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

Candidate: Jordan Jefferson

Mentor Teacher: Michael McClain Academic Year:2012-2013

District: Orangeburg Consolidated School District 5 School: O. W. High School Grade Level: 9-12 Subject: Band Dates of unit: from 2-18-13 to 3-18-13 Section I: Unit Title and/or Description: Musical Notation 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.

In all of my music classes combined, there are approximately 40 students. There are 21 boys and 19 girls. 38 of those students are black, 1 is white, and 1 is black/Hispanic. The overall SES of my students is low and more that 50% of them receive free are reduced lunch. Also most of my students prefer extracurricular activities opposite of music, sports, and extracurricular classes.

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.

Most of the students involved in the music classes that I teach are filled with athletes, and students who do not know about music. Here in the immediate community, we are surrounded with the college environment. The three schools in our area are Claflin University, South Carolina State University, and Orangeburg Calhoun Technical College. All of my classes take place in the band room whether I teach band or not. All of the information I gained was obtained from the Guidance office, administrator cafeteria staff. While teaching this unit, I plan to keep all the students factors in mind.

Section IV: The Unit Plan Section IV A: Major Unit Objectives (Key Eleme nt 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 count basic music rhythms after being introduced to note values.

Correlated Standards/Expectations
Reading and notating music. Composing and arranging music within specified guidelines. Evaluating music and music performances Understanding music in relation to history and culture

2) 3)

80% or more of the students will Understand Music through history and Culture.

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) PowerPoint Presentation, Students will view and listen to lecture introducing music notation, and the staff. PowerPoint Presentation, Students will view and listen to lecture introducing music notation, and the staff. (Continued) This lesson will cover writing in the counts for the rhythms using the appropriate numbers and rhythmic signs. Unit Objective Number(s) 1 1

1 Guided Practice Worksheet (Music Notation) Counting Assessment PowerPoint Presentation, on Musical Time Periods (starting with the Baroque Period. This lesson contains times, dates, events, and the life and architecture of the times. 1 2

PowerPoint Presentation, on the Classical Period. This will also include times, dates, events, and the life and architecture of the times and show how it evolved.

Guided Practice worksheet (fill in the blanks about Bach, and Mozarts Life) Assessment

2 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.

All of the assignments in this class are geared to the students and allows them to learn at their own pace. The instruction is easily accessible and allows for the students to get more understanding as we matriculate through the lesson. While studying the history portion of this unit, I will strive to make it more interesting. There are some movies on these time periodsd and I may show them. The lessons build on each every day. The PowerPoint, lecture, and discussion are just a part of my lesson. For those who need more instructional time I will provide worksheets, puzzles, and other items to guide them on their discovery through music. The first couple of days is set up as instructional time were the information is disseminated.

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) Lesson 1: Counting and Writing Rhythms

made assessment must be attached to this plan.)

X Music History Test X

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? The 1 assessment gives a partial review at the top of each page. This activity turns the students loose but still gives them guided practice. I assessed them using this sheet. There were only about 3 students who knew the material because of their prior band knowledge. Almost 70% of my students did not know what the material was before the lesson. After this we went through the lesson. The students were now able to go through the sheet and compete it. After the instruction for 4 days, they then took the Unit Assessment more than 80% of the students made a score above an 80.
st

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: Evaluating music and music
performances

Accommodations (Key Element 3.A) No Accommodations Were NECESSARY

Evaluation Criteria (Key Element 3.C) Discussion Rhythmic Patterns

Pre-Assessment(s)

: Post-Assessment(s)

Fill In

Quiz 2 Counting and Writing Rhythms

Unit Objective 2: Pre-Assessment(s) Lesson 2 Music History : Post-Assessment(s) Music History Review Quiz : Other Assessment(s)

No Accommodations Were Necessary

Worksheet Multiple Choice and Fill in the blank Multiple Choice

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.

Pre Assesment Post Test

Test Scores

The Pre-test was given to see what material the students knew about the subject prior to instruction. The students did not know much of anything pertain to the subject. On the preassessment, most of the class scores below 50%. When the material was taught the Post scores changed drastically. The students were able to complete and understand the material presented on the post test.

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.

Checking for Understanding

Pre Test Post Test

The understanding of the students increased overall. There were not notable differences between the Pre and Post Test. This unit was more so a memorization unit. Most of the students did not study, and did not put forth the effort to make the material their own. Dates, events and special things that I pointed out in the unit that just needed to be memorized, were not. I tested them with multiple choice, fill in the blank and true/false questions. These grade have been reported in PowerSchool. The students are also notified about their grade about a week after taking their assessments.

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?

I think that my instructional tools and devices for this lesson were great. Due to the culture of the school, I am not allowed to reinforce my activities at home. The school does not give homework. I think that if the students were made to review the homework in the afternoon, then they would have done better on the assessments and remembering the material. I think that I would do more review activities with them so that they can learn the material faster and before there assessments. The reinforcement side of my lesson needs a different approach for this environment.