EDUC 450: PROFESSIONAL CLINICAL PRACTICE LONG RANGE PLAN Candidate: Jessica Gates Cooperating Teacher: Ms.

Gwen Smith Grade: 4th and 5th District: Orangeburg Consolidated Five School: Sheridan Elementary Year: Spring 2013 Major: Music Education

Section I: Student Information (Key Element 1.A)

Describe the student information that you feel will have the most impact on the way you plan and deliver instruction. Important Student Information (Key Element 1.A) Factors (e.g. gender, SES, reading Description Sources/Contextual Factors levels, disabilities, ethnicity, (of your findings in terms of (e.g. students, community student interests, and other your students) resources, internet, records, relevant factors, etc.) school personnel, family, etc.) Gender Ratio 77 Males Guidance Counselor 88 Females Cooperating Teacher Ethnicity 138 African-Americans 14 Hispanics 12 Caucasians 1 Asian Most students chose Math as their favorite subject. Most students chose Hip-Hop specifically as their favorite genre of music. Most students chose percussive instruments (piano, drums and guitar) as their favorite instrument. Guidance Counselor Cooperating Teacher

Favorite School Subject

Students (Questionnaire) Cooperating Teacher Students (Questionnaire) Cooperating Teacher Students (Questionnaire) Cooperating Teacher

Preferred Genre of Music

Favorite Instrument

Reflect on the student Information (Key Element 1.A): Why do you feel that this student information is of primary importance, and (2) how did and will you use this student information to guide the development of your long and short range plans? After gathering and reviewing the information from the students, my cooperating teacher and the guidance counselor, I feel this information will help with planning my lessons and exposing the students to the relevancy of learning the discipline of music. The students that I will be instructing are diverse in gender and ethnicity, most of the students are logical thinkers (preferred subject being math), enjoy listening to Hip-Hop music, and enjoy listening or playing percussive instruments. While preparing my long and short range plans, I will use this information to thoroughly involve the students by using the logical side of music (the counting of notes, viewing notes as value symbols instead of dots or pictures), including music from the current and past Hip-Hop music genre, and using more percussive instruments (when time allows) as encouragement or learning a new musical concept. These added aspects could increase the rate of student learning, increase the amount of student learning and with the lessons partially studentfocused, increase my instructional time.

Revised Fall 2012

Section II: Long Range Learning and/or Developmental Goals (Key Element 1.B)
Describe the long range learning/developmental goals (standards) that you have established for your students in each of the four content areas. Make sure that you include goals that address the cognitive, psychomotor and affective domains and diversity for students. Subject: Piano

Long Range Learning and/or Developmental Goals -- Key Element 1.B The students will demonstrate through musical performance the ability to sing alone and with others, a varied repertoire of music. The students will demonstrate through musical performance the ability to perform on instruments, alone and with others, a varied repertoire of music. The students will demonstrate through musical performance the ability to read and notate music. The students will demonstrate through musical performance the ability to listen to, analyze, and describe music. The students will demonstrate through musical performance the understanding of relationships between music, the other arts and disciplines outside the arts. The students will demonstrate through musical performance the understanding of music in relation to history and culture.

Reflect on the long range learning and/or developmental goals (Key Element 1.B): Of the long range learning and/or developmental goals you have established, which goals do you believe are the most important for all students to achieve, and why? The most important goals I believe for all students to achieve are the ability to read and notate music by the end of th their 5 grade year, and understand relationships between music, the other arts and disciplines outside the arts. These goals can further enhance students ability to read material, learn foreign languages and make connections between each discipline of education as well as everyday living. The achievements of these goals will encourage students to become life-long learners, producers, consumers and advocates of music.

Revised Fall 2012

Subject: Recorder

Long Range Learning and/or Developmental Goals -- Key Element 1.B The students will demonstrate through musical performance the ability to sing alone and with others, a varied repertoire of music. The students will demonstrate through musical performance the ability to perform on instruments, alone and with others, a varied repertoire of music. The students will demonstrate through musical performance the ability to read and notate music. The students will demonstrate through musical performance the ability to listen to, analyze, and describe music. The students will demonstrate through musical performance the understanding of relationships between music, the other arts and disciplines outside the arts. The students will demonstrate through musical performance the understanding of music in relation to history and culture.

Reflect on the long range learning and/or developmental goals (Key Element 1.B): Of the long range learning and/or developmental goals you have established, which goals do you believe are the most important for all students to achieve, and why? The most important goals I believe for all students to achieve are the ability to read and notate music by the end of th their 5 grade year, and understand relationships between music, the other arts and disciplines outside the arts. These goals can further enhance students ability to read material, learn foreign languages and make connections between each discipline of education as well as everyday living. The achievements of these goals will encourage students to become life-long learners, producers, consumers and advocates of music.

Revised Fall 2012

Section III: Instructional Units (Key Element 1.C)

Describe the instructional units, in sequence, for each content area for your class. Subject: Piano Unit Length (i.e., approximate number of lessons 2 weeks

Unit Topic or Description -- Key Element 1.C Reviewing reading step up motion, step down motion, using new finger positions, using letter names instead of finger numbers and 4/4 time signature Reading lines and space on a musical staff. Recognize movement of notes on a musical staff Reading the Treble Clef Sign and its notes

2 weeks 2 weeks 3 weeks

Reflect on the instructional units (Key Element 1.C): How did you determine your instructional sequence and the amount of time to be spent on each unit of instruction? I determined the instructional sequence using the Teachers Guide Piano Lessons Book 1, my cooperating teachers knowledge of student capabilities and scheduling of PASS testing preparation and administration. Using the same resources, I determined the amount of time needed to spend on each lesson due to students only being available in the class once a week for forty-five minutes.

Revised Fall 2012

Describe the instructional units, in sequence, for each content area for your class. Subject: Recorder Unit Length (i.e., approximate number of lessons 1 week

Unit Topic or Description -- Key Element 1.C Lets Play a Duet: playing independent recorder parts while others sing or play contrasting parts, observing breathing marks, music symbols and notation This is F: reading and identifying letter names of notes of the treble clef as well as play the note F using the appropriate fingering. This is E: playing tied notes maintaining a steady tempo, playing independent recorder parts while others sing or play contrasting parts and playing the note E using the appropriate fingering. This is D: playing dotted half notes maintaining a steady tempo and playing the note D. This is F-sharp: playing independent recorder parts while others sing or play contrasting parts, playing the note F#

2 weeks

2 weeks

2 weeks

2 weeks

Reflect on the instructional units (Key Element 1.C): How did you determine your instructional sequence and the amount of time to be spent on each unit of instruction? I determined the instructional sequence using the Trophy Elementary Recorder Method, my cooperating teachers knowledge of student capabilities and scheduling of PASS testing preparation and administration. Using the same resources, I determined the amount of time needed to spend on each lesson due to students only being available in the class once a week for forty-five minutes.

Revised Fall 2012

Section III B: Materials and Resources

Make a list of all of the materials that will be needed to teach the unit. As you plan for the use of technology, make sure that list and explain how you will use software, computer programs, Smart boards, etc., along with power points that you may use.

Teacher Materials Lumens Lamp: used to project work for the students. Keyboard: used by instructor to model correct fingering, posture and rhythm for the students. Recorder: used by instructor to model correct fingering, posture, rhythm and tone quality for the students. Piano Lesson Book Teachers Guide: used in presenting lessons to keyboard students.

Student Materials Keyboards: used by students for instrumental practice. Recorders: used by students for instrumental practice. Piano Lessons Books 1: used by students to help understand and learn reading and notation of music on keyboards. Recorder Method Books: used by students to help understand and learn reading and notation of music on recorders.

Piano Theory Workbook: used as additional resource for understanding the keyboard and its music. Recorder Method Book: used in presenting lessons to keyboard students.

Revised Fall 2012

Section IV: Assessment of Student Performance (Key Element 1.D)

Describe (1) the major course assessments ( include formative and summative assessments), (2) the evaluation criteria for this class/subject, and (3) the way(s) in which you will report overall student progress and achievement. You must present multiple modes of assessments that address multiple levels of Blooms Taxonomy. Your assessments (or a detailed description, if authentic) must be attached. On each assessment, indicate the matching learning goal or standard(s).

Assessments (Indicate whether formative or summative)

Evaluative Criteria

Student Progress/Achievement Reporting Method(s)

Matching Standard

South Carolina Arts Assessment Program (summative)

A type of benchmark for th 4 grade Arts in South Carolina administered by University of South Carolina, using multiple choice and performance task

Results are sent to school and displayed on University of South Carolinas website for testing.

National and State Music Standards IIX

Performance (summative)

Scored using a rubric with 4 criteria, each having a possible maximum of 5 points.

After being scored, the grades are recorded in PowerTeacher and added into the grades for report card

Standard II: Playing alone and with others a varied repertoire of music

Participation (summative)

Scored using a rubric with 4 criteria, each having a possible maximum of 5 points.

After being scored, the grades are recorded in PowerTeacher and added into the grades for report card

Standard I: Singing alone and with others a varied repertoire of music Standard II: Playing alone and with others a varied repertoire of music

Standard VI: Analyzing and describing music Oral Questioning (formative) Part of class participation points. 1 point per question Points are counted toward participation grade in PowerTeacher Standard VII: Evaluating music and music performances Standard VIII: Making music connections to the other arts and disciplines outside of the arts

Written Activity/Worksheet (formative)

Depending on the activity/worksheet points will be divided evenly among the questions to equal 100

Sheets will be scored, then grades will be recorded in PowerTeacher and added into the grades for report card

Standard V: Reading and notating music Standard VI: Analyzing and describing music

Revised Fall 2012

Reflect on student performance (Key Element 1.D): (1) How did you determine that your major assessments are appropriate for evaluating student progress and achievement, and (2) What did or will you do to help your students and their parents understand (a) the evaluation criteria you have established for this class/subject as well as (b) the reports regarding the students overall progress and ach ievement in the class/subject? The major assessments are directly addressing all nine of the state and national music standards making the assessments appropriate for evaluating student progress and achievement. These assessments will further show or explain the students level of understanding and thinking processing, which will tell me how to proceed in my instruction and planning. To help the students understand the evaluation criteria and the reports of progress, I will explain verbally to the students the criteria and expectation in preparation for the assessments as well a physically show the students the rubric and or grading scale that will be used for the evaluations. I plan to help the parents through letters and contracts at the beginning of the school year which will include a syllabi of all activities, lessons and assessments.

Section IV B: Assessment of Student Performance Record Keeping (Key Element 1.D)

Describe your system for maintaining records of student progress and achievement for this subject. Also, discuss your procedures for aggregating and displaying the data. Discuss how you will use the data to make instructional decisions.

A.

System for maintaining records of student progress and achievement: To maintain student progress I use an Excel spreadsheet and PowerTeacher to keep academic, performance, and behavior grades. And currently

B.

Procedures for aggregating and displaying data: First I test the students, grade their work or performance using a rubric, then I record the grades in PowerTeacher, and lastly the data is displayed on their report cards.

C.

How will you use the data to make instructional decisions? I will use the data to determine if I can move on to the next lesson, continue in the same lesson, or change the presentation or delivery of the lesson.

Revised Fall 2012

Section V: Classroom Management (Key Element 1.E)

Describe your expectations for student behavior during instruction and during non-instructional routines. . Write your description as you were explaining these expectations to your students and their parents. List the rules and consequences, and your procedures for non-instructional activities.

EXPECTATIONS DURING INSTRUCTION

1. 2. 3. 4.

Listen and follow directions the first time. Raise your hand and wait for permission to speak. Keep hands, fee, objects, and negative comments to yourself. Have your supplies and be on time.

Complete and submit all assignments on time with excellence.

EXPECTATIONS DURING NON-INSTRUCTIONAL ROUTINES

1. Students are to enter the classroom quietly and sit in their assigned seats. 2. Students are not allowed to go to the restroom during related arts. 3. Keyboard Students: a. Turn on keyboards, keep individual headphones on during practice and free-time until dismissal and do not share headphones. b. There is no talking while on keyboards. c. During dismissal students turn off their keyboards, place their headphones on the left speaker and place the headphone cords behind the keyboard. 4. Recorder Students: a. One student passes out the recorders to the class and another student passes out the method books. b. During dismissal one student collects the recorders and another student collects the method books. 5. Students tuck their chairs under the table/keyboards as they are called and line up at the door in a single filed line.

CONSEQUENCES

1. Verbal warning (Reteach the behavioral expectation) 2. Individual conference with student (Decrease conduct grade to Satisfactory) 3. Rule Reflection Corner (Student explains in writing which rule(s) was broken and how they will change their behavior. Decrease conduct grade to Needs Improvement.) Call Parent (Decrease conduct grade to Unsatisfactory.)

Revised Fall 2012

Reflect on classroom management (Key Element 1.E): What are the most important considerations in managing the classroom to maximize instructional time, and why do you believe them to be important? The most important considerations in managing the classroom are addressing the expectations to the students at the beginning of class so that the students are reminded of the class rules, addressing students the first time they break a rule and keeping the students involved in the lesson so that students do not have much room to be out of order. These considerations will maximize instructional time because the expectations and responsibility will be with the students allowing the instructor to be responsible for giving the lesson.

Section VI: Parent Communications

Describe your procedures for providing initial information about your goals and expectations for student learning, plans for instruction and assessment, rules for student behavior to your parents and overall recommendations for involving your parents with learning at home. How do you plan to periodically inform your parents about their childs learning and behavioral progress in your class? Also, discuss you would involve your parents in home-based and school-based activities.

Procedures for providing initial information

Welcome letters Parent- Teacher Conference PTSA Meetings

Procedures for involving parents with the learning at home

Parent- Teacher conference Behavior letters Certificates Newsletter PTSA Meetings Extracurricular Letters

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Section VII: Reflecting and Revision Procedures

Reflect on your long range plan and determine what might be, or what you think may be strengths and weakness. Decide what modifications or adaptations might be needed to your plan. Decide how often you think you might need to reflect on your teaching practices.

A.

Strengths: I believe that the strengths of this plan is the structure and the material available to instruct students and complete this long range plan.

B.

Weaknesses: The weakness of this plan is the lack of time available with the students causing units, lessons and assessments to be rushed or pushed aside.

C.

Time line for evaluating long range plan components. I plan to evaluate the long range plan weekly due to the PASS testing preparation and administration which will force the plan to be adjusted or revised.

D.

List modifications and adaptations that you think might be needed to improve the procedures. 1. 2. Extensions of lesson plans Homework (practice; worksheets)

E.

Plan for reflecting on your teaching practices. I will plan for reflecting daily on my teaching practices. Using the long range plan I will focus on the current unit and objective, reflecting on how far the classes have moved along throughout the day. Due to having students once a week without days missed due to PASS preparation and administration, after reflections I must immediately assess to extend, adjust or alter the lesson or move on to the next lesson.

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Revised Fall 2012