Entry 2) Contextual Factors

Entry 3) Teaching Unit

Entry 4) Learning Environment

Entry 5) Evaluations

Entry 6) Logs

Entry #3 : Instructional Unit Plan
Part 1: Learning Goals and Objectives Part 2: Instructional Design Part 3: Integration Skills
Part 4: Assessment Procedures Part 5: Self-Evaluation of Instructional Unit

Part 2: Instructional Design

1. Learning Strategies:

Day/Date	Objectives	Instructional Strategies
1/24/2011	Pre-Test Passout Study Guides Present Learning Goals and Objectives	Inform the students why I am giving a pre-test Instruct the students how to properly use this study guide Briefly inform students what the expectations are from this chapter, to gives them a better understanding.
1/25/2011	Review of Readings (113-126) Open discussion about the readings Listening to identify vocabulary	Have the group break down into three groups, and playing history jeaopardy to review what the read the previous night. After the review openly discuss some of the key point about the reading, be sure to ask the students abou their thoughts. Find a peice that incorparates some of the vocabulary and composer from the reading, and if time have the students dicuss this.
1/26/2011	Review of Readings (127-138) Open discussion about the readings Listening to identify vocabulary	Have the group break down into three groups, and playing history jeaopardy to review what the read the previous night. After the review openly discuss some of the key point about the reading, be sure to ask the students abou their thoughts. Find a peice that incorparates some of the vocabulary and composer from the reading, and if time have the students dicuss this.
	Review of Readings (138-149) Open discussion about the readings Listening to identify vocabulary	Have the group break down into three groups, and playing history jeaopardy to review what the read the previous night. After the review openly discuss some of the key point about the reading, be sure to ask the students abou their thoughts. Find a peice that incorparates some of the vocabulary and composer from the reading, and if time have the students dicuss this.

Explain how you included multiple learning strategies to address multiple student needs and learning styles.

2. Adaptations and Modifications to Meet the Needs of All Students:

Most of the students in this class are not involved in the music program, but want to learn more about music. I need to make sure when teaching each lesson, or introducing new terms, I do not speak using verbiage the students do not understand. Being clear in all my instructions is very important so that student may stay interested in the topics being learned.

3. Active Inquiry, Student Centeredness, and Meaningful Student Engagement:

Personally I am a huge advocate of promoting dialogue in the classroom, but I’ve notice a previous teaching experiences the students must have a foundation to grow from before you start bombarding them with question to ensure dialogue indeed happens. My reason for using this approach compliments my teaching philosophy, one that is student center,  in the hope that students can draw on inferences they may or may not know to help them grow as musicians. With the instructional processes that I use, it allows for all students to stay actively engaged, which will also help with classroom management. The unit I designed for the students allows for them to reach horizons that may not have thought were possible. My instructional methods and literature chose is just enough to help student understand basic elements of music which will help them be successful in the future, or in other ensembles at this high school.

4. Technology Integration:

essentialsofmusic.com -

Whether you're a casual listener or a serious music student, here's the site for basic information about classical music. Created in cooperation with W.W. Norton & Company, it's built around Essential Classics, the series specially designed to introduce you to the best music of every period.

5. Use of Community Resources Outside the School Environment:

To help student step outside of their comfort zones and explore their community, I plan to have the students find three atricfacts of the music period being studied. The stipulation being, students can use only one internet source, must travel to the public library where they are to find a recording and hard copy of information about the period.