Kinsey Volk

Student Teacher Spring 2021

Wamego Middle School Choir

Contextual Information and Student Learning Adaptations Template

Total Number of Students in the School: 342

School Socio-Economic Make-Up (i.e., % free and reduced lunches): 27.4%

Class 1 Class 2
Grade Level/Subject Taught 7/8 Choir A 7/8 Choir B
Number of Students in Classroom 26 23

Contextual Information: Class Class Student Learning Adaptations:

(List the number of students identified in 1 2 (Describe at least one example of a strategy to
each class you teach and identify the class in provide equitable opportunities,
which you are teaching your unit) accommodations, or modifications you
attempted for any student identified within each
contextual characteristic)
The biggest challenge would be the
Gender number of singers in each section. The
Number of Females: 21 17 sopranos/altos really outnumber the
Number of Males: 5 6 baritones. To help with this imbalance, it
helps to have some altos join the
baritones when the notes are in their
range. It is also important to teach the
baritones to have confidence when
singing.
In order to cover differences in learning
Ethnic/Cultural Make-Up styles that come from diversity in cultures
Caucasian/White: 23 21 and home backgrounds, I use a variety of
African American/ Black: 2 2 instructional methods to allow my
Hispanic/Latino: 1 S
Asian/Pacific Islander: 0 0
students to be more successful in their
American Indian/Alaskan Native: 0 0 learning. For each concept, I provide
visual, aural and kinesthetic examples
before assessing whether they
individually understand.
Similarly to the above factor, a variety of
Language Proficiency instructional methods means that
Number of English Language Learners 0 0 students do not have to learn solely
(ELL):
through their verbal and written fluency
in English.
Due to Covid-19, the Wamego school
Academic Performance system is accustomed to providing
Students Performing differentiated instruction. This means
Below Grade Level: 5 3 instruction for the combined 7th and 8th
Student Performing
Above Grade Level: 4
grade choirs, the students that need extra
4
help catching up whether virtually or
needing extra assistance.
While I ask the group throughout my
Students with Special Needs lessons if students understand, Wamego
Learning Disability: 0 1 middle school has the staffing to allow for
Emotional/Behavioral Impairment: 0 1 teachers to individually work with
Attention Deficit Disorder (ADD): 1 2
Developmental Disability: 1 0
students in need of extra help. There is
Intellectual Disability: 1 0 also a time that allows some students
 Speech/Language Impairment: 0 0 with extra needs to be a step ahead of
Autism Spectrum: 0 1 their class before they get to their next
Gifted: 1 0 choir class.
Blind/Visual Impairment (VI): 0 0
Deaf /Hearing Impairment (HI): 0 0
Physical Disability: 0 0
Other Health Impairment: 0 0

Student Characteristics:
Describe the developmental characteristics of students in your classroom.
(Cognitive, Physical, Emotional, Social).

The students in these middle school classes are from the ages of 12-14 and are in their second of third year of
middle school. Many students still tend to be more concerned with how others perceive them than younger
ages might be. In addition to this, some still lack the attention span for longer lectures. Physically, this is a
time where some students have started to go through adolescence. This is very evident through the baritone
section where the boys’ voices are changing. The trebles go through this as well but it is not as noticeable as
the baritones. I think the greatest difference between students would be emotional maturity. There are many
students who possess the desire to get to work and improve and there are also just as many students – if not
more – who have made most of their friends in choir and use the time to socialize. This causes frustration in
the class when it becomes difficult to either move forward in the lesson plan or to do something of interest,
such as singing a favorite song.

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

Before entering 7th and 8th grade choir, students had a full year of 50 minute rehearsal every other day or
have participated in local choirs, such as Flint Hills Children Choir. This means that students have learned
how to read music, are familiar with singing in parts and have become acquainted with some of the people in
their section, if not the rest of the choir.

Describe the implications these characteristics have on planning and instruction.

(e.g. What instructional strategies will you use to meet the unique learning needs of all your students?)

One technique that has proved to be useful for student attention span is to move quickly between activities
with speedy transitions. This requires extra planning for those transitions to both be smooth and make sense.
In response to the emotional differences, we have used both a short-term and long-term method. In the
short-term, we do not move forward in the lesson or we use a favorite piece of music to motivate the class to
focus on the task at hand. In the long-term, we have has class discussions to look beyond the idea of what is
in our music. These conversations include stories to references mentioned in the music, an ensemble who has
already performed this piece, or stories that help connect with the students. Both methods have proven to be
effective in the right instances.
Environmental Factors:
Describe district, school, and classroom environmental factors impacting the quality of education for all
of your students.

The Wamego Middle School is part of a 4A-sized, partially rural district. The 7th and 8th grade choir is split
into 2 sections due to Covid-19, however they sing together at all of their concerts. Classes are 45-minutes at
the middle school, however with Covid-19, they have had to split lunch into three sections. This means Choir
A is 55-minutes, while Choir B is 45-minutes. The first choir usually has deeper conversations and works on
sections of the music more than the second class. In the classroom, there are built-in risers that prevent
rearranging of the classroom set-up. However, there is enough space to walk around the room since the
chairs are five feet apart. This allows the director to walk around while the students are singing to listen for
any wrong notes or rhythms if needed.

Describe community and family environmental factors impacting the quality of education for all of your
students.

The Wamego District had a bond passed allowing a 1-1 iPad ratio at the elementary and middle schools and
1-1 MacBook ratio at the high school. This allows for more online instruction, especially during the
pandemic. For students without access to wifi at home, they are able to come early, stay after school, or
complete the assignments during class.

Describe the implications these factors have on planning and instruction.

(What instructional strategies will you use to address the unique environmental factors impacting each
student?)

The greatest challenge for 7th and 8th grade choir is the divide between 4th and 5th hour. The 4th hour class
has an additional 10 minutes which allows them to go into more detail than the 5th hour class. When
listening to the two classes, it is easier to hear that the first class knows their music better than the second
class. To help with this divide in time, my cooperating teacher and I take note of what worked well and what
did not during the first class. This allows us to have a smoother lesson for the second class.
 Focus Students Information
Provide information about the two focus students you selected from the class in which you will be teaching your
unit that you feel would benefit from modified instruction. You MUST choose one student with exceptionalities
or an English Language Learner as one of your focus students. Complete the chart below referring to these
students only as Student A and Student B. Do not use proper names.

Describe this student using Why did you select What did you find out Based on this
information from the this student? about this student? information what are
Contextual Information Address characteristics the implications for
and Student Learning from the Contextual this student’s
Adaptations Information and Student instruction?
Learning Adaptations
Student A Student A is a white male Though Student A Cognitive Every day before choir
that is on the spectrum and has difficulty This student grapes concepts class, I always made
attends 5th hour choir. He focusing during a and skills quickly when the effort to talk to
sings in the soprano section task, when he does focused, however they get Student A to see how
and is intelligent when it focus he grasps off-task very easily. his day is going and
comes to music-related concepts quickly. I Emotional see what his personal
information. Outside of choir, was able to work Student B is interested in interests are for the
he is also a student in the with him one-on-one how to be successful while day. This helped me
middle school Ukulele class. with him during performing the songs he is form a quick
class as well as learning in class. connection with him
during his “Pride Physical from the beginning and
Time” and felt He seems developmentally helped build trust
familiar with his and physically average between him and I.
learning style. compared to his classmates. With our connection
Social and layer of trust, it is
He does not seem close to easy to help him get
any specific student. Very refocused in the
rarely does he speak to his middle of class while I
classmates, however he loves am teaching.
to talk with his teachers and
the accompanist.
Describe this student using Why did you select What did you find out Based on this
information from the this student? about this student? information what are
Contextual Information Address characteristics the implications for
and Student Learning from the Contextual this student’s
Adaptations Information and Student instruction?
Learning Adaptations
Student B Student B is a white female While I do not want Cognitive For the upcoming
and one of the 4th hour choir students to struggle This student grasps concepts concert, my
students. She is very with understanding and skills very quickly. cooperating teacher
intelligent and has a lot of concepts, I chose Emotional and I have challenged
experience with music Student B because This student stays on task her to play the piano
through choir as well as as a teacher I do not and does not get distracted and accompany the full
private piano lessons. want my students to very easily. When she is 7th and 8th grade
get bored and not be finished with her work, she choir. This has allowed
challenged enough likes to play the piano. her to focus on the
like this student. Physical music that she is
She seems developmentally learning in class, as
and physically average well as learning the
compared to her classmates. accompaniment to the
Social song, Seize the Day
She is friendly to her from the musical
classmates and likes to talk Newsies.
to a couple girls around her.
 Category Description
Grade Level The students participating in this unit consist of 7th and 8th graders.
Content Area I taught my vocabulary unit to a middle school choir.

Unit Topic The unit topic is covering music vocabulary terms and symbols.

State Standards/Common ● Pr.2.I: Demonstrate, using music reading skills where appropriate, how
Core Standards Addressed the setting and formal characteristics of musical works contribute to
(written format) understanding the context of the music in prepared or improvised
performances.
● Pr.3.I: Demonstrate understanding and application of expressive
qualities in a varied repertoire of music through prepared and improvised
performances.
● Pr.5.N.a: Demonstrate attention to technical accuracy and expressive
qualities in prepared and improvised performances of a varied repertoire
of music.
● Re.2.I: Describe how understanding context and the way the elements of
music are manipulated inform the response to music.
● Re3.N: Identify interpretations of the expressive intent and meaning of
musical works, referring to the elements of music, contexts, and (when
appropriate) the setting of the text.
How does this unit address This unit addressed the response of understanding and applying music
state curriculum standards? terms and symbols. Students were able to identify a term or symbol and
verbally explain the definition of it.
Identify and connect School Wamego Middle School ensures an education that empowers students to
Improvement Goals related thrive. This unit allows students to dive deeper to the music and identify
to this unit terms and symbols that are found in their music. Knowing this information
will help them grow as musicians and be successful when singing their
pieces in the May concert.
Rationale (why is this unit This unit is important because it teaches some fundamental terms that all
appropriate?) musicians should know. Some of the terms that are taught in the unit are
new to the students. Going deeper into the definitions and having group
discussions as a class or with other peers allows students to work on
interpersonal skills while growing in their knowledge of music.

Learning Goals and Objectives: What will students know and be able to do at the end of this unit?
Unit Goal: Students will utilize the musical vocabulary words learned in this unit to perform their music
with proper musicality and knowledge without stopping in the middle of a song.

Objective # Unit Objectives Level(s)

(Bloom’s Taxonomy)

Students will complete a pre-assessment over the vocabulary

1 1
words they will learn during the unit.
 Students will recognize and describe seven of the ten music
2 2
terms and can explain what each one means.
Students are familiar with the different dynamic symbols and
3 2, 3
will demonstrate the correct dynamic while singing.
Students can demonstrate the correct definition of the ten
4 vocabulary terms through movement while working with a 3, 4
group.
Students can differentiate between the different terms and
5 symbols to produce the correct musicianship while singing 4
their songs.
Students will identify the different terms and symbols in their
6 3, 4
music.
 Instructional Design Template

Description of Integration*
Instructional
Unit/Lesson Formative Describe Specific Adaptations/
Lesson Date Strategies/ T R C I C
Objectives Assessment Differentiation
Activities S S T C R
(formal/informal)
All Students Focus Students
Students will Student B
complete a completed her
Students were asked
pre-assessment over work fairly
Students completed to start locating some
the vocabulary words quickly. I asked
their formal of the terms that were
they will learn during her to go around
Discussion pre-assessment on the quiz in their
1 4/9/21 the unit. to students that X X X X X
Questioning through a Google music upon
were struggling
Form with multiple completing the
Students will identify with finding the
choice questions. pre-assessment to
the different terms terms and
keep them engaged.
and symbols in their symbols in their
music. music.
Students had an
informal
Students will assessment by Student A needed
recognize and raising their hand assistance for
Discussion I provided visual and
describe seven of the with a number of staying on task
2 4/12/21 Questioning auditory examples for X X X X X
ten music terms and 1-5 (1= not while
Scaffolding all vocabulary words.
can explain what each confident in the participating in
one means. vocabulary words the discussion.
and 5 = very
confident.
Students are familiar Students completed I provided a visual I stood beside
Discussion
with the different an informal example for the Student A while
3 4/14/21 Questioning X X X X
dynamic symbols and assessment by dynamics to use while singing to make
Scaffolding
will demonstrate the singing “My singing the song. sure they were on
 correct dynamic Country ‘Tis of task and sang the
while singing. Thee” while correct dynamic.
differentiating Student B was
between the one of my
dynamics given by dynamic leaders
the leader. so she pointed to
the various
dynamics and
challenged the
other students
who were
singing.
Students completed Partners were chosen
Students can
an informal by the teacher based
demonstrate the
assessment by on who would work Student B was a
correct definition of
participating in the well together. I placed part of a group
the ten vocabulary Discussion
4 4/16/21 group discussion students that might that needed extra X X X X
terms through Questioning
and creating need the extra assistance with
movement while
movements with the assistance with those the terms.
working with a
corresponding that were performing
group.
terms. well in the unit.
Students finished
Student A was
Students can their summative
allowed to have
differentiate between post-assessment
his assessment
the different terms Discussion through a Google Students were able to
read to him. This
5 4/20/21 and symbols to Questioning Form using ask me individual X X X X X
allowed him to
produce the correct Scaffolding multiple choice questions.
hear the question
musicianship while questions and two
instead of
singing their songs. extra credit
reading it.
questions..

*TS- Lesson integrates technology skills; RS- Lesson uses reading strategies; CT- Lesson demonstrates the use of critical thinking strategies; IC- Lesson demonstrates
integration of content across and within content fields; CR- Lesson utilizes community resources.
 Entry 11 Data Analysis:
Pre-Assessment Data
Student Scores by Objective on the Pre-Assessment: Multiple choice questions over musical vocabulary
terms and symbols:
Beginner – 1
Intermediate – 2
Accomplished – 3

Student Obj 1 Obj 2 Obj 3 Obj 4 Obj 5 Overall

Students Students Students Students Students are %
consistently consistently consistently correctly consistently (%
identify music define and know the identify the differentiatin
symbols and explain what difference in musical g between the
correct
know the each musical dynamics and terms and different out of 15
definition of term and how to symbols in terms and possible
each. symbol properly use their music. symbols to points)
means. the correct produce the
dynamics correct
with the musicianship
correspondin while singing
g symbol. their songs.

1 1/3 1/3 2/3 3/3 2/3 60

2 1/3 2/3 2/3 2/3 2/3 60

3 2/3 2/3 1/3 2/3 2/3 60

4 2/3 2/3 1/3 3/3 2/3 66

5 2/3 1/3 1/3 2/3 2/3 53

6 3/3 1/3 2/3 2/3 3/3 73

7 1/3 1/3 2/3 2/3 1/3 47

8 1/3 1/3 1/3 2/3 1/3 40

9 1/3 1/3 1/3 1/3 1/3 47

10 2/3 1/3 1/3 1/3 1/3 40

Focus A 1/3 2/3 2/3 2/3 1/3 53

Focus B 3/3 3/3 3/3 3/3 3/3 100

What do these data mean for instruction during the unit?

(In other words, as the teacher, how will you design and implement instruction based on the given data?
What assessments will be necessary? What will help you meet your state learning outcomes. Be specific in
your responses.)
From the pre-assessment of multiple choice questions over ten vocabulary terms and symbols, I can
already tell where students need more guidance. Very few people received perfect scores on this
pre-assessment. This is due to multiple reasons. With this class being a project-based class, it is easy to
think about what needs to happen to have a good outcome at the concert. This makes it easy to go over
fundamentals when looking at new music. Another reason the scores are lower is because many students
do not have a lot of experience with music outside of the choir classroom.

What do these data mean for instruction for the Focus Students during the unit?
Focus Student A did well in some areas, however he still has room for improvement. They will need
specialized attention with this unit to help them be successful. He needs someone to walk through each
vocabulary term to help him stay on task. Focus Student A completed her pre-assessment while meeting
all of the objectives. It is important to have her help others or create more tasks for her that will challenge
her during this unit.

Formative Assessment Data

Student Scores of Two Selected Formative Assessments: Student Discussion Feedback and Movement
Group Work Activity.

Student Formative 1: Formative 2:

Student Discussion Movement Group Work
Feedback Activity

1 80 98

2 85 95

3 90 92

4 90 90

5 94 90

6 85 85

7 80 80

8 75 80

9 80 75

10 85 75

Focus A 80 90

Focus B 100 98

How did the data from these formative assessments impact learning during the unit?
(Hint: Compare these to the pre-test data for the aligned objectives. What adjustments might need to be
made?)
These assessments helped my students apply the knowledge they have learned during the unit to other
music activities. The first assessment was a self-assessment from the students to see how students were
comprehending with this information. Overall, many students were confident in their learning. Through
our large group discussion, students participated and added a lot of great comments to help make it a
success. The second assessment was a group work activity. Students worked with partners or in a group of
three and had to create a movement that correlated with each vocabulary term or symbol. When students
were discussing the vocabulary terms with their group, they had a lot of great ideas during their
conversations. At the end of the lesson, the students in each group demonstrated their movement for the
rest of the class.

How did the data from these formative assessments impact Focus Student Learning during the
unit?
As expected, Student B received higher scores than Student A. Student A required more redirecting to
stay on task, however he was paired with a high performing student so they learned through collaboration
and student lead instruction. Student B was paired with a low performing student. This allowed her to
collaborate with a different level of learning and help lead her group.

Post-Assessment Data
Student Scores by Objective on the Post Assessment: The Symphonic Band performed a live
concert of Songs of Paradise. The same rubric from the pre-assessment was used to assess this
summative assessment.
Student Obj 1 Obj 2 Obj 3 Obj 4 Obj 5 Overall
Students Students Students Students Students are %
consistently consistently consistently correctly consistently (%
identify music define and know the identify the differentiatin
symbols and explain what difference in musical g between the
correct
know the each musical dynamics and terms and different out of 15
definition of term and how to symbols in terms and possible
each. symbol properly use their music. symbols to points)
means. the correct produce the
dynamics correct
with the musicianship
correspondin while singing
g symbol. their songs.

1 3/3 3/3 2/3 3/3 3/3 93

2 3/3 3/3 2/3 2/3 3/3 86

3 2/3 3/3 3/3 2/3 2/3 80

4 2/3 3/3 3/3 2/3 3/3 86

5 2/3 3/3 2/3 3/3 2/3 80

6 2/3 3/3 3/3 3/3 3/3 93

7 3/3 2/3 2/3 2/3 2/3 73

8 3/3 2/3 2/3 2/3 2/3 73

9 3/3 3/3 3/3 3/3 3/3 100

 10 2/3 3/3 3/3 2/3 2/3 80

Focus A 3/3 2/3 2/3 3/3 3/3 86

Focus B 3/3 3/3 3/3 3/3 3/3 100

What does these data mean for learning during the unit?
From the final data, every student improved during the lessons within the unit. Students were introduced
to ten new musical vocabulary terms and symbols that they could find in their music. Through this unit,
students began to make an emotional connection to this piece of music which added another layer of
musicality. This also helped them perform it with more rhythmic accuracy, dynamic accuracy, and
appropriate mood.

What does these data mean for learning for the Focus Students during the unit?
Focus Student A’s overall scores improved from their initial score. He began to make leaps and bound
when placed with higher performing students. This allowed for him to make the connections he needed
and receive the individual attention he needed. Student B did not improve a lot in regards to the content,
however it did strengthen her knowledge when leading a group of students in their learning. Both students
made a deeper emotional connection to the piece after applying their knowledge from the vocabulary to
the music.

For future instruction, what have you learned about how students learn and the effectiveness of
your instructional style? What would you change, if anything?
From my experience student teaching, I have gained many skills while working with students. One of the
most important lessons I learned was making connections with the students from the very first moment
you meet them. Once these connections are made, it is easier to build trust with the students. They are
more responsive to the teaching if trust is present. Another skill I have gained is to always have a back-up
plan. There were several instances that I was ready to teach a lesson and then something went wrong.
Usually this problem was caused by technology, but it was also sports and students leaving early, students
not responding well with the lesson or the instruction was not clear which made a bigger problem. Having
a back-up plan allows the students to have a successful class period and there is not much time that was
wasted. The only thing I would change from my student teaching semester is being okay with making
mistakes. I wanted everything to be perfect which did not allow room for me to experiment with different
teaching methods or activities.