EDUC 450: PROFESSIONAL CLINICAL PRACTICE SCHOOL OF EDUCATION CLAFLIN UNIVERSITY TEACHER UNIT WORK SAMPLE

Candidate: Jessica Gates

Mentor Teacher: Ms. Gwen Smith School: Sheridan Elementary

Academic Year: SP 2013 Grade Level: 3rd-5th

District: Orangeburg Consolidated 5 Subject: Music

Dates of unit: from 19 February 2013 to 19 April 2013

Section I: Unit Title and/or Description: Section II: Description of Students: Describe (1) the number of students, (2) demographics of the
students, and (3) any other special features or important information that you included in your Long Range Plan as you described your students.

Total Students Gender Ratio

165 77 Males 88 Females 138 African-Americans 14 Hispanics 12 Caucasians 1 Asian Most students chose Math as their favorite subject. Most students chose Hip-Hop specifically as their favorite genre of music. Most students chose percussive instruments (piano, drums and guitar) as their favorite instrument.

Ethnicity

Favorite School Subject Preferred Genre of Music Favorite Instrument

Section III: Contextual Factors: Describe the contextual factors, including the (1) relevant student
characteristics from Section II, as well (2) as other factors related to the community, district, school, classroom or students, that are likely to impact instruction and/or student learning with regard to the selected instructional unit. Include a (3) description of the ways in which each of these factors will be taken into consideration during unit planning and instruction.
After gathering and reviewing the information from the students, my cooperating teacher and the guidance counselor, I feel this information will help with planning my lessons and exposing the students to the relevancy of learning the discipline of music. The students that I will be instructing are diverse in gender and ethnicity, most of the students are logical thinkers (preferred subject being math), enjoy listening to Hip-Hop music, and enjoy listening or playing percussive instruments. While preparing my instruction, I will use this information to thoroughly involve the students to by using the logical side of music (the counting of notes, viewing notes as value symbols instead of dots or pictures), including music from the current and past Hip-Hop music genre, and using more percussive instruments (when time allows) as encouragement or learning a new musical concept. These added aspects could increase the rate of student learning, increase the amount of student learning and with the lessons partially student-focused, increase my instructional time.

Section IV: The Unit Plan Section IV A: Major Unit Objectives (Key Element 2.A) (1) List the unit objectives and (2)
indicate the corresponding state standards. (Remember objectives must contain 4 parts: performance, product, conditions and criterion.)

Unit Objectives Key Element 2.A 1) 80% or more of the students will be able to perform appropriate music with 90% accuracy on posture and fingering on the piano. 2) 80% or more of the students will be able to read and understand appropriate music with 90% or more accuracy of note name, value, and contour.

Correlated Standards/Expectations
Standard II: Playing alone and with others a varied repertoire of music Standard V: Reading and notating music

Section IV B: Unit Plan (Key Element 2.B)

Describe your instructional plan that is, the (1) sequence of steps that you need to follow if your students are to achieve the unit objectives. (2) Describe the key instructional activities, strategies, materials and resources including instructional technology), and indicate the unit objectives (numbered according to the order in which they are listed in Section IV A) that are addressed.

Instructional Plan for the Unit Key Element 2.B

Activities/Strategies/Materials/Resources (Key Element 2.B) Pre-Assessment: Students will identify the notes placed on StarBoard from the Lumens Lamp. Whole Group Instructions: Students will listen to a presentation introducing and explaining the staff, treble clef, and the notes of the treble clef. Instructor will work with students on the song Lets Get Silly Independent Practice: Students will work independently on note identification worksheets. Independent Practice: Students will work independently on playing Lets Get Silly on piano. Unit Assessment 1 Unit Objective Number(s) 2 1-2 2

1-2

1-2

Reflect on the instructional plan for the unit: How does this instructional plan (1) establish a balance between grade-level academic standards and expectations and the needs, abilities and developmental levels of individual students? (2) Discuss the strategies used to teach students on varying levels. (3) Discuss how you designed your instructional plan using students characteristics, needs and learning contexts. This instructional plan establishes a balance between grade-level academic standards and expectations and the needs, abilities and developmental levels of individual students by following the National and State Music Education Standards for grades 3-5. Whole group instruction, individual instruction and modeling will be the strategies used to teach students with higher level thinking, IEPs, and ESOL students. I designed my instructional plan using the scheduled and unscheduled time with the students, the students lack of exposure to the arts outside of music class, and their needs of connecting music to ELA, Science, Math, and Social Studies.

Section V A: Unit Assessments (Key Element 3.A) - List the key unit assessments. Type of Assessment (Check one for each assessment) Teacher-Made Commercially (A copy of each teacher Available

Key Unit Assessments (Key Element 3.A) Pre-Assessment: Note Identification: Values and note names on the Treble Clef Post-Assessment: Note Identification: Values and note names on the Treble Clef Performance Assessment: Lets Get Silly

made assessment must be attached to this plan.)

Reflect on the unit assessments: (1) How did you determine that your unit assessments are valid and reliable for all students? (2) How did you use your prior understanding of students skills to plan your instruction? I determined that my unit assessments are valid and reliable for all students because I based my assessments on the National and State Music Education standards for 3-5 grades. Also I have only used information and knowledge taught during the unit and assessments will show students understanding of the information given and the knowledge on the subjects that were retained. Using prior understanding of students skills I was able to plan out devotion, the length of time needed on each subject for each class, and the resources needed to teach each class.

Section V B: Assessments (1) Describe and attach the assessments for each unit objective. (2)
Include descriptions of any necessary accommodations. For each assessment, (3) include the evaluation criteria (i.e., describe and/or attach each appropriate scoring rubric, observation checklists, rating scales, item weights and the like). (4) Attachments must be clearly labeled to indicate their relationship to the elements in the table below.

Assessments (Key Element 3.A) Unit Objective 1: Pre-Assessment(s)

Accommodations (Key Element 3.A) None

: Post-Assessment(s) ESOL students can either take it with the ESOL teacher or take it separately in class as I have been trained to teach ESOL students None

: Other Assessment(s)

Evaluation Criteria (Key Element 3.C) Note Identification Worksheet (Value and name on the Treble Clef) 6 questions 5 points each. 30 is the maximum points Note Identification Worksheet (Value and name on the Treble Clef) 6 questions 5 points each. 30 is the maximum points None

None Unit Objective 2: Pre-Assessment(s) None : Post-Assessment(s) IEP students will only identify black keys in sets of two and sets of three

None None

: Other Assessment(s)

Performance Assessment on Lets Get Silly

Section V C: After administering the pre-assessment(s), (1) analyze student performance relative to the
unit objectives. (2) Attach one or more clearly labeled tables, graphs, or charts that depict the results of the pre-assessment(s) in a format that allows you to find patterns of student performance relative to each objective. (3) Summarize the results of the pre-assessment(s) and describe the implications of these results on instruction. I assessed the students on note identification using the Note Identification Worksheet before teaching the concepts of note values and names on the treble clef. Based on the data, I was not sure that the students would do well with the post assessment, as most of the students were being introduced to the concept and there was not much time for students to learn the information and retain the knowledge. Based on the results, I will be able to watch student progress, and I believe that only positive progress will show through the lesson.

Section VI: Analysis of Student Learning) Key Elements 3.B and 3.C)
Once you have completed the unit, analyze all of your assessments and determine your students progress relative to the unit objectives. (1) Did the information increase your understanding of individual students performance? (2) Attach clearly labeled tables, graphs or charts that depict student performance ( strengths and weaknesses) for the entire class, for one selected subgroup and for at least two individual students. For each visual representation, (3) provide a descriptive narrative that summarizes your analysis of student progress and achievement. Finally, (4) explain the ways in which you have assigned student grades (or other indicators of student performance), and what were the overall results? Based on the overall results, (5) did the students gain from this unit all that you expected? Why or why not? (6) Include a description of the ways in which these results have been recorded as well as how and to whom they have been reported. The information from the assessment showed where students increased understanding and where the students still lacked understanding. I believe the students showed tremendous growth between the pre-assessment and the postassessment. Students are expected and encouraged through stickers, class ratings, and verbally to reach 80% and above in music class in participation, class assignments and performances. The students strengths were in note values over note names on the treble clef. The values of the notes were closely relatable to money; quarter note=1 beat or one quarter to make 25 cents, half note=2 beats or two quarters to make 50cent or half dollar, and whole note=4 beats or four quarters (money and notes) to make 1 dollar. The students were able to identify the values at 90-100% on the post-assessment. The students weakness was understanding the note names on the treble clef. I believe the difficult part was understanding the relationship between notes on a line and in a space. Students still identified at least 50% of the notes on the post-assignment from an average identifying none of the notes correctly. Overall, I feel students have gained most, if not all, of the information I taught for the unit. The results from the posttest are placed into PowerTeacher and will be included into the grades for Music, showing parents and students.

100 80 60 40 20 0 Note Identification (Class) PreAssessment PostAssesment

Section VII. Reflection and Self-Assessment (Key Elements 3.B and 2.C)
(1) Reflect on and describe the relationship between your students progress and achievement and your teaching performance. If you were to teach this unit again to the same group of students, (2) what, if anything, would you do differently, and why? What (3) specific aspects of the instruction need to be modified? The students progress and achievement show me that my teaching performance is effective; however, there is still room for improvement. Students did learn quickly about the quarter, half, and whole notes; however, the students still struggle with identifying notes on the treble clef by name. FACE is in the SPACE helps, but without the rhyme, students do not understand that the first space is F. As I continue with this unit, I will separate the values from the letter names on the treble clef instead of trying to teach it all in one class period. I will also change performance practice and challenge students by having them clap the rhythm while saying the letter names. These changes will use higher level thinking, which will challenge the students and make the information more relevant to the students. rd th Modifications I would make to the instruction would be that 3 -5 grades will have a ten minute devotion to clapping and counting rhythm, and when whole group instrumental instruction time starts, students will be responsible for saying the note name and having the corresponding fingering correct. When I am able to improve these things in the instruction and relate the aspects of this unit to their favorite music or everyday situations, then I am sure student understanding will increase.