Assignment #4: Mini Unit Plan: Assignm Ent

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Patrick Steeves 001149889

Assignm
ent
Overview
Assignment #4: Mini Unit

Plan
In this assignment you will develop a mini unit plan comprised of an

overview and rational, a performance task and rubric, three
consecutive lessons and associated rationales, and a final reflective
blog. Elements of this assignment will be graded by instructors in
your C&I, Assessment, Psychology and Education Technology modules
(see chart below to see which elements will be assessed by which
module instructor).
The three lesson plans should be carefully linked to scaffold learning.
Moreover, they should demonstrate knowledge about the
development of lesson objectives to attend to curricular outcomes,
differentiated instruction, and the establishment of a productive
learning environment. They should also attend to learning theory,
and assessment theory. One of your three lessons should incorporate
the use of technology.
The rationale for instructional decisions should incorporate concepts
learned in PSI across each module in order to demonstrate the
strategic (rather than intuitive) nature of pedagogical decisionmaking.
Some elements of this assignment can be completed collaboratively
(in groups of 2 or 3) other elements must be completed individually
(see chart below). This assignment is due (for all modules) by noon
on November 9th.
Your mini-unit must focus on Grade 1-6 curriculum outcomes from the
Alberta Program of Studies.
Completed assignments must be posted to your eportfolio. Both a
link to your completed assignment and the full copy of the file (in
.doc format) must be uploaded in Moodle. Check with each module
instructor regarding specific expectations for submission.
Mini-Unit Assignment
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Assignment Components
Module
2.
An overview of curriculum outcomes, inquiry

questions, and assessment features.
A sequence of three consecutive lesson
plans leading to a performance task (C&I will
provide template options). Each lesson must
include:
3.
Assessme
nt
C&I
Group
Optio
n
Yes
Yes
Overview, rational, overarching questions

General information about the class being
taught (e.g., grade level, duration of class)
SMART lesson objectives that are clearly linked
to GLOs and SLOs
Materials utilized in the lesson (copies should
be included with the plan)
Detailed description of lesson procedures
including logistical considerations (avoid vague
instructions such as introduce the topic)
Well sequenced activities including an
introduction, body, and closure
Key questions and statements to reinforce
learning (exact phrasing)
Time allocations for all activities
Differentiation
Management considerations for establishing a
positive learning environment
At least one formative assessment activity.
Each formative assessment task must be
completely developed (including instructions,
handouts, and resources as required).
A series of summary pages for the lesson

plan sequences that tie lesson plan features
to course expectations. See assignment
template for more information.
C&I,
Assessme
nt, Ed
Tech,
No
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4.
5.
A performance task and accompanying

rubric. Your performance task must be linked
to your three lessons. This performance
task must be completely developed,
including handout with instructions for
students, resources students will require and
a rubric and checklist.
A final integrated reflective blog (no more
than 500 words) that answers the following
questions:
a. How does this mini unit consolidate and apply
your theory of teaching and learning?
b. Concrete discussion of your theory of teaching
and learning references to key readings and
scholars from across the modules
c. Concrete examples of your application of that
theory in your mini-unit linked to learner
considerations.
d. Connections between modules, curriculum
Ideologies, Learning theories

Psycholog
y
C&I
Yes
C&I
No
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Mini Unit Plan
Teacher
Subject
Topic/Focu
s
Patrick Steeves
Grade 2 Music
Dynamic Changes within Music
Overarching
Question
In what ways can Music be altered through changes in dynamic?
Learner
Consideratio
ns
20 Grade Two students with knowledge of stem notation (basic linear patterns
that can be used to show the rhythm of a piece), a Smart Board, a video
recording device, and a Class Blog.
Performance
Task
Overview
Students will be expected to be able to sing a basic melody with dynamic

changes by themselves as well as accurately differentiate between a crescendo
and decrescendo.
Learner Outcomes
General
Outcomes
Specific Outcomes
Links to
Overarching
Question/subquestions
Enjoyment of
Music
Expression (9) - Music

dynamics can change
suddenly (accent), or
gradually (crescendo or
diminuendo).
What types of dynamic

changes are there?
Insights into
music through
meaningful
musical
activities
Reading and Writing (16) Recognizes the symbols

for crescendo,
decrescendo, and
accents.
How can you represent

dynamic changes in
written music? How can
you recognize when the
music wants you to
change the dynamic?
Self-Expression
and Creativity
Moving (9): Show awareness in

changes of dynamic through
movement.
How can you use your

body to represent
dynamic changes?
Assessment
Criteria
Students provide evidence of
their learning as they
Students can identify the

differences between
dynamic changes as they
participate in class
discussions and through
their singing
performances.
Students can accurately
and consistently answer
by matching a dynamic
change with the proper
symbol.
Students consistently
represent dynamic
changes with motions. For
example, students will
consistently depict
crescendos with a
widening hand gesture.
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Musical Skills
and Knowledge
Student Task Description

For this section of the assignment, develop the Performance Task handout that you would
provide to your students. This handout must be written so that it directly addresses the
students (this is not a teacher to teacher description of what you would ask the students, it
is the handout in which you describe directly to students what you are asking of them).
Review the Performance Task Design Checklist to ensure all elements of a good
performance task are accounted for.
On the page the follows develop the rubric or scoring guide that you will be using to
evaluate performance on this task.
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Dynamic Change!
Name: _______________
1. You will highlight the musical line with the following colours:
a. If the notes are soft, colour them BLUE.
b. If the notes are loud, colour them RED.
c. If the notes are getting softer, colour them ORANGE.
d. If the notes are getting louder, colour them GREEN.
2. By yourself, you will perform the following musical line for me in private during the
next class.
a. Make sure to sing notes loudly or softly. I need to easily hear the difference.
You need to sing your RED notes loud and your BLUE notes soft!
b. Use appropriate hand motions to convey the dynamics. Use the same
gestures we learned in class.
3. Next Class, I will play 4 different melodies. You will have to determine whether I
played the melody with a:
a. Crescendo
b. Decrescendo (Diminuendo)
c. Accent
Record your answers below:
1. Melody #1- ____________________________________

2. Melody #2-____________________________________
3. Melody #3- ____________________________________
4. Melody #4- ____________________________________
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Assessment Criteria
3
Excellent
Proficien
t
Adequat
e
Show
awareness of
the different
dynamics of
notes
The student
always
accurately
identifies the
different
dynamics of
notes.
The student
can usually
accurately
identify the
different
dynamics of
notes.
The student
can
sometimes
accurately
identify the
different
dynamics of
notes.
The student
can rarely
accurately
identify the
different
dynamics of
notes.
No score is
awarded because
there is
insufficient
evidence of
student
performance
based on the
requirements of
the assessment
task.
Performance
Dynamics
All notes are

sung with the
proper
dynamics.
Dynamic
changes are
clear and
dramatic.
Most notes are

sung with the
proper
dynamics.
Dynamic
changes are
noticeable.
Some notes
are sung with
proper
dynamics.
Dynamic
changes are
barely
noticeable.
Few notes are

sung with
proper
dynamics.
Dynamic
changes are
imperceptible.
No score is
awarded because
there is
insufficient
evidence of
student
performance
based on the
requirements of
the assessment
task.
Level
Criteria
Aural
identification
of dynamic
changes.
Movement
and Dynamics
All of the
dynamic
changes were
identified
correctly.
Movement
representing
dynamics was
clear and
consistent.
Insufficie
nt / Blank
Limited *
*
Most of the
dynamic
changes were
identified
correctly.
Some of the
dynamic
changes were
identified
correctly.
Few of the
dynamic
changes were
identified
correctly.
No score is
awarded because
there is
insufficient
evidence of
student
performance
based on the
requirements of
the assessment
task.
Movement
representing
dynamics was
effective and
mostly in sync
with singing
Movement
representing
the dynamics
was adequate
and
sometimes in
sync with the
singing.
Movement
representing
the dynamics
was lacking
and rarely in
sync with the
singing.
No score is
awarded because
there is
insufficient
evidence of
student
performance
based on the
requirements of
the assessment
task.
* When work is judged to be limited or insufficient, the teacher makes decisions about appropriate intervention to help the
student improve.
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Lesson Plans
Insert your series of three consecutive lesson plans here. Your C&I instructor will provide
you will template options for these lesson plans.
Lesson
Title/Focus
Mini-Unit Lesson 1
Date
First Lesson
Subject/Gra
de Level
Grade 2 Music
Time
Duratio
n
40 Minutes
Unit
Dynamics
Teacher
Patrick Steeves
OUTCOMES FROM ALBERTA PROGRAM OF STUDIES

General
Learning
Outcomes:
Specific
Learning
Outcomes:
All of them. See Alberta Music Program of Studies for more information
https://education.alberta.ca/media/313004/elemusic.pdf
1. Expression (9): Music dynamics can change suddenly (accent), or gradually
(crescendo or diminuendo).
2. Reading and Writing (16): Recognize the symbols for crescendo, decrescendo,
and accents.
3. Moving (9): Show awareness in changes of dynamic through movement.
LEARNING OBJECTIVES
Students will:
1. Be able to identify the dynamic change of a simple melody by ear.
2. Be able to differentiate between a sudden and gradual dynamic change.
3. Be able to identify the symbols used for crescendo, diminuendo, and accents.
ASSESSMENTS
Observations:
Key Questions:
Products/Performan
ces:
Formative assessment through observation of the discussion.

When the music got loud/soft did it happen at once? Or over time?
N/A
LEARNING RESOURCES CONSULTED

None. Only the teachers musical knowledge and
ability was required in creating this lesson.
MATERIALS AND EQUIPMENT

Piano/keyboard
Smart Board
Three large signs labelled Crescendo,
Diminuendo, or Accent.
Sample songs with variety of dynamic. See
attached Nursery Rhyme Scores for more
information
Recording of Beethovens Fifth Symphony, 1st
Movement (first minute only)
https://www.youtube.com/watch?
v=_4IRMYuE1hI
PROCEDURE
Prior to lesson
Students should be familiar with most or all of the songs used in this lesson
through previous lessons.
Introduction
Time
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Attention Grabber
Assessment of
Prior Knowledge
Expectations for
Learning and
Behaviour
Advance
Organizer/Agenda
Transition to Body
Learning Activity
#1
Teacher Notes:
Assessments/
Differentiation
Learning Activity
#2
Teacher Notes:
Assessments/
Differentiation
Consolidation of
Learning:
Feedback From
Students:
Feedback To
Students
Transition To Next
Lesson
While settling the class, the teacher should alter the dynamic of
their voice, loud or soft. This will intrigue the students.
A short demonstration (with simple score displayed) of a loud
piece (Old MacDonald) and then a soft piece (Twinkle Twinkle).
Ask the students, by show of hands, to identify whether they
think the song that the teacher just played was loud or soft and
what musical symbol is appropriate.
The teacher must make it clear that since the lesson involves a
substantial amount of listening to different pieces, they need to
be quiet in order for the other students to listen. Also, since
Activity 2 involves physical movement there cannot be any
shoving while moving between stations. If a student has a
question, they must raise their hand.
Inform the students that they will be learning several different
ways to change dynamics as well as the symbols for it.
This transition is relatively straight forwards. The students will
already be sitting and listening.
Body
The teacher will perform various nursery rhymes and add
dynamic variations. The teacher will give the class a minute to
converse together decide what type of dynamic change was
demonstrated. Students will, by raising their hands, say if the
music became louder or softer and whether it was gradual or
sudden. The teacher will then explain the difference between
crescendo, diminuendo, and accents. After a few times, the
teacher will ask the students to start using the proper
terminology. To help, the teacher will give the class a minute to
converse together decide what type of dynamic change was
demonstrated.
The teacher needs to have a physical representation of the
music, with proper dynamics, for visual learners. The teacher
should also entertain any questions about dynamic changes.
The teacher will get the students to stand in an open area.
There will be three different symbols on different sections of the
wall; a large crescendo, a large diminuendo, and a large accent.
As the teacher plays the songs, the students will need to stand
under whichever sign they think the teacher demonstrated.
In order to help students understand the symbols, the teacher
will teach them a hand exercise. The students hands will begin
close together if the piece is soft, or far apart if loud. As the
music changes so will the students hand positions. The
direction of their hands mirrors the shape of the appropriate
symbol. This will aid kinesthetic learners.
Closure
Ask the students to reflect on whether or they understand how
dynamics can change?
Time permitting; get the students to fill out exit slips. The
students will need to accurately place the words crescendo and
diminuendo into the following sentences. 1- If a song starts
loud and gets soft a (diminuendo) occurred. 2. If a song
starts soft and gets loud a (crescendo) occurred.
1.2 minute
5 minutes
1 minute
1 minute
Time
10-15
minutes
10-15
minutes
Time
1-2
minutes
5 minutes
While students are reflecting and/or filling out their exit slips,
go around the class and give feedback to students.
Occurs
during Exit
Slips
Inform the students that tomorrow we will be singing quite a bit

and that theyll need to bring their singing voices.
1 minutes
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Sponge
Activity/Activities
As this class focusses on group discussion and participation, no sponge

activities are necessary.
Lesson
Title/Focus
Mini-Unit Lesson 2
Date
Second Lessons
Subject/Gra
de Level
Grade 2 Music
Time
Duratio
n
40 minutes
Unit
Dynamics
Teacher
Patrick Steeves

General
Learning
Outcomes:
Specific
Learning
Outcomes:
and accents.
LEARNING OBJECTIVES
Students will:
4. Be able to add proper dynamic symbols to a piece that accurately represent what they heard.
5. Be able to add dynamic symbols to a piece and then accurately perform it.
ASSESSMENTS
Observations:
Key Questions:
Products/Performan
ces:
Formative assessment through observation of student actions.

Did the music get louder or softer? Whats the symbol for that? How do
we remember which symbol represents which dynamic change?
Students will be performing regularly, singing various nursery rhymes with
varying dynamics.


Nursery Rhyme Scores, see attached
Keyboard/piano
Smart Board
PROCEDURE
Prior to lesson
Attention Grabber
Assessment of
Prior Knowledge
Expectations for
Learning and
Behaviour
Advance
Organizer/Agenda
Students should be familiar with stem notation and able to easily read it.
Introduction
Time
The teacher will clap various rhythms and get the students to
respond. The teacher should vary their dynamics in preparation
for the lesson.
The teacher will quickly review stem notation, and make sure
3-5
that all students are actually able to read it.
minutes
Students should be informed that they will be singing regularly
throughout the class so theyll need to pay attention. Also,
since the students will be drawing the dynamic symbols as well
1 minute
as deciding on dynamics they will have to respect whoevers
turn it is.
The teacher will inform the students that they will first be
recording, as a group, the dynamic changes that the teacher
1 minute
plays, but then they will get to decide what dynamics the class
performs.
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Transition to Body
Learning Activity
#1
Teacher Notes:
Assessments/
Differentiation
Learning Activity
#2
Teacher Notes:
Assessments/
Differentiation
Consolidation of
Learning:
Feedback From
Students:
Feedback To
Students
The students will be in the same places, so the teacher will just
have to settle the class, clarify instructions, and then begin.
Body
Activity One consists of six steps.
1. The teacher will play the song, singing the words.
2. The class, with teacher assistance, will sing the song.
3. The teacher will pick three volunteers.
4. The teacher will play the song, adding three dynamics.
5. After a class discussion, the volunteers will have to draw
the appropriate dynamic symbols onto the score onto
the board. One at the beginning, one at the end, and
one in the middle.
6. Repeat with a new song.
The teacher must make sure to display the score on the smart
board in order to aid visual learners. Additionally the act of
physically drawing the physical symbols will aid the kinesthetic
and tactile learners.
Activity Two is similar to Activity One, and Steps 1, 2, 3, and 6
are identical.
7. Students will add their own dynamics to the score on the
board.
8. Class, with teacher, will sing the song with their peers
dynamic additions.
While the visual, aural, and kinesthetic elements are similar to
activity One, the teacher should take careful not of which
students have trouble placing dynamics when they are creating
their own.
Closure
Ask students if there was an order of dynamics that hadnt
been demonstrated. Play a quick melody and get the class, as
a whole, to say what dynamic change was demonstrated.
Time permitting; the class will fill out exit slips about their
favourite dynamic progression. If they didnt have a favourite
then have then write down one that theyve heard in a song
recently.
While students are reflecting and/or filling out their exit slips,
go around the class and give feedback to students.
Time
10-15
minutes
10-15
minutes
Time
1-2
minutes
2-4
minutes
Occurs at
the same
time as
the above
activity
Transition To Next
Lesson
Inform the class that tomorrow we will begin working on the

performance that is going to go on the class blog.
Sponge
Activity/Activities
This class revolves around class participation so no sponge activity is

necessary.
Lesson
Title/Focus
Mini-Unit Lesson 3
Date
Third Lesson
Subject/Gra
de Level
Grade 2 Music
Time
Duratio
n
40 minutes
Unit
N/A
Teacher
Patrick Steeves
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General
Learning
Outcomes:
Specific
Learning
Outcomes:
and accents.
LEARNING OBJECTIVES
Students will:
6. Create an original piece by adding dynamics to a pre-existing score.
7. Will perform a piece of their own creation.
ASSESSMENTS
Observations:
The teacher will be assessing the students by observing their comfort

level creating and performing different dynamic levels.
Key Questions:
What dynamics did you put on your piece of the music? What does
that dynamic sound like? Did what you sing sound like you wanted?
Did you sing the same dynamics that you wrote down? Do you want
to change anything?
Products/Performan
ces:
By the end of the class, the students will have produced an original
performance of Old Macdonald that will be posted to the student blog.

Nursery Rhyme Scores, see attached sheets.

Keyboard/piano
Smart Board
Paper copies of the Old Macdonald Score
Recording device
PROCEDURE
Prior to lesson
Attention Grabber
Assessment of
Prior Knowledge
Expectations for
Learning and
Behaviour
Advance
Organizer/Agenda
Students should be comfortable with the different varieties of dynamic

changes and be comfortable performing them.
Introduction
Time
Clapping rhythm to settle the class. Vary dynamics of claps to
attract attention.
Very briefly play a few melodies on the piano and get the class
1 minute
to call out which dynamic change I just demonstrated.
Remind the class that we have to be done recording our
performance by the end of class so well need to be focused
and get our work done. Also, since everyone is going to be
1 minute
singing a lot its going to get pretty loud, but that doesnt mean
that screaming is acceptable.
The teacher will inform the students that they will be divided
into groups that the teacher will pick and then will personalize
1 minute
their own verse of Old Macdonald had a farm. Then those
verses will be mashed together
Transition to Body
Learning Activity
#1
Teacher Notes:
Assessments/
Differentiation
Learning Activity
#2
Body
The class, with the teachers assistance, will learn and practice
Old Macdonald had a farm.
Make sure the score is displayed on the board for visual
learners. Have a student point along with the score to help
direct attention.
The teacher will allow the students to divide themselves into
five different groups (subject to teacher approval of course) and
Time
5 minutes
10-15
minutes
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Teacher Notes:
Assessments/
Differentiation
Learning Activity
#3
Consolidation of
Learning:
Feedback From
Students:
Feedback To
Students
Transition To Next
Lesson
Sponge
Activity/Activities
give each a verse of Old Macdonald (ducks, cows, pigs, dog and
cat). They will separate to different sides of the classroom and
will need to add dynamics to three middle phrases of their
verse, leaving the first and last phrase alone. They will then
practice. The teacher will be observing and helping as
necessary.
If a group really wants to do a different animal the teacher may
allow that at their discretion.
It may be necessary for the teacher to change groups.
The class will reconvene and prepare their performance. The
verses will be strung together into one song. The whole class
will sing the First and Last line of every phrase. Each group will
sing their middle three lines one after the other. So the whole
class will be framing an individual groups verse. The teacher
will be accompanying this on piano and recording.
Closure
After recording, the teacher will show the recording to the
whole class.
Time permitting; the students will complete two stars and a
wish exit slips about the recording of the performance.
Firstly, the teacher should be very open with positive feedback
to the students over the recording. Additionally, while the
students are filling out their exit slips, the teacher should
circulate and give positive feedback to the students.
Next lesson will involve the performance task, so the teacher
will hand out and explain the task at the end of class.
10-15
minutes
Time
1-2
minutes
1-2
minutes
Since its possible for some students to ready their verse quicker than
others, the teacher can get the quicker students to begin figuring out the
performance task and completing the first step.
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Nursery Rhyme Score
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Lesson Plan Rationale

On the pages that follow you will be required to complete a series of lesson plan
summaries and reflections. For each lesson, regardless of the module you are completing
the reflection for, your summary description of the lesson will be the same (do not tailor
these summaries for each module, simply cut and paste them from your C&I Rationale
pages).
Follow the module specific instructions for each rationale required.
17 | P a g e
For this aspect of the assignment, you now need to view your lesson plans from a C&I perspective. Review each
lesson plan analyzing the consideration given to knowledge and skills you have gained in 3501 with respect to
planning, instruction, the promotion of student learning, and the establishment of a positive learning environment.
To guide your response give thought to the following.
1. How is your lesson designed to explore overarching and sub-question of the unit?
2. How is your lesson designed to enhance student engagement?
Ensure that you fully defend each salient point you wish to bring out.
Rationale: C&I A
Scaffolding Lesson Plans

Lesson 1:1 title:
Description
Lesson
Overvie
w:
Lesson Outcome: By the end of

the lesson, students will be able
to:
1. Be able to identify the dynamic
change of a simple melody by
ear.
2. Be able to differentiate between
a sudden and gradual dynamic
change.
3. Be able to identify the symbols
used for crescendo, diminuendo,
and accents.
Lesson Description:
Through discussion, musical
examples, and movement
exercises students will learn
about dynamic changes and how
to express them.
Instructi
onal
Processe
s
Description of what teacher is

doing:
During the first activity the
teacher will mainly be leading a
discussion about the various
types of dynamic changes.
However, the teacher will also
play various musical melodies
with clear and obvious dynamic
Connections to Overarching
Questions/Sub-Questions:
This lesson addresses the overarching question (In what ways can
Music be altered through changes in
dynamic?) directly by teaching the
students about dynamic changes
within music. The students will be
reviewing the concepts of piano
(soft) and forte (loud) that they
learned earlier in the year, and are
expanding their knowledge of
dynamics by learning about
crescendos (gradually getting
louder), diminuendo (gradually
getting softer), and accents (an
abrupt change in dynamic).
Connection to Student Engagement

and Learning
The lesson is designed to aid student
engagement and learning primarily
by being accessible to visual
learners, auditory learners, as well
as kinesthetic learners. While the
initial discussion of dynamics will be
mostly auditory, both with words and
music, there is will a visual
representation of the music on the
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changes in order to demonstrate
dynamic changes for the
students. The teacher will have
to ensure that they call upon all
students over the class in order
to assess their knowledge.
The teacher will also have to
ensure that there is a physical
representation of the music they
are playing, as well as physical
symbols for the dynamic
changes.
During the Second Activity, the
teacher will continue providing a
musical melody, but must also
ensure that the students are
moving appropriately as they
transition from station to station.
Each station will represent a
different type of dynamic
change.
Description of what students are

doing:
During the first activity the
students will be sitting and
listening to the musical
examples played by the teacher.
Then they will have an
opportunity to discuss with each
other for a short while before
deciding which type of dynamic
change it was. During the second
activity the students will also be
sitting, listening and then
conversing, but then will also be
responsible for identifying the
appropriate dynamic symbols.
Sequence of key questions:
-
Did the phrase begin

loudly or softly?
board. Since the symbols depicting

dynamic changes are, by definition,
visual will make it easier for some
students to understand the
concepts. Finally, my second activity
involves students moving between
stations that represent the different
dynamic symbols in order to
illustrate their understanding. This
should appeal to kinesthetic
learners, especially to energetic
grade two students.
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-
Did it get louder or softer?

Was the end of the phrase
louder or softer than the
beginning?
Did the dynamic change
gradually, or all at once?
Does anyone remember
what we call it when the
music gets louder
gradually? What about
softer?
Does anyone remember
what we call a sudden
change in dynamics?
Evidence of Lesson Components

(opening, closing, content,
timeline)
- Assessment of Prior
Learning
- Activity One
- Activity Two
- Consolidation of Learning
Rationale: C&I A

Lesson 2:
Description
Lesson
Overvie
w:
Lesson Outcome:
Students will:
1.
Be able to add proper
dynamic symbols to a piece that
accurately represent what they
heard.
2.
Be able to add dynamic
symbols to a piece and then
accurately perform it.
dynamic?) directly by teaching the
students about dynamic changes
within music. The students will be
expanding their knowledge of
dynamics by learning about
crescendos (gradually getting
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Lesson Description:
The first activity involves
teaching the students a simple
song, adding a dynamic, getting
the students to identify the
dynamic and for the students to
accurately perform the dynamics
as well as adding the appropriate
symbols to the displayed musical
score.
The second activity allows the
students to determine which
dynamics they want to perform,
but also reinforces dynamics and
their associated symbols.
Instructi
onal
Processe
s

doing:
The teacher will be performing
the melodies that the students
will be singing on keyboard (or
vocals if no keyboard is
available), emphasizing the
dynamics. They will be leading
the discussion and organizing
which students will get to add
the symbols at which pieces.

doing:
For the first activity the students
will be learning various simple
melodies, identifying which
dynamic the teacher performed,
identifying the proper symbol for
the dynamic, and then perform
the simple melody with that
dynamic change. For the second
activity, the students will still be
learning various melodies but
will also get to decide which
dynamic the class gets to
perform. They will also be
performing these melodies.
louder), diminuendo (gradually

getting softer), and accents (an
abrupt change in dynamic). They will
also be continuing to learn about the
appropriate symbols for the dynamic
changes. In addition to knowledge,
they will also be practicing their
performing skills.

and Learning
This lesson is connected with
student engagement by giving
control over parts of the lesson to
the students. Not only are they
responsible for adding the dynamic
symbol to the score, for the second
activity they also get to decide what
sort of dynamic change gets
performed. Other than this, the
students will be singing regularly
through the lesson, which will keep
them activity and engaged.
21 | P a g e

Who can tell me what
dynamic change I just played?
Does anyone disagree?
Who wants to put the
symbol on the board?
Who wants to decide which
dynamic were going to sing this
time?
timeline)
Learning
- Activity One
- Activity Two
Rationale: C&I A

Lesson 3:
Description
Lesson
Overvie
w:
Lesson Outcome:
Students will:
1. Create an original piece by
adding dynamics to a preexisting score.
2. Will perform a piece of their own
creation.
dynamic?) directly by giving the
students practical experience in
actually changing a song through
22 | P a g e
Lesson Description:
In groups, students will create
their own variation of Old
Macdonald, focusing on different
dynamics. As a class they will
record their performance, each
group in charge of performing a
different verse.
Instructi
onal
Processe
s

doing:
This is mostly a student driven
class, so the teacher is primarily
observing and assisting the
students. The teacher should be
giving feedback to individuals
and groups. After the groups are
ready, the teacher will be
accompanying the students on
keyboard and managing the
recording.

doing:
The students, in groups, will be
inserting dynamics into their
verse of Old Macdonald and
practicing singing it. After each
group is ready, they will merge
the verses together into one
song. All the students will sing
the opening and closing lines,
while each individual group will
sing their line.
- What dynamics did you put
on your piece of the
music?
- What does that dynamic
sound like?
- Did what you sing sound
like you wanted?
- Did you sing the same
dynamics. Each section of Old

Macdonald will have a different
dynamic structure with will show
students how Music can be altered
by changes in dynamics.

and Learning
This lesson is quite strongly student
driven. They will have a lot of
freedom in choosing their own
dynamics, and will have to work
together in group to sing together.
Additionally, since the students will
be aware that this performance will
be posted on the class blog that
their parents can see, there will be a
strong motivation and engagement
from that.
23 | P a g e
-
dynamics that you wrote

down?
Do you want to change
anything?

timeline)
Learning
- Activity One
24 | P a g e
For this aspect of the assignment, you now need to view your lesson plans from an assessment perspective. Review
each lesson plan analyzing the consideration given to knowledge and skills you have gained in 3504 with respect to
the use and design of formative assessment strategies, assessment information use, and scaffolding toward
summative tasks. To guide your response give thought to the following.
4. How is your lesson designed to scaffold toward your final performance tasks?
5. What core assessment concepts are guiding your design choices?
6. How are you using formative assessment strategies and the information collected from them to guide your
sequence of lessons?
Rationale: Assessment A

Lesson 1:
Description
Lesson
Overvie
w:
Lesson
Outcome:
By the end of
the lesson,
students will
be able to:
1. Be able to
identify
the
dynamic
change of
a simple
melody by
ear.
2. Be able to
differentiat
e between
a sudden
and
gradual
dynamic
change.
3. Be able to
identify
the
symbols
used for
crescendo,
diminuend
o, and
accents.
How does your lesson

scaffold to your
performance task?
The first lesson scaffolds
into my performance
task rather directly. The
first lesson focusses on
teaching the students
about crescendos,
diminuendos and
accents, which are
directly involved in the
performance task.
What core assessment

concepts inform your
design choice?
I will be using two key
concepts from the
triangulation method of
formative assessment,
conversation and
observation.
25 | P a g e
Lesson
Description:
Through
discussion,
musical
examples, and
movement
exercises
students will
learn about
dynamic
changes and
how to express
them.
Instructi
onal
Processe
s
Description of
what teacher
is doing:
Description of
what students
are doing:
Sequence of
key questions:
x
What formative
assessment techniques
will you be using? What
information will you be
collecting? How will you
use that information?
Observation and
questioning will be two
significant methods of
formative assessment in
this lesson. After playing
a melody with dynamics,
I observe which students
can accurately, or
inaccurately, answer my
questions about
dynamics.
Additionally, I will be
conversing with the
students to widen their
understanding of the
concept of dynamic
changes. Since the class
will be completing the
task together, there will
also be opportunities for
the students to help
each other, especially
with Activity Two.
- Did the phrase
begin loudly or
softly?
- Did it get louder or
How does your use of

formative assessment
reflect key assessment
concepts?
By observing the
students as they act
throughout the two
activities, the teacher will
gain an understanding of
how well the information
is being understood and
engaged with. Since the
two Activities involve the
whole class, there is
plenty of opportunity for
students to learn from
each other. In Activity
One, there will be a brief
pause after the teacher
plays the melody while
the class can decide
which dynamic change
they just heard. In
Activity Two, a similar
situation will occur with
students able to help
guide their fellow
students to the proper
stations. Throughout the
whole lesson the teacher
should be open to
26 | P a g e
-
Evidence of
Lesson
Components
(opening,
closing,
content,
timeline)
x
softer?
Was the end of the
phrase louder or
softer than the
beginning?
Did the dynamic
change gradually,
or all at once?
Does anyone
remember what
we call it when the
music gets louder
gradually? What
about softer?
Does anyone
remember what
we call a sudden
change in
dynamics?
questions from the

students.
The assessment will be

occurring:
- Assessment of
prior knowledge
- Activity One
- Activity Two
- Feedback from
students

Lesson 2:
Description
Lesson
Overvie
w:

scaffold to your
performance task?
Lesson
This lesson scaffolds to
Outcome:
my performance task
Students will:
several ways. Firstly it
1. Be able to
reviews the concept of
add proper
stem notation, which the
dynamic
students will need in
symbols to a
order to read the music
piece that
on the performance
accurately
task. Secondly it allows
represent what students to continue
they heard.
learning about dynamics

design choice?
As well as all three
concepts of triangulation,
conversation,
observation, and
products, I am also giving
the students the
opportunity to direct their
own learning during the
second activity.
27 | P a g e
Instructi
onal
Processe
2. Be able to
as well as actually
add dynamic
performing different
symbols to a
dynamic changes.
piece and then
accurately
perform it.
Lesson
Description:
The first
activity
involves
teaching the
students a
simple song,
adding a
dynamic,
getting the
students to
identify the
dynamic and
for the
students to
accurately
perform the
dynamics as
well as adding
the
appropriate
symbols to the
displayed
musical score.
The second
activity allows
the students to
determine
which
dynamics they
want to
perform, but
also reinforces
dynamics and
their
associated
symbols.
What formative

28 | P a g e
s
Description of
what teacher
is doing:

For observation, the
teacher will be observing
the students throughout
all the activities,
specifically looking for
whether or not the
students can accurately
identify dynamic
changes and match
these dynamic changes
to the appropriate
symbols. For
conversation, the
students during both
activities will have
opportunities to interact
with each other.
Additionally, the teacher
will begin encouraging
students to answer other
students questions. It
will also allow the
teacher to observe
multiple students
knowledge rather than
just one. In regards to
product, the students
will be singing almost
constantly throughout
the lesson and during
the second activity will
be actively creating new
dynamics for melodies
that they can perform.
Description of
what students
are doing:
Sequence of
key questions:
Who can tell me

what dynamic
change I just
concepts?
By using all the key
concepts of triangulation,
the teacher is both able
to gather information
about the students
knowledge and
understanding but also to
help foster a positive
learning environment as
well as encourage
student responsibility. As
the second activity puts a
decision into the students
hands, namely what
dynamic change to insert
into the music, the
student will both be
forced to think under
pressure as well as
having the opportunity to
do what they think would
be the most fun.
29 | P a g e
Evidence of
Lesson
Components
(opening,
closing,
content,
timeline)
played? Does
anyone disagree?
- Who wants to put
the symbol on the
board?
- Who wants to
decide which
dynamic were
going to sing this
time?
Assessment will occur
during:
- Assessment of
Prior knowledge
- Activity One
- Activity Two
- Consolidation of
Learning and
Feedback

Lesson 3:
Description
Lesson
Overvie
w:
Lesson
Outcome:
Students will:
1. Create an
original
piece by
adding
dynamics
to a preexisting
score.
2. Will
perform a
piece of
their own
creation.

scaffold to your
performance task?
This revolves around the
students applying their
knowledge of dynamic
changes to create their
own version of a melody.
They will then need to
rehearse, mostly on their
own, and then perform
this version. This activity
should ensure that the
students are completely
comfortable with their
knowledge of dynamic
changes and are able to

design choice?
The core concepts of
that I am using in this
lesson are product-based
learning, group work, and
student driven learning.
30 | P a g e
Instructi
onal
Processe
s
Lesson
perform them
Description: In accurately.
groups,
students will
create their
own variation
of Old
Macdonald,
focusing on
different
dynamics. As a
class they will
record their
performance,
each group in
charge of
performing a
different
verse.
What formative
Description of
Since the students will
what teacher
be responsible for their
is doing:
own work, the teacher
will mostly be observing
and aiding conversation.
At this point, the teacher
needs to focus on the
students ability to
appropriately perform
the dynamic changes.
This information will
inform the teacher about
which students need
additional support for
the performance task.
Description of
what students
are doing:

concepts?
Observation and
feedback are both key
assessment concepts.
While the students are
preparing their individual
verses, the teacher can
give constant feedback
that the students can use
to improve.
31 | P a g e
Sequence of
key questions:
Evidence of
Lesson
Components
(opening,
closing,
content,
timeline)
What dynamics did

you put on your
piece of the
music?
What does that
dynamic sound
like?
Did what you sing
sound like you
wanted?
Did you sing the
same dynamics
that you wrote
down?
Do you want to
change anything?
Assessment occurs
during:
- Activity One
- Activity Two
32 | P a g e
For this aspect of the assignment, you now need to view your lesson plans from the Ed Psych perspective. Review a
CHOSEN LESSON plan analyzing the consideration given to knowledge and skills you have gained in 3502 in the
broad areas of child development, learning theories, motivation and classroom structure and climate. To guide
your response give thought to the following.
4. What learning theory concepts are evident/incorporated in this plan? Why?
5. Did I consider the development of a child within the lesson? How?
6. Does my lesson have consideration for motivation of a wide range of learners? Explain.
7. Have I considered classroom structure and climate and potential variables that may derail the lesson?
Consider rules, routines, movement within the class, etc.
Rationale: Ed Psychology A

Lesson #3:
Description
Lesson
Overvie
w:
Lesson Outcome:
Students will:
creation.
Lesson Description: In groups,

students will create their own
variation of Old Macdonald,
focusing on different dynamics.
As a class they will record their
performance, each group in
charge of performing a different
verse.
Instructi
onal
Processe
s

doing:
Connections to Learning Theories &

Demonstration of Attention to a
Classroom Structure and Climate
This lesson is focused on creating a
recording that will be posted to the
class blog. There is a clear product
and each group allows the students
to have their own input into the final
project in the form of determining
the dynamic changes of their
section. Several elements of this
lesson tie into Educational
Psychology.
Parental influence is a major
influence on student engagement in
school. Since the recording of the
final product of this lesson will be
posted on the class blog for the
students parents to see, the
students will have something
concrete to show their parents.
While the students are designing
their own dynamics, the teacher will
be circulating and able to give both
individual and group feedback. This
should help with creating both a
positive learning environment as
well as a zone of proximal
development.
33 | P a g e
recording.

doing:
sing their line.
music?
sound like?
like you wanted?
down?
- Do you want to change
anything?
timeline)
The students should also experience

increased intrinsic motivation. Since
they have control over several of the
elements of the lesson they are able
to do what they believe would be
fun. Also, since their parents are
going to be seeing the final product
there is an additional factor for
motivation.
34 | P a g e
For this aspect of the assignment, you now need to view your lesson plans from the Ed Technology perspective.
Review a CHOSEN LESSON plan analyzing the consideration given to knowledge and skills you have gained in
3508 in the broad areas of technology in education. Make sure that in each facet of your lesson description, you
are explicitly clear about how technology is being used in this lesson. To guide your response give thought to the
following.
1. How is technology being used in each section of the lesson?
2. Have I considered how technology will be used to promote student learning and engagement?
3. Have I considered any problems or limitations with the technology I am using?
Rationale: Ed Technology A

Lesson #3:
Description
Lesson
Overvie
w:
Lesson Outcome:
Students will:
creation.
Lesson Description: In groups,

students will create their own
variation of Old Macdonald,
focusing on different dynamics.
As a class they will record their
performance, each group in
charge of performing a different
verse.
Instructi
onal
Processe
s
Describe how communication

technology used in the lesson/s, will
promote student engagement
toward the identified learner
outcome(s). This should provide a
strong rationale for using technology.
The technology used in this lesson
involves recording a student
performed version of Old
Macdonald with original dynamics
created by the students. This
recording will be posted to the class
blog for parents to view. Given the
importance of parental involvement
in increasing student engagement,
posting a student performance to
the blog via technology should be a
large boost to student motivation
and engagement.
Describe any potential downsides to

using this technology.
doing:
The downside of using a recording

and posting it to the class blog is if
the students develop performance
anxiety about recording something
that their parents will see. However,
that performance anxiety would
occur without a recording fi they
were performing at a concert. With a
35 | P a g e
recording.

doing:
sing their line.
music?
sound like?
like you wanted?
down?
- Do you want to change
anything?
timeline)
recording there is always the

opportunity of a second attempt.
36 | P a g e
Reflective Blog (500 Words)

Complete a 500 word reflective blog that addresses the following
questions:
How does this mini unit consolidate and apply your theory of teaching
and learning?
Concrete discussion of your theory of teaching and learning
references to key readings and scholars from across the modules
Concrete examples of your application of that theory in your mini-unit
linked to learner considerations.
Connections between modules, curriculum Ideologies, Learning
theories
Reflective Blog
In my theory of teaching and learning I discussed the importance of not
merely teaching students, but also showing them with respect to their individual
learning styles. I have tried to implement each lesson with teaching methods that
address multiple types of learnings, visual, auditory and kinesthetic. While music is,
fundamentally, an aural activity I also emphasized the visual side by always
including scores that the students could see and read form. While accommodating
kinesthetic learners was more difficult, I implemented a moving exercise as well as a
hand gesture that should help kinesthetic learners grasp the concept. Additionally,
students can physically draw the symbols on the smart board for the whole class.
In regards to student engagement, I have a bit of an advantage. In music class
it is entirely possible to spend the entire lesson singing, and I trying to incorporate it
throughout all my lessons. Specifically the second lesson has a great deal of singing,
which should increase student engagement.
I also talk about student responsibility, and the necessity for students to take
control of their own learning. Throughout my unit, I have attempted to give students
more and more control. This is linked to Eriksons Theory of Child Development. His
third stage, Industry vs. Inferiority, is occurring for children around this age so I have
attempted to give the students individual responsibility in my lessons.
The importance of parents in student engagement is well documented, and I
have incorporated that into this set of lessons. The third lesson in based on a
performance that will be posted to the class blog that will be accessible to the
parents. This is linked to assisting student engagement that I talked about within my
theory of teaching and learning.
One final thing that I discussed in my theory of teaching and learning is the
importance of goals. I strongly believe that goals are a good way of motivating and
engaging students, and I believe my mini-unit does this. Since the culmination of
37 | P a g e
the unit involves a performance that will be posted to the class blog it is a clearly
laid out and understandable goal that motivates them to participate in and engage
with the lessons. This is also an example of product based learning, which is a
fundamental part of the theory of formative assessment.

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Patrick Steeves 001149889

Assignment #4: Mini Unit

In this assignment you will develop a mini unit plan comprised of an

An overview of curriculum outcomes, inquiry

Overview, rational, overarching questions

A series of summary pages for the lesson

A performance task and accompanying

Patrick Steeves 001149889

Mini Unit Plan

In what ways can Music be altered through changes in dynamic?

Students will be expected to be able to sing a basic melody with dynamic

Expression (9) - Music

What types of dynamic

Reading and Writing (16) Recognizes the symbols

How can you represent

Moving (9): Show awareness in

How can you use your

Students can identify the

Student Task Description

Record your answers below:

1. Melody #1- ____________________________________

All notes are

Most notes are

Few notes are

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES

Formative assessment through observation of the discussion.

LEARNING RESOURCES CONSULTED

MATERIALS AND EQUIPMENT

Inform the students that tomorrow we will be singing quite a bit

As this class focusses on group discussion and participation, no sponge

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES

Formative assessment through observation of student actions.

LEARNING RESOURCES CONSULTED

MATERIALS AND EQUIPMENT

Inform the class that tomorrow we will begin working on the

This class revolves around class participation so no sponge activity is

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES

The teacher will be assessing the students by observing their comfort

LEARNING RESOURCES CONSULTED

MATERIALS AND EQUIPMENT

Nursery Rhyme Scores, see attached sheets.

Students should be comfortable with the different varieties of dynamic

Lesson Plan Rationale

Scaffolding Lesson Plans

Lesson Outcome: By the end of

Description of what teacher is

Connection to Student Engagement

Description of what students are

Did the phrase begin

board. Since the symbols depicting

Did it get louder or softer?

Evidence of Lesson Components

Scaffolding Lesson Plans

Description of what teacher is

Description of what students are

louder), diminuendo (gradually

Connection to Student Engagement

Sequence of key questions:

Scaffolding Lesson Plans

Description of what teacher is

Description of what students are