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Michael Pluckebaum Hamilton Southeastern High School

Royal Vocals – Grade 9 “Baroque History and Ornaments”

February 13th 2018 – March 15th 2018

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Table of Contents: Purpose of the Project

Specific Objectives

Vocabulary

Timeline of Plans

Lesson Plans

Display of Work or Visuals

Student Assessment Tools

Accommodations

Pre and Post-tests

Pre and Post-test Graphs

Narrative Statements Unit Narrative Assessment Narrative Instructional Narrative Results/Interpretation Narrative Project Rubric

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Purpose of the Project The purpose for this project was to go in depth with one of the pieces that Royal

Vocals was working on for their upcoming concert. The piece was a setting of “Ave Maria”,

but the piano accompaniment was one of Johann Sebastian Bach’s many preludes. I wanted

the students to understand how the process of an arrangement works as well, and how this

piece was not originally written just for them to sing. The first standard that relates to the

history behind this piece is H.9.1, which states, “Explore the genre, style, composer and

historical background of repertoire being studied”. It is part of the Indiana Standard 9,

which talks about the relationship between music and history and culture. The second

standard being address in this unit is H.3.3, which states, “Vary a familiar melody by adding

or changing notes or altering the rhythmic structure of the melody as in gospel music.” This

is in relation to ornaments that the students learned about in the unit. Baroque singers

often added these ornaments to make them sound more interesting, so my students were

given the chance to learn about how to create these ornaments in their own voices. This

standard comes from Indiana Standard 3, which talks about improvising in melodies. It is

also part of the creation aspect in the National Standards for Music Education. The final

standard being address is an Indiana English Standard. Standard 9-10.RL.2.1 states, “Cite

strong and thorough textual evidence to support analysis of what a text says explicitly as

well as inferences and interpretations down from the text.” This is in relation to the portion

of the unit where students had to read a translation of the “Ave Maria” text and interpret it

into their own words.

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Specific Objectives of the Unit Standard H.3.3 – Vary a familiar melody by adding or changing notes or altering the rhythmic structure of the melody as in gospel music

• Students will be able to sing the different ornaments they learned to change a specific melodic line or a series of notes

o This will be assessed in the psychomotor assessment by having the students sing 2 of the ornaments

• Students will be able to understand and be able to define the different ornaments used in the Baroque period

o This will be assessed in the post-test by having the students match the ornament to the definition

o It will also be assessed in the psychomotor assessment when the students define three of the ornaments

• Students will be able to identify each ornament from the unit by looking at it and knowing what it is

o This will be assessed in the post-test when the students identify the circled ornaments in the passage

o This will also be assessed in the psychomotor assessment when the students identify all five of the ornaments they have learned

Standard H.9.1 – Explore the genre, style, composer and historical background of repertoire being studied

• Students will be able to answer when Bach was born and when he died o This will be assessed by a multiple choice question in the post-test

• Students will be able to name all 6 of the musical eras in order with their proper corresponding dates

o This will be assessed by the written question on the post-test • Students will be able to define the terms arrangement and prelude and how

understand how they fit in with the music they are working on o This will be assessed by having the students write the definition for

arrangement and answer prelude for a multiple question on the post-test

Standard 9-10.RL.2.1 – Interdisciplinary Standard – English – Cite strong and thorough textual evidence to support analysis of what a text says explicitly as well as inferences and interpretations down from the text

• Students will be able to read the translation of “Ave Maria” and write a response about how they interpret the text

o This will be a written response on the post-test • Students will be able to answer this question in complete sentences, showing basic

English skills o This will be assessed as a written response on the post-test

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Vocabulary Sheet – Baroque History Ornament – extra pieces added to melodies to make them more interesting to listen to Trill – rapid alteration between an indicated note and the one above it Tremolo – rapid trill but on a single pitch rather than two Mordent – rapid alteration between an indicated note, the note above or below the note, and then the indicated note again Turn – a short figure consisting of the note above the one indicated, the actual indicated note, the note below, and then the indicated note again Appoggiatura – an added note that is important melodically and holds a previous note over onto the next note Medieval Period – musical period from 500-1420 Renaissance Period – musical period from 1420-1600 Baroque Period – musical period from 1600-1750 Classical Period – musical period from 1720-1800 Romantic Period – musical period from 1800-1900 Contemporary Period – musical period from 1900-the present day Arrangement – a version of a piece written for a specific kind of ensemble (such as SSA or SATB) Prelude – piano music genre; typically short and introductory to a new idea

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Michael Pluckebaum LAMP Unit Schedule of Lessons

I. Day 1 – 2.13.18 a. Pre-test

II. Day 2 – 2.14.18 a. Bach

i. Life and death ii. Genre of the piano piece

b. Eras of Music and Dates i. Correct order

ii. Explain how Bach is a Baroque composer III. Day 3 – 2.16.18

a. Ornaments i. Different types

ii. Symbols iii. How to do them iv. Formative assessment on Symbols

IV. Day 4 – 2.20.18 a. Ornaments

i. Review kinds ii. Review symbol

iii. Review doing them iv. Exit ticket with name, symbol, and definition of one of the ornaments

V. Day 5 – 2.21.18 a. Ornaments

i. Review kinds ii. Review symbol

iii. Review doing them VI. Day 6 – 3.1.18

a. Bach/Eras of Music i. Review Bach’s life and death

ii. Review names and dates of the eras iii. Exit ticket where they must name the 6 eras in order and provide

their dates VII. Day 7 – 3.13.18

a. Post-test Review i. Study Guide will be passed out

ii. All material will be covered iii. Mr. Pluckebaum will go through the test and explain exactly what he

is looking for VIII. Day 8 – 3.15.18

a. Post-test IX. 3.14.18-3.19.18

a. Psychomotor Assessment – each student will be pulled into the hallway to complete assessment while choreography is being taught in the choir room

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Lesson Plans for the LAMP Unit Basic Information Mr. Michael Pluckebaum Mr. Shawn Porter and Mrs. Danielle Mullen Hamilton Southeastern High School 13 February 2018 Prerequisite Knowledge Needed for This Rehearsal For this rehearsal, students will need to know how to sing a major scale. Behavioral Objectives At the conclusion of this rehearsal, students will be able to:

• Perform a series of vocal and choral technique exercises using proper vocal technique (respiration, phonation, resonant tone production, diction, and expression) (Indiana Standard 1)

• Royal Vocals: o Distribute and complete LAMP pretest (Indiana Standard H.9.1, 9-10.RL.2.1)

Materials

• Piano • Scores for each choir

Procedures 0:00 Vocal Technique

• 0:00 Mayo o Instructor will model pattern of SMFRMDRTD on “mayo may” o Students will echo this back o Starting key will be F Major and will descend by half steps o Goal is to begin warming up the voice for the lessons

• 0:02 Alleluia o Pattern will be SDSMD o Starting key will be Bb Major o First goal is to keep the ensemble from saying Alleluia with a more “uh”

sound at the end and to reinforce modifying the [u] vowel on the higher pitches

0:04 Choral Technique • 0:04 Major Scale in Canon

o Instructor will ask students to sing a major scale on solfege o Students will sing a major scale on solfege o Instructor will ask the class to divide into sections (depending on ensemble

will depend on split) o Students will sing a major scale in canon, beginning on the 3rd pitch of the

section before them

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▪ For example, in SATB, the sopranos will sing “Do, Re, Mi…” and altos will sing “Do, Re, Mi…” once the sopranos sing “Mi”

o Key will be D Major 0:06 Music Literacy

• Melodic

• Rhythmic

0:10 Repertoire Royal Vocals 0:10 LAMP DAY 1 - Pretest

• Mr. Pluckebaum will distribute the pretest for the LAMP unit and allow students time to work on it

• Once this is over, Mr. Porter will take over instruction for the remainder of class other than potential for Mr. Pluckebaum to conduct “Poor Boy”

Assessment and Closure Assessment will be informal and based on how warm-ups go in each ensemble. Pretest assessment will be graded outside of class. Closure will be transition to Mr. Porter and Mrs. Mullen. Future Goals and Objectives In future lessons, instructor will continue to develop vocal technique, choral technique, and music literacy skills.

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Basic Information Mr. Michael Pluckebaum Mr. Shawn Porter and Mrs. Danielle Mullen Hamilton Southeastern High School 14 February 2018 Prerequisite Knowledge Needed for This Rehearsal For this rehearsal, students will need to sing a major scale. Behavioral Objectives At the conclusion of this rehearsal, students will be able to:


• Royal Vocals: o Recite the 6 eras of music in order with proper dates (Indiana Standard

H.9.1) o Recite definitions of prelude and arrangement (Indiana Standard H.9.1) o Know what year Bach was born and what year he died (Indiana Standard

H.9.1) Materials



• 0:00 Yum, Yum, Ye o Instructor will model a pattern of SMDRMRD on “yum, yum, ye” o Ensemble will echo this back o Starting key will be F Major and will descend by half steps

• 0:02 Hung-Ah o Instructor will model a pattern of DSFMRD on “-ng” and moving to [a] o Ensemble will echo this back o Starting key will be Bb Major and will ascend by half steps

0:04 Choral Technique • 0:04 Dah Meh Ni Poh Too Lah Beh

o Instructor will ask ensemble to sing full pattern (based on major scale) using the syllables Dah Meh Ni Poh Too Lah Beh

0:06 Music Literacy • Melodic

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• Rhythmic

0:10 Repertoire Royal Vocals 0:10 LAMP Day 2

• Instructor will begin teaching LAMP unit to students • Today’s lesson will focus on:

o Eras of Music (names/order/dates) o Johann Sebastian Bach o Other Vocabulary for Today’s Lesson

▪ Prelude ▪ Arrangement

• Eras of Music o Instructor will tell students there are 6 eras of music

▪ Medieval ▪ Renaissance ▪ Baroque ▪ Classical ▪ Romantic ▪ Contemporary

o Instructor will explain dates for each era ▪ 500-1420 ▪ 1420-1600 ▪ 1600-1750 ▪ 1720-1800 ▪ 1800-1900 ▪ 1900-Present Day

o Instructor will explain how each era changes and how the change is notable based on compositional styles (though this won’t be explained in depth since it’s not relevant to the unit)

o Instructor will be writing all of these on the board in multiple colors • Johann Sebastian Bach

o 1685-1750 o Prelude

▪ Introductory piece to a bigger piece o Arrangement

▪ Changing a piece to fit a specific ensemble (changing it to be SSA) 0:30 Poor Boy and Until We Sing Again

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• Instructor will conduct the choir singing these pieces, getting ready for the concert next week.

Assessment and Closure Assessment will be informal. Having them review each portion taught in the unit for the day without seeing it on the board will assess Royal Vocals. Closure will be transition to Mr. Porter or Mrs. Mullen. Future Goals and Objectives In future lessons, Royal Vocals will begin to learn how to sing Baroque ornaments and what they actually are.

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Basic Information Mr. Michael Pluckebaum Mr. Shawn Porter and Mrs. Danielle Mullen Hamilton Southeastern High School 16 February 2018 Prerequisite Knowledge Needed for This Rehearsal For this rehearsal, students will need to know how to sing a major scale. Royal Vocals will need to know about the 6 eras of music, how to name them and what their dates are. Behavioral Objectives At the conclusion of this rehearsal, students will be able to:


• Royal Vocals: o Sing through “Poor Boy” focusing on expressive elements (Indiana Standard

1) o Sing and define 5 types of ornaments (Indiana Standard H.3.3, H.9.1) o Distinguish 5 types of ornaments by their symbols used in music (Indiana

Standard 5) o Sing through m. 1-40 of “How Do We Say Goodbye?” (Indiana Standard 1)

Materials



• 0:00 Ha, Ha, Ha o Instructor will model a pattern SSSSSFMRD on “ha” o Students will echo this back o Starting key will be F Major and this will descend by half steps o Goal is to engage a lower breath into singing through the pulses of the “ha”

• 0:02 Dr. Glann’s Scale Pattern o Instructor will model this pattern slowly on solfege to begin

▪ DMSD’TD’RD’TLSFMRD o Instructor will have students echo this on solfege o Solfege will be changed to [i] on the first pitch, [e] on the next two, and then

[a] for the rest of the exercise o Starting key will be Bb Major and will ascend by half steps, gradually

increasing in speed 0:04 Choral Technique

• 0:04 Do, Do-Re-Do – Royal Vocals and Chamber Singers o Instructor will ask students to sing full pattern on solfege

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o Starting key will be C Major o Chamber Singers especially will be drilled about vowels since they tend to

get a little lazier in the middle of exercises 0:06 Music Literacy

• Melodic

• Rhythmic

0:10 Repertoire Royal Vocals 0:10 Run of each song and auditions for solos for upcoming concert 0:25 LAMP Day 3

• To begin LAMP day 3, instructor will review the 6 eras of music and their dates, Bach’s birth and death dates, and the definitions of prelude and arrangement

• Today’s focus is on ornaments • Names of Ornaments for this unit:

o Trill - rapid alteration between an indicated note and the one above it o Tremolo - rapid trill but on a single pitch rather than two o Appoggiatura - an added note that is important melodically and holds a

previous note over onto the next note o Mordent - rapid alteration between an indicated notes, the note above or

below the note, and then the indicated note again o Turn - a short figure consisting of the note above the one indicated, the actual

indicated note, the note below, and then the indicated note again o Instructor will introduce each by having them all sing them first separately

through echoing o Instructor will write each term on the whiteboard with the symbol and

define it for the students • Instructor will assess for the day by having the students match the symbols to the

correct term on the board 0:40 How Do We Say Goodbye?

• Instructor will begin with having the choir speak the text in rhythm on the pick up to page 5 going until the end of page 6

• Once this is down (which won’t take long since it is just quarter notes and half notes), instructor will begin to add pitches, one section at a time in about 4 measure chunks

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o These will be repeated o This will be alternated between sopranos and altos

• Once this entire section has been learned, all chunks will chained • If time allows, instructor will run from the beginning

Assessment and Closure Assessment will be informal and based on how repertoire goes with the first two groups. The LAMP unit will be assessed with verbal questioning and a formative assessment of matching the terms to the symbols. Closure will be transitions to Mr. Porter and Mrs. Mullen. Future Goals and Objectives In future lessons, Royal Vocals will be working on adding ornaments to melodies.

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Basic Information Mr. Michael Pluckebaum Mr. Shawn Porter and Mrs. Danielle Mullen Hamilton Southeastern High School 20 February 2018 Prerequisite Knowledge Needed for This Rehearsal For this rehearsal, students will need to know how to sing a major scale. Royal Vocals will need to know about the 6 eras of music, how to name them and what their dates are. Behavioral Objectives At the conclusion of this rehearsal, students will be able to:


• Royal Vocals: o Sing through all repertoire in preparation for concert on 2.23 (Indiana

Standard 1) o Review definitions of 5 ornaments (Indiana Standard H.9.1) o Sing 5 different ornaments (Indiana Standard H.3.3) o Sing through m. 1-40 of “How Do We Say Goodbye?” (Indiana Standard 1)

Materials • Piano • Scores for each choir


• 0:00 Ha, Ha, Ha o Instructor will model a pattern SSSSSFMRD on “ha” o Students will echo this back o Starting key will be F Major and this will descend by half steps o Goal is to engage a lower breath into singing through the pulses of the “ha”

• 0:02 Dr. Glann’s Scale Pattern o Instructor will model this pattern slowly on solfege to begin

▪ DMSD’TD’RD’TLSFMRD o Instructor will have students echo this on solfege o Solfege will be changed to [i] on the first pitch, [e] on the next two, and then

[a] for the rest of the exercise o Starting key will be Bb Major and will ascend by half steps, gradually

increasing in speed 0:04 Choral Technique

• 0:04 Do, Do-Re-Do – Royal Vocals o Instructor will ask students to sing full pattern on solfege o Starting key will be C Major

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o Chamber Singers especially will be drilled about vowels since they tend to get a little lazier in the middle of exercises


• Rhythmic

0:10 Repertoire Royal Vocals 0:10 Run of each song for upcoming concert 0:25 How Do We Say Goodbye?

• Instructor will begin with having the choir speak the text in rhythm on the pick up to page 5 going until the end of page 6

• Once this is down (which won’t take long since it is just quarter notes and half notes), instructor will begin to add pitches, one section at a time in about 4 measure chunks

o These will be repeated o This will be alternated between sopranos and altos

• Once this entire section has been learned, all chunks will chained • If time allows, instructor will run from the beginning

0:45 LAMP Day 4 • Instructor will have the symbols for the ornaments written on the board and the

names of them o Goal for this is to have the class match the symbols to the ornaments

• Once this is complete, instructor will ask students to review definitions of each ornament and how to sing them

• The entire class will sing each ornament together • Assessment tool for this will be mainly informal questioning and answering

o There will be an exit ticket for this lesson o Each student will be required to turn in a piece of paper with the name,

symbol, and definition of 1 of the ornaments o Ornaments include:

▪ Trill ▪ Tremolo ▪ Mordent ▪ Appoggiatura

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▪ Turn Assessment and Closure Assessment will be informal and based on how repertoire goes with the first two groups. The LAMP unit will be assessed with verbal questioning and an exit ticket. Closure will be transitions to Mr. Porter and Mrs. Mullen. Future Goals and Objectives In future lessons, Royal Vocals will be working on adding ornaments to melodies.

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Basic Information Mr. Michael Pluckebaum Mr. Shawn Porter and Mrs. Danielle Mullen Hamilton Southeastern High School 21 February 2018 Prerequisite Knowledge Needed for This Rehearsal For this rehearsal, students will need to understand beat, division of the beat, and subdivision of the beat in simple meter. Royal Vocals will need to remember their music history information about Bach and the musical eras along with remember how to sing each ornament that they have learned. Behavioral Objectives At the conclusion of this rehearsal, students will be able to:


• Royal Vocals: o Review all material for post-test and prepare for psychomotor assessment on

performing ornaments (Indiana Standard H.3.3, H.9.1) o Sing all of “How Do We Say Goodbye? (Indiana Standard 1) o Sing all concert repertoire (Indiana Standard 1)

Materials



• 0:00 Yo, Yo, Yo o Instructor will a pattern of SFMRD on “yo” o Students will echo this o Starting key will be F Major and will descend by half steps

• 0:02 Dr. Glann’s Scale Pattern o DMSD’TD’RD’TLSFMRD on [i e a] o Ensembles are working on learning this one fully so instructor will break it

down once again for them o Starting key will be A Major and will ascend by half steps

0:04 Choral Technique • 0:04 Major Scale in Canon

o Ensemble will be asked to sing a major scale on solfege o This will be put to a canon o Starting key will be Eb Major

0:06 Music Literacy • Rhythmic – Royal Vocals

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0:10 Repertoire Royal Vocals 0:10 All Concert Repertoire

• For the concert, instructor will conduct “Poor Boy” 0:22 How Do We Say Goodbye?

• Instructor will quickly teach page 7 to each part o This won’t take very long since it’s similar to before

• Once this is done, instructor will show the choir the key change and how it’s the same as before only a whole step higher

• Instructor will run the entire piece from the beginning at regular tempo 0:32 Mr. Porter for Closer of Spring Concert 0:47 LAMP Day 5

• Instructor will have students sing all of the ornaments: o Trill o Mordent o Turn o Tremolo o Appoggiatura

• Instructor will explain how the psychomotor assessment will work for the ornaments

• Instructor will have students write an exit ticket with the 6 musicals eras in order and their dates

Assessment and Closure Assessment will be informal and based on how repertoire goes in each ensemble. Royal Vocals will be assessed through the use of an exit ticket. Closure will be transition to Mr. Porter and Mrs. Mullen. Future Goals and Objectives In future lessons, instructor will continue to develop vocal and choral technique and continue working on new music for the spring concert.

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Basic Information Mr. Michael Pluckebaum Mr. Shawn Porter and Mrs. Danielle Mullen Hamilton Southeastern High School 1 March 2018 Prerequisite Knowledge Needed for This Rehearsal For this rehearsal, students will need to know the Disney Closer, We’re all in this together, and How Do We Say Goodbye? Behavioral Objectives At the conclusion of this rehearsal, students will be able to:


• Royal Vocals: o Sing through all of “We’re All in This Together” memorized (Indiana Standard

1) o Sing through all of the Disney Closer memorized (Indiana Standard 1) o Sing through all of “How Far I’ll Go” memorized (Indiana Standard 1) o Sing through the choral part of “I am Moana” (Indiana Standard 1) o LAMP

▪ Recite every single musical era with its proper date (Indiana Standard H.9.1)

▪ Name when Bach was born and when he died (Indiana Standard H.9.1)

▪ Perform each ornament discussed in previous lessons (Indiana Standard H.3.3)

▪ Define each ornament discussed in previous lessons (Indiana Standard H.9.1)

▪ Understand the psychomotor assessment on ornaments Materials



• 0:00 Ma Me Mi Mo Mu o Pattern will be SMFRMDRTD on [ma me mi mo mu] o Students will sing pattern o Starting key will be F Major and will descend by half steps

• 0:00 Alleluia o Students will be asked to sing this pattern that they are familiar with o Starting key will be Bb Major and will ascend by half steps

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0:04 Choral Technique • 0:04 Do, Do-Re-Do in Canon

o Students will be asked to sing full pattern in a canon o Goal is to NOT slide on the final Do’ – Do like they usually do (prime for not

sliding in “How Far I’ll Go” and “I am Moana” 0:06 Music Literacy

• Melodic

• Rhythmic

0:10 Repertoire Royal Vocals 0:10 We’re All in This Together

• Quick run to check for working memorization • Goal is to not add any miscellaneous notes that aren’t written

0:14 Disney Closer • Run for memorization check

0:18 How Far I’ll Go • Run to check for memory from lesson on 2.27.18 • Instructor will emphasize NO SLIDING • Goal is to get through the piece memorized

0:25 Moana Medley – I am Moana • This is JUST for the choral parts, so should not take long at all • Instructor will begin at the beginning and work the opening [u] section • From here, instructor will teach the rhythm with the Hawaiian text on page 5 • Goal is to learn this entire section of the medley (shouldn’t take long because it’s

VERY similar to “How Far I’ll Go”) 0:40 LAMP

• Explain the psychomotor assessment • Very quick LAMP review:

o Musical Era Names and Dates o Ornament Symbols o Ornament Definitions o Sing each ornament o Review and assess along the way

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Assessment and Closure Assessment will be informal and based on how repertoire goes in each ensemble. Closure will be final performances of each choir’s final piece for the day. Future Goals and Objectives In future lessons, instructor will continue working on Disney music.

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Basic Information Mr. Michael Pluckebaum Mr. Shawn Porter and Mrs. Danielle Mullen Hamilton Southeastern High School 13 March 2018 Prerequisite Knowledge Needed for This Rehearsal For this rehearsal, students will need to be familiar with Disney music. Behavioral Objectives At the conclusion of this rehearsal, students will be able to:


• Royal Vocals: o Sing through all of Moana Medley with voices on the CD (Indiana Standard 1) o Begin to sing through all of Moana Medley without voices on the CD (Indiana

Standard 1) o Review and perform memorized the Disney closer in preparation for the

choreography session on Wednesday (Indiana Standard 1) o Review all LAMP information in preparation for the psychomotor assessment

on Wednesday and the post-test on Thursday (All LAMP Standards) Materials



• 0:00 He, He, He o Pattern will be SSSSSFMRD on “he” o Starting key will be F Major and will descend by half steps

• 0:02 How Are You Doing Today? o Pattern will be DMSD’SMD on “how are you doing today?” o Starting key will be Bb Major and will ascend by half steps o Goal is to open the range for the ensembles


• Rhythmic

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0:07 Repertoire Royal Vocals 0:07 Disney Closer

• This will be ran with the accompaniment track in preparation for the choreography session on Wednesday

• Goal is to check for memorization on each song of the closer 0:11 Moana Medley

• Instructor will begin with reviewing each song individually, going backwards in the medley

o We Know The Way o You’re Welcome o Where You Are

• Instructor will then run the medley with the voices on the accompaniment track • Instructor will try to run the medley without the voices depending on how well the

ensemble does in review 0:26 LAMP Review

• This will be the final review session for each of the LAMP components: o Sing the ornaments o Define the ornaments o All musical eras o All musical era dates o Bach’s dates o Other vocabulary

• There will be a study guide for this post-test assessment that will be passed out to the ensemble

0:41 We’re All in This Together • This will be ran with the CD Track to continue work on memorization, which the

ensemble is doing very well with up to this point 0:45 Disney Closer

• Final run of this medley with the accompaniment track Assessment and Closure Assessment will be informal and based on how repertoire goes for each ensemble. Closure will be final performance of the Disney closer. Future Goals and Objectives In future lessons, instructor will continue to teach Disney music.

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Basic Information Mr. Michael Pluckebaum Mr. Shawn Porter and Mrs. Danielle Mullen Hamilton Southeastern High School 15 March 2018 Prerequisite Knowledge Needed for This Rehearsal For this rehearsal, students will need to know their choreography for the Disney closer. Behavioral Objectives At the conclusion of this rehearsal, students will be able to:

• Perform a series of vocal and choral technique exercises using proper vocal technique (respiration, phonation, resonant tone production, diction, and expression) (Indiana Standard #1)

• Royal Vocals: o Complete their post-test assessment from the LAMP unit (involves all

standards from LAMP) o Review, clean, and perform choreography to the first half of the Disney closer

(Indiana Standard #1, 9) o Review and perform all of Moana medley and “We’re All in This Together” in

preparation for choreography next week (Indiana Standard #1) Materials



• 0:00 Ha, Ha, Ha o Pattern will be SSSSSFRMD o Starting key will be F Major and will descend by half steps

• 0:02 I Know o Pattern will be DD’D’SSMMD o Starting key will be Bb Major and will ascend by half steps

Royal Vocals 0:00 Warm-up 0:04 LAMP Post-test

• Instructor will pass out LAMP post-test and explain the directions to the students • Students will complete assessment and then prepare for choreography

0:24 Choreography cleaning – Disney Closer • Instructor will begin to clean choreography from 3.14 with Damon Brown • Instructor will begin with having the students run the choreography slowly with the

instructor dancing along • Instructor will watch for any mistakes made in the first section (first verse before

the chorus of “Under the Sea”)

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o Instructor will correct any issues that may arise o Instructor will reinforce doing the moves as strongly as possible and being

“cartoon characters” as Damon mentioned • Once the first section of “Under the Sea” is clean, the instructor will move on to the

chorus, and then the repeat of the chorus, following the same steps as before • Instructor will move on to the opening of “Son of Man” and make sure that each

punch and each position of feet are correct based on Damon’s standards • Instructor will really focus on the moves being powerful in this section since this

number is about strength • Assessment will be done by asking the students to identify the next move, creating

chains to the chunks of choreography 0:46 Moana Medley

• Instructor will switch to the Moana Medley and have the students sing their songs in it to review for choreography next week

• Goal for this is to sing each song perfectly, and then begin work on memorization of each song

• Final performance of each song will close class Assessment and Closure Assessment will be based on how cleaning choreography goes. Closure will be final performance of each choir’s solo pieces. Future Goals and Objectives In future lessons, instructor will continue cleaning Disney choreography.

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Visual Displays:

This picture was taken from my first LAMP lesson in which I talked about Johann

Sebastian Bach and the musical eras. I gave the dates in which Bach lived and died and also

explained how he fit into the Baroque era. As a small sidebar, I threw the names Mozart and

Haydn out to the students and explained that they were part of the Classical era of music.

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This picture was taken on the day of my first LAMP lesson in which I taught the

students about the different musical eras. In this exercise, I had them name a few of the

terms they believed would be names of musical eras. This was meant to be an engaging, fun

activity. We used several answers that appeared on the pretest when the students

answered the corresponding question.

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This image was taken from the first lesson in my LAMP unit once we completed our

activity about naming what the students believed were the names of the musical eras. In

this picture, I had erased the names of the eras that were not the correct ones and wrote in

the correct ones in the proper order. I explained to the students that they should write this

down, as it will be beneficial.

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Continuing on from the previous image, this image takes the next step and adds the

dates of each era. In this case, I did not have the students help me figure out the answer. I

chose to give them the answer because it would be easier to explain and less confusing for

them to learn. I made sure they noticed that the Baroque period ends after the Classical

period begins. I also explained to them that a change in era meant a change in style and

related it to how Miley Cyrus and Lady Gaga have varying styles.

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The first visual in this unit was used in the lesson on February 16th. In this lesson, I

taught the students the five ornaments they would need to know for the unit along with

also teaching about the musical eras. In this picture, the names of the five ornaments are

listed with their corresponding picture. As a bit of humor, and also to make sure the

students understood the difference, I also mentioned that the ornaments were not the

same as the Christmas ones of which we are all familiar.

32

In this picture, I was doing a lesson of review on the ornaments. Initially, the five

ornaments were represented only by their symbols. As a class, the students had to name

each ornament. This would eventually lead to their psychomotor assessment where they

would have to do the exact same thing for a total of 5 points.

33

This picture was taken on the final day of review before the post-test. Like the

picture before, it was used to have the students identify the ornaments based on their

symbols. I decided to employ a different assessment strategy and utilize a matching activity

for this review.

34

LAMP Assessments Cognitive Domain –Exit Ticket on Ornaments and Pretest/Post-Test Exit Ticket

In this exit ticket, I asked the students to pick one of the ornaments they had learned

in the lesson and name it, define it, and draw it. This was used as a formative assessment so

that I could see what I needed to reemphasize in my future lessons. Here are few examples:

36

Pretest Name: _____________________________________ Directions: Answer each question to the best of your ability. For any written responses, please be sure to use complete sentences.

1. When was Johann Sebastian Bach born and when did he die? a. 1580-1655 b. 1685-1750 c. 1320-1390 d. 1900-1950

2. Which one is NOT an era of music? a. Baroque b. Classical c. Symphonic d. Romantic

3. Bach wrote the piano part to “Ave Maria”, but Charles Gounod wrote the vocal part. Russell Robinson arranges the version we are singing. What does it mean to write an arrangement of a piece?

4. Bach’s piano piece, used as accompaniment to “Ave Maria”, has a specific musical genre. What is it?

a. Prelude b. Sonata c. Etude d. Song

5. Matching: Match the correct term with the correct definition listed below: a. Ornament b. Trill c. Mordent d. Turn e. Appoggiatura f. Tremolo

37

A short figure consisting of the note above the one indicated, the actual indicated note, the note below, and then the indicated note again is best known as a(n) _____________________. Rapid alteration between an indicated note and the one above it is best known as a(n) _____________________. An added note that is important melodically and holds a previous note over onto the next note is best known as a(n) _______________________. An extra piece added to a melody to make it more interesting to listen to is best known as a(n) ______________________. A rapid trill but on a single pitch rather than two is best known as a(n) ______________________. A rapid alteration between an indicated note, the note above or below the note, and then the indicated note again is best known as a(n) _________________________.

6. Name the 6 eras of music in order. Next to the name of each era, please indicate what the accurate dates are for each era (for example: 2008-2018).

7. In the following example, ornaments have been circled. Please name each ornament on the spaces below:

a. b. c. d.

8. The text for “Ave Maria” is translated below. What do you think it is used for in

general, whether it is inside or outside of a religious setting? Hail Mary, full of grace, the Lord is with thee. Blessed art thou among women, and blessed is the fruit of thy womb, Jesus. Holy Mary, Mother of God, pray for us sinners, now and in the hour of our death. Amen.

38

Post-test Name: ______________________________________ Directions: Answer each question to the best of your ability. For any written responses, please be sure to use complete sentences. 1. Matching: Match the correct term with the correct definition listed below:

a. Tremolo b. Appoggiatura c. Turn d. Mordent e. Ornament f. Trill

___________ Rapid alteration between an indicated note and the one above it ___________ Rapid alteration between an indicated note, the note above or below the note, and then the indicated note again ___________ A short figure consisting of the note above the one indicated, the actual indicated note, the note below, and then the indicated note again ___________ Rapid trill but on a single pitch rather than two ___________ An added note that is important melodically and holds a previous note over onto the next note ___________ Extra pieces added to melodies to make them more interesting to listen to 2. In the following example, ornaments have been circled. Please name each ornament

on the spaces below: a. b. c. d.

39

3. Which one is NOT an era of music? a. Patriotic b. Renaissance c. Medieval d. Contemporary

4. What does it mean to write an arrangement of a piece? Please answer in complete sentences.



a. Prelude b. Sonata c. Etude d. Nocturne

7. Name the 6 eras of music (in order from earliest to most recent) and list the proper

dates for each. 8. The text for “Ave Maria” is translated below. Interpret the text in your own words.

What do you believe it means? Do you believe it is used in the church setting? If you do, where do you think it would fit in church? Please use complete sentences.

Hail Mary, full of grace, the Lord is with thee. Blessed art thou among women, and blessed is the fruit of thy womb, Jesus. Holy Mary, Mother of God, pray for us sinners, now and in the hour of our death. Amen.

40 Psychomotor Domain – Ornament Assessment Rubric and Grading Sheet

For this activity, the students were to name all 5 ornaments based on the pictures provided to them, define 3 of them, and perform 2

of them. All of these were worth one point each, adding up to equal 10 points total. This was done during class time while my mentoring

teachers taught the rest of the students.

Task and

Points Possible

Description and Points Earned

Identify the Ornament 5 Points Possible 1 Point per Ornament

Student does not correctly identify any of the ornaments as shown on the board. 0 Points

Student correctly identifies only 1 ornament as shown on the board. 1 Point

Student correctly identifies all but 3 ornaments as shown on the board. 2 Points

Student correctly identifies all but 2 ornaments as shown on the board. 3 Points

Student correctly identifies all but one ornament as shown on the board. 4 Points

Student correctly identifies all ornaments as shown on the board. 5 Points

Define 3 Ornaments 3 Points Possible 1 Point per Ornament

Student does not correctly define any of the ornaments she has chosen for this assessment. 0 Points

Student correctly defines 1 of the ornaments she has chosen for this assessment. 1 Point

Student correctly defines 2 of the ornaments she has chosen for this assessment. 2 Points

Student correctly defines all 3 of the ornaments she has chosen for this assessment. 3 Points

Perform 2 Ornaments 2 Points Possible 1 Point per Ornament

Student does not correctly perform either of the ornaments she has chosen for this assessment. 0 Points

Student correctly performs 1 of the ornaments she has chosen for this assessment. 1 Point

Student correctly performs both of the ornaments she has chosen for this assessment. 2 Points

Total Points: /10

41 Name: _________________________ Name the Ornaments: 0 1 2 3 4 5 Define the Ornaments: 0 1 2 3 Perform the Ornaments: 0 1 2

Name: _________________________ Name the Ornaments: 0 1 2 3 4 5 Define the Ornaments: 0 1 2 3 Perform the Ornaments: 0 1 2



42

Affective Domain – Portion of Pretest/Post-test Pretest

1. The text for “Ave Maria” is translated below. What do you think it is used for in general, whether it is inside or outside of a religious setting?

Hail Mary, full of grace, the Lord is with thee. Blessed art thou among women, and blessed is the fruit of thy womb, Jesus. Holy Mary, Mother of God, pray for us sinners, now and in the hour of our death. Amen. Post-test

1. The text for “Ave Maria” is translated below. Interpret the text in your own words. What do you believe it means? Do you believe it is used in the church setting? If you do, where do you think it would fit in church? Please use complete sentences.

Hail Mary, full of grace, the Lord is with thee. Blessed art thou among women, and blessed is the fruit of thy womb, Jesus. Holy Mary, Mother of God, pray for us sinners, now and in the hour of our death. Amen. Rationale:

For each of these assessments, the students were asked to read the translation of

“Ave Maria” and come up with what they believe the texts represents. They were first

graded on whether or not they used complete sentences. From there, their score was

determined by how they answered the questions. If they said something on the lines of “it’s

used in church”, they received no points. If they said something on the lines of “I believe it

is used to worship Mary, mother of the Lord. We hail her when we want to be forgiven for

our sins”, then they would receive 2 points for the answer.

43

Differentiations and Accommodations for the Unit: For this class, only one of the students had an Individualized Education Program.

Student 49 has been diagnosed with Crohn’s Disease. This student has a special pass

allowing her to use the restroom when needed. Other than this, no accommodations

needed to be made to any of the lessons.

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LAMP Pretest Student Copy Name: _____________________________________ Directions: Answer each question to the best of your ability. For any written responses, please be sure to use complete sentences.


10. Which one is NOT an era of music? a. Baroque b. Classical c. Symphonic d. Romantic

11. Bach wrote the piano part to “Ave Maria”, but Charles Gounod wrote the vocal part. Russell Robinson arranges the version we are singing. What does it mean to write an arrangement of a piece?


a. Prelude b. Sonata c. Etude d. Song

13. Matching: Match the correct term with the correct definition listed below: a. Ornament b. Trill c. Mordent d. Turn e. Appoggiatura f. Tremolo

45

A short figure consisting of the note above the one indicated, the actual indicated note, the note below, and then the indicated note again is best known as a(n) _____________________. Rapid alteration between an indicated note and the one above it is best known as a(n) _____________________. An added note that is important melodically and holds a previous note over onto the next note is best known as a(n) _______________________. An extra piece added to a melody to make it more interesting to listen to is best known as a(n) ______________________. A rapid trill but on a single pitch rather than two is best known as a(n) ______________________. A rapid alteration between an indicated note, the note above or below the note, and then the indicated note again is best known as a(n) _________________________.

14. Name the 6 eras of music in order. Next to the name of each era, please indicate what the accurate dates are for each era (for example: 2008-2018).

15. In the following example, ornaments have been circled. Please name each ornament on the spaces below:

a. b. c. d.

16. The text for “Ave Maria” is translated below. What do you think it is used for in

general, whether it is inside or outside of a religious setting? Hail Mary, full of grace, the Lord is with thee. Blessed art thou among women, and blessed is the fruit of thy womb, Jesus. Holy Mary, Mother of God, pray for us sinners, now and in the hour of our death. Amen.

46

LAMP Post-test Student Copy Name: ______________________________________ Directions: Answer each question to the best of your ability. For any written responses, please be sure to use complete sentences. 9. Matching: Match the correct term with the correct definition listed below:

a. Tremolo b. Appoggiatura c. Turn d. Mordent e. Ornament f. Trill

___________ Rapid alteration between an indicated note and the one above it ___________ Rapid alteration between an indicated note, the note above or below the note, and then the indicated note again ___________ A short figure consisting of the note above the one indicated, the actual indicated note, the note below, and then the indicated note again ___________ Rapid trill but on a single pitch rather than two ___________ An added note that is important melodically and holds a previous note over onto the next note ___________ Extra pieces added to melodies to make them more interesting to listen to 10. In the following example, ornaments have been circled. Please name each ornament

on the spaces below: a. b. c. d.

11. Which one is NOT an era of music?

a. Patriotic b. Renaissance

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c. Medieval d. Contemporary

12. What does it mean to write an arrangement of a piece? Please answer in complete sentences.





dates for each. 16. The text for “Ave Maria” is translated below. Interpret the text in your own words.

What do you believe it means? Do you believe it is used in the church setting? If you do, where do you think it would fit in church? Please use complete sentences.


48

LAMP Pretest Teacher Copy Name: _____________________________________ Directions: Answer each question to the best of your ability. For any written responses, please be sure to use complete sentences.

1. When was Johann Sebastian Bach born and when did he die? (Standard H.9.1) a. 1580-1655 b. 1685-1750 c. 1320-1390 d. 1900-1950

2. Which one is NOT an era of music? (Standard H.9.1) a. Baroque b. Classical c. Symphonic d. Romantic

3. Bach wrote the piano part to “Ave Maria”, but Charles Gounod wrote the vocal part. Russell Robinson arranges the version we are singing. What does it mean to write an arrangement of a piece? (Standard H.3.3/H.9.1)

An arrangement is when you alter a piece to fit a specific kind of ensemble.

4. Bach’s piano piece, used as accompaniment to “Ave Maria”, has a specific musical

genre. What is it? (Standard H.9.1) a. Prelude b. Sonata c. Etude d. Song

5. Matching: Match the correct term with the correct definition listed below: (Standard H.9.1)

a. Ornament b. Trill c. Mordent d. Turn e. Appoggiatura f. Tremolo

49

A short figure consisting of the note above the one indicated, the actual indicated note, the note below, and then the indicated note again is best known as a(n) _____Turn______. Rapid alteration between an indicated note and the one above it is best known as a(n) _______Trill________. An added note that is important melodically and holds a previous note over onto the next note is best known as a(n) ___________Appoggiatura____________. An extra piece added to a melody to make it more interesting to listen to is best known as a(n) __________Ornament___________. A rapid trill but on a single pitch rather than two is best known as a(n) __________Tremolo__________. A rapid alteration between an indicated note, the note above or below the note, and then the indicated note again is best known as a(n) ____________Mordent____________.

6. Name the 6 eras of music in order. Next to the name of each era, please indicate what the accurate dates are for each era (for example: 2008-2018). (Standard H.9.1) Medieval (500-1420)

Renaissance (1420-1600) Baroque (1600-1750) Classical (1720-1800) Romantic (1800-1900) Contemporary (1900-Present)

7. In the following example, ornaments have been circled. Please name each ornament on the spaces below: (Standard H.9.1)

a. Appoggiatura b. Turn c. Mordent d. Trill

8. The text for “Ave Maria” is translated below. What do you think it is used for in general,

whether it is inside or outside of a religious setting? (Standard 9-10.RL.2.1) Hail Mary, full of grace, the Lord is with thee. Blessed art thou among women, and blessed is the fruit of thy womb, Jesus. Holy Mary, Mother of God, pray for us sinners, now and in the hour of our death. Amen.

50

LAMP Post-test Teacher Copy Name: ______________________________________ Directions: Answer each question to the best of your ability. For any written responses, please be sure to use complete sentences.

1. Matching: Match the correct term with the correct definition listed below: (Standard H.9.1) a. Tremolo b. Appoggiatura c. Turn d. Mordent e. Ornament f. Trill

_____F_____ Rapid alteration between an indicated note and the one above it _____D_____ Rapid alteration between an indicated note, the note above or below the note, and then the indicated note again _____C_____ A short figure consisting of the note above the one indicated, the actual indicated note, the note below, and then the indicated note again _____A_____ Rapid trill but on a single pitch rather than two _____B_____ An added note that is important melodically and holds a previous note over onto the next note _____E_____ Extra pieces added to melodies to make them more interesting to listen to 2. In the following example, ornaments have been circled. Please name each ornament

on the spaces below: (Standard H.9.1) a. Appoggiatura b. Turn c. Mordent d. Trill

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3. Which one is NOT an era of music? (Standard H.9.1)

a. Patriotic b. Renaissance c. Medieval d. Contemporary

4. What does it mean to write an arrangement of a piece? Please answer in complete sentences. (Standard H.3.3/H.9.1) An arrangement is altering a piece to fit a specific ensemble.

5. When was Johann Sebastian Bach born and when did he die? (Standard H.9.1) a. 1420-1600 b. 1300-1325 c. 1900-1950 d. 1685-1750

6. Bach’s piano piece, used as accompaniment to “Ave Maria”, has a specific musical genre. What is it? (Standard H.9.1)



dates for each. (Standard H.9.1) Medieval (500-1420) Renaissance (1420-1600) Baroque (1600-1750) Classical (1720-1800) Romantic (1800-1900) Contemporary (1900-Present)

8. The text for “Ave Maria” is translated below. Interpret the text in your own words.

What do you believe it means? Do you believe it is used in the church setting? If you do, where do you think it would fit in church? Please use complete sentences. (Standard 9-10.RL.2.1)


52

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Psychomotor Assessment

62

LAMP Unit Narrative For my LAMP unit, I chose to align the unit with a piece that Royal Vocals, the

freshmen girls choir at Hamilton Southeastern High School, was working on for their

upcoming sacred and classical concert. The piece was “Ave Maria”, arranged by Russell

Robinson. The vocal part was taken from Charles Gounod’s “Ave Maria”, which he set over

one of J. S. Bach’s Piano Preludes. In this unit, the students were going to learn about the six

different eras of music, five different ornaments that were used in the Baroque era, Bach’s

birth and death dates, and a few other definitions of terms that related directly to their

piece. Majority of these are in relation to Indiana Standard 9, which talks about music and

its relationship to history and culture. I chose to look at Standard H.9.1, which states,

“Explore the genre, style, composer and historical background of repertoire being studied”.

My next standard comes from Indiana Standard 3, which is about improvisation and also

the National Standards in regards to creation. I chose Standard H.3.3, which states, “Vary a

familiar melody by adding or changing notes or altering the rhythmic structure of the

melody as in gospel music”. This is where the ornaments fit into the unit. Students had to

perform ornaments and add them into familiar exercises in order to understand how they

worked. The final standard addressed in the unit is an English standard about reflection on

text, which was represented in the pretest and the post-test as the students reflected on the

translation of “Ave Maria”. Standard 9-10.RL.2.1 states, “Cite strong and thorough textual

evidence to support analysis of what a text says explicitly as well as inferences and

interpretations down from the text”.

For this unit, I did not have much to do with accommodations for students with

exceptional abilities. The only student in this class that has any kind of accommodation is

student 49 who suffers from Crohn’s disease. Other than that, no accommodations needed

63

to be made. This led me to be able to use multiple different instructional strategies. I was

able to have the students take notes in a lecture format while I used a whiteboard to guide

their learning. I had them engage in a lesson where we sang each of the ornaments

together. I also had them engage in formative assessments so that I could keep track of

every student’s learning from the beginning of the unit. I figured this method would be

wise since I don’t know these students very well. Media was not seen in this unit. The only

things I used for instruction were my voice and a whiteboard.

LAMP Assessment Narrative For assessment in this unit, I wanted to have as many different methods as I could

come up with be used. I knew that it would be difficult to engage in group activities based

on the size of the group and the constricted time for each LAMP lesson, so I had them be

assessed in other ways. The first assessments used in the unit are the pretest and the post-

test. These tests were the culminating works of the unit. I used the pretest to get responses

on what the students knew and what they did not know. I also used it as a source for how

to lead instruction in regards to engagement. I got some humorous answers on the pretest,

so I used those in lessons so that the students would laugh and be engaged. I also used exit

tickets as a source for formative assessment so that I could keep track of each student’s

individual learning. I used two different exit tickets in the unit. The first required the

students to pick one of the five ornaments and name it, define it, and draw it on a sheet of

scrap paper. The second exit ticket asked the students to write down the names and dates

of all of the musical eras in the correct order, as they did on the pretest and post-test. Both

of these exit tickets showed me what I needed to pay more attention to for the instructional

portion of the unit. The final assessment done for this unit was the psychomotor

assessment. For this assessment, each student went out to the hallway with me while my

64

mentoring teachers led instruction. The students each had to name all five ornaments

based on the pictures I gave them. From there, the students had their own choice. They had

to choose two ornaments to sing and three to define. Majority of the students did excellent

with this.

LAMP Instructional Narrative A majority of the directions presented in this unit were done in an engaging,

community style lecture. I would present material, and the students would write it down.

Then, I would move on to the next topic and have them come up with ideas based on what

we just talked about. For example, with the musical eras, I presented Bach’s dates, but with

the names of the musical eras, I had them name whatever they believed to be the names of

the musical eras. This helped to keep them engaged throughout the entire lesson. With the

ornaments, I had them sing them first, showing them they are able to perform them, and

then I defined them and showed them the symbols for them. I also used a lot of looping of

the material. In the first lesson, I asked them about the musical eras at least five different

times in the lesson, even after the LAMP portion was done for the day. We had moved onto

a different piece and after it was finished, I looped the LAMP material again to help make it

stick. On the final day of review, I was able to guide them more on the English standard and

explain what I was looking for in their answers. Since it was an opinion-based question, I

could not have a right or wrong answer. However, I could grade them based on how well

they support their claims in the answer. I told them a lot about this on their last day before

the post-test.

To help the students understand the material as a whole, I knew I would have to

apply it to their own lives. For the musical eras, I talked about how people can tell when an

era has changed. It is all about the compositional style chosen by the people of each time

65

period. I related this to how Lady Gaga and Miley Cyrus sound completely different, and we

can easily tell the difference between their music. With the ornaments, I explained to the

students how singers could show their best talent. The singers would be as virtuosic as

possible with these ornaments so that they could impress everyone. The same goes with

pop singers in today’s society. I related each of the ornaments to things we hear singers do

all the time. For example, Ke$ha and Beyoncé both use vocal runs in their music, which is a

form of modern ornaments. Once the students started singing the ornaments, they began to

act like they were pop singers. It was truly enjoyable for me.

In regards to the students understanding what the purpose of the unit was, I feel I

did a fairly strong job. On the day of the pretest, I explained to them that as their student

teacher, I had a few homework assignments outside of the lessons I plan for them every

day. I needed to create a unit for them and see growth. I did this to also reduce their stress

level during the pretest, since it was sort of thrown at them unexpectedly. Throughout the

unit, we all kept track of where they were in their learning so that both the students and

myself could benefit. I told them that these grades would not impact their overall grade in

choir, but they would impact my overall grade. These students really enjoy having me as

their teacher, so they all wanted to do their best for me. Student 38 even said during her

psychomotor assessment that she wants me to do well so she studied as much as possible It

was very heart-warming for me.

LAMP Results/Interpretation Narrative For the pretest, my highest overall score was a 50 percent, as performed by student

33. My lowest overall score was a 3 percent, as performed by student 27. The other scores

stayed below 30 percent for the most part. I did not have any student score a 0 percent on

the pretest, though students 9, 11, and 29 were not present for the pretest. My overall

66

average score was a 21 percent. Based on the inconsistencies in what questions students

got right, I did not have to make any alterations to what I planned on teaching. I figured it

was best to just go ahead and teach the unit as if the pretest never even happened. This

decision was merely based on the fact that it was fairly evident that the students were

guessing answers because they were unsure of the answers.

For the post-test, the students did a lot better. My highest score was a 100 percent

as performed by 26 students, which is 45.6 percent of the class. The average score on the

post-test was a 90 percent. My average growth rate between the two tests comes to be

about 70 percent, with some minor issues based on the students that missed the pretest. I

believe this unit was very successful in accomplishing its goals. Overall, I believe the

question that may have hurt the most students was the one about the musical eras. Both

the pretest and the post-test were out of 30 possible points. That specific question was

worth 13 of those 30 points. It was weighted based on the 6 names of the eras, the 6 dates,

and whether or not the student could name them in the correct order. If a student missed

too many parts of that question, it would hurt their score significantly.

For the psychomotor assessment, my highest score was a 100 percent, as performed

by 33 students. With 57 students in the class, that is 57.9 percent of the class. My lowest

score was a 10 percent, though student 45 misses a lot of school. She is often absent at least

once or twice a week, so she misses a lot of instruction.

I believe some of the strengths in the instructional processes were the amount of

looping I did, the way I made it apply to their lives even though this occurred 400-500

years ago, and that I was able to pace out each lesson well enough that I did not overwhelm

them at all with the information. Looping help them receive the knowledge very well

67

because it was constantly being brought back up into their brains. Applying it their lives

was the key way I was able to keep them engaged in each lesson, along with having a strong

demeanor and great personality that they enjoyed a lot. Keeping the pacing under control

also helped to not overwhelm them, and I was able to keep better track of how each portion

of the unit clicked with them a lot easier.

I believe my main weaknesses in the unit were that I didn’t have much variance in

my instruction and that the weight on one question was so much higher than the others. I

could have incorporated more media aspects and had more group activities to help learn

the material even easier than they did. In regards to the weight on the question, I could

have separated it out to make it easier for the students to answer correctly. I could have

tried matching activities or more multiple-choice questions to make it a little more

approachable.

Overall Final Statement I will use this unit as a basis for my future teaching in regards to how I approach

each subject. I want to ensure that my students understand material well. I will watch how

I weight each question to begin with, and from there, I will engage them more by having

more chances for them to learn in different ways. I will look at what I struggled with in

terms of organizing everything for the unit and learn from those mistakes. I will also get

better at how I want to assess them, since I was fairly nervous to do so in a more intimate

setting like the psychomotor assessment was.

I see so much value in completing this unit. First, it shows that I am an effective

teacher based on the overall success rate. It builds my confidence for the future and makes

it possible for me to pursue bigger projects in the future. This unit was on a much smaller

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scale than a unit in my actual teaching career could be, so I plan to try to build more on this

in the future.

69 Project Self-Rubric

Unsatisfactory Basic Proficient Distinguished

Instructional Effectiveness

Instructor is not effective in instruction and provides no details for students to be successful.

Instruction is effective but lacks depth of knowledge. Everything is very baseline and students don’t understand the why of the material.

Instruction is fairly effective and goes in depth with each bit of knowledge. Instructor is fairly engaging majority of the time.

Instruction is well paced, thorough, and engaging throughout every single lesson.

Quality of Assessment Tools

Assessment tools are confusing and only make sense to the instructor. Instructor chooses to only assess in one way or none at all.

Assessment does not appeal to those with exceptional abilities but is effective for those who have none. Instructor only uses one kind of assessment.

Assessment is varied between multiple means and multiple kinds of questioning. Exceptional learners are thought of in the process, but not included as much as they could be.

Assessment tools represent multiple means of assessment and are engaging and understandable to all learners.

Planning and Preparation

Instructor is unprepared for lessons and lesson plans have little to no detail in them at all.

Lesson plans are not very detailed, but the instructor is prepared for class to at least be able to teach the baseline of the material for the unit.

Plans are fairly detailed and easy to understand. Preparation is well done, with only a few little flaws based on unpredicted circumstances.

Plans are in thorough detail to where another teacher could teach from them. Preparation is flawless and the instructor can predict what potential issues are.

Overall Results

Instructor failed to make improvements in scores from the pretest to the post-test.

Instruction shows a small growth rate in the unit between the pretest and the post-test.

Results show a large growth based on effective instruction between the pretest and the post-test.

Results show a very large growth from the pretest to the post-test.

Standards

Instructor neglected to incorporate 2 standards with 1 interdisciplinary standard.

Instructor attempts to include multiple standards, but varies in the distribution of each standard.

All standards are addressed well, though one or two of the standards seem to be more prevalent.

All standards are balanced throughout the unit. Students understand the content of each standard very well.

Overall Presentation of the Unit

Instructor provides little to no details about the unit in the final product.

Instructor attempts to use details in the final product, but lacks depth. Everything is just numbers based on the results.

Instructor does a fine job at explaining the premise of the unit and explains the findings well. There could be more details though.

Instructor explains everything from the unit in a professional and thorough manner. Everything is well understood.

70

My ratings based on the rubric: Instructional Effectiveness: Proficient Rationale: Instructor does a fine job at explaining all details of the unit to the students. Instructor is engaging but gets caught up on things that he wasn’t prepared for in the process of planning. Certain definitions lacked detail, but others were excellent. Quality of Assessment Tools: Proficient Rationale: Assessment tools are effective and show multiple means of assessment in each. Varying styles of questioning are present within each assessment and the instructor explains the instructions for the assessments well. Instructor could be a little more effective should there have been an exceptional learner in the classroom. Instructor could have made things more clearly from the pretest, where some of the questions were confusing to students. Planning and Preparation: Proficient Rationale: Plans are fairly well detailed, but lack exact definitions of terms. Instructor could give the plan to another teacher, but that teacher may struggle to teach the material. Instructor does prepare for the lesson well with visual aids to engage the learners and make sure they are paying attention throughout the unit. Overall Results: Distinguished Rationale: With an overall growth rate of 70 percent, instructor shows that he was very effective in his lessons. With an average score of 90 percent on the post-test and an average score of 85 percent on the psychomotor assessment, it is clear that the instructor did an excellent job at teaching the students overall. Standards: Proficient- Rationale: All three standards were addressed in the unit, but the interdisciplinary standard was not taught during the lessons. Instructor let that fall to the side because he was unsure of how to teach students to interpret text. Instructor could have used supplemental assignments to have students practice interpreting other material before they interpreted the text of “Ave Maria”. Overall Presentation of the Unit: Proficient Rationale: Details of the unit are explained in thorough and professional detail, though most of the material seems a little repetitive. Instructor takes pride in the unit and shows a true passion for learning based on responses given in the unit. Instructor could have utilized technology a little more in the unit, but it is acceptable to not use it in this unit.

th - mdpluckebaum.weebly.com · the piece was a setting of “ave maria”, but the piano...

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