Entry 7

Contextual Information and Student Learning Adaptations Template

Total Number of Students in the School: Fort Riley Middle School: ___538______
School Socio-Economic Make-Up (i.e., % free and reduced lunches): ____63_______

Class Class
1 2
Grade Level/Subject Taught 6th Grade Beginning 6th Grade Beginning
Woodwinds Brass & Percussion
Number of Students in Classroom 21 32

Contextual Information: Class Class Student Learning Adaptations:

(List the number of students identified in each class 1 2 (Describe at least one example of a strategy to
you teach and identify the class in which you are provide equitable opportunities, accommodations, or
teaching your unit) modifications you attempted for any student
identified within each contextual characteristic)
All genders are given equal opportunities to
Gender participate in band.
Number of Females: 14 12 In my classes, all students are given the same
Number of Males: 7 20 tools and instruction regardless of their gender.
During a warm up in our method book, we
Ethnic/Cultural Make-Up played a Korean tune. One of our students
Caucasian/White: 10 17 who is Korean told the class about the history
African American/ Black: 4 5 and meaning behind the song.
Hispanic/Latino: 6 7
Asian/Pacific Islander: 2 2
American Indian/Alaskan Native: 0 1
I often employ non-verbal elements to my
Language Proficiency instruction such as gestures, drawn symbols
Number of English Language Learners (ELL): 2 1 on the board, and listening activities.
For students performing above grade level, I
Academic Performance give them chamber music performance
Students Performing opportunities.
Below Grade Level: 3 4 For students performing below average, I give
Student Performing
Above Grade Level: 2 3
them extra resources like another fingering
chart, and other options for playing in
rehearsal (like only playing down beats or
every A).
One specific example of an accommodation I
Students with Special Needs have made for a student with an injury was
Learning Disability: 1 2 giving her some time to take breaks when she
Emotional/Behavioral Impairment: 1 1 was hurting. I gave her the option to continue
Attention Deficit Disorder (ADD): 2 3
Developmental Disability: 0 1
to follow along in the music without having to
Intellectual Disability: 0 0 play.
Speech/Language Impairment: 0 0
Autism Spectrum: 0 1
Gifted: 1 2
Blind/Visual Impairment (VI): 0 0
Deaf /Hearing Impairment (HI): 0 0
Physical Disability: 0 1
Other Health Impairment: 0 0

Contextual Information and Student Learning Adaptations Template

 (Continued)

Student Characteristics:
Describe the developmental characteristics of students in your classroom.
(Cognitive, Physical, Emotional, Social).
The students in the 6th grade beginning bands have large gaps in all developmental characteristics. Many of
the students are strong in the cognitive and physical categories with a few outliers. However, many students
struggle in the emotional and social category due to their connection to the military. Many parents are
deployed and some are fearful of an upcoming move. These factors affect the students in the day to day class
by causing them to be more tired and unmotivated than usual.

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

The prior knowledge of most students in these 6th grade classes are: Concert B flat major scale fingerings,
basic embouchure technique, reading treble or bass clef, and sight reading grade level 0.5 music. Due to
many new students that we get from the military moving some students are either above or below the average
student ability.

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?)

To include all learners in my class, I am using the Bb major scale as a tool for learning articulations. This
will provide an opportunity to hone the scale itself while also learning a new concept. Finding articulations
within the context of concert music will also put the concept of articulations into application. By providing
opportunities to make connections in the music, students will receive instruction that caters to all learning
needs.

Environmental Factors:
Describe district, school, and classroom environmental factors impacting the quality of education for all
of your students.
The students of Fort Riley Middle School have lived all over the world, leaving their school in the middle of
the semester to live somewhere far away from their friends, having to make new friends and catch up with
their peers at a brand new school. I have already had a few students leave this semester as well as new
students start in the middle of March. Due to this uncertainty that students face, they often do not warm up to
teachers or peers as fast as a typical school. Teachers at Fort Riley Middle School do their best to create a
safe environment that supports students during transitions and day to day class activities.

Describe community and family environmental factors impacting the quality of education for all of your
students.
As described above, not only are students impacted by long distance moving, parents and families are also
affected. Due to the nature of the military, many moms and dads are serving overseas which affects the
student’s emotionally. The Fort Riley base is a closed base that requires a visitor's pass to enter. Inside the
borders, Fort Riley is a little community with restaurants and stores, three elementary schools, and a middle
school. They have events and clubs and several areas for recreation. Due to the family and community
factors, students are impacted by the stresses of missing their parent and existing in a closed community.

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?)
Due to these factors, many students are at different levels than each other in their playing skills and musical
knowledge. Because of this, I dedicate a substantial amount of time on fundamentals that are necessary to
master and practice at all levels. This gives advanced students time to hone their abilities while allowing
students that are struggling more time on a skill that they will need to succeed.

Contextual Information and Student Learning Adaptations Template

(Continued)

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 and Address characteristics the implications for
Student Learning Adaptations from the Contextual this student’s
Information and Student instruction?
Learning Adaptations
Student This student is a flute I selected this Cognitive After getting to
A player in the 6th grade student because He is able to make know him more
connections when we have
beginning woodwinds class of his developing 1:1 interactions, but
and trying to
who is behind in his ability on the struggles in the full group. engage him in a
abilities on his instrument flute and how far few different ways,
as well as music reading. he has come in a Emotional I learned that he
His father is also currently few weeks. Unfortunately, he is one of was very excited
the students that has a parent
deployed which is affecting When I first deployed. Therefore, some
about learning how
his focus and emotions in started working days he is more emotionally to play the flute
class. with him he was drained and does not want to and would light up
At the beginning of my very closed off participate because he is sad. whenever he made
time here, this student did and had a hard progress. Through
Physical
not play and sat in the back time interacting He is a bit smaller for how
several tools I gave
with his head down. After with me because old he is and I have heard him, he is able to
some one on one work I he was teasing from other kids. participate more
discovered he did not embarrassed However, he is big enough to and engage in
participate because he about where he stretch his arms out to the band.
proper flute position.
simply did not know how was in his skill.
to read music or play his Since then I have Social
instrument. Over the course developed a I have noticed that he smiles
of several weeks I have more trusting and talks with peers after
been able to help him make rapport with him. class and in the hallway.
sounds on his flute, read We have been
treble clef, and play able to work 1:1
different fingerings. on his flute.

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
Address characteristics the implications for
 Contextual Information and from the Contextual this student’s
Student Learning Adaptations Information and Student instruction?
Learning Adaptations
Student This student is a I chose this Cognitive Because he can be
B percussionist in the 6th student because Having ADHD has made it easily distracted,
very difficult for him to stay
grade beginning brass and he has a lot of focused in class and play to
class needs to be
percussion band. He has potential in his full potential. But with constantly
ADHD and potentially playing 1:1 teaching and a fast paced engaging otherwise
suffers from other learning percussion. I class, he is able to stay he will get off task.
disabilities that have yet to have already engaged.
be discovered, which seen progress in Emotional
affects his ability to focus rhythm reading When he is not
and read the notes and and understanding something, he
rhythms let alone stand still memorization. becomes visibly frustrated.
and pay attention to what is When I taught With encouragement, he is
able to keep going and try
going on in class. Others in him a marimba again.
the class have a hard time part by rote he
getting along with him memorized it and Physical
because he distracts them played it His motions are often harsh
while they are trying to pay perfectly every and big. He often hits too
hard and needs to be
attention. He is really a time. reminded to stay close to the
sweet person, but just has head or bar.
trouble staying focused.
Social
In band he doesn’t interact
with the other students and
tends to stay by himself. He
acts differently from other
students warranting
comments from peers.
 Category Description
Grade Level 6th Grade Beginning Bands

Content Area Music (Instrumental - Band)

Unit Topic Musical Symbols: Articulations, and Dynamics

State Standards/Common Pr.2.I Demonstrate, using music reading skills where appropriate, how the
Core Standards Addressed setting and formal characteristics of musical works contribute to
(written format) understanding the context of the music in prepared or improvised
performances.
Pr.4.I Develop strategies to address technical challenges in a varied
repertoire of music and evaluate their success using feedback from
ensemble peers and other sources to refine performances.
Pr.5.I.b Demonstrate an understanding of the context of the music through
prepared and improvised performances.

Re.2.I Describe how understanding context and the way the elements of
music are manipulated inform the response to music.
How does this unit address To fully meet the standards of performance, students must learn how to
state curriculum standards? identify, write, play, and interpret different articulations, dynamics, and
other symbols that appear in music. Students will describe verbally and on
their instrument how to play staccato, slur, tenuto, accent, and marcato
articulations as well as piano through forte dynamics. They will also
identify and play symbols like fermatas, crescendo and decrescendo, and
ritardandos.
Identify and connect School Students will identify a variety of articulations and dynamic markings.
Improvement Goals related Students will perform a variety of articulations and dynamics on their
to this unit instrument.
Students will accurately draw a variety of articulations and dynamic
markings.
Rationale (why is this unit At the end of 6th grade, students are ready for the next step in
appropriate?) musicianship which will set them up for success in the coming years. The
more challenging music they receive at this time have many different
articulations and dynamics; all of which enhance a performance.
Therefore, this unit is very important for students to be able to fully
comprehend and play articulations.

Learning Goals and Objectives: What will students know and be able to do at the end of this unit?
Unit Goal: Students will identify and play a variety of musical symbols including articulations,
dynamics, and other fundamental symbols.

Objective # Unit Objectives Level(s)

(Bloom’s Taxonomy)

1 Students will visually identify a variety of articulations. Knowledge

2 Students will perform a variety of articulations as they appear in music Application
on their instrument.
3 Students will write and verbally discuss how to play a variety of Comprehension
articulations.
4 Students will visually identify all dynamic markings. Knowledge
5 Students will perform all dynamic markings as they appear in music on Application
their instrument.
6 Students will write and verbally discuss how to play different dynamics. Comprehension
 Instructional Design Template

Lesson Date Unit/Lesson Instructional Strategies/ Description of Formative Describe Specific Integration*
Objectives Activities Assessment Adaptations/ T R C I C
(formal/informal) Differentiation S S T C R
All Focus
Students Students
1 3/27 Students will visually Kahoot Pre-assessment Kahoot- Students Focus
identify a variety of this shows me what the were student B
articulations. students already know permitted to was
about articulations and sit closer to provided
dynamics so I can build the screen if paper and
further lessons based on they could pencil
the results. not see. because he
Scale with staccatos Observing if students are Students was not
using the correct verbally permitted to
articulation within a warm said the use his
up that they are familiar staccatos on laptop.
with. “dit”.
2 3/29 Students will Scale with accents Informal observation- Students Student A
perform a variety of Observing if students are verbally was
articulations as they using the correct said the instructed
appear in music on articulation within a warm accents on to play only
their instrument. up that they are familiar “Dah”. Bb and A to
with. focus on the
Rehearse “Bridgeway Informal observation of accents
March”- Focus on accent accent articulations. I instead of
articulations listen to the ensemble and all the
assign corrections as fingerings.
problems arise.
3 4/3 Students will Scale with slurs Informal observation- Students
perform a variety of Observing if students are verbally
 articulations as they using the correct said the
appear in music on articulation within a warm slurs on
their instrument. up that they are familiar “da-da-da”.
with.
Rehearse “Nottingham Student self assessment-
Castle”- Focus on slurs students are given a small
sheet of paper as an exit
ticket. They can give a
thumbs up, middle, or
down on how they feel
they are playing. Then
they can write a sentence
about what they learned or
a question they have.
4 4/5 Students will write Board work- articulation On a sheet of paper Board work Student B
and verbally discuss writing students draw the listed is projected received
how to play a variety articulations and write on the pre-written
of articulations. how to play it then turn it board so notes so
in. This gets students everyone is they only
thinking about how to able to see. had to focus
explain the concept with on writing
words and enforces visual the
identification of articulation
articulations. We then s.
discuss it as a class.
Rehearse “Storm Informal observation of
Chasers”- Focus on staccato articulations. I
staccatos listen to the ensemble and
assign corrections as
problems arise.
5 4/10 Students will Board work slurs vs ties On a sheet of paper, We Student A
perform a variety of students were instructed to discussed and B were
articulations as they define the difference how ties are instructed
appear in music on between slurs and ties and adding two to ignore
their instrument. draw the difference. notes the ties the
together first two
 Rehearse “Tornado” - Informal observation of and put it in times we
Focus on slurs and ties slur and tie articulations. I the context played it,
listen to the ensemble and of math. then added
assign corrections as them in on
problems arise. the third
time.
6 4/12 Students will visually Scale with forte and piano Observing if students are I wrote the
identify all dynamic able to control their possibilities
markings. loudest and softest sounds of correct
within a warm up that they answers on
are familiar with. the board
Rehearse “Nottingham While rehearsing this behind me
Castle”- Focus on simple piece, students will (a dynamic
identifying and defining identify and write on a bank) so
dynamic markings piece of paper new students
dynamics as they arise. would
They draw the symbol and know what
write how they play it. to look for.
They turn it in at the end
of class, then I return it to
them so they can use it as
a reference later.
7 4/17 Students will Scale with F, mf, mp, and Observing if students are For visual
perform all dynamic p. playing all four dynamics learners I
markings as they accurately within a warm make my
appear in music on up that they are familiar conducting
their instrument. with. pattern the
Rehearse “Australian Informal observation of size of the
Rhapsody”- Focus on mezzo piano and forte dynamics I
mezzo piano and forte dynamics. I listen to the am asking
ensemble and assign for.
corrections as problems
arise.
8 4/19 Students will Scale Crescendo up, Observing if students are For visual Focus
perform all dynamic decrescendo down able to control their rising learners I student A is
markings as they and falling volume within make my instructed
 appear in music on a warm up that they are conducting to play one
their instrument. familiar with. pattern the note the
Rehearse “Storm Chasers” Informal observation of size of the whole time
- Focus on cresc. & crescendo and dynamics I to focus on
decresc. decrescendo dynamics. I am asking controlling
listen to the ensemble and for. his volume.
assign corrections as
problems arise.
9 4/24 Students will write Board work- dynamic On a sheet of paper Board work
and verbally discuss writing students draw the listed is projected
how to play different dynamics and write how on the
dynamics. to play it then turn it in. board so
This gets students thinking everyone is
about how to explain the able to see.
concept with words and
enforces visual
identification of
articulations. We then
discuss it as a class.
Rehearse “Bridgeway Informal observation of
March” and “Tornado”- dynamics. I listen to the
Focus on new dynamics ensemble and assign
corrections as problems
arise.
Students will write new
dynamics on their sheet of
paper used in a previous
lesson. (Fp, sFz, FF, FFF)
10 4/26 Students will Scales: Observation of students Creating an Focus
perform all dynamic ● Staccato - Piano putting articulation and activity student A
markings as they ● Slur- Forte dynamics together within with student and B are
appear in music on ● Students pick a a warm up that they are choice given the
their instrument. combination familiar with. motivates option to do
Students will them to either
perform a variety of Judge (Choir teacher) Assessment from another contribute. articulation
articulations as they ● Nottingham Castle music teacher with a or dynamics
 appear in music on ● Bridgeway March rubric targeted towards by
their instrument. ● Tornado student’s playing in themselves,
articulation and dynamics. or together
This gives students if they are
another perspective on up to it.
how their playing is heard
from an audience.
11 4/28 Students will write Worksheet- articulation This worksheet has Students are Focus
and verbally discuss and dynamics students draw four allowed to students A
how to play different articulations and four look and B are
dynamics. dynamics, then write the through given the
Students will write names of several symbols their music option to
and verbally discuss of the back. for clues to work with a
how to play a variety Perform music Informal observation of the partner.
of articulations. ● Australian articulations and answers.
Rhapsody dynamics. I listen to the
● Over the Rainbow ensemble and assign
● Storm Chasers corrections as problems
arise.

*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
 Instructional Design Template (continued)
1. Learning Strategies:
Explain how you included multiple learning strategies to address diverse cognitive, physical,
emotional, and social needs of all your students.

In my lessons, students had opportunities to work individually, in pairs, and as a full group. This
allows for multiple ways and environments students think about the concepts. By giving choices in
board work, work sheets, and online exams, students feel more motivated and interested in the
assignment. I also have short peer discussion time like “turn to your partner and show them your
fingering for concert Db, and make sure theirs is right”. This gives students a chance to talk to each
other in class on a topic that is still a part of the lesson. Since students want to talk to each other all
day, and we constantly tell them to stop talking, this gives them time to get out some words to each
other while still being on task.

2. Adaptations/Differentiation to Meet the Needs of All Students:

Explain how your instructional strategies were designed to address the contextual characteristics and
pre-assessment/diagnostic assessment information gathered on your students. What strategies did you
use to provide equitable opportunities for all students? What adaptations/differentiation did you make
to address varied reading levels and/or students with special needs? What adaptations/differentiation
did you make for Focus Students A and B

In all my assessments, students were given ample time to complete the task. During the pre-assessment
Kahoot, I read aloud the question and possible answers for students that were below average readers.
For student B, I gave him a piece of paper and pencil and permitted him to sit right up front so he
could focus on the test. In the formative assessment, I told students to use their resources if they did
not know the answer to a question, I also gave students clues to the answer if they were struggling. For
focus student A and B, I gave them an extra class period to complete it.

3. Active Inquiry, Student Centered, and Meaningful Student Engagement:

Justify in what ways this unit is student centered. Describe how students were meaningfully engaged
in active inquiry (i.e. questioning concepts, developing learning strategies, seeking resources, and
conducting independent investigations).

In this unit, I use several tools that are student centered. During certain activities I give students the
choice to work in pairs or by themselves. In the formative assessment worksheet, I allow students to
either work in pairs or individually. I also told them that they could use their music and method books
to find the answers to the worksheet. During class, I always ask students questioning concepts about
the music instead of just giving them the answer.

4. Integration of Technology:
How did you use technology to plan and teach your unit? How did students use technology to enhance
their learning?

The kahoot exam is an online program that I projected on a large screen. Students had to use their
laptops to answer questions and participate in the game. I also use canva as a resource for board work
for students to work on as they enter class. In terms of planning, I use google drive to create lesson
plans with links to videos and listening examples for class.

5. Integration of Reading Strategies:

What reading strategies did you use in your unit? Why did you choose these specific strategies? How
did these strategies support your students reading development and content knowledge?
(include at least 3 reading strategies in you unit)

In band class, students have to read music to be successful. We read and rehearse everyday, and I use
many strategies to teach and assist students to read the proper rhythm, pitches, and symbols in music.
In this unit we were focusing on the symbols of articulations and dynamics within the rhythm and
pitches. The following are my reading strategies for this unit:
● Students need to master rhythm and pitch before adding symbols. In order to play with
musicality that the symbols bring, students need to first understand and play the fundamentals.
This reinforces the basics of music making, and adds the musical aspect of symbols in music.
● I have several lessons that incorporate writing and drawing symbols. Students have a piece of
paper on the side of their music and draw new symbols as they arise. This creates a kinesthetic
experience of physically writing the concepts.
● In the warm up portion of the class, I use concepts that appear in my full lesson. This employs
a “rote before note” teaching tactic that gets student’s ears on and listening. Students are then
able to connect the sounds and technique from the warm up to their concert music.

6. Integration of Critical Thinking Strategies:

How did you address critical thinking, problem solving, and higher level thinking in your unit?

In class, I focus a lot of attention on modeling how to problem solve by asking students to notice what
went wrong and how we might fix it. This teaches students how to practice on their own because they
are able to notice when problems are occurring and how to prescribe a solution. This creates
independence in student’s musicianship. Another way I accomplish this is by practicing student self
assessment exit cards, and board work. As students enter class they are to answer the question on the
board; this gets them thinking from the very second they walk in. Then as they leave, they fill out an
assessment on their playing with any questions they have. By making this a daily process, students are
more likely to continue self assessing outside of the classroom setting.

7. Integration Within and Across Content Fields:

How did you demonstrate integration of content within and across content fields? How did this
integration enhance your student’s ability to understand relationships within and across these subject
areas?

In this unit of articulation and dynamics, one aspect that I focused on was the difference between slurs
and ties. To teach the concept of ties, I related it to math. When two half notes are tied together it is
like a math problem of 2 plus 2. I then ask the students “what does that equal”; some responded with
“four!” and some also responded with “a whole note!” both of which are correct. We then can spend
some time talking about dotted rhythms and doing subtraction problems, and much more. I often tell
students that “music is math” because everything is about timing and doing the math to figure out
when to play after a rest and how long to play a note.

8. Community Resources:
What community resources did you use to achieve your unit goals and objectives and foster student
learning?

The one community resource I used in this lesson was inviting the choir teacher to observe the
students play through a few songs with articulation and dynamics in mind. I gave the teacher a rubric
to fill out as she listened. At the end, she gave the students her insight from an audience perspective.
This provides another perspective to the students that allows them to think about their music making
from a different vantage point. Sometimes even hearing from a third party reinforces some basic
concepts they had already been learning about.