Portfolio Handbook Templates

The following templates are a resource that you can use while completing your Student Teaching
Handbook Entries 7 and 11. The text fields and charts can be extended as needed when you are
completing the templates.

Entry 7
Contextual Information and Student Learning Adaptations Template

Total Number of Students in the School: 753

School Socio-Economic Make-Up (i.e., % free and reduced lunches): 26%

Class Class Class

1 2 3
Grade Level/Subject Taught 2nd Grade 2nd Grade 2nd Grade
Music Music Music
Number of Students in Classroom 17 17 15

Contextual Information: Class Class Class Student Learning Adaptations:

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

F: 9 F: 6 F: 8 I balanced genders among center

Gender M: 8 M: 11 M: 7 groups.
Number of Females:
Number of Males:

C/W: 17 C/W: 15 C/W: 15 I provided equitable opportunities for

Ethnic/Cultural Make-Up AA/B: 0 AA/B: 1 AA/B: 0 all students.
Caucasian/White:
African American/ Black: H/L: 0 H/L: 0 H/L: 0
Hispanic/Latino: A/PI: 0 A/PI: 0 A/PI: 0
Asian/Pacific Islander: AI/AN: 0 AI/AN: 1 AI/AN: 0
American Indian/Alaskan Native:

ELL: 0 ELL: 0 ELL: 0 NA

Language Proficiency
Number of English Language
Learners (ELL):

Below: 7 Below: 7 Below: 8 I kept in mind that students may have a

Academic Performance Above: 10 Above: 10 Above: 7 dif icult time with reading, so I
Students Performing
Below Grade Level: accommodated by using pictures
Student Performing throughout instruction.
Above Grade Level:

 LD: 0 LD: 0 LD: 1 Accommodated seating.

Students with Special Needs E/BI: 0 E/BI: 1 E/BI: 1 Allowed students to work in groups.
Learning Disability:
Emotional/Behavioral Impairment: ADD: 5 ADD: 3 ADD: 3 Inserted pictures.
Attention Deficit Disorder (ADD): DD: 0 DD: 0 DD: 0 Offered two levels of project dif iculty.
Developmental Disability: ID: 0 ID: 0 ID: 0
Intellectual Disability: S/LI: 2 S/LI: 0 S/LI: 0
Speech/Language Impairment: AS: 1 AS: 0 AS: 0
Autism Spectrum:
Gifted: G: 2 G: 0 G: 0
Blind/Visual Impairment (VI): B/VI: 0 B/VI: 0 B/VI: 0
Deaf /Hearing Impairment (HI): D/HI: 0 D/HI: 0 D/HI: 0
Physical Disability: PD: 0 PD: 0 PD: 0
Other Health Impairment: OHI: 0 OHI: 0 OHI: 0

Contextual Information and Student Learning Adaptations Template

(Continued)
Student Characteristics:

 Describe the developmental characteristics of students in your classroom.

(Cognitive, Physical, Emotional, Social).

Cognitive: There is a wide range among the 2nd Grade Music classes. Some have learning delays and
disabilities, some have been identified with exceptionalities and/or gifted.

Physical: Some students are young for their class while others have repeated a class. There is a wide
height and size range of students. Some are involved in sports, some have high coordination skills, and
some have motor delays.

Emotional: These 2nd Graders were in preschool when Covid hit. Every year of their schooling has
been affected by Covid. They did remote learning in Kindergarten. Their ability to regulate emotions are
behind the expected age range. Some are immature of emotionally disruptive.

Social: Covid has caused a lack of social exposure. Some are delayed from where you’d expect 2nd
Graders to be. There is a wider range of ability to work in small groups or partners.

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

Music is required at the Elementary level. Eudora has two music teachers at the Elementary School. The
students reset every year, and can have a new teacher with new expectations. Sometimes content
overlaps or they get unequal exposure to a certain topic. Overall, their interests consist of sports, board
games, Chromebooks, and reading.

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?)

It is important to keep them up and moving because their attention span is short. You must adjust the
level on independence they are able to do. They need more guidance on a collaborative task. You should
be constantly adapting and flexible for every class.

Environmental Factors:

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

District: There is only one Elementary School in the Eudora District. However, we have the numbers
to occupy two schools. The community is established and supported. There is a wide range of
socioeconomic ranges. The district is small enough that the students know each other but big enough
that there are different opportunities. The Eudora Schools Foundation is a big supplement of
resources.

School: The school has less of a traditional elementary school feel. Each grade is separated by a pod.
There are not very many interactions with others. There are many entrances to the building resulting
in seeing less students arrive/leave school.

Classroom: There are minimal distractions in the music classroom. There are calming lights and
lamps. There are minimal objects for impulsive actions. There is a lot of space for movement
activities. We offer flexible seating. There are not any windows. The hallway and be loud and
disruptive, especially with the SEB room across the hallway.

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

There is a wide range of socioeconomic status. There are not many high income families. There are a lot
of high poverty kids, but they are not the majority. There is a standard bell curve. Recently there have
been more instances of suicide among families, possibly being Covid related.

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?)

We host our music programs in the evening to try and be more accessible for families. We do not ask for
elaborate costumes or items for music. We offer opportunities for families to make donations toward
group recorders. We provide a music share day, where students bring in something musical from home
if they would like.

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
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

Student Male This student Cognitive This student works

This student struggles with
A Caucasian/White often needs reading skills. well with
Performs below grade redirecting and individual and
level assistance Emotional occasional group
This student does well
Attention Deficit Disorder completing managing emotions. instruction. They
Speech/Language tasks. will need
Physical
Impairment This student is physically
assistance in
capable to participate. reading and
Occasionally uses focusing.
accommodated seating to
help focus.

Social
This student interacts well
with peers.

Describe this student using
information from the
Contextual Information and
Student Learning Adaptations
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

Student Male This student Cognitive This student works

This student thrives in
B Caucasian/White often performs at accelerated learning. well by
Performs above grade level a higher level themselves. They
Gifted than their Emotional will need more
This student can be hard on
classmates. themselves if they do not challenging work
succeed. to stay engaged.

Physical
This student is physically
able to participate.

Social
This student interacts well
with peers.

 Unit Overview

Category Description
Grade Level 2nd Grade

Content Area General Music

Unit Topic Peter and the Wolf

State Standards/Common
Core Standards Addressed
(written format)
MU:Cr3.1.2a Interpret and apply personal, peer, and teacher feedback to
revise personal music.
MU:Pr6.1.2b Perform appropriately for the audience and purpose.
MU:Re7.1.2a Explain and demonstrate how personal interests and
experiences in uence musical selection for speci c purposes.
MU:Cn10.0.2a Demonstrate how interests, knowledge, and skills relate to
personal choices and intent when creating, performing, and responding to
music.
MU:Cn11.0.2a Demonstrate understanding of relationships between
music and the other arts, other disciplines, varied contexts, and daily life.

How does this unit address Students are creating, responding, performing, and connecting in this
state curriculum standards? unit.

Identify and connect School Safe, accountable, outstanding, respectful (S.O.A.R.). Students are
Improvement Goals related demonstrating a safe body by following directions. Students are
to this unit accountable by completing their assigned tasks. Students are outstanding
in their ability to improve. Students are respectful to others and materials.
Rationale (why is this unit This unit is appropriate and necessary in that it teaches core music
appropriate?) standards, creates outlets for flexibility and accommodations, and teaches
a fundamental music education topic that has famously been endured: the
instruments of the orchestra.

Instructional Unit Objectives

Learning Goals and Objectives: What will students know and be able to do at the end of this unit?
Unit Goal: By the end of the unit, 2nd Grade music students will create, respond, perform, and connect to
the content of “Peter and the Wolf” through technology integration, various reading strategies, community
connections, arts integration, and critical thinking strategies.
fl

fi

 Objective # Unit Objectives Level(s)

(Bloom’s Taxonomy)

1 By the end of the unit, 2nd Grade music students will Remember
complete “Peter and the Wolf” Kahoots on their
Chromebooks.
2 By the end of the unit, 2nd Grade music students will Apply
determine which instrument corresponds to each
character on a matching game.
3 By the end of the unit, 2nd Grade music students will Create
create a puppet show that reflects the story of “Peter and
the Wolf.”
4 By the end of the unit, 2nd Grade music students will Understand
read various versions of “Peter and the Wolf” on picture
books.
5 By the end of the unit, 2nd grade music students will Analyze
connect with the community through live music
performance.
6 By the end of the unit, 2nd Grade music students will Remember
determine which instrument family orchestral
instruments belong to, which instruments play the
character motifs, and who the composer of “Peter and
the Wolf” is and why they wrote it.

 Instructional Design Template

Lesson Date Unit/Lesson Instructional Description of Describe Specific Integration*

Objectives Strategies/ Formative Adaptations/
Activities Assessment Differentiation
(formal/
T R C I C
informal)
S S T C R

All Focus
Students Students

1 4/5 By the end Students will Formal Have the Have the X
of the class work Assessment. I option to option to
period, 2nd asynchronousl see student work work
Grade music y on their answers and independ independe
students will Chromebooks. completion. ently or ntly or as
select either This allows me as a a group.
the “easy” to make group.
or “hard” adjustments to
version of learning.
the “Peter
and the
Wolf”
Kahoot and
complete it
with at least
60%
accuracy.
2 4/6 By the end Students will Informal Read Have the X
of the class quietly read Assessment. I independ option for
period, 2nd through see that ently. flexible
Grade music different students are seating.
students will storybooks. engaged in the
explore books.
“Peter and
the Wolf”
books by
different
authors and
illustrators.

3 4/12 By the end Students will Informal Work Have the X

of the class select one of Assessment. together option for
period, 2nd two matching Students will to find flexible
Grade music sets and raise their hand the seating.
students will complete the when finished matches. Have the
determine matches. and I will option to
which assess their work
instrument work. independe
is in which ntly.
instrument
family, as
well as
which
instrument
represents
which
character in
“Peter and
the Wolf”
though a
card
matching
game.
4 4/17 By the end High school Informal Listen Listen X
of the band students Assessment. I respectfu respectfull
lesson, 2nd will perform can tell if lly. y.
Grade short excerpts students are
Music and answer engaged and/or
Students questions about asking
will connect their questions.
with high instrument.
school
musicians
through
active
listening and
questioning.
5 4/18 By the end Students will Informal Create Have their X
of the cut out finger Assessment. I their puppets
lesson, 2nd puppets and act can tell that all own cut out for
Grade music out the scenes students are puppets. them.
students will from “Peter participating.
perform a and the Wolf”
puppet show in groups.
based on
story
prompts
from “Peter
and the
Wolf.”

*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.

Cognitive: I made sure that the content was attainable by students. I offered two versions of the
Kahoot, two versions, of the matching game, and multiple versions of the books. I kept student IEPs
and accommodations in mind and asked assigned paras to assist when necessary.

Physical: I offered differentiated seating for select students to enhance their learning environment.

Emotional: If students were getting frustrated on a task, I gave them space and/or different activities to
pursue.

Social: Students often worked in groups to accomplish the objectives. However, some students worked
better on their own and I allowed that, too.

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 balanced genders among center groups. I provided equitable opportunities for all students. I kept in
mind that students may have a difficult time with reading, so I accommodated by using pictures
throughout instruction. I had accommodated seating, allowed students to work in groups or
individually, I inserted pictures, and offered two levels of project difficulty.

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).

This unit was taught in small groups. Each lesson was catered to a certain integration. When I designed
these integration lessons, I had student needs and interests in mind. I know that students like to play
Kahoots, so I created relevant ones to our unit. I know that students need practice matching
instruments to the character, so I designed a matching game. I know that students would enjoy acting
out the book scenes and creating puppets, so I designed a puppet show. I know that students would
learn more about the story by reading different versions of it, so I created a “Peter and the Wolf” book
center. Finally, I know that students love to interact with others and ask questions, so I asked a few
high school instrumentalists to come and perform for the students. Students were always actively
engaged. They asked questions, tried new things, worked together, and worked individually to deepen
their understanding of the unit.

4. Integration of Technology:
How did you use technology to plan and teach your unit?

Students used Chromebooks to complete two Kahoots on the unit subject.

How did students use technology to enhance their learning?

By using this technology, the students were able to learn about the unit topic while playing an online
game. This technology allowed for students to see pictures, listen to audio files, and determine the
correct answer.

 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)

Students used different reading comprehension strategies. These included visualizing, activating prior
knowledge, and evaluating understanding. These three strategies work well when comparing/
contrasting different texts. By reading different versions of the text and activating these three
strategies, students were able to advance their reading skills and learn more about the story behind the
unit.

6. Integration of Critical Thinking Strategies:

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

Students used critical thinking skills and problem solving skills to work together to solve the matching
games. When completed, I challenged the students to use higher level thinking by thinking of another
way they can practice matching the cards.

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?

The puppet lesson was arts integration. This lesson connected students with theatre performance. This
enhanced student understanding because they had to work together to create, plan, and perform parts of
the story, which is like both contents: music and theatre.

8. Community Resources:
What community resources did you use to achieve your unit goals and objectives and foster student
learning?

A few High School Band students came and performed for the students. Students had time to listen and
ask the high schoolers questions about their instruments - the same ones that are featured in “Peter and
the Wolf.”