Joey

McClain 1
EDUC 461

TWS-4
A) Lesson 1
a. Overview of Assessment Plan
For my first lesson, I chose to teach the seventh grade band class what
a phrase is and how to apply it to their Christmas concert literature.
The lesson includes a pre-assessment, during assessment, and post
assessment that all follow my objective. My objective is: After being
taught what a phrase is, the student will be able to play Frosty and
Christmas Chimes with 98% accuracy. The purpose of my preassessment is so that the student can have an idea what phrase is and
how they could use it to improve their music making. The purpose of
my during-assessment is to take that information that they learned
and help guide the students into making good decisions about how to
shape their phrases. The purpose of my post-assessment is seeing if
the students have a complete understanding of the new concept.
b. Description of pre-, during, and post-assessments
As a form of pre-assessment, I would ask questions before the lesson
began about phrases. For example, What do you guys know about
phrases? or What are some ways we can shape a phrase? For my
during assessment, I will use a type of informal assessment listening
as the students play the Christmas literature to see if they are
following the appropriate rules of phrasing that were taught in the
beginning of the lesson. For my post-assessment, the students will use

Joey McClain 2
EDUC 461

the information learned about phrases to improve on other Christmas

literature.
c. Assessment Table
Learning
Objective
After being
taught what a
phrase is, the
student will be
able to play
Frosty and
Christmas
Chimes with
98% accuracy.

Assessment(s) of
the objective
Pre-Assessment







During
Assessment




Post-Assessment

Format of
Assessment(s)
Pre: Ask
introductory
questions about
what a phrase is
and how we
could shape
them.

During: Informal
assessment used
to listen to
understanding of
musical phrases.

Post: Students
will use what
they learned
about phrases to
perform their
Christmas
literature more
accurately.

Accommodations








When not playing,
the students will
quietly finger
through their
music.

B) Lesson 2
a. Overview of Assessment Plan
For my second lesson, I taught the eighth grade band class about
balance and blend. This lesson also includes pre-, during, and postassessment that follows my objective. My objective for this lesson
was: The students will be able to define blend and demonstrate an
understanding of this concept by performing it correctly throughout

Joey McClain 3
EDUC 461

the lesson and in a final run-through at the end of class. The purpose
of my pre-assessment is to find out what the students know about
balance and blend and to demonstrate proper balance and blend as
well. The purpose of my during-assessment is to provide feedback and
to teach how we can use balance and blend in their music literature.
The purpose of my post-assessment is to read down the students
musical literature to see if they appropriately applied the new
concept.
b. Description of pre-, during, and post-assessments
As a form of pre-assessment, I would explain to the students what
balance is and how it can make a piece of music great. I would also
have two students demonstrate what proper and improper balance
sounds like so that the students know how it should sound. My
during-assessment will occur while we are rehearsing our music
literature directing students to bring out the melody and have strong
supportive harmony to support. Also I can ask the students who has
the melody and who has the harmony. For my post-assessment, the
students will read down their music literature to determine if what
was taught was learned.
c. Assessment Table
Learning
Objective
The students
will be able to
define blend and
demonstrate an

Assessment(s)
of the objective
Pre-Assessment

Format of
Assessment(s)
Pre: Explain
what balance
and why it is
important.

Accommodations
When not playing,
the students will
be reminded to
quietly finger

Joey McClain 4
EDUC 461

understanding
of this concept
by performing it
correctly
throughout the
lesson and in a
final runthrough at the
end of class.

During
Assessment






Post-Assessment

During: While
rehearsing
literature, direct
students in
blending certain
parts of the
music.

Post: Student
will do a runthrough of their
music applying
what they
learned about
balance and
blend.

through their
music.

C) Lesson 3
a. Overview of Assessment Plan
My third lesson is focused on the high school setting and it is about
key signatures. It will have pre-, during, and post-assessments that
will line up with my objective. My objective for this lesson is: The
student will be able to learn about how to identify key signatures of
both flat and sharp keys and fill out a worksheet on them with 95%
accuracy, and the student will also be able to apply what they learn
about key signatures to their Christmas concert literature. The
purpose of my pre-assessment is to refresh their memory on key
signatures by reminding them about the order of flats and sharps and
how we identify key signatures. The purpose of my duringassessment is to provide examples and practice to help identify key
signatures more accurately. The purpose of my post-assessment is to

Joey McClain 5
EDUC 461

take what the students have learned and apply it to their Christmas
literature.
b. Description of pre-, during, and post-assessments
As a form of pre-assessment, I would write on the board the order of
flats (BEADGCF) and the order of sharps (FCGDAEB) and explain the
shortcuts on how to use the orders to determine what key they are in.
My during assessment will consists of having the students work on a
key signature identification worksheet that has the key signature as it
is written in the music and the students will have to write what key
they are in. My post assessment will be done by having the students
rehearse a piece of music with three different key signature changes
and ask the students what key they are in to determine if concept was
learned.
c. Assessment Table
Learning Objective

Assessment(s)
of the objective
Pre
Assessment

The student will

be able to learn

about how to

identify key
signatures of both

flat and sharp
During
keys and fill out a Assessment
worksheet on

them with 95%

accuracy. The

student will also

be able to apply

what they learn

Format of
Assessment(s)
Pre: Students
will learn the
order of flats
and sharps
and how to
find what key
they are in.

During:
Students will
do a key
signature ID
worksheet to
practice
finding what
key they are
in.

Accommodations








Students will raise
their hands while
working on the
worksheet if they
need one-on-one
help.

Joey McClain 6
EDUC 461

about key
Postsignatures to
Assessment
their Christmas
concert literature.

Post:
Worksheet
will be gone
over as a class
and the class
will identify
what key they
are in
throughout
the piece.

D) Lesson 4
a. Overview of Assessment Plan
For this sixth grade lesson, the students will lean a new piece that will
be tested on at the end of the week. This lesson will have a pre-,
during, and post-assessment plan. My objective is: TSWBAT work
through the standard of excellence book and practice Jolly Old St.
Nick for test on Friday. The purpose of my pre-assessment is to
always make sure that the student are practicing good posture and
hand position. Without proper posture and hand position, than the
students will not be able to play as good as they can. The purpose of
my during-assessment is to have procedures into how the student
should learn a new piece. The purpose of my post-assessment is to
have the students do a straight run through of the new tune to show
how it all fits together.
b. Description of pre-, during, and post-assessments
As a form of pre-assessment, I will have the student play their warm
up on page 6 of their Standard of Excellence and as they are playing

Joey McClain 7
EDUC 461

I will be looking at the students posture and hand position doing an

informal assessment and addressing those issues when warm up is
complete. As for my during-assessment, I will introduce the new tune
to the class and we will work every two measures having the students
count and clap, listen to me play, and play the two measures and
giving informal feedback to improve student performance. My postassessment will combine everything that the students have practice
and take every individual and play it all together to do one
simultaneous piece of music. It allows the student to hear the overall
product.
c. Assessment Table
Learning
Objective

Assessment(s) of
the objective
Pre-Assessment



TSWBAT
work through
the standard
of excellence
During
book and
Assessment
practice Jolly
Old St. Nick

for test on

Friday.

Post-Assessment

Format of
Assessment(s)
Pre: While
playing warm up,
adjust students
posture and
hand positions.

During: Students
will learn the
new tune going
measure by
measure.

Post: Students
will play new
tune straight
down.

Accommodations

The student with

borderline
autism will not
be individually
assessed but will
be assessed with
the group.

Joey McClain 8
EDUC 461

E) Lesson 5
a. Overview of Assessment Plan

For this sixth grade lesson, the students will lean a new piece that will

be tested on at the end of the week. This lesson will have a pre-,

during, and post-assessment plan. My objective is: TSWBAT work

through the standard of excellence book and practice Jolly Old St.

Nick for test on Friday. The purpose of my pre-assessment is to

always make sure that the student are practicing good posture and

hand position. Without proper posture and hand position, than the

students will not be able to play as good as they can. The purpose of

my during-assessment is to have procedures into how the student

should learn a new piece. The purpose of my post-assessment is to

have the students do a straight run through of the new tune to show

how it all fits together.

b. Description of pre-, during, and post-assessments
As a form of pre-assessment, I will have the student play their warm

up on page 6 of their Standard of Excellence and as they are playing

I will be looking at the students posture and hand position doing an

informal assessment and addressing those issues when warm up is

complete. As for my during-assessment, I will introduce the new tune

to the class and we will work every two measures having the students

count and clap, listen to me play, and play the two measures and

giving informal feedback to improve student performance. My post-

Joey McClain 9
EDUC 461

assessment will combine everything that the students have practice

and take every individual and play it all together to do one

simultaneous piece of music. It allows the student to hear the overall

product.
c. Assessment Table
Learning
Objective

TSWBAT
work through
the standard
of excellence
book and
practice
Jingle Bells
for test on
Friday.

Assessment(s) of
the objective
Pre-Assessment




During
Assessment




Post-Assessment

Format of
Assessment(s)
Pre: While
playing warm up,
adjust students
posture and
hand positions.

During: Students
will learn the
new tune going
measure by
measure.

Post: Students
will play new
tune straight
down.

Accommodations
When not playing,
the students will
quietly finger
through their
music.