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EDUC 450: PROFESSIONAL CLINICAL PRACTICE LONG RANGE PLAN

Candidate: Jordan D. Jefferson Cooperating Teacher: Michael McClain Grade: 9-12 District: Orangeburg Consolidated School District 5 Schools: Orangeburg Wilkinson High School Year: Spring 2013 Major: Music Education Cognate(s): Music Section I: Student Information (Key Element 1.A)
Describe the student information that you feel will have the most impact on the way you plan and deliver instruction. Important Student Information (Key Element 1.A) Factors (e.g. gender, SES, reading levels, disabilities, ethnicity, student interests, and other relevant factors, etc.) Gender Ratio Description (of your findings in terms of your students) 21 Boys 19 Girls 38 Black 1 Black/Hispanic 1 Caucasian Lunch Status 17.5% Full Pay 12.5% Reduced Lunch 70% Free Lunch Most all of the students prefer hip hop or R & B music. Sports Band The majority of the classes all say their favorite activity is sports and band. Sources/Contextual Factors (e.g. students, community resources, internet, records, school personnel, family, etc.) Cooperating Teacher Guidance Counselor Registrar/Administrator

Ethnicity

Socioeconomic Status

Food Services Manger

Preferred Genre of Music

Students (Activity called Album of my Life) Students

Preferred Activity

Reflect on the student Information (Key Element 1.A): Why do you feel that this student information is of primary importance, and (2) how did and will you use this student information to guide the development of your long and short range plans? After gathering this research and analyzing my findings, I have learned and gain more knowledge that would better help me teach them. The information that I gathered came from the guidance counselor, Registrar/Administrator, Cafeteria Manager, cooperating teacher, and my students. Over fifty percent of my students receive free or reduced lunch. The Socioeconomic status or SES of the students gave me insight into their home situation and environment. This mixed with the students ethnicity helps me to identify key issues, problems and barriers that I may face as I instruct the students. This also helps me to plan my instruction and lessons carefully to keep the students interested. I will use the information to make my lessons.

Revised Fall 2012

Section II: Long Range Learning and/or Developmental Goals (Key Element 1.B)
Describe the long range learning/developmental goals (standards) that you have established for your students in each of the four content areas. Make sure that you include goals that address the cognitive, psychomotor and affective domains and diversity for students. Subject: Music and Its Role

Long Range Learning and/or Developmental Goals -- Key Element 1.B The student will demonstrate through instruction and application the ability to listen to, analyze, and describe music.

The students will demonstrate through instruction and application the ability to understand the relationship between music, the other arts and disciplines outside the arts. The student will demonstrate through musical application and interaction the understanding of music in relation to history and culture.
Reflect on the long range learning and/or developmental goals (Key Element 1.B): Of the long range learning and/or developmental goals you have established, which goals do you believe are the most important for all students to achieve, and why?

Since the Music and Its Role class serves as a music appreciation class, the students, most of the time, have very little to no musical training (besides their instruction in elementary/middle school). Outside of that the students normally have no clue about musical concepts. In this class, I have grade levels 9-12. Since I have such a widespread group, I have to make the information appealing for all levels. It is not my goal to make first chair Army band musicians, but simply to help the students gain knowledge about music that they did not have prior to taking the class. I can do that by showing similarities with music and other activities that the students are evolved. Also, my goal is to expose the students to different genres of music to further widen their mind through the world of music. This will help them see the importance of music in schools, our lives, and encourage them to continue in their pursuit of music consumption.

Revised Fall 2012

Subject: Band

Long Range Learning and/or Developmental Goals -- Key Element 1.B The students will demonstrate through musical performance the ability to perform on instruments, alone and with others, a varied repertoire of music. The students will demonstrate through musical performance the ability to read and notate music.

The student will demonstrate through musical performance the ability to listen to, analyze, and describe music. The students will demonstrate through musical performance and instruction the understanding of relationships between music, the other arts and disciplines outside of art. The students will demonstrate through musical performance and instruction the understanding of music in relation to history and culture.

Reflect on the long range learning and/or developmental goals (Key Element 1.B): Of the long range learning and/or developmental goals you have established, which goals do you believe are the most important for all students to achieve, and why?

In this class, I have musicians on different levels. I have three advanced band students who have had band all through middle and high school. The other student took band in middle school and stopped, and now has returned. She has some knowledge, but is limited. The other student use to take piano lessons. She has some knowledge, but is limited. These things are all things that I need to keep in mind as I plan for their lessons. In this class, I will do a lot of individual playing, and some group playing. I believe that the most important goal is to getting the group to perform together. Even though the band class is small, they still can perform in a small ensemble setting. This small class will give them that experience. Also, I think that they should be able as musicians to analyze and describe music intelligently using musical terms, idioms, and phrases. I feel this class will prepare them to be collegiate musicians and give them personal time to improve on their instrument.

Revised Fall 2012

Subject: Band II

Long Range Learning and/or Developmental Goals -- Key Element 1.B

The student will demonstrate through musical performance the ability to perform on instruments, alone and with others, a varied repertoire of music. The student will demonstrate through application and instruction the ability to read and notate music. The student will demonstrate through musical performance the ability to listen to, analyze, and describe music. The students will demonstrate through musical performance and instruction the understanding of relationships between music, the other arts and disciplines outside of art. The students will demonstrate through musical performance and instruction the understanding of music in relation to history and culture. The student will demonstrate through musical performance and instruction the ability to improvise melodies, variation, and accompaniments.

Reflect on the long range learning and/or developmental goals (Key Element 1.B): Of the long range learning and/or developmental goals you have established, which goals do you believe are the most important for all students to achieve, and why?

Like the other band class, I have students on different levels of musical ability. Some have never read or played music, but the majority has. With this class, because of the skill level, I will incorporate the standard about improvisation. I believe the most important goal for my students is to understand the relationship between music and other arts disciplines outside of art. For this class, I think it is also important for them to know theory. In this band class, we will cover music theory and concepts on a higher and heavier level.

Revised Fall 2012

Section III: Instructional Units (Key Element 1.C)


Describe the instructional units, in sequence, for each content area for your class. Make sure that you integrate the arts (dance, music, theater, and visual arts), health and physical education in your units. Subject: Music and Its Role Unit Length (i.e., approximate number of lessons 1 Week

Unit Topic or Description -- Key Element 1.C Instrument Families This lesson talks about the instruments of the orchestra and band, explains in general form how they fit in to each family and what helps them produce sound. Notation This lesson will give a basic and very general overview about reading and notating music. This lesson will cover how the notes fit, spaces and how they are named. History of Music This lesson will give a brief music history lesson breaking down the time periods, Important names, and movement of music through the ages. Musical Genres This will show the different categories that music goes into.

2 Weeks

2-3Weeks

1 Week

Reflect on the instructional units (Key Element 1.C): How did you determine your instructional sequence and the amount of time to be spent on each unit of instruction?

Because this class has limited knowledge when it comes to music, I did not want to overload them with information that they will only remember for the test. I wanted to give them topics that they would be able to keep with them. I feel that the class should move but should not be taught too quickly. It is more important for the students to grasp the information just rush and it be a blur.

Revised Fall 2012

Describe the instructional units, in sequence, for each content area for your class. Make sure that you integrate the arts (dance, music, theater, and visual arts), health and physical education in your units. Subject: Band Unit Length (i.e., approximate number of lessons 1 Week

Unit Topic or Description -- Key Element 1.C The Staff and Notes This lesson will discuss the staff, notes and pitches and where they are placed according to the staff. The Musical Alphabet These lessons discussed scale names using the alphabets. The Beginning to Note Values The lesson will give a preview of note values and how long notes are help. Counting Rhythms This will review counting in music and how the process takes place.

1 Week

1 Week

1 Week

Reflect on the instructional units (Key Element 1.C): How did you determine your instructional sequence and the amount of time to be spent on each unit of instruction?

In this band class it is filled with people who have not experienced music on a higher level. These lessons are important for the students to have because of that very reason. All these lesson cover the basic beginning. These lessons will equip then to have the basic skills that they need to have as musicians. All these lessons go in sequence and build upon each other.

Revised Fall 2012

Describe the instructional units, in sequence, for each content area for your class. Make sure that you integrate the arts (dance, music, theater, and visual arts), health and physical education in your units. Band Unit Length (i.e., approximate number of lessons 1 Week 1 Week 1 Week Dynamics The Piano Keyboard Scale Degree Names/Intervals History 1 Week 2 Weeks 3 Weeks

Unit Topic or Description -- Key Element 1.C Introduction to Key Signatures The Order of Sharps/Flats

Reflect on the instructional units (Key Element 1.C): How did you determine your instructional sequence and the amount of time to be spent on each unit of instruction?

Since this class is more advanced in music, I main goal is to take them further. I crafted this instruction to timeline to take their musical studies further in a more advanced way. Since the majority of this class is more advanced in musical concepts, I have crafted this class to teach then terms, and advanced music theory.

Revised Fall 2012

Section III B: Materials and Resources


Make a list of all of the materials that will be needed to teach the unit. As you plan for the use of technology, make sure that list and explain how you will use software, computer programs, Smart boards, etc., along with power points that you may use.

Teacher Materials PowerPoint Projector Fundamentals of Music Theory For Wind Band Music Theory and History Workbook

Student Materials Worksheets: I will provide worksheets for studying in preparation for test, and assessments A 1 binder to copy notes and keep up with class materials Notebook and Worksheets

Notebook and Worksheets

Revised Fall 2012

Section IV: Assessment of Student Performance (Key Element 1.D)


Describe (1) the major course assessments ( include formative and summative assessments), (2) the evaluation criteria for this class/subject, and (3) the way(s) in which you will report overall student progress and achievement. You must present multiple modes of assessments that address multiple levels of Blooms Taxonomy. Your assessments (or a detailed description, if authentic) must be attached. On each assessment, indicate the matching learning goal or standard(s).

Assessments (Indicate whether formative or summative) Fill in the blank Test

Evaluative Criteria

This will check for knowledge of the material

Multiple Choice

This will check for knowledge of the material and ability to differentiate the correct answer.

Student Progress/Achievement Reporting Method(s) The test can track student achievement and help keep track of what they are learning This assessment will check for continuity of the materials learned

Matching Standard

The student will demonstrate through application and instruction the ability to read and notate music The student will demonstrate through application and instruction the ability to read and notate music The students will demonstrate through musical performance and instruction the understanding of music in relation to history and culture.

Reflect on student performance (Key Element 1.D): (1) How did you determine that your major assessments are appropriate for evaluating student progress and achievement, and (2) What did or will you do to help your students and their parents understand (a) the evaluation criteria you have established for this class/subject as well as (b) the reports regarding the students overall progress and achievement in the class/subject?

The tests and assessments that were given in class all coincide with the lessons that were taught. I think that all of the test whether made a assessments or purchased were accurate and valid. For the test and projects that given, the students received a study guide or rubric outlining the guidelines of the project. The students had fun with the projects and doing them. They learned a lot and were able to retain the information because the learning became their own. The projects that were given allowed the students to sum up and close the unit and or lesson.

Revised Fall 2012

Section IV B: Assessment of Student Performance Record Keeping(Key Element 1.D)


Describe your system for maintaining records of student progress and achievement for this subject. Also, discuss your procedures for aggregating and displaying the data. Discuss how you will use the data to make instructional decisions.

A.

System for maintaining records of student progress and achievement:

I will keep my own personal records and also use PowerSchool to keep even better and accurate data.

B. Procedures for aggregating and displaying data: If the grade is and 80 or above then the grade can be displayed.

C.

How will you use the data to make instructional decisions?

The data collected from the assessments will be used to see if a concept needs to be re-taught or whether we can move on to another topic.

Section V: Classroom Management (Key Element 1.E)


Describe your expectations for student behavior during instruction and during non-instructional routines. . Write your description as you were explaining these expectations to your students and their parents. List the rules and consequences, and your procedures for non-instructional activities.

EXPECTATIONS DURING INSTRUCTION

1. 2. 3. 4.

Listen and follow directions the first time. Raise your hand and wait for permission to speak Keep hands, feet, objects, and negative comments to yourself. Have your supplies and be on time. Revised Fall 2012

Complete and submit all assignments on time with 10 excellence.

EXPECTATIONS DURING NON-INSTRUCTIONAL ROUTINES

1. Verbal warning(Reteach the behavioral expectations) 2. Individual conference with student (Decrease conduct grade to Satisfactory) 3. Rule Reflection (Decrease conduct grade to Needs Improvement)

Call Parent (Decrease conduct grade to Unsatisfactory.)


The students will be expected to reflect on the lesson, have class discussions and use it unit to grow on each other.

RULES AND CONSEQUENCES


Reflect on classroom management (Key Element 1.E): What are the most important considerations in managing the classroom to maximize instructional time, and why do you believe them to be important? I think that the students stay busy enough, they will not have enough time to become disengaged. Also, take care of all housekeeping at the beginning of the class block. This will allow the students to move smoothly and efficiently through the class period without interruption.

Section VI: Parent Communications


Describe your procedures for providing initial information about your goals and expectations for student learning, plans for instruction and assessment, rules for student behavior to your parents and overall recommendations for involving your parents with learning at home. How do you plan to periodically inform your parents about their childs learning and behavioral progress in your class. Also, discuss you would involve your parents in home-based and school-based activities.

Procedures for providing initial information


Parent Letter Monthly News Letter Calls Home with Phonevite Program 11 Revised Fall 2012

Procedures for involving parents with the learning at home


Parent questionnaires and Worksheets Parent Night activities for my classroom

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Section VII: Reflecting and Revision Procedures


Reflect on your long range plan and determine what might be, or what you think may be strengths and weakness. Decide what modifications or adaptations might be needed to your plan. Decide how often you think you might need to reflect on your teaching practices.

A.

Strengths:

I think my Long Range Plan keeps every student in mind and allows opportunity for each student to blossom and succeed. It is individualized instruction for each level of musicianship that they is prescribed to their level.

B.

Weaknesses

If the students improve at a rapid rate, then I need to come up with other activities and lessons for them to get to when they have achieved mastery of the topics that I will cover.

C.

Time line for evaluating long range plan components.

I will watch and observe the classes for mastery. The plan may take longer or shorter to complete. This plan should approximately take me about 4 to 5 weeks to complete.

D.

List modifications and adaptations that you think might be needed to improve the procedures.

I may need to dilute some of the instructional information. It could possibly be to complex. The information could be too much for those students who have never taken a music class.

E.

Plan for reflecting on your teaching practices.

I as the reflective practitioner will take everyday to reflect on my teaching practices and evaluate everyday to see how I can improve the my instruction, delivery, and tactics.

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