Standard #7: The
teacher organizes and plans systematic instruction based upon knowledge of
subject matter, pupils, the community, and curriculum goals.
Artifact: Concert Chorus Lesson 2 (Wana Baraka), Concert Reflections, CMP Plan (Who are the Brave)
Lesson Structure
I can design lessons that are clearly defined and have appropriate patterns. For example, I taught a 5E's lesson plan on expression while in my field experience. During the lesson, I engaged students by telling a story of my reactions to their previous vocabulary assignment – that it was really interesting to see how individual student's own experiences had defined their definitions. When reviewing their answers I saw that there were several definition words that occurred on multiple student's work.
During the explore section of the lesson, I shared several similar examples as well as several unique examples of student responses with the choir. I was careful to modify my original idea of naming the student examples after observing how much writing and thought had gone into many of the student's work. The students shared a laugh when I shared how many of them had written about the 7 ways to wellness taught at the high school under their definition of "Health", and seemed visually and aurally engaged as this was a rare moment in class where they were sitting while listening to the teacher.
In the explain portion of the lesson, I tied together the translation of each verse of “Wana Baraka” to the four words in the vocabulary assignment and asked for musical ways the choir might choose to express each key word in their rehearsal; this way, student's work contributed directly towards the musical decisions the ensemble made for the day. I evaluated students informally throughout the lesson in areas like discussion participation, effort, reading and performing of dynamics. As a teacher, I will continue to organize and plan instruction based on the audience, subject matter, and curriculum objectives.
Unit Structure
I design units which cumulatively address the WMAS in music. For example, in “Who are the Brave” CMP Plan, I was able to organize key elements of the piece like rhythm, expression (text), and harmony into warm-ups, rehearsal techniques and lesson objectives. I successfully incorporated Standard G.8.4 – students in choral classes will evaluate the quality and effectiveness of their own and others performances and offer constructive suggestions for improvement. This standard was built upon throughout the thematic unit as lessons involving performance practices, rhythm and harmony asked many individuals for self reflections and assessments (primarily focusing on related vocabulary). After the Fall Concert, students reflected on their own individual performances and the ensemble's as a whole. Through reading these assignments, I discovered that a majority of students were able to evaluate and gave specific examples where the concepts of either rhythm, expression or harmony were evaluated and critiqued in “Who Are The Brave”.
Artifact: Concert Chorus Lesson 2 (Wana Baraka), Concert Reflections, CMP Plan (Who are the Brave)
Lesson Structure
I can design lessons that are clearly defined and have appropriate patterns. For example, I taught a 5E's lesson plan on expression while in my field experience. During the lesson, I engaged students by telling a story of my reactions to their previous vocabulary assignment – that it was really interesting to see how individual student's own experiences had defined their definitions. When reviewing their answers I saw that there were several definition words that occurred on multiple student's work.
During the explore section of the lesson, I shared several similar examples as well as several unique examples of student responses with the choir. I was careful to modify my original idea of naming the student examples after observing how much writing and thought had gone into many of the student's work. The students shared a laugh when I shared how many of them had written about the 7 ways to wellness taught at the high school under their definition of "Health", and seemed visually and aurally engaged as this was a rare moment in class where they were sitting while listening to the teacher.
In the explain portion of the lesson, I tied together the translation of each verse of “Wana Baraka” to the four words in the vocabulary assignment and asked for musical ways the choir might choose to express each key word in their rehearsal; this way, student's work contributed directly towards the musical decisions the ensemble made for the day. I evaluated students informally throughout the lesson in areas like discussion participation, effort, reading and performing of dynamics. As a teacher, I will continue to organize and plan instruction based on the audience, subject matter, and curriculum objectives.
Unit Structure
I design units which cumulatively address the WMAS in music. For example, in “Who are the Brave” CMP Plan, I was able to organize key elements of the piece like rhythm, expression (text), and harmony into warm-ups, rehearsal techniques and lesson objectives. I successfully incorporated Standard G.8.4 – students in choral classes will evaluate the quality and effectiveness of their own and others performances and offer constructive suggestions for improvement. This standard was built upon throughout the thematic unit as lessons involving performance practices, rhythm and harmony asked many individuals for self reflections and assessments (primarily focusing on related vocabulary). After the Fall Concert, students reflected on their own individual performances and the ensemble's as a whole. Through reading these assignments, I discovered that a majority of students were able to evaluate and gave specific examples where the concepts of either rhythm, expression or harmony were evaluated and critiqued in “Who Are The Brave”.