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Teacher Candidate Grade Level 10-12th Joe Woolf Subject/Content: Music Choral Title . Basic Musicianship

CONTEXTUAL FACTORS (e.g. ethnicity, gender, exceptionalities, ELL, GATE, etc.) which need differentiation in instruction and assessment. Number of Students - 26: 12 Males, 14 Females Race: White with 1 Asian Special Ed. Students 2: need accommodations with reading, writing and testing Multiple perspective include global perspective in subject content Prior Knowledge/ Academic Level Basic level is achieved especially in subject content SES: 2 students are receiving school assistance for lunch and other school related financial needs Medical: 2 students have medical alerts which are recognized and described in their school records

WALK-AWAY (what do I want students to know, understand, and be able to do?) Utah Core Objectives: Utah Core Curriculum Standard 3: Objective C: Document personal growth as a musician Students will know what is involved and required to be musicians and how it affects them as performers Content Walk-Away: Students will have a good understanding of their individual prior knowledge of basic musicianship Students will comprehend what musicianship level is expected of them in an advanced choir Reading/Language Walk-Away: Students will read and comprehend musical vocabulary Students will comprehend where they are musically and be able to write a self-assessment of their own musicianship proficiency

ASSESSMENT EVIDENCE (formative/summative checks for learning) (Match the Content Walk-Away) Pre-Assessments- Teacher and Students will discuss pre-test content. Formative Assessments- Teacher will conduct a question and answer session, addressing students ideas on what it means to be a musician. Summative Assessments Students will write an assessment on a piece from their Fall Concert using musicianship checklist. Teacher will evaluate students assessments using musicianship checklist.

Modifications/Accommodations (ELL,

IEP, GATE, etc.) Special Ed. Students will be given extra time on quizzes, assignments and tests. Quiz and test questions will be read aloud. Students will be given extra time to complete their work and will be able to retake quizzes and tests as needed. They will receive small group instruction and will receive modified grading.


Modifications/ Accommodations (ELL, IEP, GATE, etc.)

Activate Prior Knowledge/Experiences Teacher will engage students in a discussion regarding previous choir classes, music theory, ear training, and solfege. Focus Lesson (I do it) Teacher will present an example of a self-assessment and list the vital questions needed to create a proper self-assessment. Teacher will discuss essential questions: Are excellent performers born that way? Can understanding basic musicianship really make a difference in a performance? Guided Instruction (We do it) Engage in a group discussion regarding what good musicianship is and what it is not. Watch videos of pieces from their Fall Concert and pieces from other high school choirs on YouTube, (examples of good and bad musicianship). Openly discuss self-assessments of pieces from their Fall Concert, (students and teachers). Collaborative/Cooperative (You do it together) Small group discussions regarding musicianship exhibited in the two You Tube performances from the other schools. They will then talk aboout personal performance experience examples to help each other in assessing themselves. Independent (You do it alone) Students will complete a self-assessment of a piece from their Fall Concert. Summarization/Closure Closure will include reviewing lesson content and answering essential lesson questions. NOTES TO TEACHER What do I need to remember to do? Write walk-away on the board Involve entire class Budget Time Materials to have ready? Pre-Test Content Pre-formatted Assessment Handout Musicianship Checklist Internet Access https://www.youtube.com/watch?v=k6GHDgIxync https://www.youtube.com/watch?v=-bcI5N1dj-w http://www.youtube.com/watch?v=BaGThiLj348&list=PL5XsgO-O019u_yME00weUB87P32lIwUk6 Example of a Self-Assessment using Musicianship Checklist List of questions vital for self-assessment Approximate time needed for lesson? 60 Minutes