TEACHER WORK SAMPLE Elementary General Music

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1 TEACHER WORK SAMPLE Elementary General Music The Elementary General Music Work Sample is a curricular strategy for teaching a particular unit or musical concept or skill appropriate for any single grade level in K- 6 general music. The steps in completing this project are as follows: 1. Working with your mentor teacher, choose the grade level and focus for designing a curricular teaching strategy that you will actually implement. Write out a brief overview of the project or unit. You will later outline a complete strategy for sequentially teaching the selected musical skill or concept, and will write out in detail and teach a minimum of two complete lessons. 2. Complete a well thought out written rationale for choosing this particular musical skill, concept or topic, explaining how the content relates to the overall music curriculum and the students' prior knowledge and skills. Be sure to get your mentor teacher's written approval for this. 3. After receiving approval, choose one class in the grade level for which you are designing the strategy and complete a description of the class as well as and the classroom and school setting in which you are teaching. You may use the attached Class Profile form for this purpose (see attached). 4. Taking your students and the setting into account, identify and write three to five outcomes that students are expected to achieve through this strategy. What will the students gain as a result of instruction? Write a rationale for why you think each outcome is appropriate for these students, including how it relates to the appropriate state approved and/or national content standards. Get written approval of your objectives from your mentor teacher and university supervisor. 5. Write an assessment plan for how you will assess each of the three to five outcomes. The assessment plan must include a variety of assessment types to be used for: a. pre-assessment: to determine the status of each of your students on each objective prior to or at the start of your curriculum project or unit; b. formative assessment: to monitor student progress during the curriculum project or unit for the purposes of keeping students informed and adjusting instruction as needed; c. post-assessment: to determine the status of each of your students on each objective at the conclusion of your curriculum project or unit. Review the assessment plan with your mentor teacher.

2 6. Write a sequential outline describing the steps necessary to achieve the outcomes. 7. Choose a minimum of TWO of the steps in the teaching sequence and write a detailed plan for two minute lessons. The plans should include the specific objectives and materials that will be used as well as a step-by-step timed procedure. Keys for songs in the lessons must be pre-determined and included in the plan. The lessons will likely include material that is not part of the primary teaching strategy, but is also appropriate to the grade level. Submit your plan to your mentor teacher and university supervisor for written approval, at least one week prior to the beginning of the project/unit. If possible, the following assessment procedures should be incorporated. 1. Conduct the pre-assessments Make a record of pre-assessment results for each individual student and for the class as a whole. 2. Implement the project or unit, carefully considering the students taught, the teaching context, and formative assessment data generated during the project or unit. Make a record of formative assessment results for each individual student and for the class as a whole. 3. Conduct post-assessments during or soon after the completion of the project or unit. Make a record of post-assessment results for each individual student and for the class as a whole 4. Write an in-depth reflection of your experiences in completing this project. Respond to the following in your reflection: a. How appropriate were the outcomes and specific objectives for your students and the content standards? b. What did you learn from the pre-assessments? Were there any unanticipated results? c. In what ways did you adjust instruction based on what you learned from formative assessment? d. What did you learn from the post-assessment? Were there any unanticipated results? e. What does the comparison of pre-assessment and post-assessment data say about the learning of your students and the degree to which they met or mastered the objectives of the project or unit? f. What could you have done to improve your assessment plan? g. What could you have done to improve your students level of mastery of the objective? h. How does the impact your project or unit had on the learning of your students compare to the impact you have had on student learning during the rest of your student teaching and during previous teaching experiences? Be as specific as possible. i. What else did you learn from this assignment? 5. During a seminar meeting you will share your reflection with other student teaching interns. Be sure to share your analysis of the impact you have had on student learning. 6. As an artifact for Outcome 9 Assessment, submit a final report for rubric assessment. Name the artifact, Elementary Music Teacher Work Sample. Refer to the attached TEACHER WORK SAMPLE RUBRIC as you prepare your artifact for submission. The artifact should include the following: Title Page Class Profile form Brief overview of project/unit

3 Rationale for the project/unit (with signature of approval from your mentor teacher) Project/unit outcomes, with rationale for each (with signatures of approval from your mentor teacher and your university supervisor) Assessment Plan (with signature from your mentor teacher to indicate his/her review of your plan) Two Detailed plans for implementation (with signatures of approval from your mentor teacher and your university supervisor), Use the attached elementary general music lesson format. A chart comparing pre-assessment and post-assessments In-depth reflection

4 Teacher as a Responsive, Reflective Professional: A Partner in Learning Cleveland State University College of Education and Human Services Class Profile Intern: Supervisor: Grade: Subject: Room #/Location: Please respond to all questions. 1. How many students are in your classroom? Total Number Male Students Female Students 4. How many students are in the following language categories? English language proficient Limited English language proficient 2. What is the students age range? Youngest Oldest 3. How many students have the following exceptionalities? Visual disability Hearing disability Developmental disability Emotional or behavioral disability Identified as gifted Learning disability Physical disability Other (please specify) 5. With respect to the following categories, how would you describe your students? African American or Black, non- Hispanic Asian, Asian American, or Pacific Islander Mexican American or Chicano Native American, Inuit, or Aleut Puerto Rican Other Hispanic White, non-hispanic Other (please specify) Please respond in the space available for questions How will you become familiar with what students already know, in terms of both skills and the cultural resources they bring to the classroom? 7. How do you plan to communicate with the parents or guardians of students in this class?

5 8. Is there anything about the learning environment that you think might affect your students and/or your classroom instruction? 9. What are the most important classroom routines, procedures, rules, and behaviors established by your mentor teacher? 10. Please explain any special circumstances existing in your classroom. 11. When you need assistance with your teaching skills or when you have difficulties with a students, with whom do you talk (e.g., other teachers, mentor teachers/cte, CSU supervisor, principal, professors)? 12. How are you able to coordinate learning activities with other colleagues? 13. How do you coordinate learning activities with your mentor teacher?

6 Elementary Music Lesson Plan Format Name: Grade Level: Title of Lesson: Skill, Concept or Topic Date: I. Behavioral Objectives II. National and State Music Standards addressed in this lesson: III. Known: (all known musical skills and concepts) IV. Materials: (detailed description of all materials, recordings, etc. needed) V. Pre-Requisite Knowledge (relative to this lesson): VI. VII. Procedures: The step-by-step process for the delivery of instruction. (*INSERT LESSON FORM HERE- See Blank form and Sample attached) Assessment/Follow up: VIII. Reflective Self-Evaluation: IX. College or Licensure Program Outcomes Addressed

7 Name Class/Grade Lesson# TONE SET/Key Materials Song/Activity/Procedure Focus Time

8 Name Sample PLan Class/Grade 2 nd Lesson# TONE SET/Key Materials Song/Activity/Procedure Focus Time m s l t d (A=do) circle 1. Punchinella A. T. sings, demonstrates motions and invites class to join circle B. Class sings and plays game C. repeat minimum 6x Opening/ group singing game 3 min d m s (A= so) 2. I See the Moon A. Sing with text B. Sing with solfege and handsigns C. Sing solfege in canon; first teacher is canon, then two groups D. Sing words in canon Practice do ; sing solfege in canon 3 min Board set: d m s s m s d d d s m m s m d s Trans: Find S- m-d-s pattern on the board. Students find and sing 3. Which do you hear? A. T. hums one pattern; Class identifies and sings back with solfege B. Choose individuals to write the patter n on staff on board Practice do: aural skills 3 min staff paper 4. Assessment: Individuals write the patterns T hums on individual staffs Assess: staff placement of known notes 4 min ETC.

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