Entry 7 – Planning for Instruction

Contextual Information and Student Learning Adaptations Template

Total Number of Students in the School: D: 411, R: 469, B: 459, P: 398

School Socio-Economic Make-Up (i.e., % free and reduced lunches): D: 31.7%, R: 59.6%, B: 9.1, P: 51%

Class Class Class Class

1 2 3 4
Grade Level/Subject Taught – 5th Grade Diemer (D) Rosehill (R) Brookwood (B) Pawnee (P)
Number of Students in Classroom 16 13 13 12

Contextual Information: Class Class Class Class Student Learning Adaptations:

(List the number of students identified
in each class you teach and identify the
class in which you are teaching your
unit)
Gender
Number of Females:
Number of Males:
Ethnic/Cultural Make-Up
Caucasian/White:
African American/ Black:
Hispanic/Latino:
Asian/Pacific Islander:
American Indian/Alaskan Native:
Language Proficiency
Number of English Language
Learners (ELL):
Academic Performance
Students Performing
Below Grade Level:
Student Performing
Above Grade Level:
Students with Special Needs
Learning Disability:
Emotional/Behavioral Impairment:
Attention Deficit Disorder (ADD):
Developmental Disability:
Intellectual Disability:
Speech/Language Impairment:
Autism Spectrum:
Gifted:
Blind/Visual Impairment (VI):
Deaf /Hearing Impairment (HI):
Physical Disability:
Other Health Impairment:
- Celiac, asthma, diabetes,
hypoglycemia, spina bifida,
allergies, seizures, adrenal
insufficiency
1 2 3 4 (Describe at least one example of a strategy
to provide equitable opportunities,
accommodations, or modifications you
attempted for any student identified within
each contextual characteristic)
Representation in music and model
13 9 9 10 musicians
3 4 4 2
Representation in music and model
14 7 10 8 musicians. Using this to guide the SES
1 1 divide and expectations at home. Rosehill
5 3 can’t always find time to practice with
2 2 1 familial obligations at home.
All students proficient enough in class.
Language choices by teacher informed for
1 2 0 2 all students, not just ELL.
N/A N/A N/A N/A N/A
4 (total) 1 (total) 7 (total) 3 (total) Set-up changes for those with physical
disabilities. Most students with identified
needs don’t have IHP, IEP or 504s as it does
1 1 not affect their learning environment as
much. The most that is done is changing
seating charts or allowing those who can’t
1 share yet to use their own music and stands.
1
1 1 (testing)
1 1
1 1 6 2
 Contextual Information and Student Learning Adaptations Template
(Continued)

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

Diemer Rosehill Brookwood Pawnee

Eager to learn and Eager to learn but can’t Eager to learn, likes to Only school out of area.
pretty quick at stay together at all. It play on their own New school. Need a lot
applying new concepts takes a lot of brain during class, not so of teacher peppiness to
and techniques while power to do one much with each other. stay engaged. Early
adjusting older concept at a time, but a Asks a lot of questions. morning class makes
concepts to new lot of repetition makes Sometimes inattentive. them tired, but ready
instructions. There is a it better. Students tend Very chatty and sees for the day. Make-up
rift in the cello section to treat instructions as classroom reflects school ratios.
outside of class, but optional and not apply management Like being social and
leaks into class them. Most diverse enforcements as chatty, but not about
regarding seating school, class make-up challenges to see how music class. Instruction
arrangements. Student matches the school. far they can push it. is applied well but
with missing fingers on Student with a needs to be broken
one hand causing wheelchair, doesn’t down more than others
different set-up. affect learning if the at times due to the
Majority white, but stand is close enough. district being different.
class ratios reflect
school-wide make-up.

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

Diemer Rosehill Brookwood Pawnee

Most students are Comprehension is not One of the more Some are behind music
proficient in the d and generally a problem, advanced classes. reading due to
a string notes. They the disconnect Students in private commitment levels in
have a good concept of happens when they instruction due to the class. Their playing
what they should and need to apply it to family affluence. abilities are
shouldn’t doing as a playing the Competitive at times. appropriate for their
group (self-assessment instruments. Take the knowledge level, but it’s hard to
and correction with Hardworking to make- they are given and roll adjust to large,
bowing and what-not up for lost time from with it, can be slower combined group since
is quick). field trips and at critical thinking for it’s different teachers.
assemblies. new concepts, but able
to apply it fast when
given additional
instruction.
 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?)

Diemer Rosehill Brookwood Pawnee

Physical descriptors Broken down Setting management Maintain a more book-
need to be carefully instruction (step-by- policies on talking led process to teaching
thought out in terms of step) with some big when the teacher is music. Prep side for
left vs right. A faster, picture sprinkled in. instructing. Allowing a their music to
more precise set of precise instruction and bigger picture effectively learn hard
instructions should more anticipation of approach to small parts as a class.
engage more mistakes. chunks.
wholistically.
Environmental Factors:
Describe district, school, and classroom environmental factors impacting the quality of education for all
your students.

District is biggest in the state and is very affluent. Support for arts, but in a weird way that sometimes
excludes elementary involvement or separates band, choir, orchestra, theater, etc. from each other.
Diemer Rosehill Brookwood Pawnee
New school, big room. Old school, ready for New school. Small Newest school, small
Tv screen, whiteboard. remodel. Big room. room. Tv screen, room. Practically no
Good instrument Whiteboard, projector. whiteboard. Just instrument storage. Tv
storage separate form Space for instrument enough space for screen and whiteboard.
band. storage. instrument storage.

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

Diemer Rosehill Brookwood Pawnee

Affluent, students in Not affluent, more Affluent, divorced Affluent. Little to no
private instruction. economically families. Students in private instruction.
disadvantaged private instruction.
students. Little to no
private instruction.

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?)

Diemer Rosehill Brookwood Pawnee

Some students are Need a lot of focus on Some students are Some students are
ahead in certain areas the little things and ahead in certain areas ahead in certain areas
of music reading and have to “make-up” time of music reading and of music reading and
technique. Engage lost from the lack of technique. Engage technique. Engage
them while not leaving individualized focus. them while not leaving them while not leaving
others behind. others behind. others behind.
 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 Why did you select What did you find out Based on this
information from the this student? about this student? information what are
Contextual Information and Address characteristics the implications for
Student Learning from the Contextual this student’s
Adaptations Information and Student instruction?
Learning Adaptations
Student Female, white, physical Her physical Cognitive Swapping hands
A disability - missing disability Can apply things well and is for set-up is
good about mirroring
fingers (only had pinky prevents her instructions when needed.
needed. Sitting
and thumb on left hand) from playing away from those
string Emotional who they don’t get
instruments in having problems with along with is
the traditional another student, but they’re necessary at times.
sort of better. Quite in class,
fashion, but her but not super sad or
(to be addressed
setup has been disappointed regularly. soon since it’s
adjusted to allow applying to more
her to play in Physical students)
strings class. Needs to have right hand
dominance since left hand is
missing fingers.

Describe this student using
information from the
Contextual Information and
Student Learning
Adaptations
Student Male, white, ASD-IEP
B about set-up,
Social
See emotional.
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
Very particular Cognitive Separate music
Remembers a lot and does and stand is
well keeping track of
technique, and information.
needed during
general classroom
interactions. Emotional instruction.
Follows rules if reminded, Multiple
not usually combative. reminders may
Physical
need to be given
Small and awkward but for behavior but is
doesn’t seem to affect them. quickly corrected
if approached in
Social the right manner.
Can’t share a music stand
with others. (potentially
IEP for ASD but
being worked on). doesn’t need
differentiation in
strings.

Category
Grade Level
Content Area
Unit Topic
State Standards/Common
Core Standards Addressed
(written format)
How does this unit address
state curriculum standards?
Identify and connect School
Improvement Goals related
to this unit
Rationale (why is this unit
appropriate?)
Unit Overview
Description
5th Grade
Beginning Strings
Music Reading – G String Notes
Pr.2.N Demonstrate, using music reading skills where appropriate,
how knowledge of formal aspects in musical works inform prepared
or improvised performances.
Pr.4.N Use self-reflection and peer feedback to refine individual and
ensemble performances of a varied repertoire of music.
Students will identify notes on the G string and perform it in selected
repertoire.
Due to being travelling strings, school-based goals are difficult to
maintain, so district goals are being addressed: Every student will
develop and utilize personal resilience while mastering essential
competencies that lead to college and career readiness.
Students will be performing music with G string notes in their last
concert as well as throughout the rest of their instrument journey.
 Instructional Unit Objectives

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

Objective # Unit Objectives Level(s)

(Bloom’s Taxonomy)

1 Students will identify G string notes with and without a 2

musical staff.
2 Students will write and locate G string notes on the staff. 2
 LESSON #1 – PREPARE

Objectives: Students will play the first 4 notes of the G major scale with appropriate tone and intonation.

Standards Being Addressed:

Pr.2.N Demonstrate, using music reading skills where appropriate, how knowledge of formal
aspects in musical works inform prepared or improvised performances.
Pr.4.N Use self-reflection and peer feedback to refine individual and ensemble performances
of a varied repertoire of music.

Materials of Instruction:
Board/Projector for Agenda Slide
Instruments

Lesson Sequence (lessons may have more or less activities as appropriate):

Entry Activity/Transition: Students enter and set-up as usual while teachers greet and tune instruments.

Activity #1: Review the D scale.

1. Play D scale with 4 and 2 per notes.
a. Review hand patterns and fingers used.
b. Correct as needed for intonation, fingerings and tone.
Activity #2: Call Backs.
2. Call backs with open strings.
a. using D, A, and now G
3. Call backs with fingered notes.
a. Use finger numbers note notes yet.
b. What do you think these notes are?
i. GABC
4. Play the first 4 notes of the G major scale.

Assessment: Visual and Aural observation of large and small groups of students.

Transition: Okay everyone, take out your music!

 LESSON #2 – PRESENT & PRACTICE

Objectives: Students will identify the notes on the G string in the context of the musical staff and their
instruments.

Standards Being Addressed:

Pr.2.N Demonstrate, using music reading skills where appropriate, how knowledge of formal
aspects in musical works inform prepared or improvised performances.
Pr.4.N Use self-reflection and peer feedback to refine individual and ensemble performances
of a varied repertoire of music.

Materials of Instruction:
Board/Projector
Instruments

Activity #1: Review the G scale notes on G string and G scale.

1. Play G scale with 4 and 2 per notes.
a. Review hand patterns and fingers used.
b. Correct as needed for intonation, fingerings, and tone.
Activity #2: Board work
1. Board work practice with G string notes (say the notes)
a. Train it up. (verification + group)
b. bottom up. (no verification + group)
c. mix it up. (randomization + group)
d. firm it up. (randomization + individual)
e. speed it up. (partner work, quick as they can down + up worksheet)
2. Repeat process with playing the notes.
a. Count them in and have them play it 4 times.
Activity #3: Board work
1. Board work practice with random measures of notes.
a. See above activity for sequencing.

Assessment: Aural Observation from student responses (group and individual). Peer
assessment in partner work.
 LESSON #3 - PRACTICE

Objectives: Students will identify the notes on the G string in the context of the musical staff and their
instruments.

Standards Being Addressed:

Pr.2.N Demonstrate, using music reading skills where appropriate, how knowledge of formal
aspects in musical works inform prepared or improvised performances.
Pr.4.N Use self-reflection and peer feedback to refine individual and ensemble performances
of a varied repertoire of music.

Materials of Instruction:
Board/Projector
Instruments

Activity #1: Swat Game

1. Students pair up and “compete” to identify the note by swatting the note given to them
by the teacher.
a. Each set of students get 2-3 notes.
b. Alternatives include holding up colors for corresponding rows.

Activity #2: Note Identification Pictionary

1. Round 1
a. Student will write the note on the board presented by the teacher.
b. Students will guess what note it is.
c. Each student goes once.
2. Round 2
a. Student will draw how to play the note on the graphic image.
b. Students will guess what note it is.
c. Each student goes once.

Assessment: Student identification and visual observation from student responses

(individual/pairs). Informal “Yes/No” skill assessment.
 LESSON #4 - PRACTICE

Objectives: Students will compose a 2-measure melody using quarter notes on the G string and write it
on the staff.

Standards Being Addressed:

Pr.2.N Demonstrate, using music reading skills where appropriate, how knowledge of formal
aspects in musical works inform prepared or improvised performances.
Pr.4.N Use self-reflection and peer feedback to refine individual and ensemble performances
of a varied repertoire of music.

Materials of Instruction:
Board/Projector
Instruments
Staff Paper

Activity #1: Composition!

1. Teacher walks students through a composition as a class.
a. Students ask questions if needed.
2. Students partner up.
3. Write a 2-measure composition for your own clef.
a. Everyone must write and turn one in.

Closure: Teacher and Students will select student compositions to play as a class.

Assessment: Students can write the notes on the G string. (yes/no)

Summative Assessment: Students take the pre-assessment test again.

 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.

The visual representation of the string and tapes caters to visual learners who need to understand
that physical/spatial relationship on their instruments. The tapes also apply to kinesthetic learners
in doing while learning. Aural learners receive verbal instructions on what to expect and do, while
also being sung the pitches as they are learned so they can train their listening. Using supportive
language and positive reinforcement as most of the feedback will allow the learning environment
stay positive and create a space where mistakes are okay and accepted when we are aiming to grow
as a group.

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

Students who were well-versed in G string concepts were used as strong partners during partner
pairings, which allowed for more peer teaching and assessment to occur. Differentiated instruction,
while used, was not a requirement outside of used language due to IEP student abilities and
proficiencies. Differentiation occurred more as a standard practice than a requirement.

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

Justify in what ways this unit is student centered. Describe how students were meaningfully engaged
in active inquiry (i.e. questioning concepts, developing learning strategies, seeking resources, and
conducting independent investigations).

Students were led through a Q&A to fill in the graphic for G-String notes. There is also a lot of
partner work and peer/self-assessment during the Board Work sessions as well as the practice
lessons for reinforcing the concepts learned.

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

Everything we use is technology, so using the advantage of whiteboards and the instruments in
their hands as much as possible helps when not every school has the same music area (one school –
not used for analysis - is in the hallway!) The TV screens and projectors allow a material-saving
way to present lessons such as the board work lesson and keeps it consistent across schools.

How did students use technology to enhance their learning?

Students are using the materials in-person and online to aid in the peer-learning and partner work
sections of the lessons. Student A occasionally uses a type of “hand-band” to keep the bow secure to
their hand while playing.
5. Integration of Reading Strategies:
What reading strategies did you use in your unit? Why did you choose these specific strategies? How
did these strategies support your students reading development and content knowledge?
(include at least 3 reading strategies in you unit)

Board work was used and adapted from a session at a conference to aid in music reading. They
were also presented with the music needed for their concert which contains notes learned in this
unit for some instruments. Say, don’t play; say and pluck; and play, don’t say is an instructional
sequence that allows them to slowly put the visual reading into physical application of music. It
gives them time to process the notes and rhythms while turning that reading into the fine motor
skills needed to play.
6. Integration of Critical Thinking Strategies:
How did you address critical thinking, problem solving, and higher-level thinking in your unit?

This was addressed during the first lesson as they were helping me fill in the graphic for tapes. The
final assessment and application of new knowledge to actual music and tracking the necessary
notes through a passage will challenge them in all aspects of aural, visual, motor, and sensorimotor
skills.

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?

Rote teaching strategies allow for anecdotal teaching of concepts for tone production, intonation,
and social-emotional learning.

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

My CT and I used our unique situation of “more teachers” to split classes into sectionals during the
performance-based sections of the unit.