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CONTEXTUAL FACTORS (e.g. ethnicity, gender, exceptionalities, ELL, GATE, etc.) which need
differentiation in instruction and assessment.
Hispanic 3, Asian 1, Caucasian 16
/ Females =14 Males = 6
4 Basss 2 Tenors 2 Altos 12 Sopranos
Student #8 &3 get extensions on assignments and re-dos on tests. Student #2
has had some behavior problems with other teachers
Student #9 has had some attitude issues when she is pushed to do things she
doesnt want to do.
Environment=The Choir Room where there are a couple pianos and practice
spaces, not nearly enough places for them to practice individually on their music.
The room is close to the Auditorium, which is an exciting performing space for the
kids, where they often go to practice.
WALK-AWAY (what do I want students to know, understand, and
be able to do?)
Include: Big Ideas/ Essential Questions
State Standard/Objectives
Students will use body, voice, and instruments as
means of musical expression.
Big Ideas
How does the body exert
enough air while singing to
create nice tone quality?
How do we prepare the body
to sing?
Essential Questions
How often must you practice
these techniques?
Why is breathing low in the
abdomen important? Visual
Distractions, Audible
distractions, and beautiful
phrasing!
Modifications/Accommodations (ELL,
their abilities.
Modifications/
Accommodations
(ELL, IEP, GATE, etc.)
They are paired with
students who can help them
increase their knowledge
and raise their selfconfidence. The students
are held accountable for
their homework being in on
time and preparing for class.
singvariousscalesaccurately.
Collaborative/Cooperative (You do it together)
We discuss informal peer reviews where they sing for
one another and give positive feedback with
constructive criticism.
Independent (You do it alone)
The kids find music that they would like to sing in front
of the class. They start learning it with proper
breathing and tall posture.
Summarization/Closure
Revisit Essential Questions
Have the kids discuss anything they learned today and
how it can be a benefit to them. Discuss the reality of
implementing these techniques into their music. How
long until they become proficient at these ideas. Even
if they do not become incredible performers, how else
can this class be a benefit to them?
Demonstrate their homework assignment and how it is
suppose to be
submitted
online through the Google
REFLECTION
AFTER
LESSON
How can I use the assessment data to reflect on & evaluate the outcomes of teaching and learning? How can I transfer
what I learned from teaching this lesson to future teaching? What was effective and not effective? What goals can I set
to improve my practice and student learning? For my first formal lesson, I should have done as Dr. Wheeler suggested
which was re-instating my rules as a teacher and express my expectations. I should have asked them to sit in a specific
area of the classroom because now I am sick of asking them to move every class period to a better placement. I should
have told them that I expect them to be working and if I catch them lazily hanging out while they should be taking
advantage of every minute available for homework and practice, I will lower their participation points for the day from
5-2. Taking half their points I should have introduced participation points and extra points for people who made
comments and volunteered to help with activities. I could have created a participation sheet/ Calendar that the kids have
to fill out and hand in to me at the end of every week. They have to write down the kinds of things they did to participate
in class and volunteer or the work they have been doing that pertains to their practicing/ peer reviews. This would hold
them more accountable for their work. Right now I feel they are taking advantage of the system and not being
accountable for their efforts.
LESSON PLAN #2
Teacher Candidate __Joyce Jacox__________________________________________________________
Grade Level _10-12___ Subject/Content: Music___Title __Group Voice______
CONTEXTUAL FACTORS (e.g. ethnicity, gender, exceptionalities, ELL, GATE, etc.) which need
differentiation in instruction and assessment.
Hispanic 3, Asian 1, Caucasian 16
/
Females =14 Males = 6
4 Basss 2 Tenors 2 Altos 12 Sopranos
Student #8 &3 get extensions on assignments and re-dos on tests.
Student #2 has had some behavior problems with other teachers
Student #9 has had some attitude issues when she is pushed to do things she
doesnt want to do.
Environment=The Choir Room where there are a couple pianos and practice
spaces, not nearly enough places for them to practice individually on their music.
The room is close to the Auditorium, which is an exciting performing space for the
kids, where they often go to practice.
Big Ideas
Intonation
Science of air and sound waves
Technology of singers formant
4 Object lessons
Essential Questions
How afraid are you to be full
voice in front of an audience?
How does a soloist sing over
an orchestra?
What physical factors make us
sound different when we sing?
Modifications/
Accommodations
(ELL, IEP, GATE, etc.)
They are paired with
students who can help them
increase their knowledge
and raise their selfconfidence. The students
are held accountable for
their homework being in on
time and preparing for class.
examples.
Guided Instruction (We do it)
Ihavethemmimicmeaswedothevocalexercisesfortheday.
Practiceandperformwithhabitsthatenableaccurateintonation;
listenandmatchthepitch,singvariousscalesaccurately.
YoutubeDemonstrations
https://www.youtube.com/watch?v=SbiQbKQhVrQ
Skip to 4 minutes in: https://youtu.be/Pt4iSI2EGEk?t=247
Collaborative/Cooperative (You do it together)
Theyaskoneanotheriftheycanseeinsideeachothersmouthsto
discoverwhatshapetheirmouthiscomparedtoanothers.They
compare5peoplesMouthroofsandaskthemwhichvocalpart
theytendtosing.Creatingsomedataintheirmindsaboutresonant
shapeanditsoutcomes.PeerReviewAssignment:Theysingfor
eachotheringroupsof24andsaywhichpartsoftheirsolosong
areresonantandwhicharenot.Inapositivewaytheygive
constructivefeedback.
Independent (You do it alone)
Theyhavepersonalpracticetimetoapplywhatwetalkedabout.
Usuallyatleast15minutes.Theycanaskquestionsandaskfor
clarificationfrommeortheaccompanist.
NOTES TO TEACHER:
What do I need to remember to do? Set up websites before class and make sure sound is connected to
large speaker, reflect on previous Journal Entries.
Materials to have ready? Glass bottle with water, varying sized tubes
Approximate time needed for lesson? 1 hr. 15 min
LESSON PLAN #3
Teacher Candidate _Joyce Jacox___________________________________________________
Grade Level _10-12th_______ Subject/Content:_Music___Title: Group Voice_________
CONTEXTUAL FACTORS (e.g. ethnicity, gender, exceptionalities, ELL, GATE, etc.) which need
differentiation in instruction and assessment.
Hispanic 3, Asian 1, Caucasian 16
/ Females =14 Males = 6
4 Basss 2 Tenors 2 Altos 12 Sopranos
Student #8 &3 get extensions on assignments and re-dos on tests. Student #2
has had some behavior problems with other teachers
Student #9 has had some attitude issues when she is pushed to do things she
doesnt want to do.
Environment=The Choir Room where there are a couple pianos and practice
spaces, not nearly enough places for them to practice individually on their music.
The room is close to the Auditorium, which is an exciting performing space for the
kids, where they often go to practice.
WALK-AWAY (what do I want students to know, understand, and
be able to do?)
Include: Big Ideas/ Essential Questions
State Standard/Objectives
Demonstrate productive rehearsal habits.
Big Ideas
How to Practice
Accompanist
Rehearsal/Listener Rehearsal
Finding self-Confidence in
singing
Time Management
Memorization/Multi-Tasking
Essential Questions
Do you think that you will be a great
performer within a short amount of
time or and extended amount of time?
How can practicing everyday help
this situation?
Is there anyone in your life that
should know what your goals are, so
that they can help support you in any
way possible? Ex: Parents, Siblings,
Friends, grandparents, teachers..etc
How much of your day is wasted not
being productive?
Modifications/Accommodations (ELL,
NOTES TO TEACHER
LESSON PLAN #4
Teacher Candidate _Joyce Jacox__________________________________________________________________
Grade Level _10-12th_ Subject/Content:_Music__Title Group Voice__
CONTEXTUAL FACTORS (e.g. ethnicity, gender, exceptionalities, ELL, GATE, etc.) which need
differentiation in instruction and assessment.
Hispanic 3, Asian 1, Caucasian 16
/ Females =14 Males = 6
4 Basss 2 Tenors 2 Altos 12 Sopranos
Student #8 &3 get extensions on assignments and re-dos on tests. Student #2
has had some behavior problems with other teachers
Student #9 has had some attitude issues when she is pushed to do things she
doesnt want to do.
Environment=The Choir Room where there are a couple pianos and practice
spaces, not nearly enough places for them to practice individually on their music.
The room is close to the Auditorium, which is an exciting performing space for the
kids, where they often go to practice.
WALK-AWAY (what do I want students to know, understand, and
be able to do?)
Include: Big Ideas/ Essential Questions
State Standard/Objectives
InterpretationofMusic/Performvariedrepertoire
Big Ideas
Interpretation/Diction
Emotional Involvement while
performing live
Essential Questions
What are some characteristics of a
great performer?
What emotions are the hardest for you
to express? Everyone is different
What might you do to enhance your
ability to access those hidden
emotions?
What do you feel when you get up to
perform in front of an audience?
Modifications/Accommodations (ELL,
Modifications/
Accommodations
(ELL, IEP, GATE, etc.)
Summarization/Closure
Revisit Essential Questions
Reflect on what went well today and thank the students who went
out of their way to participate.
NOTES TO TEACHER
What do I need to remember to do? If I had a pianist who was going to be helping me I could give her the
music in advance.
Materials to have ready? Props for role-play
Approximate time needed for lesson? 1.5 hours
LESSON PLAN #5
Teacher Candidate _Joyce Jacox__________________________________________________________________
Grade Level _10-12th_ Subject/Content:_Music__Title Group Voice__
CONTEXTUAL FACTORS (e.g. ethnicity, gender, exceptionalities, ELL, GATE, etc.) which need
differentiation in instruction and assessment.
Hispanic 3, Asian 1, Caucasian 16
/ Females =14 Males = 6
4 Basss 2 Tenors 2 Altos 12 Sopranos
Student #8 &3 get extensions on assignments and re-dos on tests. Student #2
Big Ideas
Musicconnectsustohistory,culture,
heritage,andcommunity.
Essential Questions
What country are your ancestors
from?
What instruments/ musical styles are
prevalent to that area?
How can you perform a service using
music?
Modifications/Accommodations
(ELL, IEP, GATE, etc.) Certain
students are able to hand in Journal
Entries and Peer Reviews late. I keep
inquiring to students who have not
yet submitted their assignments on
time to make sure they understand
how to do it.
Modifications/
Accommodations
(ELL, IEP, GATE, etc.)
No IEPs
Challenge my NIL students to sit
with the group and introduce
themselves to one another. Help
them in their groups to find a place
of friendship, so they feel they
serve a purpose. They will learn
that in this class I always take
notice of their efforts.
How can I use the assessment data to reflect on & evaluate the outcomes of teaching and learning? How can I transfer
what I learned from teaching this lesson to future teaching? What was effective and not effective? What goals can I set
to improve my practice and student learning? After finding out what kinds of heritage they come from I could put them
in groups to present a little bit of information about a specific culture. They could incorporate a special artistic activity
or song that the culture does in their presentation. Bigger assignment that needs to be on the syllabus
LESSON PLAN #6
Teacher Candidate _Joyce Jacox__________________________________________________________________
Grade Level _10-12th_ Subject/Content:_Music__Title Group Voice__
CONTEXTUAL FACTORS (e.g. ethnicity, gender, exceptionalities, ELL, GATE, etc.) which need
differentiation in instruction and assessment.
Hispanic 3, Asian 1, Caucasian 16
/ Females =14 Males = 6
4 Basss 2 Tenors 2 Altos 12 Sopranos
Student #8 &3 get extensions on assignments and re-dos on tests. Student #2
has had some behavior problems with other teachers
Student #9 has had some attitude issues when she is pushed to do things she
doesnt want to do.
Environment=The Choir Room where there are a couple pianos and practice
spaces, not nearly enough places for them to practice individually on their music.
The room is close to the Auditorium, which is an exciting performing space for the
kids, where they often go to practice.
WALK-AWAY (what do I want students to know, understand, and
be able to do?)
Include: Big Ideas/ Essential Questions
State Standard/Objectives
Documentpersonalgrowthasamusician.
Big Ideas
Life Long Singers
Intrinsic Rewards
Subjectivity of Art
Essential Questions
What are my strengths as a performer
and what are my weaknesses?
If you decided to never sing again,
what parts of this class are still
helpful to you?
What do we like about popular
culture with singing tv shows and
what do we not like about it?
Modifications/Accommodations (ELL,
Modifications/
Accommodations
(ELL, IEP, GATE, etc.)
NOTES TO TEACHER
What do I need to remember to do?
Materials to have ready? Youtube
Approximate time needed for lesson? 1 hour