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Keene State College

Music Department
Teacher Candidate Assessment of Performance (TCAP)
MU 475/MU 476 Music Student Teaching

STRAND 2: Planning and Preparing

OVERVIEW

Practicum students will design a learning segment consisting of 3-5 lessons that promote students’
development of a music skill with the pre-approval of the cooperating teacher. During weeks 2-3 of the
placement, student teachers will present their created lessons and assessment(s) to the cooperating
teacher for review and discussion. The cooperating teacher will offer suggestions, edits or adjustments
to the lesson plans and assessment(s). Following this discussion, revise the lesson plans incorporating
this feedback. This lesson will be taught during weeks 4-5 (timeline may vary by placement). Submit
the final draft of the lesson plans, instructional materials, and assessment(s) along with completing the
‘Planning and Preparing’ commentary.

Purpose

The Planning and Preparing Strand provides evidence of your ability to develop plans that:

 Support student learning of artistic perceptions, creative expressions, historical &


cultural contexts, aesthetic valuing, and/or connections, relations, and applications

 Make the curriculum accessible to all students

 Provide opportunities for students to demonstrate their understanding of the


standards/objectives

Lesson Plan: Music Theory (MU:Cr3.2.C.Ia)


Concept: Key Signatures & Minor Scales
Date & Time: 1/25/18
Grade Level: 9-12

Objectives: Students will be able to…


 Determine major keys given their key signatures
o In partners, using key signature flash cards
 Write parallel natural minor scales
 Write key signatures for natural minor scales
 Determine relative major and minor keys
o Individually and as class
o Using worksheets, whiteboard table and piano

Materials:
 White board table
 Key signature di
 Chapter 6 minor scales packet
Procedures:
1. Address key signature exams from last class (7:20-7:25)
a. Kamrynn and Marrick – don’t need to retake
b. Alex and Erin meet with me one on one this week
i. Retake exams next week
ii. Discuss times not in front of peers

2. Key signature flash cards (7:25-7:35)


a. Partners, 5 minutes each

3. Introduce natural minor scale (7:35-7:40)


a. How to make minor scale
b. Major scale – lower 3, 6, 7

Practice

1. Key signature die (7:40-8:00)


a. Write/draw major scale on white board table
b. Lower 3, 6, 7 to make minor
c. Parallel minor – have same starting note

2. Chapter 6, pg 50 handout (8:00-8:10)


a. Writing minor scale, key signature, relative key

3. Chapter 6, pg 51 handout (8:10-8:20)


a. Explain how to find relative
b. Major to minor, down 3 half steps
c. Minor to major, up 3 half steps

4. Chapter 6, pg 52 handout (8:20-8:30)


a. Writing relative major and minor key signatures

If time
5. Key signature die
a. Write scale and figure out relative key

Assessment: Students will fill out the following self-assessment at the end of class.

NP PP P PWD
Identifying I was rarely or I was I was mostly I was always
major key never able to sometimes able to name able to name
signatures name the able to name the major key the major key
major key the major key given the key given the key
given the key given the key signature, with signature, with
signature, with signature, with 1-2 errors. 0 errors.
5 or more 3-4 errors.
errors.
Building I was rarely or I was I was mostly I was always
parallel minor never able to sometimes able to build a able to build a
scales build a parallel able to build a parallel minor parallel minor
(lowered minor scale, parallel minor scale, with 1-2 scale, with 0
3,6,7) with 5 or more scale, with 3-4 errors. errors.
errors. errors.
Writing minor I was rarely or I was I was mostly I was always
key signature never able to sometimes able to write able to write
write the able to write the minor key the minor key
minor key the minor key signature, with signature, with
signature, with signature, with 1-2 errors. 0 errors.
5 or more 3-4 errors.
errors.
Determining I was rarely or I was I was mostly I was always
relative key never able to sometimes able to able to
determine the able to determine the determine the
relative key determine the relative key relative key
signature, with relative key signature, with signature, with
5 or more signature, with 1-2 errors. 0 errors.
errors. 3-4 errors.

What I find most challenging about natural minor scales is:

National Core Arts Standards:

 MU:Re9.1.C.Ia Describe the effectiveness of the technical and expressive aspects of


selected music and performances, demonstrating understanding of fundamentals of
music theory
 MU:Cn10.0.Ia Demonstrate how interests, knowledge, and skills relate to personal
choices and intent when creating, performing, and responding to music

Lesson Plan: Music Theory (MU:Cr3.2.C.Ia)


Concept: Key Signatures & Natural Minor Scales
Date & Time: Monday 1/29/18
Grade Level: 9-12

Objectives: Students will be able to…


 Determine major keys given their key signatures
 Write parallel natural minor scales
 Write key signatures for natural minor scales
 Determine relative major and minor keys

Materials:
 Key signature flashcards
 White board table
 Key signature di
 Chapter 6 minor scales packet
 Foot piano

Procedures:

6. Key signature flash cards (7:45-7:55)


a. Partners (5 minutes each)

7. Minor Scales and Key Signatures worksheet (7:55-8:25)


a. In chapter 6 packet
i. Writing minor scales (10 minutes)
ii. Writing major and minor keys (15 minutes)
iii. Matching major key with minor key (5 minutes)

8. Performing minor scales on foot piano (8:25-8:45)


a. Roll key signature di to find major key
b. Figure out relative minor
c. Perform on foot piano

9. Go over quiz format


a. Writing out major scale and relative minor scale
b. Practice quiz

Assessment: Self Assessment. Students also identify most challenging part of natural minor
scales so that we can focus on these areas next class.

NP PP P PWD
Identifying I was rarely or I was I was mostly I was always
major key never able to sometimes able to name able to name
signatures name the able to name the major key the major key
major key the major key given the key given the key
given the key given the key signature, with signature, with
signature, with signature, with 1-2 errors. 0 errors.
5 or more 3-4 errors.
errors.
Building I was rarely or I was I was mostly I was always
natural minor never able to sometimes able to build a able to build a
scales build a parallel able to build a parallel minor parallel minor
(lowered minor scale, parallel minor scale, with 1-2 scale, with 0
3,6,7) with 5 or more scale, with 3-4 errors. errors.
errors. errors.
Performing I was rarely or I was I was mostly I was always
natural minor never able to sometimes able to able to
scales perform the able to perform the perform the
minor scales perform the minor scales minor scales
correctly, with minor scales correctly, with correctly, with
5 or more correctly, with 1-2 errors. 0 errors.
errors. 3-4 errors.
Determining I was rarely or I was I was mostly I was always
relative key never able to sometimes able to able to
determine the able to determine the determine the
relative key determine the relative key relative key
signature, with relative key signature, with signature, with
5 or more signature, with 1-2 errors. 0 errors.
errors. 3-4 errors.

National Core Arts Standards:

 MU:Re9.1.C.Ia Describe the effectiveness of the technical and expressive aspects of


selected music and performances, demonstrating understanding of fundamentals of
music theory
 MU:Cn10.0.Ia Demonstrate how interests, knowledge, and skills relate to personal
choices and intent when creating, performing, and responding to music
 MU:Pr4.2.C.Ia Analyze how the elements of music (including form) of selected works
relate to style and mood, and explain the implications for rehearsal or performance

Lesson Plan: Music Theory (MU:Cr3.2.C.Ia)


Concept: Natural Minor Scales Quiz and Introduction to Harmonic Minor
Date & Time: Wednesday 1/31/18
Grade Level: 9-12

Objectives: Students will be able to…


 Write natural minor scales
 Write key signatures for natural minor scales
 Determine relative major and minor keys
 Identify harmonic minor scales
 Build harmonic minor scales
 Perform harmonic minor scales

Materials:
 Natural Minor Scales Quiz
 White board table
 Key signature di
 Foot piano
 Smart Notebook

Procedures:

1. Natural Minor Scales Quiz (7:25-7:55)

2. Harmonic Minor Scales (7:55-7:35)


a. Smart Notebook Presentation
i. Go over how to make harmonic minor scale (5 minutes)
ii. Turning major scales into harmonic minor practice (15 minutes)
iii. Identifying whether scale is harmonic or natural minor (10 minutes)
iv. Writing and performing natural minor scales (10 minutes)

Assessment: Students will have a written quiz during class to assess their knowledge on
natural minor scales. Students will be required to write major scales, as well as their relative
minor. They can use the piano on their whiteboard table as an aid. Copies of their work will
be provided in the 4th, assessment strand. The following rubric will assess their knowledge
in class of harmonic minor scales.

NP PP P PWD
Identifying I was rarely or I was I was mostly I was always
harmonic never able to sometimes able to identify able to identify
minor scales identify a able to identify a harmonic a harmonic
harmonic a harmonic minor scale, minor scale,
minor scale, minor scale, with 1-2 with 0 errors.
with 5 or more with 3-4 errors.
errors. errors.
Building I was rarely or I was I was mostly I was always
harmonic never able to sometimes able to build a able to build a
minor scales build a able to build a harmonic harmonic
(lowered 6,7) harmonic harmonic minor scale, minor scale,
minor scale, minor scale, with 1-2 with 0 errors.
with 5 or more with 3-4 errors.
errors. errors.
Performing I was rarely or I was I was mostly I was always
harmonic never able to sometimes able to able to
minor scales perform the able to perform the perform the
harmonic perform the harmonic harmonic
minor scales harmonic minor scales minor scales
correctly, with minor scales correctly, with correctly, with
5 or more correctly, with 1-2 errors. 0 errors.
errors. 3-4 errors.

What I find most challenging about harmonic minor scales is:

National Core Arts Standards:

 MU:Re9.1.C.Ia Describe the effectiveness of the technical and expressive aspects of


selected music and performances, demonstrating understanding of fundamentals of
music theory
 MU:Cn10.0.Ia Demonstrate how interests, knowledge, and skills relate to personal
choices and intent when creating, performing, and responding to music
 MU:Pr4.2.C.Ia Analyze how the elements of music (including form) of selected works
relate to style and mood, and explain the implications for rehearsal or performance

Lesson Plan: Music Theory (MU:Cr3.2.C.Ia)


Concept: Harmonic Minor Scales Review and Quiz
Date & Time: Friday 2/2/18
Grade Level: 9-12

Objectives: Students will be able to…


 Write harmonic minor scales
 Identify harmonic minor scales
 Differentiate between natural and harmonic minor scales

Materials:
 Harmonic Minor Scales Quiz
 White board table
 Key signature di
 Chapter 6 minor scales packet
 Foot piano

Procedures:

1. Harmonic minor scale practice on chrome books (7:20-7:30)


a. Building harmonic minors - individually

2. Review harmonic minor scales (7:30-8:00)


a. Roll key signature die
i. Figure out major key signature and make it harmonic minor
ii. Write on white board table, discuss as class
b. Determining harmonic minor scale vs. natural minor scale

3. Harmonic minor scale quiz (8:00 – 8:35)


a. Alex leaves at 8:25?

Assessment: Students will have quiz on harmonic minor scales at the end of class. Student
will have a written exam that allows them to turn major scales on into harmonic minor
scales. They will also determine whether the written scale is a natural or harmonic minor
scale. This directly corresponds to what we have been doing in class on the smart board.
During class, they will be assessed on the following rubric.

NP PP P PWD
Identifying I was rarely or I was I was mostly I was always
harmonic never able to sometimes able to identify able to identify
minor scales identify a able to identify a harmonic a harmonic
harmonic a harmonic minor scale, minor scale,
minor scale, minor scale, with 1-2 with 0 errors.
with 5 or more with 3-4 errors.
errors. errors.
Building I was rarely or I was I was mostly I was always
harmonic never able to sometimes able to build a able to build a
minor scales build a able to build a harmonic harmonic
(lowered 6,7) harmonic harmonic minor scale, minor scale,
minor scale, minor scale, with 1-2 with 0 errors.
with 5 or more with 3-4 errors.
errors. errors.

National Core Arts Standards:

 MU:Re9.1.C.Ia Describe the effectiveness of the technical and expressive aspects of


selected music and performances, demonstrating understanding of fundamentals of
music theory
 MU:Cn10.0.Ia Demonstrate how interests, knowledge, and skills relate to personal
choices and intent when creating, performing, and responding to music

Lesson Plan: Music Theory (MU:Cr3.2.C.Ia)


Concept: Melodic Minor Scales
Date & Time: Tuesday 2/6/18
Grade Level: 9-12

Objectives: Students will be able to…


 Identify harmonic minor scales
 Build harmonic minor scales
 Differentiate between natural, harmonic, and melodic minor scales
Materials:
 Smart Notebook
 Key Signature Di
 White board table

Procedures:

3. Melodic Minor Scales (7:20-8:00)


a. Smart Notebook Presentation
i. Go over how to make melodic minor scale (5 minutes)
ii. Turning major scales into melodic minor practice (15 minutes)
iii. Determining whether a scale is natural, harmonic or melodic (15
minutes)

Assessment:

NP PP P PWD
Identifying I was rarely or I was I was mostly I was always
melodic minor never able to sometimes able to identify able to identify
scales identify a able to identify a melodic a melodic
melodic minor a melodic minor scale, minor scale,
scale, with 5 or minor scale, with 1-2 with 0 errors.
more errors. with 3-4 errors.
errors.
Building I was rarely or I was I was mostly I was always
melodic minor never able to sometimes able to build a able to build a
scales build a able to build a melodic minor melodic minor
melodic minor melodic minor scale, with 1-2 scale, with 0
scale, with 5 or scale, with 3-4 errors. errors.
more errors. errors.
Determining I was rarely or I was I was mostly I was always
whether a never able to sometimes able to able to
scale is determine able to determine determine
natural, what type of determine what type of what type of
harmonic or minor scale it what type of minor scale it minor scale it
melodic was, with 5 or minor scale it was, with 1-2 was, with 0
more errors. was, with 3-4 errors. errors.
errors.

National Core Arts Standards:

 MU:Re9.1.C.Ia Describe the effectiveness of the technical and expressive aspects of


selected music and performances, demonstrating understanding of fundamentals of
music theory
 MU:Cn10.0.Ia Demonstrate how interests, knowledge, and skills relate to personal
choices and intent when creating, performing, and responding to music
Planning and Preparing Commentary
Write a commentary that addresses the following prompts. You can address each prompt separately,
through a holistic essay, or a combination of both, as long as all prompts are addressed. Each bolded
overarching question corresponds to a rubric that will be used to assess the depth and quality of
your responses.

TOPIC A:

How do the plans support student learning of artistic perceptions, creative expressions,
historical & cultural contexts, aesthetic valuing, and/or connections, relations, and
applications?

1. Identify the central focus of the learning segment and National Core Arts Standards that will
be addressed in the lesson. Explain why the content of the learning segment is important for your
particular students to learn.

 Central Focus:
o Allows students to identify, notate and perform natural, harmonic and melodic minor
scales
o Allows students to understand how major and minor scales relate to one another and
their respective key signatures, as well as the circle of fifths
o Serves as a foundation for future units such as building and identifying intervals and
triads
 National Core Arts Standards:
o MU:Cr3.2.C.Ia Share music through the use of notation, performance, or technology, and
demonstrate how the elements of music have been employed to realize expressive
intent

2. Describe how the central focus addresses multiple dimensions of learning through any of these
aspects: clear connections among creative expression; artistic perception; aesthetic valuing;
understanding music in historical and cultural context; and/or connections/relations/applications.
 Visual
o Worksheets that describe, explain and give examples of scales
o Using piano and staff on whiteboard table
o Examples on smart notebook
 Aural
o Hearing what scales sound like when they are performed
o Hearing difference between major, and all three minor scales
 Tactile
o Performing with the foot piano
o Using smart notebook to physically create scales
 Can apply all knowledge to future units
o Foundation in triads, intervals, analysis

3. Refer to your lesson plans to describe the progression of instructional strategies, learning
tasks, and assessments and how they build understanding of the central focus of the learning
segment. Reference the instructional materials you have included, as needed.
 Students must first have a solid understanding of major scales and key signatures in order to
be successful learning minor scales
 Students will begin with natural minor scales because they can easily be referred back to
major scales
o Will be able to identify, notate and perform before moving on
o Will be able to determine relative major key
 Students will then use knowledge of major scales and natural minor scales to learn harmonic
scales
o Will be able to identify, notate, perform
o Will be able to distinguish between natural minor and harmonic minor
 Students will then use all previous scale knowledge to learn melodic minor scales
o Will be able to identify, notate, perform
 Students will use a variety of tools and learning styles to fully understand each scale
 Students will complete self assessments after learning each scale, as well as have a summative
assessment on each scale throughout the unit

4. Justify the pedagogical choices (i.e. methodology and sequence of steps) that you are making in
the planning and preparation of this learning segment by making specific connections to scholarly
and/or professional literature. Why are you implementing this pedagogical approach for the learning
segment?

 Each scale will be learned separately


o Each scale builds off each other to make most sense to students
 Visual, aural and tactile

TOPIC B:

How do the plans make the curriculum accessible to the students in the class?

5. Make connections to the description of your students provided in the Contextualizing Strand (*
this should be discussed with cooperating teacher during lesson plan review):

 No students with IEPs or 504s


 Still must meet individual needs of each student
o Incorporates variety of standards in each lesson
 Performing, creating, connection, responding
o Incorporates variety of learning styles
 Visual, aural, kinesthetic
o Self-Assessments allow students to indicate where they are having the most difficulty
 Can use that to focus on in part of following lesson
 Each student learns differently and at different pace
o Formative assessments throughout unit to see where each student is at
o Self assessments throughout unit to see where each student believes he/she is at
 Each lesson contains visual, aural and tactile learning
 Students who still need extra help are able to come after school or during their enrichment
period for extra practice

TOPIC C:

What opportunities do students have to demonstrate their understanding of the


standards/objectives?
6. Review the collection of formative and summative assessment tasks throughout your learning
segment and explain how:

 Formative
o Individual practice on chrome books
o Building and notating scales on whiteboard table
o Building, notating and identifying scales on smart notebook
o Performing scales on foot piano
o Self-Assessment rubrics
 Summative
o Exams on each scale

a. These assessments allow your students’ to demonstrate depth of understanding relative to


specific student standards/objectives

 Formative
o Group Assessment
 Students able to work together to build and notate scales
 Students responsible for checking other student’s work
o Self Assessment
 Are students at the level that they believe they are at?
 Allows insight on what students are having the most difficulty with
 Summative
o Individual Assessment
 Written exam
 Are students able to apply knowledge to identify and notate scales on
their own?

b. These assessments access both productive (speaking/writing) and receptive


(listening/reading) modalities to monitor student understanding

 Speaking
o Students talking through procedures to identify and notate scales
 Listening
o Performing minor scales to identify if they sound correct
 Reading
o Packet with scale descriptions and examples
o Identifying scales on staff
 Writing
o Notating scales on staff

c. These assessments provide access to all students (including those with diverse learning needs)
to demonstrate learning relative to specific student standards/objectives

 Formative and self assessments to determine what students need most help with
 Taught in a variety of ways to fit each students diverse learning needs

d. You will provide feedback to students on their learning

 Students will be given feedback throughout lessons on how they are doing
 Student’s self assessments will be addressed at beginning of next class
o Whatever they say they are struggling most with
 Students will receive feedback on summative exams and the opportunity to take exam again if
they are struggling
o Ensure that they know the information

TOPIC D: Academic Language

How does the candidate identify the language demands of learning tasks and assessments
relative to the students’ current levels of academic language proficiency? How do the
candidate’s planning, instruction, and assessment support academic language development?

7. Consider the language demands of the oral and written tasks in which you plan to have
students engage as well as the various levels of English language proficiency related to classroom
tasks as described in the Contextualizing Strand.

 All students fluent in English

a. Identify words and phrases (if appropriate) that you will emphasize in this learning segment
including music terminology, symbolic notation, and other music techniques. Why are these
important for students to understand and use in completing classroom tasks in the learning segment?
Which students?

 Certain words and phrases will be emphasized such as relative and parallel minor scales,
natural, harmonic and melodic minor, and the circle of fifths
 It is important for students to understand how each of these works together

b. How do key learning tasks in your plans build on each other to support students’ academic
language development?

 Each task builds off of previous task


 Knowledge should be carried over from one lesson to the next
 Future units will continue to build off of these lessons

c. How will you assess students’ academic language development?

 Formative and summative assessments throughout unit

*** Please self-assess your Strand 2 submission using the


rubrics below. Highlight the level that best represents your
work in the areas below:

Planning and Preparing Rubrics


NH TCAP: Music
PLANNING AND PREPARING: ESTABLISHING A BALANCED INSTRUCTIONAL FOCUS
1. How do the plans support student learning of artistic perceptions, creative expressions, historical &
cultural contexts, aesthetic valuing, and/or connections, relations, and applications?
Level 1 Level 2 Level 3 Level 4
 The standards,  The standards,  Learning tasks or the  Both learning tasks
learning objectives, learning objectives, set of assessment and the set of
learning tasks, and learning tasks, and tasks focus on multiple assessment tasks
assessments either assessments have an dimensions of learning focus on multiple
have no central overall focus that is through clear dimensions of learning
focus or a one- primarily one- connections among through clear
dimensional focus, dimensional, i.e., creative expression, connections among
i.e., represent represent creative artistic perception, creative expression,
creative expression, expression, artistic aesthetic valuing, artistic perception,
artistic perception, perception, aesthetic understanding music aesthetic valuing,
aesthetic valuing, valuing, in historical and understanding music
understanding music understanding music cultural context, in historical and
in historical and in historical and and/or cultural context,
cultural context, and cultural context, and connections/relations/ and/or
connections/relation connections/relation applications. connections/relations/
s/applications as s/applications as  A progression of applications.
separate tasks. mostly separate learning tasks and  A progression of
tasks, but with assessments is planned learning tasks and
vague connections to build understanding assessments guides
between them. of the central focus of students to build deep
the learning segment. understandings of the
central focus of the
learning segment.

PLANNING AND PREPARING: MAKING CONTENT ACCESSIBLE


2. How do the plans make the curriculum accessible to the students in the class?
Level 1 Level 2 Level 3 Level 4
 Plans refer to students’  Plans draw on  Plans draw on students’ All components of
experiential students’ experiential prior learning as well as Level 3 plus:
backgrounds1, interests, backgrounds, interests, experiential backgrounds  Plans include
or prior learning2 that or prior learning to or interests to help well-integrated
have little or no help students reach students reach the instructional
relationship to the the learning segment’s learning segment’s strategies that
learning segment’s standards/objectives. standards/objectives. are tailored to
standards/objectives.  Plans for the  Plans for implementation address a
OR implementation of of learning tasks include variety of
 There are significant learning tasks include scaffolding or other specific student
content inaccuracies in support3 to help structured forms of learning needs.
plans that will lead to students who often support4 to provide  Plans include
student struggle with the access to grade-level multiple
misunderstandings. content. standards/objectives. sources to
enhance
curriculum
accessibility
such as
modeling,
recordings,
videos, etc.

PLANNING AND PREPARING: DESIGNING ASSESSMENTS

1
Cultural, linguistic, social, economic
2 In or out of school
3 Such as strategic groupings of students; circulating to monitor student performance during independent

or group work; checking on particular students.


4 Such as multiple ways of representing content; modeling strategies; recordings; sectional rehearsals;

guest performers; videos.


3. What opportunities do students have to demonstrate their understanding of the
standards/objectives?

Level 1 Level 2 Level 3 Level 4


 There are limited  Opportunities  Opportunities are provided for All components of
opportunities are provided for students to learn what is Level 3 plus:
provided for students to assessed.  Assessments are
students to learn learn what is  The assessments allow students modified, adapted,
what is measured by assessed. to show some depth of and/or designed to
assessments.  It is not clear understanding or skill with allow students with
OR that the respect to the special needs
 There is a assessment of standards/objectives. opportunities to
significant one or more  The assessments access both demonstrate
mismatch between standards/ productive understandings and
one or more objectives go (performing/speaking/writing skills relative to the
assessment beyond ) and receptive standards/objectives
instruments or surface-level (listening/reading) modalities .
methods and the understandings. to monitor student
standards/objectives understanding.
being assessed.