TWS # 4 Assessment Plan

In my showcase lesson I taught a theory lesson to the 9th and 10th grade students of Mrs. Jollys choir class. The lesson consisted of teaching the students how to determine the meter in a piece of music. I first wrote the meter of 4/4 on the white !oard which is a "ery common and easy meter to decipher and as#ed the students if they #new how many !eats would !e in a measure in this meter. I as#ed the students to show me how many !eats with their fingers. In this pre$assessment many of the students got the num!er of !eats in a measure correct !ut not what note got the !eat in the measure. %y doing this assessment I found out that the students had some #nowledge on how to decipher the meter of a piece !ut were unsure on some parts. &e't I e'plained how to find the the meter in a piece of music. I them put se"eral e'amples on the !oard and the students told me the correct way to find the num!er of !eats per measure and what note gets the !eat. I as#ed the students to show me the correct num!er of !eats per measure !y holding up the correct num!er of fingers. I was a!le to see each students answer clearly. (fter the students ga"e me their answers I then went o"er how to find the correct num!er of !eats per measure and also what note gets the !eat. I repeated this part of lesson se"eral times until I was confident that the students understood how to decipher the meter in a piece of music. (fter I !elie"ed that the class understood the lesson I ga"e them a )ui* at the end of the class to test if they really understood the lesson or if I needed to re"iew the lesson with them again. Assessment Plan Table Lesson Objective(s) Assessment(s) of the Accomodations Objective(s) The class will have the Pre: After writing the meter gave the students knowledge to decipher the 4/4 in the white board, will many e"amples to number of beats in a ask the students to show me ensure that they measure and also the note on their fingers how many understood how to find that carries the beat in any beats are in a measure in the the meter before given piece of music. meter 4/4. After the passed out the #ui$$es. students show me, will answered all #uestion review over the correct and concerns that the answer with the students. students had. also !uring: After e"plaining and reviewed over the areas instructing how to find the that were difficult for number of beats per the students to grasp. measure and also what note gets the beat, will write several e"amples on the board and have the students to tell me the answers. Post: The students will be given a #ui$ to show me if they really understand how to decipher a meter or i we need to review. In the pre and during assessments I did not physically ta#e a tally of all the students answers !ecause their are +0, students in the classroom and it would ha"e ta#en to much time to

TWS # 4 Assessment Plan

tally up the students scores. I made mental notes of what areas in the lesson that I needed to focus more on. Many of the students did not #now which note gets the !eat in a piece of music so I spent e'tra time e'plaining how to find the correct note. -hen I saw that the students where grasping how to find the correct note "alue in the piece of music I ga"e harder e'amples to test their #nowledge. In the post assessment the students recei"ed a )ui* which allowed me to physically ta#e note of the progress of the students. The o"erall class a"erage was a ./ which showed me that the ma0ority of the class understood the lesson.