Kansas Performance Teaching Portfolio

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Teacher Education and Licensure Kansas State Department of Education th 120 SE 10 Avenue Topeka, KS 66612-1182 www.ksde.org Contact: Nikk Nelson (785) 291-3371 nnelson@ksde.org

Kansas Performance Teaching Portfolio

Task #1 - Contextual Information & Learning Environment Factors

Narrative 1.1.1 General Contextual Information (limited to 1 page) The school district in which I am student teaching and will be conducting this study is the largest in Kansas. This large urban district educates approximately 11% of the public school population in Kansas. Districts enrollment in the 2012-13 school year approximated 50,639 students. This large urban district is comprised of 54 elementary schools, 15 middle schools, 3 K-8 schools, 10 high schools and 15 other special program locations. Out of these schools, 24 contain magnet programs. The district prides itself for its diversity. More than 88 languages are spoken in the homes of USD 259 students. The school in which I am conducting my study is a dual language magnet serving grades K-8. It offers a two-way dual language program where all students learn a second language through immersion and content-based instruction. The second language is learned congruently to enhancing the first language. This program provides a unique opportunity for students to learn English and Spanish simultaneously through standard-based instruction. The school is comprised of approximately 600 students with 51% female and 49% male. Nearly 75% of the students are Hispanic with 19% white with 83% of the students to be considered economically disadvantaged. Since it is a dual language magnet school, the ideal enrollment is currently 58% of students are considered to be ELL. Located in downtown, this urban school has the opportunity to provide numerous after-school activities and reach out to community resources. Parents are encouraged to get involved by joining Parent Teacher organizations, attending fairs, field trips, Cinco de Mayo and Site Council. The school believes in staying connected with their families and their community.

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Kansas Performance Teaching Portfolio

Table 1.2.1. Class Contextual Information (limited to 1 page) Grade level ___2nd____ Content area (e.g., mathematics) ___Fine Arts (Music)_____ Topic (e.g., geometry)__Rhythm___________ Number of male students ____13_______ Number of female students ___12_______ Percentage of students receiving reduced lunch_____8%_________ Suburban ______ Rural ______ __19____ Hispanic or Latino ___4___ White ______ Other (specify) __________

Age range of students ____7-8yrs old___________ Total number of students ____25________

Percentage of students receiving free lunch ____73%______ Area in which students live (check all that apply) Ethnicity of students (give numbers)

[if free/reduced lunch information not available for class, provide school percentages] Urban __X___

___1___ African American or Black ______ Native American/Alaskan Native ___1___ Asian or Pacific Islander

Language proficiency of students (give numbers) Identified special needs categories represented (give numbers)

__9____ Fluent English Proficient ___16___ English Language Learners

_______ Specific Learning Disability _______ Hard of Hearing _______ Deaf _______ Deaf-Blind _______ Other Health Impaired _______ Multiple Disabilities _______ Brain Injury _______ At risk for developmental disabilities

___2____ Speech/Language Impaired ___4____ Visually Impaired (glasses) _______ Orthopedically Impaired _______ Emotionally Disturbed _______ Autism _______ Intellectually Disabled _______Gifted ___1__ Other (Specify) sees counselor

_______ Established Medical Disability (0-5 yrs) _______ Developmentally Delayed (0-10 yrs)

Subgroup Selected (describe the group): Six students that are considered to be lower level learners. These students are scoring low across the board in math, English language arts and Spanish language arts. Out of the six, four are male and two female, two of which Page 2 Kansas State Department of Education Template-Jan2013

Kansas Performance Teaching Portfolio attend speech. None have IEPs but one student visits the counselor due to an unstable home environment. This student also has been known for behavioral issues (not IEP) that are related to angry outbursts. Five students attend tutoring for their language arts skills. One student is considered visually impaired and wears glasses. Rationale for Selection: These are the students that are going to need more instruction and guidance. Music integrates math and language arts skills, so hopefully with the right differentiated instruction, music can help improve their math and language arts skills. Table 1.2.2 Student Characteristics and Implications for Instruction (limited to 1 page) Specific Descriptions Student Characteristics Indicate whether this was for the Specific Implications For Instruction Whole Class (W) and Subgroup (S) Whole Class (W) and Subgroup (S) Intellectual Characteristics W S W S - Including readiness, All are musically All seem to be at the Students respond to Several activities for cognitive abilities, learning intelligent. Takes very same learning levels as a kinesthetic learning best. engagement. Use of needs, developmental levels, few times to understand majority of the class. May Many repetitions. repetition. Give one on etc. a concept. take a few extra Students also respond one instructional help repetitions. well to visuals. when needed. W S W S Previously demonstrated Language Arts: 40% Language Arts: Overall, as a class math is Overall these students academic performance/ Above, 28% Meets, 32% Above: None where they struggle more are struggling to meet ability: Below Meets 17% than language arts. I will standard in both areas. I % Above standard _____ Math: 36% Above, 16% Below 83% Math: gear my lessons more will gear lessons mainly % Meets standard _____ Meets, 48% below Above: None towards math to improve toward math to improve % Below standard _____ Meets 33% their skills but also include their skills, but also work Below 67% activities to improve their on their language arts language arts skill set. skills. Social Characteristics - Including emotional, attitudinal, motivational, etc. W The class gets along well, but there are several behavioral issues that are avoided with fun engaging activity. S These students need additional positive reinforcement and fun engaging activities to keep on task. Excessive talking and easily distracted. S Page 3 Kansas State Department of Education Template-Jan2013 W Plan fun and engaging activities in order for the students to be successful. Also, the use of positive reinforcement to enhance student performance. W S Same as stated for the whole class.

Personal Characteristics

Kansas Performance Teaching Portfolio - Including physical, social, individual experiences, talents, language, culture, family and community values, etc. Mostly native Spanish One student is being speakers, rural raised by a single mother community and Hispanic and has displayed anger family and culture values. issues. Other students Talented musically, but have behavioral issues, unable to understand the talk excessively and importance of music. easily distracted. Table 1.3.1 Focus Student Information (limited to 1 page) Describe this student using information from Table 1.2.1 STUDENT A 2nd grade Male Hispanic Sees a counselor due to previous anger issues that are believed to have sprouted from his unstable home life. He lives with his single mother, and his father figure is absent from his life. Native language is Spanish Why was this student selected? Student A was selected because he has music potential. Though he has a history of anger outbursts, these are rarely seen in music class. He is often engaged, but sometimes gets off task or has issues with excessive talking. He seems to like music, but gets distracted. Keep their cultural values in mind. Continual positive reinforcement. Express interest in these students and reinforce positive behaviors. Plan several activities to keep them on task and engaged.

What was learned about this student? Address characteristics from Table 1.2.2 Intellectual Understands music concepts well, but has scored low in math, English language arts and Spanish language arts. Social He needs lots of positive reinforcement to stay on task. Doesnt socialize much with the other students. Easily distracted. Personal Fluent in English, but Spanish is the language spoken in the home. He understands musical concepts well with few repetitions.

Based on this information, what are implications for this students instruction? Integrate music instruction with activities and lessons that will help improve his math and language arts skills. Due to his success in music class, using this positive reinforcement to help him increase his math and language arts scores. Differentiate instruction to help teach concepts in multiple ways to help with comprehension.

STUDENT B

2nd grade Male Hispanic Takes speech Very shy

Student B was selected because of his consistently low scores across math and language

Intellectual Understands music concepts with multiple repetitions. Low in math, English language arts and Spanish language arts.

Integrate musical instruction with activities and lessons that will help improve his math and language arts skills.

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Kansas Performance Teaching Portfolio Developmentally slower Needs lots of repetition to understand a concept. Wears glasses Attends Language Arts tutoring arts. He seems to be engaged in music class, but it takes several repetitions for him to grasp a concept. Social Very shy. He hardly speaks to the others in his class. His speech barriers inhibit him from speaking up in class. Responds well to positive reinforcement. Easily distracted. Personal Goes to speech to enhance his English language skills. Spanish is the language primarily spoken in the home. This may contribute to the amount of repetitions it takes to grasp a concept. Since he is very shy, he needs more reinforcement to speak up in class. He also needs lots of one on one instruction. Needs engaging activities to stay on task.

Due to his delays in speech, the importance of differentiated instruction is key to his learning. The need to explain concepts multiple ways so that he can understand. Needs repetitions.

Narrative 1.4.1 Classroom Learning Environment Implications (limited to 2 pages) WHOLE CLASS: There are many strategies to implement in the classroom to obtain a successful and positive learning environment. Through observation, I have noticed that the entire class needs things repeated a few times for understanding. Repetition and review is an important strategy to be used to ensure these students are getting a solid foundation to their music education. The class also needs many engaging activities to maintain their interest or behavioral issues occur. In order to keep their attention the class focuses better when given multiple activities over the same subject matter. The class also responds well to lessons that are rigorously paced. Having authentic learning experiences can be one of the most effective ways to provide motivation. Therefore, there needs to be opportunities for discovery. SUBGROUP: Many of the strategies for the subgroup will be similar to the strategies used for the whole group. The lessons must be fun and engaging to keep the students focus and avoid behavioral issues. Lessons will also need to reinforce a positive environment. Opportunities for one on one instruction should help gage where each student is struggling and help mold lessons to help their needs. Ensure that each student in this subgroup is set up for success and celebrate their successes to encourage motivation. FOCUS STUDENTA: Strategies for student A will include several already stated strategies. Due to his past anger issues, I want to create a positive environment for him. I want to constantly reinforce his good behavior and participation in lessons. To help with his Page 5 Kansas State Department of Education Template-Jan2013

Kansas Performance Teaching Portfolio tendency to get distracted, lessons will need to be paced rigorously and engaging. Also, is might be helpful to move him to the front of the classroom to prevent distractions. He is a visual learner, so discovering ways to teach lessons with a visual aspect. FOCUS STUDENT B: For this student, because of his speech delays and low scores in language arts I want to focus on differentiating instruction to meet his needs. This student needs things repeated several times for comprehension. Might try including some Spanish language arts (his primary language) into the lessons to help draw connections for concepts. His shy demeanor gives him low self-esteem in the classroom. He rarely speaks up and answers questions. I would like to give him more one on one instruction and encourage him to participate in class vocally. Give him a positive environment to make him feel comfortable to discover and create authentic learning experiences for himself.

Task #2 - Designing Instruction

Table 2.1.1 Grade Level, Content, Topic, and Rationale (limited to 1 page) Category Description 2nd grade Grade Level Content Area Unit Topic State Standards Addressed (written format) Average Lesson Time Why did was this unit topic selected? How does this unit address state curriculum standards? Why is this unit appropriate at this time? Fine Arts (Music) Rhythm & Composition This unit focuses on Standard 5, Reading and Notating Music. It focuses primarily on Benchmark 1, which includes reading notes in simple meter. The unit also touches on Standard 4, Arranging and Composing focusing on Benchmark 2, creating instrumental pieces. 50 minutes

The students are learning the foundational skills to reading music. Reading and notating rhythms is the first stage of being able to read music. This unit gives students the opportunity to learn skills and apply these skills in a creative way. Students are performing, reading and composing. This unit also integrates math and reading skills. These students are at the point where they can start reading music symbols and learning to notate them to create their own music. This unit will create authentic learning experiences that get students excited about music. This unit also includes important foundational music skills that the students will continue to build upon in their music education. Page 6 Kansas State Department of Education Template-Jan2013

Kansas Performance Teaching Portfolio Table 2.2.1 Unit Design Table (limited to 4 pages) Level(s) (e.g. Blooms Taxonomy)

Obj. No.

Unit Objectives The student will verbally and physically identify the value of quarter, eighth, half, whole & dotted half notes and corresponding rests.

Knowledge, Some Application Knowledge 2 The student will read rhythmic passages in 4/4 and 3/4 time. Comprehension Synthesis 3 The student will compose, verbally or in writing, rhythmic passages in 4/4 time. Application Application 4 The student will perform rhythmic passages in 4/4 time on instruments. Knowledge Will consist of 3 parts. The first part will be a matching section, where students match the corresponding notes and Preassessment: rests. The second part will contain fill in the blank questions to identify note names and values. Students will also be asked to notate rhythms in 4/4 time in the third section. Explain the specific Describe specific Explain adaptation(s) made Which objectives Identify how the student results and Describe the prerationale for for Students A and does this assessment will be how those results assessment used choosing this B OR why no assessment scored will impact the unit assessment adaptation(s) are address? plan needed Most of the students The preassessment Student A: He was could identify the This assessment will was in the form of a given the option to values of quarter be scored in three paper and pencil take part of the test notes and eighth This assessment parts. The matching test. There were verbally due to his notes. But identifying, tests what I want The preassessment section will be worth 10 matching and fill in tendencies to get the rest of the notes the students to addresses 3 of the 4 points. The fill in the the blank questions distracted during were few and far learn during this unit objectives. blank portion will be to identify note independent work between. Again, the unit. worth 10 points and the names and values. time. notes that students notation section will be The test will also Student B: no could correctly match worth 10 points. include notation modifications given were quarter and portion in simple eighth notes and the Page 7 Kansas State Department of Education Template-Jan2013

Kansas Performance Teaching Portfolio meter. notation portion most students left blank due to confusion. This tells me that teaching this unit will be beneficial. I now know that I need to review the notes and there values constantly for the students to be successful in the final project. Students A and B both scored significantly low on the preassessment. V T R I C* RI

Lesson

Date

Lesson Objective(s) The student will verbally & physically identify note values of quarter, eighth, half, dotted half and whole notes as well as their corresponding rests. The student will be able to accurately

Instructional Activities/ Strategies Lots of questioning and modeling. Reading rhythms verbally and physically as a group.

Formative Assessment (formal/informal) Informal- asking questions to the class about the values of notes and rests. What are the note names? How many beats are in a quarter note? Etc.

Describe Specific Adaptations/ Differentiation

9/4

Set up success for Student A with lots of positive reinforcement. Presented information verbally, kinesthetically and visually. Giving lots of examples for Student A and Student B. Lots of repetition for Student B. Set aside time to work one on one with Student A and Student B.

Formal- Each student will be Students will be taught asked to write their name on a the value of a note and sticky note. They will determine the given an action that goes number of syllables and then write with that note value. a rhythm for their name. For Example: quarter note example: Erin (has 2 syllables) The equals one beat. The rhythm written could be half note& physical action is one quarter. Each student will be asked clap. to hand in their sticky note as their Page 8

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Kansas Performance Teaching Portfolio identify the number of syllables in a word. The student will be able to write rhythms with the syllables in words, Review the values of notes and rests. The student will be able to solve simple music math problems in 3/4 and 4/4 time. exit ticket. Giving lots of examples of finding syllables in words.

9/5

VI

Review the values of notes and rests. Lecturing over time signature. Modeling adding note values together. One on one work as students come to the white board to work out music math problems. Review note names and values. Students will play a vocabulary swat game where students will either correctly swat the vocabulary word or corresponding symbol. Students will review 4/4 time by writing rhythmic passages on a pumpkin. (These will be our fall

Criterion-referenced: students using previous knowledge and applying it to new activities.

Give Student A and Student B the opportunity to work music math problems on the board. Using positive reinforcement and one on one teaching. Presenting information numerically and symbolically.

9/11

VI

The students will review note values and rests. The students will correctly identify vocabulary words. Students will be able to correctly match note names and values.

Informal Assessment: observing students identify the appropriate vocabulary words. Criterion-referenced: students using their previous knowledge and adding the layer of vocabulary. Formal Assessment: Students will complete pumpkin rhythms and I will collect them to see which students are not understanding the concept.

Repetition will be used for Student B to help with processing. In order for Student B to draw conclusions he will be asked to correctly identify the appropriate vocabulary word or symbol and demonstrate the corresponding kinesthetic action.

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Kansas Performance Teaching Portfolio Students will review time signatures by creating a 4/4 rhythmic passage. The students will be able to compose rhythmic passages in simple meter. hallway decorations).

9/12

Modeling Using the SMART Board, students will do a rhythmic dictation activity. After the rhythmic passages are composed, the students will perform rhythms by saying note names and doing the actions Discussion/Lecture over the group project. Explain the project and that students need to bring recyclable items to be used as instruments. Example: empty milk jug, newspaper, tin can etc. Teacher-led discussion about persuasion. Students will be split into their groups or bands. Students will create band posters using

Informal Formative: asking the class about note values and if they accurately fit into 4/4 time. Informal Observation: Individual students will be asked to compose rhythmic passages.

Specifically ask Student A and Student B questions. Use of technology to have a different visual approach. The SMART Board activity not only uses note values, but they are also color coded adding a new visual way for the students to differentiate the notes and their values.

9/18

9/19

IC

The students will be introduced to the group project. The students will watch a video of the musical group STOMP. The students will discuss the importance of advertisement. Students will practice persuasive advertising.

Information will be given verbally as well as sent home in a note. Students will also get to visually see the idea by watching a video of the musical group STOMP. Students will be given the chance to ask questions. Teacher brings in examples of persuasive posters. Give the students a list of persuasive words to use on their posters. Students will be placed in specific

Informal Assessment: done by the students creating the posters using persuasive vocabulary.

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Kansas Performance Teaching Portfolio persuasive vocabulary. 9/25 C The students will work in their groups and compose a rhythmic passage 24 measures long. The student will begin playing the rhythmic passage on an instrument. Student-led group work. Each student in the group will be given a worksheet to write out five rhythmic passages in 4/4 time. Then as a group the students will choose 4 rhythmic passages from each group member to compose their song. Once the song is composed, the students begin practicing on their instruments. The students will get in their bands and perform their compositions for one another. Formal Assessment: done by collecting each students completed worksheet to see where the groups are on understanding note values and simple meter. Informal assessment: done by walking around the room seeing students work on an individual basis. groups mixed with low level learners and high level learners. Specifically working one on one with Student A and Student B. Walking about the room offering help to those who need it. Encouraging group members to help one another. Modeling on the whiteboard, reviewing the previous concepts learned.

9/26

Summative Assessment:

Formal Assessment: using a The bands will Encourage a positive performance perform their checklist to assess the group environnent. compositions performances. for their Use positive reinforcement for classmates at a Student A and Student B. Battle of the After all bands have Bands performed the students competition. will get a chance to vote Students will for their favorite band to evaluate each win the Battle of the others Bands competition. performances by voting for their favorite band. The summative assessment will be a combination of the performance assessment and an exact copy of the pretest. This will show if the students learned the information of not and give me a clear idea of the areas that need re-teaching. Page 11 Template-Jan2013

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Kansas Performance Teaching Portfolio It will also give me a clear idea of which parts of this unit need to be adjusted to create more student success. The summative assessment will include all of the unit objectives.
*V-Lessons (must identify two) to be video recorded and observed; T- Lesson integrates technology; R- Lesson uses reading strategies; I- Lesson demonstrates integration of content across and within content fields; C- Lesson utilizes community resources

Table 2.2.2 Unit Design Narrative (limited to 2 pages) Why are the objectives appropriate? The objectives are relevant to the topic of rhythmic notation. They are also appropriate because the students in this grade level are ready to learn how to accurately read and notate rhythms. They are sequenced in the order in a scaffolding manner. Each lesson is supposed to build off of one another. Students learn note values and actions to help them remember. Then they learn how to add them together corresponding to time signature. Then, students can compose rhythmic passages in simple meter. I also chose to sequence lessons this way so that students would continue to review the previous lesson, to help with repetition. I wanted to create lessons that would keep the students engaged. This is a class that learns better doing something rather than being talked to. They seem to respond best to visuals. I wanted to include as many visual examples I could. With a handful of lower level learners I also chose activities that would include lots of repetition to help students absorb the concepts easier. Since my lessons were developed from my learning objectives, they address the learning objectives directly. Students will begin the unit at the bottom level of Blooms taxonomy by being able to verbally identify note names and their values (Knowledge). Then students will be able to use physical actions to apply the values of notes. (Comprehension & Application). Students will learn simple meter and use basic math skills to use their knowledge, and comprehension to apply their previous knowledge to the new concept. Students will then apply their knowledge and compose (Synthesis) rhythmic notations and perform them for the class. The students will be doing a vocabulary activity to help with the identification process of notes and their values. They are also working on persuasive words. This will help them understand how to use persuasive vocabulary. Students will also be doing a syllable activity that will help them pull apart words. This will help them to pull apart words to help them understand them, like prefixes and suffixes. Page 12 Kansas State Department of Education Template-Jan2013

Why are the lessons sequenced in this manner?

Why were these instructional strategies/activities selected?

How do the instructional strategies/activities address the learning objectives for this unit? How will a variety of levels of thinking skills be addressed (e.g., Blooms Taxonomy)? Give specific examples of use.

Explain the reading strategies that will be used throughout the unit. Give specific examples. (Remember that using text is not a reading strategy)

Kansas Performance Teaching Portfolio What resources will be needed for this unit (include school and community resources)? I will need use of the internet, SMART Board, computer, projector, and white board from the school. I am bringing in recyclable materials from a local coffee shop who agreed to donate items. These will be helpful to give examples to the students of what they should bring and offer an option for students who forget to bring an instrument. I will be using the internet to show the STOMP video. I will also be using the SMART Board for teacher instruction and student practice on the composition concept. This will be used as an informal formative assessment. The students will be using the note values and the knowledge of time signature to answer simple math problems. This also introduces solving simple algebraic equations. Students will also practice vocabulary and persuasive writing. This unit includes lots of teacher centered instruction where I will be teaching a concept and letting the students practice the concept. But, the group project allows student centered instruction where they are working together in groups and helping one another.

How will technology be integrated within the unit? Explain both teacher use and student use. How does the unit demonstrate integration of content across and within content fields? How does the unit demonstrate both teachercentered and student-centered instructional strategies?

Narrative 2.3.1 Lesson Plan Design (limited to 2 pages) Question What will the students entering this lesson already know about the topic? What type of assessment was chosen? Why? Lesson Plan 1 The students will already know the value of notes and rests. Students will already know simple addition steps. Informal Assessment. Through observing I am able to gauge who understands the concept and who does not. Lesson Plan 2 Students will already know the value of notes and rests. Students will understand adding note values together and time signature. Formal Assessment: Students will write a rhythmic passage in 4/4 time on a pumpkin cut out and turn it in. This was chosen to see who understands time signature and the value of notes and rests. The same accommodations are used as previously stated. Student A and B will also receive one on one time with myself or the cooperating teacher to help complete the assignment.

How were the specific differentiated activities needed to adapt/accommodate for individual learning needs for the Whole Class, Subgroup, and Focus Students determined?

For Student B he needs lots of repetitions to understand a concept. Student A the activities need to be interesting and engaging. Focus students need the activity to be engaging and need lots of repetition. Whole Class needs visuals. They seem to Page 13 Kansas State Department of Education

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Kansas Performance Teaching Portfolio learn best when they have a visual to look at. N/A

Why was the specific reading strategy(ies) identified in the plan chosen? How was critical thinking, problem solving, and higher level addressed thinking in the lesson plans? How does the technology utilized enhance student learning? Discuss specific classroom routines and procedures that will be in place with this lesson to maximize instructional time. How will the active and equitable participation of all students during this lesson be ensured?

Students are using their basic math symbols and applying them to symbols. This is touching on simple algebraic equations and working on solving them. N/A We use the CHAMPS Expectations. Music classroom CHAMPS entail that the students remain at a Level 0 (no talking) during teacher instruction and Level 1 (whispering) during transitions and independent work. There will be a relay race where each student will be given the opportunity to solve music math questions. Students will also be physically and verbally read rhythms as a class. Teacher centered: for instructions of the game and examples of music math. Student centered: when the students are solving the problems on the board by themselves.

The students are working on vocabulary and matching the vocabulary words to the appropriate note symbol and value. Students are applying previous knowledge to a new concept.

N/A Same as previously stated.

Students will play the vocabulary swat game, so every student has a chance to answer a question. There will be lots of repetition of terms to help with their memory. Teacher Centered: for instructions and example of the pumpkin. Student Centered: Creating the pumpkin

How does the lesson demonstrate teacher-centered and studentcentered instructional strategies?

Table 2.3.2 Adaptive Plans (limited to 1 page) LESSON PLAN 1 PLAN FOR INSTRUCTION STUDENT A STUDENT B STUDENT A STUDENT B LESSON PLAN 2

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Kansas Performance Teaching Portfolio For Student A, he needs activities to be engaging. I plan on making him involved as much as possible. He responds well to competitions. He will like this lesson. I also plan on using lots of visuals with him. Some of the music math problems are compound math equations, so I will help him split them up so that they are easier to understand and solve. With the fast paced activity, this should help keep Student A engaged. He will also be moved to the front row, to help eliminate distractions from other students in the classroom. This will also help me notice his behavior more. Student B needs lots of repetition. For this lesson we will constantly be solving music math problems in different ways. I will begin the class period using note cut outs to represent the notes and I will gradually move to writing the equations on the board. I will also have a Clue Box written on the board for students who are struggling. This box will include each symbol and it value. This is another visual for Student B to look at to help him solve the equations. Student B will also be given lots of positive encouragement when solving problems to help boost his confidence in class. For Student A, again I have implemented a game to help keep him engaged. This game is also facepaced to help him stay on task. Student A will also be given lots of positive encouragement for good behavior to help him stay engaged and on task. When working on the pumpkins, he will be offered one on one work with me or the cooperating teacher to answer questions or help. For Student B we are playing a game full of repetition to help learn our music vocabulary words. Again, there will be multiple visuals on the board for him to reference. Student B will also be offered one on one help form myself or the cooperating teacher to assist with any difficulties or answer and questions.

What specific adaptations/modifications to the instructional plan are needed? Why are these adaptations appropriate for the student? If adaptations are determined to be unnecessary, identify the part(s) of the plan that will not be adapted (if any). Why are adaptations/ modifications not needed?

Table 2.4.1 Unit Assessment Design Table (limited to 2 pages) Describe the assessment to be used Explain rationale for choosing this assessment Explain the specific adaptation(s) made for Students A and B OR why no adaptation(s) Page 15 Kansas State Department of Education Template-Jan2013 Which objectives does this assessment Identify how the assessment will be scored Describe how specific student results will impact the unit

Kansas Performance Teaching Portfolio are needed address? plan

Formative Assessment - Informal

The students will answer questions during class.

This is an easy way for me to see which students are gaining the knowledge. It is a quick way to assess the students and they do not even know I am doing it.

Lots of repetitions will be made for Student A and B. Making sure to ask questions to both and positively encourage Student B and actively engage Student A.

This addresses objectives 1,2.

This assessment is not scored. It is simply based on right or wrong answers. When, students say the incorrect answer, more explanation and examples are given. The assessment will be scored based on accuracy for the worksheet and compositions pumpkin. 1 point for each correct answer. The poster will be graded on completion. This assessment will be scored in three parts. Students will receive a score on the written test out of 30 points. Students

I will use this information to see which part of the lesson I need to elaborate on and explain again. I will be able to tell which notes students are not remembering.

Formative Assessment - Formal

This will happen several ways. In the form of a worksheet, a poster, and a composition pumpkin.

This is a quick way for me to see what I need to spend more time on. It also shows me which concepts to revisit.

Student A and B will be put in a group with stronger students to help them.

Objective 3

These show me if the students are able to apply the knowledge they are learning. This shows me which concepts need to be revisited.

Summative Assessment

This assessment will include an exact copy of the preassessment and a combination of a performance

Using the preassessment helps me gauge the students growth during the unit. The performance checklist helps

Student A will be given the option to take part of the test verbally if he shows signs of starting to get of task. For Student B, when explaining the checklist, Page 16

This assessment addresses all unit objectives.

The summative assessment will show me the growth of the students knowledge on the subject from the first day of the

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Kansas Performance Teaching Portfolio checklist. me determine which students are able to apply the knowledge learned. I wrote it on the board so he had a visual. will receive 10 points for their composition and 10 points for their performance. unit to the last.

What is the minimum level of performance expected of all students to achieve on the summative assessment? Are any differences in performance expected between the subgroup described in Task 1 and the remainder of the class? Explain.

The minimum level of expectation can be split into three parts. The first is that I do not expect any students to receive less than an 80% on the written portion (preassessment). On the second portion, I do not expect anything less than 90% accuracy. The third portion, I am expecting 80% accuracy on their performances.

I do not expect anything less from the subgroup than I expect from the whole class. The subgroup is made up of musically talented students who are capable of performing the same as the entire class. These students need lots of repetitions and need engaging activities, but they are capable of understanding the concepts. When it comes time for the summative assessment, I expect no less from the subgroup than the rest of the class.

Task #3 -Teaching and Learning

Table 3.1.1 Narrative Daily Teaching Reflection (limited to 4 pages)

Day 1: On the first day of the unit there were some successes and there are some things that will need work. I began reviewing rhythms and the kinesthetic actions that are assigned to each note or rest. For example whenever the students see an eighth note the students say eighth note as they stomp their feet. This part went extremely well! All of the students were catching on and re ally retaining the information. Then, we moved onto the syllable work. I began explaining that syllables are like the beats in a word. I showed them that words could be split into parts and we could then add rhythms we knew to these parts to create music. They Page 17 Kansas State Department of Education Template-Jan2013

Kansas Performance Teaching Portfolio seemed to be getting it. I was modeling and giving lots of examples. But, I forgot to tell them that we were not using eighth notes in our syllables because eighth notes only receive half a beat. Since I forgot to explain this detail the next part did not go as planned. Each student was given a sticky note and instructed to write their first and last name. Then, they were to identify the syllables and then add a note or rest to each syllable to make a rhythmic passage. This would be their exit ticket and allow me to see what each student understood from the lesson. When I got them back, I immediately knew that I forgot to tell them not to use eighth notes. Now, nearly all of their rhythmic notations were incorrect. To fix this confusion, I will have re-teaching to do during the next lesson. As for students meeting todays lesson objectives, student could identify syllables and they can identify notes and their values. But, due to minor mishaps, the students did not achieve the objective of writing rhythmic notations to words. Overall, the lesson strategies seem

Day 2: As soon as the class came in we reviewed the lesson from yesterday and I explained my mistake. I had the students do the activity again and this time on the board and it worked perfectly. Once this was completed we moved onto our music math lesson. I reviewed our notes and their values. Then we created simple addition problems using these symbols instead of numbers. The students loved this! We later turned it into a relay race where I called out simple music math problems and the students solved them. All of the students really seemed to understand the concept. The best part about the activity was that Student A and Student B were both very engaged and correctly answering the music math problems. I continued to praise these students as well as the class as we moved onto a discussion about time signatures. We discussed the meaning of 4/4 and 3/4 time. Afterwards the students had the opportunity to do music math problems where the sum added up to 3 or 4. The students were all engaged and participating. Several students were asked to come to the white board and solve problems. They understood the concept so well! Since the students were doing so well, I challenged them by adapting the problems where they were solving simple algebraic expressions by determining the value of the missing note.

Day 3: This was another fun day in the classroom. We began by reviewing or notes, rests and their values. We have also been reviewing the kinesthetic actions that I assigned to each. We have been focusing so much on the numerical values to the notes that we havent focused much on the names of the notes and rests. So, we played a game called Vocabulary Swat. On the white board I drew out all of the symbols and wrote out all the names. The class was split into two teams. Each student, on their turn, was given a tiny fly swatter. When I pointed at a symbol they had to swat its corresponding name and vice versa. The student who swatted the correct answer first got a point for their team. In order to get an additional point the student would have to demonstrate what action we do when we see that symbol. If the student could not demonstrate correctly, the other team would get a chance to steal and earn a point as well. This class responds well to competition. So, having a competitive game helps keep the class engaged. Having a game like this, it gives me the opportunity to informally assess the students through observation. After playing, I realized that they are still several in the class struggling with identifying the note and rest names, so we will continue to review each day for solidity. I also made note of the students so that I make sure to give them more one on one attention. After we played the game each student was given a pumpkin that was split into 4 sections and the time signature 4/4 was put on the stem. Students were told to produce a rhythm in 4/4 time. The sum of the four notes or rests had to add up to 4 which they learned the day before. The students had a lot of Page 18 Kansas State Department of Education Template-Jan2013

Kansas Performance Teaching Portfolio fun with this and it gave me the opportunities to walk around the class and help and independently help who were struggling. Student B worked with me one on one to complete his pumpkin. In the end, every single student did it correctly and we ended up with +beautiful art for our hallway! Day 4: Today for our lesson we worked from the SMART Board. The activity works on notating rhythm in 4/4 meter. The students really enjoyed this activity because it was very visual. The program used different colored apples with different note values on them. For example, red apples were quarter rests and yellow apples were quarter notes. The students one by one came up to the SMART Board and chose an apple to take off the tree and put in our composition. Once we had several rhythms notated, as a class we would say the rhythms and do our corresponding actions. The students really seemed to understand the concept. To continue building on their previous knowledge I began asking them to solve the music math problems to check and see if each line added up to 4. This seemed to help draw conclusions from the previous lessons about time signature. During this lesson, I made sure to give Student A and Student B opportunities to answer questions and come to the SMART Board and compose. This helped keep both of them engaged. Student B was also so engaged he began asking questions and speaking out more in class! I made sure to follow up these actions with positive reinforcement in hopes that he will continue speaking up in class. Day 5: This day was a bit chaotic. Upon arriving to school, my cooperating teacher and I were notified of a Math-a-thon assembly that would be taking place throughout the day. One of the assemblies happened to take place during the 2nd grade class I am doing my KPTP with. So, my lesson time was cut in half. Though, the time was short, I do not think it affected the lesson. The rigorous tempo I had to take helped keep them on task and focused. After the students came back in from the assembly, getting them calm and back on task was difficult. But, I was able to get them engaged quickly. We discussed the upcoming Battle of the Bands project. I explained what kinds of items students should bring to be used as instruments. The students were really intrigued. Student B was so engaged he kept giving examples of recyclable materials that could be made into instruments. The students really seem excited about the project. This kind of buy-in is really helpful. Its easier to teach concepts when the students are enjoying what they are doing. After we discussed the project, I wanted to show them an example of how everyday items can be used as instruments. As a class we watched a few videos of the musical group STOMP. This musical group performs percussive numbers with everything from newspapers, pots, pans, trashcans and so much more. This was a great way to end the class time because the students were very excited. It will be interesting to see how they act tomorrow when they come in and begin forming their bands . Day 6: My first experience teaching during group work was very interesting. Once the students arrived to class I explained that we would be forming our bands and creating a band poster. I then lectured about the use of persuasive advertising. Together we came up with a list of persuasive words that could be used on our posters. I drew an example poster on the board for them to reference. I also listed items that were required for the poster such as; band name, pictures and band members names on the back. After directions for the project were given I listed off the band groups. I specifically placed certain students in groups together. I wanted to make sure that I had a mixture of higher level and lower level students together. I wanted to give the lower level students a chance to learn from the higher level students in a group setting. Once the groups were made, materials were passed out. This is when chaos struck. As I am walking around the room answering questions, I have two problems. The group with Student B is having problems Page 19 Kansas State Department of Education Template-Jan2013

Kansas Performance Teaching Portfolio sharing. Student B is very upset because he has an idea and no one in his group will listen. He has begun to shut down. As I begin to deal with this problem, another student comes up to me in tears because Student A was angry and pushed him down. I immediately call Student A over and try to understand the situation, but he has also shut down. So, I send him into my cooperating teachers office to discuss the matter with her. In the meantime I dealt with the sharing problem of Student B and get it resolved. But, Student B is uninterested in doing the assignment any longer. At this point, class time is over so I collect the posters and we finish the last few minutes of class discussing how to share and why it is important to be nice to our friends. Unfortunately, because of behavioral issues, I dont think the students got much out of the lesson. After Student A spent time in my cooperating teachers office, she discovered that he was having a rough day because of his home life situation. Student A told us that his parents are divorced and Moms new boyfriend has moved into the house. After learning this information, we spoke to his mother who works in the school cafeteria. She then explained that the new boyfriend has taken interest in Student A and gives him lots of adult male attention. His mother believes this is why he has had less violent outbursts this year. But, she also told us that Student As father is back in the picture and he is telling Student B that because the new boyfriend is living in the house, he will never return. This has student A very confused and upset which led to his angry outburst in class. We explained to Student A that his actions were wrong and that he needs to communicate when he is getting angry beforehand. We are discussing a new strategy to help keep Student A calm during classes as he is going through these changes at home. Day 7: The lesson for this day included the students writing their rhythmic compositions. Students were split into their bands and given a worksheet to begin writing 10 measures of rhythmic passages of 4/4. Each student in the band was required to compose two of the 10 measures. As the students worked in their groups, myself and my cooperating teacher walked around the room helping the groups along. As I walked around the room, I could tell that the groups were fully understanding the objectives and accurately notating rhythms in simple meter. The students finished their compositions sooner than expected so, I adapted the lesson to where the students began practicing playing their compositions on their bodies. During this part I realized that students were not fully understanding the duration of half, dotted and whole notes and rests. Instead of holding a whole note for four beats, they were giving a whole note four individual beats. This confusion was coming from the kinesthetic actions that were assigned to the notes and rests. I began visiting group after group trying to remedy the confusion. Some of the students seemed to understand the additional information, but some students were confused even more. Before the students perform their compositions on their instruments tomorrow I will make sure to do some more re-teaching of the duration of notes. I will use repetition and modeling to help the students understand. Day 8: When the students arrived, I began re-teaching the note values. I tried to model several examples of how we hold the notes for the durations, rather than keep the steady beat. Student A got really frustrated because he wasnt understanding and began to shut down. I tried to work one on one with him and he began to understand a little but more. As for Student B, I continued to model and be very repetitious, Once I felt like the students were grasping the concept, I decided to go ahead and let the students play their compositions. As students were playing, I could tell that the students were not really able to bridge the new concept of holding notes for the duration of their value. I decided to go ahead and let them finish performing and we would continue to revisit this concept after the unit. Since the students enjoy competition so much, at the end of the performances, the students got to vote on their favorite Page 20 Kansas State Department of Education Template-Jan2013

Kansas Performance Teaching Portfolio band. Even though I do not feel the objective was met for the performance, I believe the students have learned a lot from this experience. I will continue to take what they have learned and build upon it. Table 3.2.1 Narrative Reflection of Video Recorded and Observed Lessons 1 & 2 (limited to 2 pages) Instructional Strategies Questions Lesson 1 This class thrives off of competition, so using a game to teach and reinforce a concept helped keep the lesson rigorous and the students engaged. I also want to create a positive learning environment, so when a student got the question wrong I said statements like Look again, how many beats does a half note gets? These questions would develop cognitive steps that they could take to solve the problems. I observed the students individually as they came to the board to solve their music math problems. For example, when Student B came to the board and didnt get the first problem correct, I verbally walked him through it. I even was able to keep the class engaged by using them as helpers. Lesson 2 This lesson I used modeling to help the students understand the game. I also used visualization to help the students draw conclusions. This class responds well to visuals. I also do a lot of call and response type of activities. If I say whole note, the students respond with the action for a whole note. This also helps with repetition and retention. Again, I informally observe the students when they come up and play the game. Sometimes I took note of which students seemed to be struggling with the concept. I often would walk through the correct answer with the student who did not get the answer right; to reinforce the content in hopes they would begin to catch on.

Overall, how did the instructional strategies for the lesson positively impact learning for all students? How do you know students met or did not meet the objective(s)? Justify response with specific examples/evidence from the video.

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Kansas Performance Teaching Portfolio I used a lot of visuals for this lesson. I drew the notes on the board and wrote their values. This was a resource for them to reference when answering their questions. Sometimes, I would just use the symbols for the students to add and sometimes I would write the numbers. When students were really understanding the concept I began just using symbols and writing out simple algebraic equations. I wrote quarter plus blank equals 4. The students had to solve for the blank. With competition, I kept the room positive. I told the students beforehand that we always cheer people on whether they get the answers right or wrong. The students respond well to this. We even developed a silent cheer to keep noise levels down and the lesson pace rigorous. Students were engaged in higher level thinking throughout the lesson. I would stop and ask questions like how many beats does a quarter note get? I would also ask questions like show me what we do when we see a whole rest. With games, this allowed every student to participate. I challenged the students to be engaged when it is not their turn by offering a steal option to the game. This gave me the opportunity to call on another person to give then correct answer and gain points for their team. This also kept students engaged. Again, I used visuals for my students. I would write the vocabulary words on the board. We continued to link in the kinesthetic actions that are related to each note. This seemed to help with retention. I also encouraged the students to come up with clues to help them remember the names of the notes. For example, a half rest, looks similar to a hat. Coming up with these clues Hat and Half sound alike. A whole rest looks like a hole in the ground. Some students came up with other clues to help them remember. These authentic learning experiences really helped them retain the information. We also kept our positive competitive environment cheering everyone on. Students were engaged and participating.

In what ways was the use of instructional strategies to address the diverse cognitive, emotional and social needs of all students successful? Provide specific examples.

Describe how students were meaningfully engaged in active inquiry and higher level thinking.

I would ask lots of questions. I asked questions like what is the name of this note? How do you remember its name? This would help validate their thought-process and maybe help another student draw a connection. Same as stated for lesson 1.

How were instructional strategies effective in providing equitable learning opportunities for all students? Provide specific examples.

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Kansas Performance Teaching Portfolio The math integration was a complete success. All of the students were able to answer the music math problems successfully. One of the best moments was watching Student A getting so excited when he answer the music math problem correctly. It was even more fulfilling when he was able to verbally walk through the problem with me. Lesson 1 When it comes to classroom management I put my hand up in the shape of a zero to show the students its time to bring our voices back down to a level zero. When I give instructions, I review the main parts by asking questions like what level do we remain at? How many students go at a time? The class responds together. With the use of competition, that really seemed to motivate the students to work hard and try to understand the content. It drove them to ask questions. I also encouraged students to justify their answers. I would ask students to tell me how they got their answer. This helped me see their thought process. I also used the tactic of encouraging good sportsmanship which helped keep the atmosphere positive. This integration really seemed to help with identifying the words. The students really seemed to make the connections between the symbols and the words. I was able to call on students and ask them to tell me the words that go with which symbol. The students were also able to match the words and the symbols together. Lesson 2 I used a lot of repeating in this lesson. When I would say a vocabulary word, I would have the students repeat after me. Then I would have the students say the words and do the actions. I asked certain rows to stand up and show me the correct actions and say the correct words to help with repetition and application. The same strategies were used as stated before with the use of competition. This preparation for this game with all of the repetition and call and response really helped the students understand the content. So when students were continually getting the right answers I was praising them. I noticed the excitement on the lower level learners when I gave them praise for correct answers. They became more confident and engaged.

Was integration within and across content fields successful? Provide specific examples.

Classroom Learning Environment Questions Describe how a variety of verbal and nonverbal communication techniques were used to foster active inquiry, collaboration, and supportive interaction in the classroom. Provide specific examples. How conducive was the overall classroom learning environment in supporting positive social interaction, equitable engagement, and self-motivation? Provide specific examples.

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Table 3.3.1 Narrative Reflection of Preassessment, Formative Assessments, and Summative Assessment (limited to 3 pages) Pre-assessment Overall, the students did not do very well on the pre-assessment. No student received a passing grade. Most students could only identify and fill in the values of a quarter note, eighth note, quarter rest and eighth rest. As for everything else, most of the students left the questions blank. None of the students were able to compose a rhythmic passage in 4/4. The assessment showed me that the students were unable to read most of the notes and their corresponding rests. It also showed that students could not compose rhythmic passages in 4/4 time. The results just reinforced the need for this unit. The data showed me that repetition will be very helpful. I needed to come up with ways for the students to remember the note names and their values. The use of kinesthetic actions will help with that. Once students can correctly identify the notes and their values, they will be able to compose rhythmic passages in simple meter with the use of basic math. The use of visuals on the white board as well as the SMART Board. I wanted to be able to introduce the same material in different ways. We would verbally say note names, have a physical action. We would also have visuals of the notes. The use of competition to add repetition to a lesson will help drill the information in a fun and engaging way. Composition worksheet: 100% of the students were able to accurately compose rhythmic notations in 4/4 time. Pumpkins: All but two students accurately composed a rhythmic passage in 4/4 time. These two students are in the subgroup. The data from the formative assessment has helped me conclude that the students are learning how to compose rhythmic passages in simple meter. The pumpkins showed me that students are able to use their simple math skills and produce a rhythmic passage in 4/4. The students clearly were learning what was needed. Since the students understood these concepts, no adaptations were made.

Overall analysis of results.

Discuss the results in reference to the learning objectives. Describe how pre-assessment data was used to proceed with instruction for all students. What is the plan to differentiate for all learners? Formative Assessment Overall analysis of results. Discuss the results in reference to the learning objectives. Are students learning what was intended they learn? Discuss any adaptations based on the results of formative assessments.

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Kansas Performance Teaching Portfolio Lots of modeling and repetition to help students understand and retain the information.

Identify differentiation needed to help all students meet the goals and objectives of this unit. Summative Assessment

What did the disaggregated data of the assessment reveal?

Discuss the results in reference to the learning objectives.

Did all students learn what was intended they learn? Explain.

100% of the students completed the composition portion of the exam correctly. As for the performance aspect, only 40% of the students were able to correctly perform their rhythms. The other 60% were unable to correctly perform the compositions on instruments. 17 out of 25 students received 100% on the written portion. Only 3 out of 25 scored a 70% or less. The rest of the students scored in between 70%-100%. Overall, all students passed the written portion. Overall, students were able to identify values and names of quarter, eighth, half, whole and dotted half notes along with their corresponding rests. Students were able to compose rhythms in 4/4 time. Students can read rhythmic passages in 3/4 and 4/4, but struggled playing these compositions on instruments. All students learned how to compose rhythms in simple meter. All students were able to identify notes and rests as well as their values. As for being able to correctly perform their rhythmic passages on instruments, this is where the class struggled. The students did not reach this objective because of confusion in my teaching strategy. Since I did not successfully teach this objective, students were confused and unable to correctly perform the rhythms. This is a concept that will be taught after the unit.

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Table 3.3.2a Pre-Assessment Results 1

Student B

Student A

Notation

Fill in the Blank

Sub Group Average Matching

Whole Class Average 0% 5% 10% 15% 20% 25%

Table 3.2.2b Summative Assessment Results

Student B

Student A

Performance Notation

Sub- Group Average

Fill in the Blank Matching

Whole Class Average 0% 20% 40% 60% 80% 100% 120%

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Task #4 -Reflection and Professionalism

Narrative 4.1.1 Reflection on Learning Objectives (limited to 2 pages) Based on the analysis of all the assessment results, identify TWO learning objectives from the unit where students were most successful. Objective 1: The students will verbally and physically identify the value of quarter, eighth, half, whole and dotted half notes and corresponding rests. Give more than one reason for each of the successes identified. Students were successful because each note or rest was given an action to help remember how many beats it was worth. Adding a physical action and lots of repetition helped students retain and understand the information. Discuss at least TWO things to do differently in the future to extend these successes to continue students academic growth. Next time I would teach the actions differently. The actions should be more smooth to help understanding the concept that notes are held for 4 beats rather than given 4 beats. I would also like to add more emphasis on the rests. Students struggled remembering the rests rather than the notes. Give more time to teach the rests. I would like to challenge the students to compose in other simple meters, such as 2/4 or 3/4. I would also like to add layering. This would allow students to compose for different instruments.

Objective 2: The students will compose verbally or in writing, rhythmic passages in 4/4 time.

This was successful because of the understanding of music math. When students were able to latch onto prior knowledge and apply it to the musical symbols. Students were also successful because we practiced composing several different ways; on the SMART Board, on the white board, in groups, on paper, etc. These various teaching tools really helped engrain the concept into their brains. Give more than one reason for the identified lack of success for each.

Based on the analysis of all the assessment results, identify TWO learning objectives from the unit where students were least successful.

Discuss at least TWO things to differently in the future to improve students performance.

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Kansas Performance Teaching Portfolio Objective 2: The students will read rhythmic passages in 4/4 & 3/4 Students were able to read rhythmic passages in simple meter. But this concept did not carry over to playing these rhythms. Students were unable to understand the values of notes as I had thought. Instead of holding a whole note for 4 beats, they gave it four quarter note beats. This lack of success comes from the actions that were assigned to the notes. The actions are choppy to help show the beats, when they should be fluid showing that the beats are connected. The students were unsuccessful with this because they were unable to bridge the concept of note reading to performing on instruments. The students were also unsuccessful because they werent given enough time to work with the instruments before they performed. Next time I would like to have the students read rhythms with a metronome. This would help them understand the concept of a steady beat. I would also like to add in the topic of counting rhythms. I think that this concept can be easily added into this lesson.

Objective 2: The students will perform rhythmic passages in 4/4 time on instruments.

In the future, I would like to add an additional day to the unit, allowing students more opportunity to work with the instruments. I would also like the students to work with a metronome to help solidify the concept of steady beat and note length.

Based on the analysis of assessment results, what other conclusions could be made about the students learning? Based on the assessment, the students were able to identify notes and their values. Students were also able to compose. The area in which students were really lacking is the application of the concepts. It seems, on paper, the students understand the concepts rather well. But, when it comes to actually using the concepts learned and applying it to playing instruments, we need more work. Based on the analysis of assessment results, how did making adaptations to instruction ultimately affect student learning? Making adaptation ultimately has a positive effect on student learning. I was able to take assessment results and determine what needed to be focused on in the next lesson. It helped me see which concepts the students were really understanding and which concepts needed re-teaching. With this knowledge I was also able to see which specific students were struggling. It allowed me to give them more one on one attention. Assessment results were very impactful on my planning and teaching strategies for the entire unit.

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Narrative 4.2.1 Reflection on Future Professional Development (limited to 1page) What specific professional development Identify at least TWO aspects of instruction that could be opportunities/activities will help to acquire that knowledge improved. Explain reasoning. or skill? Aspect 1: There are a few professional development opportunities I could The use of more technology and manipulatives for students. attend to gain ideas from. Every February the Kansas Music Educator Association holds a conference. This conference is filled with workshops and master classes to help improve the music classroom. I could attend specific sessions about incorporating technology in the classroom. I could also attend Kodaly workshop. Kodaly is a pedagogical concept that has become popular. This concept uses lots of rhythmic movement and has ideas for manipulatives in the music classroom such as Chinese yo-yos to help students physically have a representation of pushing sound forward. Aspect 2: Again, I could attend a workshop or training on the topic. I could also do some personal research on the topic and begin Use of nonverbal cues experiment using nonverbal cues in the classroom. This aspect can help so much with classroom management and is something I am interested in using in my classroom. The best way to acquire this skill I s to just use it. Table 4.3.1 Communication Log (limited to 2pages) Person Contacted Result or Impact on Instruction She gave me insight on her students. She also gave me advice on what teaching styles work best with her students. She gave me lots of insight on how I could split the students Follow Up (if necessary) Yes, if there are additional questions. N/A

Date

Method of Contact

Reason for Contact

9/3/13

Ms. Alvarado

Email

The classroom teacher

9/5/13

Joyce Castle

In Person

Veteran teacher. Asking for advice on my unit. Page 29

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Kansas Performance Teaching Portfolio Follow Up (if necessary)

Date

Person Contacted

Method of Contact

Reason for Contact

Result or Impact on Instruction up and gave me some resources to look into.

9/6/13

Meads Corner Employee

In person

9/12/13

Ms. Alvarado/Ms. Pruitt

In Person

To ask for materials to be used as instruments for our garage band unit. I was looking for materials like cans, milk jugs, and other recyclable materials to make music with. Two of the 2nd grade teachers. Asking for more information and advice about Student A and Student B Ask for book resources

Said they would begin collecting some items that could be picked up in the future. Gave valuable insight to these students home lives that affects their learning. She gave me several ideas of books that are available in the school library that might supplement my unit. The mother explained to us the home situation, which helped us understand the motivation behind his actions. Now, we are discussing strategies to help Student A.

Yes, to verify when to pick up materials.

Only if additional questions.

9/16/13

Librarian

In person

N/A

9/19/13

Student As Mother

In Person

Student A had an angry outburst in class. Talked to Mom to try and understand what caused it and how to prevent future outbursts.

Yes, if more problems arise.

Narrative 4.3.2 Reflection on Impact of Communications (limited to 1 page) The value of the communication connections I made during this unit were priceless. Being a specials teacher, I only see each class twice a week for 45 minute class periods. This is hardly enough time to really get to know the classes and how various students learn, especially at the beginning of the year. It was very helpful to be able to sit down with the 2nd grade teachers and discuss these students and really understand how they are learning. These teachers were able to give me insight on various students backgrounds and tips on how to work with other students. This information became so valuable to me while teaching this unit. I was able to take their information and apply it in the music classroom and really see what helped these students succeed. Without these teachers expressing the need for repetition and visuals for this class these students could have struggled a lot with this unit. Another invaluable source of communication came from my cooperating teacher and another veteran teacher. These women were able to Page 30 Kansas State Department of Education Template-Jan2013

Kansas Performance Teaching Portfolio answer questions and offer suggestions to better my unit. These women have been in the field and experimented with various music lessons, they have an idea or two of what worked for them and what did not. This insight was very helpful. Overall, the communication made during this unit only helped make this unit better. I could have done this unit on my own, but with the communication of others I was able to create a much better unit than I could have on my own.

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Appendix B
KPTP Lesson Plan Format Topic Selected Rhythm & Composition Curriculum Standard Addressed Standard 5, Benchmark 1 Lesson Objectives The Student will be able to identify the notes and rest values. The Student will be able to add music symbols together using their basic math skills. Connection to Student Background Knowledge The students will have already learned the values of notes and rests the lesson before. Some reviewing will need to occur. Students will also have already have basic math knowledge when it comes to simple addition problems.

Assessment for lesson objectives Informal Assessment: During the math relays I will observe the students gauging to see who understands and who does not. When a student gets the incorrect answer, I will walk through the music math problem with them step by step to get the correct answer. Model(s) of instruction used Modeling: I will show the students how to answer the music math problems on the board. Visuals: I draw the music symbols on the board with their values for a reference point. Kinesthetic: The students have an action that goes with each note or rest to help remember the values.

Level of Understanding (e.g. Blooms Taxonomy)

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Knowledge: Students will use prior knowledge to help understand this new concept. Students will use their previous knowledge of notes and rests along with their previous knowledge of basic addition. Application: Students will use the previous knowledge and apply it in this new way. Students will be using basic math skills with symbols, which is an introduction to early algebraic equations.

Differentiated Instruction Student A & B: give these students specific opportunities to come to the board and solve math equations. This gives the opportunity to work one on one with these students and gauge where they are in comprehending the lesson. For students who are struggling with the concept, present the information numerically and symbolically so they can see the links between the two. If some students are struggling with the math equations, bring out manipulatives for the students to use to solve the math problem.

Reading Strategy No reading strategies were used in this lesson.

Technology Use No technology was used. Community Resources No community resources were used. Materials White Board Dry Erase Markers Pre-Written Music Math Equations
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KPTP Lesson Plan Format Topic Selected Rhythm & Composition Curriculum Standard Addressed Standard 4 Benchmark 2: Composing & Arranging music within specific guidelines Literacy Standard: L.2.4 Vocabulary & Acquisition: determine or clarify the meaning of unknown word Lesson Objectives The Student will be able to identify the notes and rest values. The Student will be able to correctly identify the music vocabulary words. The student will be able to correctly add simple music math equations. The Student will be able to compose a rhythmic passage in 4/4 time. Connection to Student Background Knowledge The students will be drawing on the knowledge learned in the previous lesson about the music math values and adding symbols together. Students also have been introduced the values of note names and rests. Continuous work on these items. Students have heard these vocabulary words, but are finally matching them to the symbols. Assessment for lesson objectives
\Informal Assessment: Students will participate in a vocabulary swat game. Students will be split into two teams; each team will be given a small fly swatter. The white board will have a mixture of musical symbols and their names. Students will be asked to swat the name, when the teacher points at a symbol or swat the symbol when the teacher says the name. Students will be observed to see which note names need to be re-taught. Criterion Referenced: Students are using their previous knowledge of the note symbols and adding another layer by learning the note names. Students will also use their previous knowledge of music math to compose a rhythm in 4/4. Formal Assessment: Students will complete rhythm pumpkins. Students will compose a rhythm in 4/4 time.

Model(s) of instruction used

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Visual: Note names and values will be printed on the board as a reference point for answering questions. Kinesthetic: Students will have learned kinesthetic actions for each note name and rest value. Aural: The use of call and response in the classroom. Modeling: Used for instructing how to play the game and for the time signature instruction. Level of Understanding (e.g. Blooms Taxonomy) Knowledge: Students will use prior knowledge to help understand this new concept. Students will use their previous knowledge of notes and rests along with their previous knowledge of basic addition. Students will also use their previous knowledge of the kinesthetic action to help them with the meanings of the new vocabulary words. Application: Students will use the knowledge about time signatures to create their pumpkin. Synthesis: The students are composing their rhythmic passage in accurate 4/4 time.

Differentiated Instruction
Repetition will be used for Student B to help with processing. Specific one on work will be given to Student A and the subgroup to ensure they are understanding. If students are having a hard time remembering vocabulary words, I will ask the students to come up with helpful tips to help them remember, This will create an authentic learning experience.

Reading Strategy Vocabulary Swat game: helped students drill the vocabulary words and their meaning.

Technology Use No technology was used. Community Resources No community resources were used. Materials
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White Board Cut out Pumpkins Crayons Fly swatters

Appendix C
Elementary General Music Rubric for Standards & Benchmarks : Battle of the Bands Performance

Teacher Name: Erin Buster

Student Name:

________________________________________

CATEGORY Standard 1, Benchmark 2 Perform Rhythmic Patterns

Basic ( 0 points) Student cannot perform pattern without help from the teacher.

Proficient (5 points) Student performs the pattern correctly without help from teacher.

Advanced (10 points) Student is not only correct, but also performs the pattern fluently.

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Informal Formative Assessment

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