Lindsey

Webb 1
Ed. 329

Teacher Work Sample-4
Assessment

I am choosing to incorporate my showcase lesson into the Harlem

Renaissance/Jazz Unit that my cooperating teacher is currently doing for Jazz
Appreciation Month. My lesson, Improvisation, will include pre-assessment,
during-assessment, and post-assessment. There are two objectives in this lesson.
Objective 1 states that, given a listening example and a choice of six instruments, the
students will correctly identify 5 out of the 6 instruments being played. Objective 2
states that, given an Orff instrument and accompaniment track, the students will
improvise a 6-12 bar melody with a 90% accuracy in correct tempo and
performance decorum.

To begin the pre-assessment, I plan on opening with some review questions

of some of the things they have already learned about jazz. The purpose of this pre-
assessment is to determine what they have learned about jazz prior to the lesson
today. In order to learn about improvisation and how it relates to jazz, it is
important that the students know the background information: time period,
important composers, instruments used, etc. Then I will introduce the term
improvisation and ask they students what they know about it.
Once we have reviewed and discussed improvisation, I will then proceed
with the during-assessment with a call and response questioning throughout a
guided listening activity. As I play Pennsylvania 6-5000, I will ask the students
what types of instruments they hear and discuss the improvised trumpet and
saxophone solos.

Lindsey Webb 2
Ed. 329

Finally, the post-assessment will consist of an interactive game for the

instrument identification in objective 1 and an improvisation performance. The
students will be placed into 6 groups, each with 3 students. For the interactive
listening/identification game, the students will work together as a group to identify
the instrument being played. One student from each group will go up to the
SmartBoard to click on the correct answer. The group will be assessed as a whole. If
they get the answer right, they will receive a check in their group column. If they
answer incorrectly, the group will get an X. For the improvisation, the students
will move with their respective groups to the Orff instrument I have assigned and
will take turns improvising. This assessment will be individual. As I listen to each
performance, the student will receive a check if they are showing a 90% or greater
accuracy in correct tempo/steady beat or an X if it is less than 90%. In the column
for performance decorum, the students will either receive a check for a satisfactory
behavior during a musical performance or an X for unsatisfactory behavior.
Below is the Assessment Plan Table and Rubric.

Lindsey Webb 3
Ed. 329

Lesson
Objectives

Assessments

Format of
Assessments

Objective 1:


Given a listening


example and a


choice of 6


instruments, the

Pre: Class
students will

review of jazz
correctly
Pre-assessment and any prior
identify 5 out of

knowledge of
6 of the

improvisation
instruments


being played.




During: Call and
Objective 2:
During-
response
Given an Orff
assessment
questioning
instrument and

during a guided
accompaniment

listening activity
track, the


students will


improvise a 6-12

Post: Group
bar melody with
Post-
interactive game
a 90% accuracy
assessment
and
in correct
improvisation
tempo/beat and
performance
a rating of
satisfactory or
unsatisfactory
in performance
decorum.

Accommodations

Accommodations
will be made with
group placements
in regards to
preferential
seating or
behavioral issues.
I will also repeat
directions and
allow for
extended time
during the
answering portion
of the game.

Lindsey Webb 4
Ed. 329

Group

Interactive
Game

Student

Demonstrates
appropriate
performance
decorum

90% accuracy
in correct
tempo/beat

Lindsey Webb 5
Ed. 329