Teacher Candidate__Joyce Jacox_____Subject:Group Voice____Grade:10-12_

Standard I: Classroom Contextual Factors (DM1): Complete this information and

put it in your TWS Standard I Section.
You will need to use differientiation (modification/adaptations) in your lesson plans,
instructional strategies, and assessments that are based on student contextual factors. To
help you determine what types of accommodations are needed, identify the information
below.
1. Demographics: Identify the gender, race, language proficiency, exceptionalities, and
number of students.
a. Students: Total #__20_

Males: __6__

Females:_14__

b. Ethnicity:
White: ___16_

Hispanic/Mexican: __3_

African American:______

Asian: ___1_

Native American:_______

Other: ______

3. Language Proficiency: Identify the number of English Language Learners and

languages in your classroom. For my 3 Hispanic students they dont appear to have any
language barriers and my mentor teacher doesnt have any struggles communicating with
any of them. The Asian girl is a fluent English speaker.
4. Exceptionalities: Identify the number and type of exceptionalities in the class.
No exceptionalities, but a wide variety of students with experience in solo singing and
many students with no experience.
5. Social Economic Status (SES)
There are 4 students with whom have a low economic status.
6. Academic Knowledge (If available): Describe the academic data results of the students
thus far (grades, attendance, discipline factors, core tests. etc.).

Two students get extensions on assignments and re-dos on tests.

Two of my Hispanic males have had some behavior problems with other teachers
One girl has had some attitude issues when she is pushed to do things she doesnt want to
do. She moves at her own pace all the time, which is frustrating because she is one of the
best singers and could move much faster with a better attitude.
7. English Language Learners: Describe ways you can incorporate tools of language
development and reading content into planning and instruction for these students.
Example: ELED- SIOP/ WIDA; SCED-reading content.

We have the students respond to movies and recordings of professional performers. They
answer questions like:
How did the performance make you feel? What kinds of performance qualities do the
performers possess that would also be useful to you?
How can this solo performing class help you in the future? What is Intonation vs. Tone
Quality?
The students are assigned peer reviews while listening to one another sing in an informal
situation. They write about the positive and constructive feedback that they offer to one
another.
8. Multicultural Perspectives: Identify ways you can use culturally responsive curricula
and teaching that meets the needs of all students. In this class we allow the students to
pick out their own music in which they study. We encourage them to pick a song in a
foreign language that would be meaningful for them. We ask them to participate by
adding their ideas about character development according to the life experiences they
have already had.
9. Prior Knowledge: Elementary-Describe the criteria used to determine the reading and
mathematics prior knowledge and give a percentage of the number of students in these
different levels for reading and mathematics such as Below, Basic, or Advanced.
Secondary- Review the prior knowledge needed of students to be successful in learning
the content knowledge for the TWS unit and how you will implement content reading
into your unit (Ex. Common Core Strategies, etc.).
The first assignment of choosing a solo song to practice and learn was an assignment that
weeded out kids who could independently choose their curriculum on their own and those
who needed a lot of guidance. All of our students can read and write, but some of them
are not comfortable writing more than a couple sentences on their weekly Journal Entries.
Their first 2 performances/assessments showed where the students were in their
performing abilities. The students are all good at some aspect of this assessment like
stage presence, intonation, or rhythm accuracy. They also all have many things to work
on, so we write all their strengths and weaknesses down on their adjudication/assessment
form.
10. Exceptionalities: Describe student exceptionalities that are identified in the class
contextual factors. These exceptionalities can include; (a) development of physical,
social, and emotional needs; (b) special education; (c) ethnicity; (d) gifted/talented; (e)
ability differences, etc. Briefly describe ways to make modification/ differentiation for
planning, instruction, and assessments. Two students get extensions on assignments and
re-dos on tests. This took place when one of the students cried before her assessment
because she didnt feel prepared enough for it, so I let her take the test the next class
period. I make sure after every class and assignment is handed out that these two students
comprehend the purpose of the assignments, so they feel comfortable with them.

-There are two students who are very anti-social and always avoid the other students. I
go out of my way to make them feel part of the group. I talk to them and acknowledge
their progress. They respond to me well, so I am hoping they will feel like this class has
helped them come out of their shell.
10. Identify sub-groups of students: Based on your contextual class factors- identify the
sub-groups you will need to address in differentiation/modifications for your instruction,
assessments, and analysis of student learning (e.g., gender, ELL, special education,
ethnicity, gifted/talented, ability differences, or other contextual factors listed above, etc.)
Subgroup data will be compared to each subgroup and the whole class.
In this class there is a wide variety of students with experience and students with
absolutely no clue as to what it takes to sing a solo in front of an audience. The students
with experience usually contribute the most to discussion, but then I try to get the other
students to say something that is on their mind. Often the experienced singers will help
the other students. When we do peer reviews I sometimes assign the more astute students
to the lesser ones. My seating chart is such that the good attitude students sit by the antisocial students to lighten things up for them. The students with learning disabilities and
behavior problems appear to be progressing just as much as the other students if not
more. I think they are enjoying this environment where they are able to express
themselves in their own unique way. Both of the females with disabilities have the best
vocal expression in the class. They are great examples to the rest of the class.
Students have their own voice parts of Soprano, Alto, Tenor, and Bass
The music that is chosen for them is according to their voice type. Sometimes the boys
will help the boys and the girls will help the girls because their voice parts have common
issues to deal with like range.
8 seniors, 5 sophomores, and 5 juniors
Seniors are always helping the younger grades because of their experiences. The
Sophmores have a real problem in this school with lack of motivation to excel.
Students who belong to the advanced Trilogy Choir
-These students are often asked to be the example for the class and do everything they
can to be positive leaders for everyone else.
Students who belong to the Concert Choir
-These students are part of a huge choir that is the foundation of Pineview music, so they
help having some experience.
Students who were in Les Miserables last semester-These students have higher levels of
singing expression and comprehension of the live stage and challenges it presents to us.
Students who enjoy art song repetoire and students who do not. These students are used
for my positive attitude in the class.