Entry 7

Contextual Information and Student Learning Adaptations

Total Number of Students in the School: Intermediate - 132

Total Number of Students in the School: Primary - 155
School Socio-Economic Make-Up (i.e., % free and reduced lunches): Intermediate – 50.7% reduced
lunches, 20.4% require IEPs.
School Socio-Economic Make-Up (i.e., % free and reduced lunches): Primary – 46% reduced lunches,
30% require IEPs.

Class Class Class Class Class

1 2 3 4 5
Grade Level/Subject Taught 1st Grade – 3rd Grade 5th Grade 5th Grade 6th Grade -
General – General – General – Band
Music Music Music Beginning
Band
Number of Students in Classroom 21 15 16 32 30

Contextual Information: Class Class Class Class Class Student Learning Adaptations:
(List the number of students 1 2 3 4 5 (Describe at least one example of
identified in each class you teach a strategy to provide equitable
and identify the class in which you opportunities, accommodations,
are teaching your unit) or modifications you attempted
for any student identified within
each contextual characteristic)
Females Female Females Female Females I took steps to encourage
Gender 10 s 7 s 13 all members of each band,
Number of Females: Males 8 Males 20 Males regardless of gender, to
Number of Males:
11 Males 9 Males 7 play whatever instrument
7 12 they wanted regardless of
instrument stereotypes.
C/W C/W C/W C/W C/W I made it a priority to
Ethnic/Cultural Make-Up 21 15 14 30 30 explain the historic context
Caucasian/White: AA/B AA/B AA/B AA/B AA/B behind each piece we sang
African American/ Black:
0 0 1 1 0 or played in class and did
Hispanic/Latino:
Asian/Pacific Islander: A/PI A/PI A/PI A/PI A/PI my research to make sure
American Indian/Alaskan 0 0 1 1 0 it would not be offensive to
Native: AI/AN AI/AN AI/AN AI/AN AI/AN any disadvantaged
0 0 0 0 0 community.

Language Proficiency ELL ELL ELL ELL ELL No English language

Number of English Language 0 0 0 0 0 learners in the school this
Learners (ELL):
year. (A first in years)

Academic Performance Below Below Below Below Below For students performing at
Students Performing 3 0 0 0 1 a lower grade level, I made
Below Grade Level:
Above Above Above Above Above sure to sit them next to
Student Performing
Above Grade Level: 2 1 0 0 4 someone who was
consistently performing
well in class. I also made
sure to make short,
attainable, and realistic
goals with them when it
came to classroom
behavior.
 LD LD LD LD LD For students with special
Students with Special Needs 1 0 2 2 1 needs, I sat down with the
Learning Disability: EBI EBI EBI EBI EBI counselor of each school
Emotional/Behavioral
2 1 1 1 1 and asked questions to get
Impairment:
Attention Deficit Disorder ADD ADD ADD ADD ADD information about possible
(ADD): 4 1 1 1 1 accommodations I needed
Developmental Disability: DD DD DD DD DD to be aware of in each class.
Intellectual Disability: 0 0 0 0 0 I made sure to implement
Speech/Language Impairment: ID ID ID ID ID all needed
Autism Spectrum: 0 0 0 0 0 accommodations, as well as
Gifted:
SLI SLI SLI SLI SLI asked each student
Blind/Visual Impairment (VI):
Deaf /Hearing Impairment (HI): 1 0 0 0 0 privately if there was
Physical Disability: Autism Autism Autism Autism Autism anything I could do for
Other Health Impairment: 1 0 0 0 0 them to help make class
Gifted Gifted Gifted Gifted Gifted easier and more accessible
2 1 0 0 0 for them. For example,
VI VI VI VI VI there was one student who
1 0 0 0 0 was hard of hearing and
HI HI HI HI HI required the teacher to
1 0 0 0 0 wear a device around their
PD PD PD PD PD neck so she could hear the
0 0 0 0 1 teacher through her
Other Other Other Other Other cochlear device. She
0 0 0 0 Paraplegi explained that when I am
a singing, I should turn down
the device because it gets
too loud.

Contextual Information and Student Learning Adaptations Template

(Continued)

Student Characteristics:
Describe the developmental characteristics of students in your classroom.
(Cognitive, Physical, Emotional, Social).
The majority of students are physically healthy and up to date on growth. I found the majority of
students to be emotionally drained and unmotivated, and I think this had a lot to do with the COVID-
19 pandemic and restrictions caused by it. Students were very social, but didn’t get the chance to be so
very often because of COVID-19 restrictions. Most students performed cognitively average, neither
higher or below performance standards.

Highlight the prior knowledge and interests of students in your classroom.

All students followed a general scope and sequence. Most students knew how to count musically and
imitate pitch with their voices or instruments. Most students were unaware of advanced musical
concepts, so they were not stretched above their respective grades very often.

Describe the implications these characteristics have on planning and instruction.

(e.g. What instructional strategies will you use to meet the unique learning needs of all your students?)
In order to best meet the unique learning needs of all of my students, I utilized my research in
culturally relevant pedagogy and designed my lessons around the mindset of a safe, flexible, and
inclusive classroom. I did this by including flexible seating opportunities, anonymous peer assessment,
rewarding preferred behavior, and encouraging inclusion by highlighting the strengths of every
student and also including lessons inspired by different cultures in my curriculum.

Environmental Factors:
Describe district, school, and classroom environmental factors impacting the quality of education for all
of your students.
The music classroom at the primary school (Grades K-2) for the classes I taught were held in a cement
floor, completely white room that echoes a lot. Students each have their own special dot to sit on
during class, but often find themselves not wanting to stay there. The music/band classroom at the
intermediate school (Grades 3-6) is in a basement that is usually cold and doesn’t have much
technology access. Each child has their own chair to sit in, all facing forward the same way. I believe
the students would probably have more flexible seating if it weren’t for COVID-19. I feel that the
environment in which these students have to learn music in is not a place where majority of students
feel safe to be creative or truly express themselves.

Describe community and family environmental factors impacting the quality of education for all of your
students.
The town where the schools were was a town of less than 1,000 people. There are a lot of families who
live there for farming/grass keeping. There aren’t very many businesses around. The students are
constantly trying to find new ways to keep themselves motivated and entertained and I feel that the
community in which they live in has a lot to do with that. The community members and parents are
very involved with the high school festivities, but not so much the middle or elementary schools.

Describe the implications these factors have on planning and instruction.

(What instructional strategies will you use to address the unique environmental factors impacting each
student?)
One of the most important things I made sure I did was to include culturally relevant pedagogy in my
lessons and taught about music from all different places of the world. The students in this district feel
fairly sheltered and so it was important to expose them to different cultures and walks of life through
music education.
 Contextual Information and Student Learning Adaptations
(Continued)

Focus Students Information

Provide information about the two focus students you selected from the class in which you will be teaching your
unit that you feel would benefit from modified instruction. You MUST choose one student with
exceptionalities or an English Language Learner as one of your focus students. Complete the chart below
referring to these students only as Student A and Student B. Do not use proper names.

Describe this student using Why did you select What did you find out Based on this
information from the this student? about this student? information what are
Contextual Information and Address characteristics the implications for
Student Learning from the Contextual this student’s
Adaptations Information and Student instruction?
Learning Adaptations
Studen Student A is a student I selected Cognitive In order to best
tA who is considered to be on Student A assist Student A
Student A has some
the Autism spectrum and because I cognitive struggles as they
and set them up
also has a vision thought it was have trouble keeping for success in the
impairment. Student A interesting that focused while learning a classroom,
works daily with a para- they were being new concept. patience is key.
professional and is assessed daily Student A is not a
Emotional
assessed daily on their on their behavior defiant student by
classroom behavior and by using a Student A has some nature, but is
academic progress. smiley face extreme emotional distracted almost
system and I struggles in class. Often all of the time and
thought it was times, it is hard to get so it is harder for
Student A to stand and
very simple to participate as they often
them to
track their say “I don’t feel well.” participate. The
behavior and Student A also gets angry teacher must
academic fairly easily. consistently
progress in remind Student A
Physical
specials classes. to zone them back
I also have made Student A has a minor in. The teacher
a special bond visual impairment and also must
with this student can often times bother accommodate for
and I feel that them in class, making it Student A’s visual
harder for them to stay
they are capable impairment and
focused.
of amazing show some visuals
things. up close.
Social

Student A has a hard time

making social connections
with others, but is widely
accepted and celebrated
by the other students. I
was amazed at the level of
empathy the other
students displayed when
Student A was around or
 struggling.

Describe this student using Why did you select What did you find out Based on this
information from the this student? about this student? information what are
Contextual Information and Address characteristics the implications for
Student Learning from the Contextual this student’s
Adaptations Information and Student instruction?
Learning Adaptations
Studen Student B is a student who Student B is Cognitive In order to best
tB particularly excels at very interesting assist Student B
Student B does not show
classroom and hallway to watch as they signs of any cognitive
and set them up
behavior. They are very have a struggles. for success in the
responsible. Student B perfectionist classroom, the
often finds themselves mentality at such Emotional teacher must
enjoying their time in a young age. It scaffold certain
Student B gets upset very
music class. One struggle makes me easily when things do not
parts of lessons to
Student B often goes curious of their go their way or the be more
through is being upbringing or if “right” way. challenging for
uncomfortable when the this comes to this student. I
class is not behaving naturally to Physical often found myself
exactly the way they are them. I have also Student B does not show
asking Student B
supposed to. Student B bonded with this signs of any physical to be a classroom
often tells on other student struggles. helper, as they
students who are not significantly and enjoy the extra
following directions. they often come Social work.
to me to ask for
Student B sometimes
help. struggles with making
friends and likes to be the
“boss” during group
work. Sometimes other
students do not receive
this well, but due to the
empathetic nature of this
class, the students often
accommodate the best
they can to her needs.
 Unit Overview

Category Description
Grade Level 1

Content Area General Music

Unit Topic ABA Form

State Standards/Common  MU:Re7.2.1a With limited guidance, demonstrate and identify how
Core Standards Addressed specific music concepts (such as beat or pitch) are used in various
(written format) styles of music for a purpose.
 MU:Pr4.3.1a Demonstrate and describe music’s expressive qualities
(such as dynamics and tempo).
 MU:Cr3.2.1a With limited guidance, convey expressive intent for a
specific purpose by presenting a final version of personal musical
ideas to peers or informal audience.

How does this unit address Kansas Music Licensing Standard #1: The teacher of PK-12
state curriculum standards? music has skills in pedagogy (planning, delivering instruction,
and assessment) for vocal, instrumental, and general music.
 Unit addresses this standard because the unit was
designed, taught, and assessed by me.
 
Kansas Music Licensing Standard #3: The teacher of PK-12
music has skills in reading and writing music.
 Unit addresses this standard because the unit includes the
teacher explaining how to read and improvise with music.

Kansas Music Licensing Standard #4: The teacher of PK-12

music has skills in listening to, analyzing, describing, and
performing music.
 Unit addresses this standard because the teacher must model
preferred behavior and product and I also analyzed each song
with a song analysis chart and to make sure they were all ABA.

Kansas Music Licensing Standard #6: The teacher of PK-12

music can assess musical knowledge and skills.
 Unit addresses this standard because all types of assessment are
used by the teacher in the unit before or after each lesson.
Identify and connect School My school district has adopted KESA, a state board accreditation model.
Improvement Goals related One of the biggest goals of this model is to improve student
to this unit collaboration and having students be more a part of the decision-making
process of their curriculum. This unit encourages and supports these
improvement goals because there is often group work throughout the
unit, encouraging collaboration. Also, I prompt the students to decide
 their own movements or colors for certain aspects of the unit, giving
them more of a say in their education.
Rationale (why is this unit This unit is appropriate because 1st graders have already learned about
appropriate?) same sounds versus different sound (according to the school district
scope and sequence) and the next level is for them to learn how to
categorize sections of music by ear and physically.

Instructional Unit Objectives

Learning Goals and Objectives: What will students know and be able to do at the end of this unit?

Unit Goal: Students will be able to listen to a song in ABA form and be able to physically and
aurally identify each musical section.

Objective # Unit Objectives Level(s)

(Bloom’s Taxonomy)

1 Students will identify same and different (ABA) with movement. Remembering
2 Students will perform melodic accompaniment to songs in ABA Applying
form.
3 Students will sing songs in ABA form with correct pitch. Understanding
4 Students will improvise within the context of songs in ABA form. Creating
5 Students will be able to aurally and physically identify songs in Evaluating
ABA form.
 Instructional Design Template

Lesson Date Unit/Lesson Instructional Strategies/ Description of Formative Describe Specific Integration*
Objectives Activities Assessment Adaptations/ T R C I C
(formal/informal) Differentiation S S T C R
All Focus
Students Students
 Student A
1 4/5 Students will identify
same and different Identifying same versus Students will march when Modeling x x
(ABA) with movement.
different with body they hear something that to make needed
 Students will sing consistent
“Twinkle, Twinkle.
Little Star” with
movements, ukulele, and is the same, and freeze sure they reminders to
accurate rhythm (4/4), scarves. when they hear something knew how stay focused.
pitch (D, S, L, F, M, R, F
(in order of different. to march No other
appearance)), and lyrics.
 Students will perform and what to accommodatio
melodic accompaniment
do when ns needed.
to “Twinkle, Twinkle,
Student B was
Little Star” with
accurate rhythm (4/4
frozen. one of the
time), and pitch (sol and
mi). students to
 Students will improvise volunteer at
in D major pitch set in
4/4 time in the phrase the front of
length of “Twinkle, the class and
Twinkle, Little Star”
using the syllable “loo”. help others.
This kept
them focused.

 Student A
2 4/6 Students will identify same and
different (ABA) with Students identifying same Students learned the song Modeling x x x
movement.
versus different and and were asked to correct consistent
 Students will sing “You Turn, I focus
Turn” with accurate rhythm
(2/4), pitch (so, la, Do, re, mi in
performing melodic improvise the melodic ukulele reminders
a G major scale), and lyrics. accompaniment. accompaniment (given chords needed.
 Students will perform melodic
accompaniment to “You Turn, some prompts) looking for Student B had
I Turn” with accurate rhythm
(2/4 time), pitch (G chord). signs of understanding no needed
 Students will improvise in G accommodatio
major pitch set in 2/4 time in
the phrase length of “You
ns.
Turn, I Turn” using the
syllable “la”.

 Student A
3 4/7 Students will identify
same and different Students identifying same Students learned the song Modeling x x x
(ABA) with movement.
versus different sounds and were asked to correct consistent
 Students will sing “Down focus
to the Baker’s Shop”
with accurate rhythm
with movement as well as improvise the melodic chords reminders
 (4/4), pitch (Do, Re, Mi,
Fa, Sol, La in an F major learning a new song. accompaniment (given needed.
scale), and lyrics.
Modeling, repeat after me, some prompts) looking for Student B had
 Students will perform
no needed
melodic accompaniment
to “Down to the Baker’s
rote teaching, signs of understanding; accommodatio
Shop” with accurate improvisation. checklist used. ns.
rhythm (4/4 time),
pitches (A, G, F).
 Students will improvise
in G major pitch set in
2/4 time in the phrase
length of “Down To The
Baker’s Shop” using the
syllable “la”.
 PRESENT LESSON
4 4/8 Students will review the
known elements and 1. Review known elements and
Students were asked to Modeling Student A x x x
establish context by
aural identification of establish context identify ABA sections correct needed help
same/different in a song. (introducing the name ABA aurally and physically colors to seeing the
 Students will discover form)
the concept aurally by 2. Discover the concept aurally show different sections use for board and
answering guided and compare with known
questions and taking
elements
with different colored ABA. was asked
their
same/different/same 3. Identify concept with icons scarves. Checklist used. Prompt and to sit closer
review into consideration or symbols guide than usual
to label the musical form 4. Label and present with

(ABA) with colors.
Students will identiy the
standard notation students in during
concept with ABA 5. Reinforce concept with new labeling in labeling of
symbols with A inside a skill
triangle and B inside a standard notation.
square.
 Students will label and notation. Student B
present the concept in
the context of the was helper
standard notation of
today’s songs.
of gathering
 Students will reinforce
their new knowledge of
scarves.
ABA Form by aural
indication with scarves.


5 4/9 Students will sing “Come
Life, Shaker Life” with Reviewing previous Students were asked to Modeling Student A x x x
accurate rhythm (2/4),
knowledge, applying it to perform new dance to the how to do was not
pitch (D, R, M, SLT (in
order of appearance)), new analyzation strategies tune of the new song, the simple present.
and lyrics.
 Students will identify (labeling ABA) while also dance, Student B
and label the A and B explain how was the
sections of “Come Life, identifying/reviewing
Shaker Life” to tell the marker
 Students will learn a where A, B. and A are in difference helper today
simple dance to the song
“Come Life, Shaker
the music. between A and wrote on
Life” to distinguish A
and B sections. and B the board for
me.
 Students will listen to Rote teaching, “repeat Students were asked to Guiding Student A
6 4/12 “This Train is Bound
For Glory”, learn about
after me”, modeling, individually improvise class was not x x x
the history of it, and
participate in a guided
guided listening. during the melodic discussion. present
 discussion in order to
integrate world music, accompaniment for “This (sick).
directed listening,
engaged listening, and
Train”. Student B

enactive listening.
Students will sing “This
needed no
Train is Bound For specific
Glory” together with
back track and then accommoda
have a small guided
discussion to learn about tions today.
gospel songs and their
roles in society to
implement “creative
world music” (applying
concept and approaches
learned in original song
to other songs)
 Students will improvise
during the B section of
“This Train Is Bound
For Glory” to
distinguish the
same/different between
A and B sections.

7 4/13 Students will sing
“Grandma Grunts” with Reading with prior Students were asked to Guiding Student A x x x x x
accurate rhythm (2/4),
pitch (D, R, M, S (in
knowledge, rote teaching, sing Grandma Grunts and class really
order of appearance)),
and lyrics.
guided listening. identify A and B sections discussion, wanted to
 Students will read the in notation and aurally. guiding help out
“Grandma Grunts”
music together and Students also asked teacher with the
identify A and B
sections. teachers what their poll. poll and
 Students will improvise
within “Grandma
favorite song was. Student B
Grunts” with accurate
rhythm (2/4 time), pitch
(along with
(D, R, M, S (in order of
appearance)).
others) got
frustrated
with
Student A
about how
long they
were
taking.

Teaching Student A
 Students will review Reading with prior Students were asked to and guiding needed a
“Down To The Baker’s
8 4/14 Shop” and sing it with knowledge, introduction model what good class on break as x x x x x
correct pitch, rhythm
and lyrics. to xylophone etiquette, xylophone etiquette looks proper way they
  Students will learn and
demonstrate proper guided listening with poll like and to also verbally to treat became
xylophone etiquette with
guided instruction.
results recite the rules xylophone overwhelm
 Students will learn and
play “Down To The
individually. ed with the
Baker’s Shop” on noises
xylophone with correct
notes and sing along with happening
correct pitch, rhythm,
and lyrics. in the room.
 Students will compose
their own transition
Student B
chant for switching
xylophone players in 4/4
was going
time. out of their
way to
correct
others,
teacher had
to
intervene.

9 4/15 Students will review
“You Turn, I Turn” and Reading with prior Students were asked to Guiding Student A x x x
sing it with correct pitch,
rhythm and lyrics.
knowledge, partner dance improvise during only the partner chose to sit
 Students will learn and
perform a partner dance
B section of You Turn, I dance out as they
to “You Turn, I Turn” Turn. Checklist used. did not
with correct rhythm and
lyrics as well as want to
improvise/compose their
own movements for the touch
B section of the song.
others.
Student B
needed no
accommoda
tions today.
 POST ASSESSMENT Student A had a
10 4/16 Students will review
“Twinkle, Twinkle Little Reading with prior Guiding difficult day
x x x x
Star” and sing it with
knowledge, rote teaching, To see if students have learned synesthesia emotionally and
correct pitch, rhythm
the musical concept of ABA, chose not to

and lyrics.
Students will participate
modeling. students participated in labeling
exercise, participate and sit
in a synesthesia exercise
a newly introduced piece of post in the hallway with
to a 12 variations version para. Student B
of Mozart’s “Twinkle, music into ABA sections. assessment showed particular
Twinkle Little Star”. interest and
 Post Assessment enthusiasm in the
activity.
POST ASSESSMENT RUBRIC
Section Proficient - 5 pts Needs Improvement – 3 pts
A Student was able to Student attempted, but was not
successfully visually and able to successfully visually and
aurally identify and label the aurally identify and label the first
first A section of the music. A section of the music.

B Student was able to Student attempted, but was not

successfully visually and able to successfully visually and
aurally identify and label the B aurally identify and label the B
section of the music. section of the music.

A (2) Student was able to Student attempted, but was not

successfully visually and able to successfully visually and
aurally identify and label the aurally identify and label the
second A section of the second A section of the music.
music.

Unsatisfactory – 1 pt
Student did not attempt to visually and aurally identify and label the first A section of the music.

Student did not attempt to visually and aurally identify and label the B section of the music.
Student did not attempt to visually and aurally identify and label the second A section of the music.

Total: ___/15

*TS- Lesson integrates technology skills; RS- Lesson uses reading strategies; CT- Lesson demonstrates the use of critical thinking strategies; IC- Lesson demonstrates
integration of content across and within content fields; CR- Lesson utilizes community resources
 Instructional Design (continued)
1. Learning Strategies:
Explain how you included multiple learning strategies to address diverse cognitive, physical,
emotional, and social needs of all your students.

I implemented multiple learning strategies in all lessons of my unit. First, consistently with each
new song we learned, I taught the students about the cultural and general history behind the
song. This was to encourage inclusion and musical empathy for other cultures and significant
events. I also made sure to include an aural, visual, and kinesthetic element to each activity to
include and accommodate all learners. For example, in lesson 1, I showed what my ukulele
looked like, I passed around my ukulele to show them what it felt and looked like, and I had
them aurally identify what popular nursery song we are singing. I also utilize different colored
scarves a lot in this unit. Another instructional strategy I used consistently in this unit was
modeling; whether it was me modeling or having other students volunteer to model.

2. Adaptations/Differentiation to Meet the Needs of All Students:

Explain how your instructional strategies were designed to address the contextual characteristics and
pre-assessment/diagnostic assessment information gathered on your students. What strategies did you
use to provide equitable opportunities for all students? What adaptations/differentiation did you make
to address varied reading levels and/or students with special needs? What adaptations/differentiation
did you make for Focus Students A and B

Implementing visual, kinesthetic, and aural connections to all concepts either reviewed or newly
learned was a very important priority in this unit. During the pre-assessment, my task was to see
if the students were able to identify same versus different sounds. I asked students to put their
finger on their nose when they hear something the same, and to raise their hand if they hear
something different. The aural connection to the concept was listening to the song and aurally
identifying same and different sounds, the physical visual connection was looking around at the
same time as listening and checking their guesses, and the kinesthetic connection was using their
bodies to show same versus different. This is accommodating for all learners because each
learner is able to gain access to success through whatever avenue they find most comfortable
and accessible. For those who were especially excelling at the activity, I let those students stand
at the front of the room and influence the other students (this was also the case for Student B).
For students who were struggling or who were very distracted (like Student A), I made sure to
walk around and individually address any struggles in identifying same versus different. Due to
the flexible nature of seating during my class, it made the students easily accessible while also
being able to monitor the entire class at the same time. Student A has a visual impairment and
so I felt that this was an especially successful activity for them because they mainly could use the
avenue of aural identification to reach success. If Student A needed extra help visually at any
point, I was able to describe with words the information they needed to know from the visual
aspect of the lesson (which didn’t need to happen very often).
3. Active Inquiry, Student Centered, and Meaningful Student Engagement:
Justify in what ways this unit is student centered. Describe how students were meaningfully engaged
in active inquiry (i.e. questioning concepts, developing learning strategies, seeking resources, and
conducting independent investigations).

This unit is student centered because they had many opportunities to contribute and make
choices for their own songs, movement options, colors to use, sounds to make, etc. They
significantly utilized this freedom and I felt that it made the lessons not only much more
relatable and enjoyable for them, but they were also more likely to model preferred behavior in
class because they were enjoying what they were doing and it was easily accessible and
achievable for them. Often times, students would come up to me before or after class and tell me
about another song they heard in their free time that was also ABA. During this time, I let the
student show the class that song and explain to them why it was ABA. The students really took
charge of their own learning and I know it was because it was so relatable to them. When
students would bring me songs that were not ABA, but were asking if it was, we as a class would
take the time to listen to it and discuss why it was not ABA. We got to practice the newly learned
concept through casual student-lead class dialogue.

4. Integration of Technology:
How did you use technology to plan and teach your unit?
In order to create some of the visuals I needed for the instruction materials of my unit, I used
graphic design software on my iPad. I also created recordings of myself singing each song in the
unit to play for the students as an introduction, which I used GarageBand to record and my iPad
to play out loud.

How did students use technology to enhance their learning?

I implemented SmartBoard time when we were analyzing songs to find each musical section. I
would let the students come up to the board and drag and drop “A”’s and “B”’s where they
thought each section was.
5. Integration of Reading Strategies:
What reading strategies did you use in your unit? Why did you choose these specific strategies? How
did these strategies support your students reading development and content knowledge?
(include at least 3 reading strategies in you unit)

3 reading strategies I used in this unit are using prior knowledge/previewing, predicting, and
questioning. Before each song in the unit, we analyzed the song as a class. I put the song on the
board, and we read through the lyrics. In order to help memorize the lyrics, I would ask
students to “fill in the blank”, where I would ask questions about what lyrics came next. I felt
that this helped support my students’ reading development and content knowledge because it
encouraged retaining information that you have read and then also each time I asked students to
read music, it was ABA, which really emphasized the content at hand. A lot of the time, I would
ask students “That was the A section, what do you think is going to happen next?” This helped
students stay engaged and feel involved in the process of analyzation.

6. Integration of Critical Thinking Strategies:

How did you address critical thinking, problem solving, and higher level thinking in your unit?

During group work, I had students analyze pieces of music on their own to look for the ABA
sections. While leading all of the groups from the front of the room, I used the Socratic Method
to lead them through their analyzation. I would ask questions like, “What do you think is going
to happen next?” or “I am putting an A right here, is this correct or not correct?”. Again, this
kept students incredibly engaged. If I purposely put an A or B in the wrong place, the students
would talk in their groups on how they would solve the problem.

7. Integration Within and Across Content Fields:

How did you demonstrate integration of content within and across content fields? How did this
integration enhance your student’s ability to understand relationships within and across these subject
areas?

I integrated history by giving historical context lessons for each song and game we sang or
played. I integrated art by letting students choose their own colors to use for labeling sections
and to also create their own ABA compositions. I integrated science by explaining how our vocal
cords work during warm-ups at the beginning of class. I integrated mathematics by having the
students count how many A’s and B’s they heard/saw in music. All of this enhanced my
students’ ability to understand relationships within and across subject areas because they
experienced aural, visual, and kinesthetic connections with other subject areas through music
class.
8. Community Resources:
What community resources did you use to achieve your unit goals and objectives and foster student
learning?

In the midst of teaching this unit, the students were also preparing for a program. To connect
those two things, the students analyzed each program song to see if it was in ABA form or not.
This program was performed for the members of the community and parents. In addition to
this, the students and I put out a casual poll to the other teachers in the hallway to see what their
favorite songs were. The students would listen to those songs and we would analyze together
whether the song was in ABA form or not.