429 Teacher Work Sample

Instructional Design

I taught five lessons in my 429 clinical experience at Woodmont High School. Listed
below are all 5 of my lesson plans beginning with lesson 5, which I chose as my showcase
lesson, and lessons 1-4 follow.

Teacher Candidate: Kayla Goldman

Lesson # 5

Subject/Grade: Music (beginning chorus 1) - mostly 9th grade

Date and Time of Lesson: 9/18/14 10:35 am
Learning Objective:
In this lesson, the students will be expected to put together all of their knowledge of musical elements
for Kyrie that they have learned thus far. They will be expected to sing Kyrie from beginning to end with
musicality (i.e. dynamics, phrasing)

Alignment with Standards:

Standard 1: The student will sing and perform on instruments a variety of music, alone and with others.
MCH2-1.2 Sing independently with technical accuracy, using appropriate timbre, diction, breath
control, and good posture throughout his or her singing range, alone or in small and large
ensembles.
MCH2-1.3 Sing expressively with appropriate dynamics, phrasing, and interpretation.
MCH2-1.4 Sing with appropriate expression a varied repertoire of choral music representing
diverse genres, cultures, and languages.

Developmental Appropriateness or Cross-curricular connections:

This learning objective is appropriate because the students are being asked to put all previous
knowledge together to make music. They learned the song in 3 parts and for this lesson we will
be focusing on putting it all together to begin polishing it for performance. The students will be
asked to sing with appropriate dynamic levels and appropriate diction in order to demonstrate
the ability to accurately perform this piece. Kyrie is a vocal work written in Latin, so the
students are engaging in, singing and pronunciation of words and their meaning in a foreign
language, which is a cross curricular connection.
Assessment(s) of the Objectives:
Lesson Objective(s)

Assessment(s) of the
Objective(s)

Use of Formative
Assessment

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Pre-Assessment

During- Assessment

Post- Assessment

Start the piece and see how

much the students can recall
from previous lessons. I will
ask the students to circle in
their music any parts that the
feel uncomfortable with or
that they feel need work. I
will ask them to score
themselves on a scale of 1-5
on how confident they feel in
singing this piece.
Hearing and seeing the
progress made in the
students musicality
throughout the rehearsal.

If at least 80% of the

class makes
improvement and can
prove this with the
sheets given of the
students scoring
themselves, then I will
know that we will have
had an effective
rehearsal. I will be able
to make rehearsal notes
as to what I could do
differently in order to
better teach them the
material of a new work
in the future.

Hearing the students sing the

entire work and noting the
progress through the
rehearsal and having the
students score themselves
again on their comfort level
of singing the piece after the
rehearsal.

Accommodations:
This lesson will have a variety of learning methods involved (visual, audio, group work) in order for the
students to learn. This reaches the accommodations to those students that have IEPs; I have added
something into the lesson that will be effective way to learn for all students. There will be no early or
late finishers, for the entirety of the lesson will be done as a class. If there is a moment where I have to
work on a specific part for a section, other sections will be asked to listen quietly and look over their
own parts while I am attending to one section. I may ask the students that are being helped to listen and
give feedback to the section needing help. This will keep all students engaged and thinking about the
work.

Materials:
Materials needed for this lesson will include the following: Promethean Board, computer, scoring sheets
for students, pencils, sheet music for Kyrie and piano.

Procedures:
I will begin this lesson by doing warm ups with the students. After warm ups, I will show the students a
video of a group singing Kyrie with an accompaniment. I will ask them to follow their part in the sheet
music as we listen to this group. Then I will have the students sing Kyrie all the way through once
without stopping. I will then pass out the self evaluation sheets for the students to score themselves on

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how comfortable they feel in singing Kyrie based off of what they know already and the run that we will
have just done. The students will be asked to put their sheets aside while we rehearse but have them
close in order to evaluate themselves again at the end of the rehearsal. I will then pick the spot that
needs the most work and begin rehearsal there. We will work on notes, if needed, dynamics, phrasing
and diction. When we have about 5 minutes left of class I will ask the students to pass their music in to
their section leaders and sit down to score themselves again on their knowledge and comfort of this
piece. They will turn their evaluations in on their way out of class.

Activity Analysis:
There are multiple activities and teaching methods used in this lesson. The warm ups will focus on
vowels, diction and phrasing, which are some of the things we will be working on in our rehearsal.
Therefore, the warm ups will not only prepare the students vocally to rehearse, but it will engage
musical aspects that will later be used. Having the students watch a video/listen to a recording of
another group sing this piece will allow the students to critique what they hear. It will force them to
think about their knowledge of the music, such as the pitches, breathing and blend with the other two
voices, while listening. The students wont be exerting the energy to sing, but will be using another part
of the brain to listen to the music and analyze what they already know. This is a skill that you dont find
students doing in a general education classroom. After the video, the students will sing Kyrie in order to
think about what they have already learned this far and will set them up for the evaluation. The self
evaluation sheets given will be used as a pre-assessment activity in order to see how the students feel at
the beginning of rehearsal. Having the students sing and rehearse the piece after their self evaluations
will serve as the during-assessment activity. I will be able to assess by hearing the students and asking
questions to determine whether they understand the music and are making progress. Having the
students evaluate/score themselves again at the end of the rehearsal will serve as the post-assessment
activity. This will allow the students to reflect on what they learned during the rehearsal and will help
them to know what they need to work on individually for future rehearsals.

References:
Klouse, A. (1987). Kyrie. Hal Leonard Corporation. (SAB)
https://www.youtube.com/watch?v=7HggWHLYSFI

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Instructional Design

Teacher Candidate: Kayla Goldman

Lesson # 1

Subject/Grade: Choral Music (Beginning Chorus 1) Mostly 9th grader

Date and Time of Lesson: 9/18/14 10:35 am
Learning Objective:
In this lesson the students will be expected to participate in warm ups focusing on solfege and
correct vowel sounds, as well as learning the note names of the treble staff and be able to
identify them when given. The students will be given a note name crossword puzzle to
complete and turn in to demonstrate their understanding of the concept.
Alignment with Standards:
Standard 1: The student will sing and perform on instruments a variety of music, alone and with
others.
MCH1-1.1 Echo simple rhythmic and melodic patterns.
MCH1-1.2 Sing independently with accurate intonation and in rhythm, using appropriate
timbre, diction, breath control, and good posture while maintaining a steady tempo
Standard 3: The student will read and notate music.
MCH1-3.3 Identify symbols and traditional terms referring to dynamics, tempo, and
articulation and interpret them correctly when performing. (Not necessarily referring to
dynamics, tempo and articulation but learning symbols, note names, to interpret when reading
music.)
Developmental Appropriateness or Cross-curricular connections:
The learning objectives chosen are appropriate in terms of prerequisite knowledge because
students need a foundation of how to identify notes on the staff before learning to read music.
This is a basic skill and my students are in beginning chorus, therefore, they should have a grasp
on this concept.

Assessment(s) of the Objectives:

Lesson Objective(s)
Warm ups

Note identification

Assessment(s) of the
Objective(s)
The students ability to echo
what I do correctly with pitch
accuracy.
Treble clef note reading
crossword puzzle

Use of Formative
Assessment
I will use this assessment
data to inform future
instruction by using these
concepts to help students
build new skills over time.
For students that do not

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have pitch accuracy, I will
move them to a place in
the choir next to a singer
that has strong pitch
accuracy so that the nonaccurate student will be
able to hear the correct
pitches and be able to
identify the correct
pitches.

Accommodations:
For slow paced learners, I will try to individually help them or be available for them to ask questions.
Fast paced learners will be asked to get their notebooks out and be looking at their music to get ready
for rehearsal. This class has a few students with IEPs and they are in preferential seating already. The
students will be given a date to turn in their music notebooks for a notebook check that is graded every
4 weeks, and if the students need more time to complete the assignment, according to their IEP, they
have until the notebook check to finish. This way, if they dont understand the content, they can come
to me for extra help as well as having the extended deadline to complete the assignment.

Materials: Materials needed for this lesson include all of the following:

Piano, white board, markers, worksheet for students and pencils.

Procedures:
I will begin the lesson with asking the students to stand. We will stretch together and stand with
correct posture to begin singing. Our first warm up will be singing solfege, we will sing together and
then I will ask the students to sing the solfege pattern in a round. Singing this warm up in the style of a
round is a new concert for the students. The next warm up we will do will use the words mi, meh,
mah, mo, moo and will help the students focus on their vowel sounds and phrasing. They will be
required to sing with tall vowels, diction, and good posture. This will conclude the warm up section of
this lesson. Next, I will teach the students about the treble clef. We will talk about the line notes and
their names, space notes and their names and why the treble clef is also known as the G clef. I will
show them different ways to identify notes on the staff by using the musical alphabet. Using the white
board, I will draw the notes for the students to see while going over their individual names, so that
they can put the letter name of the note with its placement on the staff. After we go over all the note
names and I feel that the students have grasped the skill of note naming, I will pass out a treble clef
note identification work sheet for the students to complete and turn in for a grade. The worksheet will
allow me to see which students have mastered the skill of naming notes in the treble clef and which
ones still need help.

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Activity Analysis:
In this lesson, two activities I will use are echo singing and a worksheet. The echo singing will
allow me to hear the students accuracy of pitch, their ability to sing solfege syllables and how
well they can sing with tone and correct vowels. The echo singing exercise supports standard 1
for High School choral singing under the category Music Performance. The worksheet is a
hands on activity that will allow the students to focus on what we talked about during the
lesson and will allow me to know whether or not they understand how to read names of the
notes on the treble clef. This supports standard 3.

References:
Music Theory Worksheets | MakingMusicFun.net. (n.d.). Retrieved September 15, 2014.

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Instructional Design

Teacher Candidate: Kayla Goldman

Lesson # 2

Subject/Grade: Music (beginning chorus 1) - mostly 9th grade

Date and Time of Lesson: 10/9/14 10:35 am
Learning Objective:
By the end of this lesson, all students should be able to identify each of the dynamic markings from
pianissimo to fortissimo, and should be able to sing at the given volume level.

Alignment with Standards:

Standard 1: The student will sing and perform on instruments a variety of music, alone and with others.
MCH1-1.3 Sing expressively with appropriate dynamics, phrasing, and interpretation

EEDA Standard
6-8: Translate the importance of interpersonal relationships and demonstrate
positive interaction with others

Standard 3: The student will read and notate music.

MCH1-3.3 Identify symbols and traditional terms referring to dynamics, tempo, and articulation
and interpret them correctly when performing.

Developmental Appropriateness or Cross-curricular connections:

The learning objectives chosen are appropriate in terms of prerequisite knowledge because
students need to be familiar with, identify and understand the different volume levels of music
to make music and be musicians. There are some
Assessment(s) of the Objectives:
Lesson Objective(s)
Dynamic Identification

Dynamic Review Sheet

Assessment(s) of the
Objective(s)
The students ability to
sing with given
dynamics at the correct
volume level.
The students
identification of
dynamic markings in
their music.
The students ability to
put the dynamic
markings in order from
softest to loudest

Use of Formative
Assessment
I will use the assessment
data to inform future
instruction by way of
conducting. If the
students grasp this
material, and know how
sing different dynamic
levels, I will not have to
continually go over what
dynamics mean when
teaching them a piece of
music, I will just be able to
show them what to do
with my conducting
patterns.

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Instructional Design

Accommodations:
For slow paced learners, I will go to them individually to help them and be available for them to ask
questions. Fast paced learners that complete the activity early will be asked to get their notebooks out
and be looking at their music to get ready for rehearsal, until everyone gets done and we can go over
the markings as a class. This class has a few students with IEPs and they are in preferential seating
already. I also have available hours posted that the students can come for extra help if they feel that
they need more practice.

Materials:
The materials needed for this lesson are: the white board, markers, new musicHomeward Bound, pencils, dynamic review sheet, piano
Procedures:
This lesson will begin with the question, What does the word dynamics mean in music? This
can work as a pre assessment question to see of any of the students actually know the answer.
This is a beginning chorus class and they havent been over this material yet. I will teach the
students that dynamics are the volume levels in music. I will explain this to the students and I
will write the six dynamic symbols on the board and explain what each symbol means. After I go
over the symbols, I will write some symbols on the board out of order and ask the students if
they can identify which symbol is which just by looking at it. I will explain the origin of the
dynamic words and why they are Italian, because I think some students will want to know why
you cant simply write loud, soft, medium loud, etc in music. After the students understand the
individual meanings of the six dynamic terms, we will talk about crescendo and decrescendo.
Next, we will sing the familiar tune Row, Row, Row Your Boat as a class and we will sing it
many times at different dynamic levels and then crescendo and decrescendo from loud to soft
and soft to loud. This will work as a during assessment activity. I will ask the students to take
out their new piece of music that they are singing for a festival in a few weeks, and we will go
through the music together and circle all the dynamic markings in their music. I think this is
important and a good connector for this lesson because the students will get to put information
they already know, the notes and words, with a new concept, dynamics. Finally, I will hand out
a worksheet that will ask the students to put the six dynamic levels in order from loudest to
softest and will ask the English definitions to the Italian words. This will work as a post
assessment activity for me to grade and see the students understanding of musical dynamics.
Activity Analysis:
In this lesson, two activities I will use are cooperative class singing using dynamics and a
dynamic identification worksheet. Singing together and as a class counts as an EEDA standard,
standard 6.8: Translate the importance of interpersonal relationships and demonstrate positive
interaction with others as well as By asking the students to sing Row, Row, Row Your Boat
they will be addressing Standard 1. The dynamic identification worksheet addresses Standard 3,

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and is a hands-on activity that will allow them to put what they know on paper. I will not be
using technology, i.e. the Promethean Board, in this lesson because the students will be using
their music, what I am telling them, the piano and their knowledge to perform the task of
singing with correct dynamics. I do not feel that technology is necessary for this particular
lesson.
References:
I did not use any web or book references for this lesson. The worksheet that I am using came
from some material that my cooperating teacher had and she gave me a few worksheets to
choose from.

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Instructional Design

Teacher Candidate: Kayla Goldman

Lesson # 3

Subject/Grade: Music (beginning chorus 1) - mostly 9th grade

Date and Time of Lesson: 10/21/14 10:35 am
Learning Objective:
By the end of this lesson, students will be able to identify time signatures of 2/4, 3/4 and 4/4.
The students should be able to count the correct number of beats per measure in any of the
given time signatures.
Alignment with Standards:
Standard 3: The student will read and notate music.
MIH1-3.1 Read and notate whole, half, quarter, eighth, sixteenth, and dotted
notes and corresponding rests in 2/4, 3/4, 4/4, 6/8, 3/8, and alla
breve time signatures
Developmental Appropriateness or Cross-curricular connections:
The learning objectives used in this lesson are appropriate in skill because as musicians, the
students need to be able to keep the beat of the music, and to do that they have to understand
what a time signature is and how many beats per measure in the music. This is a skill that the
students should build upon and the time signatures addressed in this lesson are basic, but will
help them understand how to read more complex time signatures. Math is a cross curricular
connection in this lesson. The students are to count the number of beats in each measure.
Assessment(s) of the Objectives:
Lesson Objective(s)
Time signature identification

Assessment(s) of the
Objective(s)
Time Signature Worksheet
In this worksheet, there are 24
items for the students to
identify. I expect them to get at
least 22 right. We will go over
an example of each of the
items in our lesson time, so the
students should be able to
correctly identify the items in
each section.

Use of Formative
Assessment
By completing this
worksheet, the students
will express their
knowledge of basic time
signatures and from this, I
can build their knowledge
for future instruction of
more difficult time
signatures in more
advanced music.

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Accommodations:
For slow paced learners, I will go to them individually to help them and be available for them to ask
questions. Fast paced learners that complete the activity early will be asked to get their notebooks out
and be looking at their music to get ready for rehearsal, until everyone gets done. This class has a few
students with IEPs and they are in preferential seating already. I also have available hours posted that
the students can come for extra help if they feel that they need more practice.

Materials:
The materials needed for this lesson are: the white board, marker, worksheet and
pencils.
Procedures:
I will begin this lesson by reviewing the following note values: whole note, half note, quarter
note and eighth notes. We will also review quarter rests and whole rests. I will then write the
time signature 4/4 on the board and explain to the students that the number on top means the
number of beats per measure and the number on the bottom tells you what note gets the beat
in a piece of music and stands true for every time signature. I will put some examples of each
time signature on the board and show the class what a complete measure should look like in
that particular time signature. Additionally, I will put some incomplete measures on the board
and explain why the measures are not complete. I will then put a few examples on the board
and ask the students to determine if the measure is complete or incomplete. This will
demonstrate the students ability to read music in a given time signature. I will give time for
students to ask questions and after all questions are answered, I will hand out the time
signature worksheet for the students to complete.
Activity Analysis:
In this lesson, the activity used is a time signature worksheet. It supports the lesson objective,
Standard 3: MIH1-3.1, because the worksheet asks them to count note values in a given time
signature. The worksheet has two parts. The first part requires the students to read the notes in
the measure and decide what time signature should be used so that the notes and time
signature correspond. This forces the students to count the beats per measure and helps them
master the skill of rhythmic notation. The second part of the worksheet gives the students
different time signatures on a given staff with various note values and asks the students to
draw in the bar lines on the staff. I think this is appropriate for this grade level because this is
beginner chorus and this is a beginner skill that students need to build on and master.
References:
Free Downloads. (n.d.). Retrieved October 17, 2014, from
http://www.sfzmusicblog.com/home/wp-content/uploads/2014/01/Time-Signatures-CountingFree-Theory-Worksheet-Printable-The-Music-Blog.jpg

429 Teacher Work Sample

Instructional Design

Teacher Candidate: Kayla Goldman

Lesson # 4

Subject/Grade: Music (beginning chorus 1) - mostly 9th grade

Date and Time of Lesson: 11/6/14 10:35 am
Learning Objective:
In this lesson, the students will be expected to independently sing the correct notes for their part
(soprano, alto, bass) in Kyrie, measures 25-39.

Alignment with Standards:

Standard 1: The student will sing and perform on instruments a variety of music, alone and with others.
MCH2-1.2 Sing independently with technical accuracy, using appropriate timbre, diction, breath
control, and good posture throughout his or her singing range, alone or in small and large
ensembles.
MCH2-1.3 Sing expressively with appropriate dynamics, phrasing, and interpretation.
MCH2-1.4 Sing with appropriate expression a varied repertoire of choral music representing
diverse genres, cultures, and languages.

Developmental Appropriateness or Cross-curricular connections:

This learning objective is appropriate in terms of development because students need to be
able to demonstrate the ability to sing their own voice part if they want to continue in any kind
of choral ensemble. This objective also requires students to listen to the other parts and blend
to create the full effect of a choir setting. Math is integrated in this lesson when the students
are counting their rhythms in their particular voice parts. Kyrie is a vocal work written in Latin,
so the students are engaging in and singing in a foreign language, which is a cross curricular
connection.
Assessment(s) of the Objectives:
Lesson Objective(s)
Students sing their voice part
individually

Assessment(s) of the
Objective(s)
Hearing each part individually
when all 3 voice parts are put
together.

Use of Formative
Assessment
If 80% of students in the
class sing accurate pitch
and know their notes, we
can move on to other
musical aspects in our
next lesson, (i.e.:
dynamics, phrasing, tone,
vowels)

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Accommodations:
Each part will be played separately for the students to hear. If there are any students that cant hit the
notes, they may be asked to come to the piano and sing with me so that I can help them while helping
the other students. Mrs. Owens does this a good bit and it seems to be successful for this class. While
one section is working on their part, the other students will be asked to read along with that particular
part to better their note reading skills. We will be working as a class, so there will be no early or late
finishers. Students that feel that they just cant hear the pitches or need help with pronunciation may
come see me before class or during one of our two planning periods.

Materials:
Music (Kyrie), pencils and piano.

Procedures:
This lesson will begin with my cooperating teacher giving the students their theory lesson for the day. I
will begin my part of the lesson with warm ups. We will do a variety of warm ups focusing on vowels,
diction and phrasing for the students to vocally and mentally prepare for rehearsal. After the students
have warmed up, we will begin rehearsal. Students will be given music, Kyrie, and we will work each part
from measure 25 to measure 39. The students will be given their pitches and will be expected to sing
their parts individually as a section. I will start with the altos so that the other students have another
part to listen to while they are singing and because the altos are great readers and strong singers. I do
not think it will take them long to get their part. This will be helpful to the basses, as I teach them their
part next. I will ask the altos to continue singing their part while playing the bass part for the guys. It will
help the altos to memorize and perfect the pitches to this section and give will them the opportunity to
ask questions about their part when put together with another voice. I will play the bass part for the
guys a few times before bringing the sopranos in. The sopranos have the melody and I do not think it will
take them long to perfect their notes either. After playing each voice part separately, we will put all
three parts together to see how well the students retained the knowledge of their pitches and so that I
can see which section, soprano, alto or bass, needs extra help or more attention. After we put all parts
together a few times and run these particular measures, 25-39, as an ensemble and if we have time left
at the end of class, I will ask the students to raise their hands if they think they can sing their part by
themselves. Of those students with their hands raised, I will select two students from each section to
come to the front of the room and sing in small a small group. This will force the students to
demonstrate their knowledge of all that we will have put together up to that point.

Activity Analysis:
In this lesson, two activities I plan to use are individual section singing/ensemble singing and in small
ensembles. Both of these activities support Standard 1: The student will sing and perform on
instruments a variety of music, alone and with others, and the indicator: MCH2-1.2 Sing independently
with technical accuracy, using appropriate timbre, diction, breath control, and good posture throughout
his or her singing range, alone or in small and large ensembles. These activities stem from the individual
student needs because each student needs to learn their own voice part and feel secure in singing them
in order to sing them as an ensemble. Starting the lesson with teaching each section their part
individually satisfies one part of the objective: sing independently with technical accuracy alone.

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Putting all three parts together after each section has learned their part satisfies another part of the
objective: sing independently with technical accuracy in large ensembles. At the end of class, having
the students raise their hands in confidence that they can sing their part completely alone with no help
from the rest of the section and being asked to sing for the class with other individual voices in the small
ensemble, satisfies the objective as: sing independently with technical accuracy in small ensembles.
Technology will not be used in this lesson because we are using the piano and I will be playing the parts
for the students, therefore, we will not need audio equipment. The students will be given a hard copy of
the music, so I will not have to use the Promethean Board to project the music for them.

References:
Klouse, A. (1987). Kyrie. Hal Leonard Corporation. (SAB)