4/21 chord and play Lava Chords and images to As students play T will walk around the iterations where I have with moving between
 Students will start learning accommodate room to assist students. students go back and forth chords, students will have
Surfin’ USA different learners in the between chords. I will have the option to pick either
classroom Students will start to work on Surfin’ USA playbacks and invite students one or two chords and
Review all 4 chords! to join when they feel stick with it.
C, F, Am, G7 comfortable. This allows
Students echo transitions students to join on something
to chords new when they are learning
Recording something new and get
Review Lava and have comfortable with the skill.
students play again, help
if students need it.
Song will played on the
Smartboard so students
can follow along.
Surfin’ USA

6 4/24 - Students will perform Surfin’ Presentation Formal – Students will play along to Surfin’ There will be multiple If there is some struggle
4/27 USA to complete the unit Chords and images to USA recording with limited mistakes iterations where I have with moving between
accommodate students go back and forth chords, students will have
different learners in the between chords. I will have the option to pick either
classroom playbacks and invite students one or two chords and
Review Chords in the to join when they feel stick with it.
song comfortable. This allows
Recording students to join on something
Song will played on the new when they are learning
Smartboard so students something new and get
can follow along. comfortable with the skill.
Surfin’ USA

7 5/4 Students will perform The Best Recording Formal - Students will perform Best Day of For their program they will No other modifications are
Day of My Life in their spring Song will played on the My Life along with a recording with 2-3 be able to pick between 3 needed for the focus
program Smartboard so students mistakes different parts and every students.
can follow along. student will get a chance to
Best Day of My Life participate in their own way.
Not one student is forced to
play the part they don’t want
to.
*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 resource
 Instructional Design
1. Learning Strategies:

Explain how you included multiple learning strategies to address diverse cognitive, physical, emotional, and social needs of all your students.
There are times in the lesson that students might need to have physical accommodations, most of what I do is allow students to have a slight modification to their
posture to make things easier

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 students felt welcome and know that this unit might be challenging for some students. I also found ways to take time to explain some of the more
difficult concepts in the classroom as well as finding different ways to present the chord charts/diagrams. So much of this unit is geared to visual learners so for me I
wanted to find ways that I can incorporate all learning styles so students do not feel left out 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 are engaged in learning because I am willing to have students ask questions and have clarifying resources. While I am leading instruction in the class,
students are taking initiative in manifesting growth with their playing

4. Integration of Technology:

How did you use technology to plan and teach your unit?
In my classroom there is a smartboard where I am easily ready to showcase the different chords that students will be playing. I will also have videos for play along
How did students use technology to enhance their learning?
I was able to show in different ways how one chord can be played because the chords are readily available for me to have on the screen. I am also able to have my
students follow along with chord charts on the screen as I walk around and assist students who might need help.
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)
One I heavily used this unit is the incorporation of prior knowledge and building it up, since these students may have had an opportunity to play ukulele in past years I
would find ways to connect the prior information to assist students. Another one I used frequently is making predictions to have students infer where we were going
next. This allowed my students to also start thinking deeper and even put their “teacher hat” on. Lastly I also heavily used the think aloud strategy. This helps students
get the flow of the process that I am breaking down and they can get the flow of the unit down.

6. Integration of Critical Thinking Strategies:

How did you address critical thinking, problem solving, and higher level thinking in your unit?
I address critical thinking and problem solving in this unit by allowing students to ask questions and even ask them how they would solve it. I also find ways to allow
students to dig deeper into a topic and not discourage their curiosity. I also open doors to allow students to want to ask questions and get a deeper understanding of the
unit for my students and to be able to gauge their interest throughout it as well. Allowing a space for critical thinking opens a way for my students to also want to
expand their musical understanding and excitement in the class.

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?
One piece of integration that I used was history. I spent time allowing students to understand the cultural and background of the instrument before playing the
ukulele. This was also so I can gauge if there were any gaps in their knowledge that needed to be filled before moving on to showing and playing the instrument.

8. Community Resources:

What community resources did you use to achieve your unit goals and objectives and foster student learning?
A big factor to this lesson is having students play instruments provided by the school/community within the classroom. Students don’t have to worry about whether or
not they need to bring their instrument to class. I found that this also helps students eliminate the worry about needing their own instrument and potentially causing
financial strain on the families should something arise.