edu543 fieldwork e-project | Individualized Education Program | Music

Please download to get full document.

View again

of 10
All materials on our website are shared by users. If you have any questions about copyright issues, please report us to resolve them. We are always happy to assist you.
Information Report
Category:

Documents

Published:

Views: 5 | Pages: 10

Extension: DOC | Download: 0

Share
Related documents
Description
Name: Julia Vasquez Date: School Prado View Elementary Grade: 5th 2/16/17 Teacher: Sandra Cowan Standards: PE Integration with other content areas: (ex. PE Framework p. 204) Standard 3: Students assess and maintain a level of physical fitness to improve health and performance. N/
Transcript
  Name: Julia Vasquez Date: 2/16/17School Prado View Elementar !rade: th #eacher: Sandra $owan Standards: PE Standard %:   Students assess and maintain a le&el o' (hsical 'itness to im(ro&e health and (er'ormance)%)1Demonstrate how to warm u( muscles and *oints +e'ore runnin,- *um(in,- .ic.in,- throwin,- and stri.in,)%)%Partici(ate three to 'our das each wee.- 'or increasin, (eriods o' time- in continuous moderate to&i,orous (hsical acti&ities at the a((ro(riate intensit 'or increasin, aero+ic ca(acit)%)7 Sustain continuous mo&ement 'or an increasin, (eriod o' time while (artici(atin, in moderate to &i,orous (hsical acti&ities)nte,ration with other content areas: 0e) PE ramewor. () 2345N/nstructional/ssessment Strate,ies: hat did the teacher do8 9ist1) Instruct students to run 2 laps to warm up. 2) Led the students in stretching exercises to finish warming up. %) Discusses the importance of stretching and  being safe during physical education. 4) Led the students in a running workout. 400 meter runs at their own pace. ) Broke the students into the relay teams. 6) Demonstrated proper form with the baton including how to pass the baton. 7) Instruct students to run 2 laps as cool down. ) Led students in stretching exercises to cool down. Student cti&ities: hat did the students do8 9ist1) !un 2 laps as warm up. 2) ollowed teacher in stretching routine as warm up. %) #ompleted a running workout I which they run 400s at their own pace with proper form. 4) Di$ided up into relay teams of 4. ) %racticed running their legs with their relay team in which they had to pass the baton. 6) !un 2 laps as cool down. 7) &tretched to cool down.  ;ationale: h are these strate,ies a((ro(riate 'or this class8 <se ramewor.s to ,uide our thin.in,) 1)De&elo(mentall a((ro(riate 0state what and wh 'or each area5 'he teacher establishes a safe en$ironment and discusses the importance of stretching and warming up your muscles as a part of the introduction. In accordance with the rameworks the teacher makes the students aware of the potential risks of not stretching and working out ()*+,. In order to assess the class in the learning ob-ecti$es the teacher uses structured obser$ation. 'he students demonstrate their handeye coordination with the baton as the teacher obser$es each group indi$idually ()/2,. 'his assessment is also an example of a   performance task. 'he students are asked to perform for the teacher so she can obser$e their impro$ement ()/,. 9esson ;e'lection: hat are some chan,es ou mi,ht ma.e to 'urther accommodate learnin, in this lesson +ased on our insi,hts as an o+ser&er8 Pro&ide re'erence to the ramewor./other resource documents 'or our ideas) 'he teacher has done a great -ob teaching se$eral key concepts of physical education. 1owe$er to maximie student3s learning I would ha$e integrated another sub-ect into the lesson. 'his lesson would be a great opportunity to also teach the class how to find their maximum heart rates and what that means. In doing so the teacher would need to integrate math. 'he students would then get additional practice adding and subtracting decimals and integers.'he teacher could ha$e also re$iewed proper form of different locomotor mo$ements like running. &he could ha$e done this as a part of the introduction after she discussed the importance of stretching. ED< 4% 9esson Plan =+ser&ation ;e(orts > VP #his re(ort 'orm will e(and to accommodate our detailed re(orts i' done on com(uter) ' done + hand- ma.eetra co(ies to accommodate the handwritten re(orts)Name: Julia Vasquez Date: 2/16/17School Prado View Elementar !rade: th #eacher: Sandra $owan?s class/ ;enee Jenson music teacherStandards: #heatre   &tandard 25 &tudents apply  processes and skills in acting directing designing and scriptwriting to create formal and informal theatre film6$ideos and electronic media productions and to  perform in them. 2.+ #ollaborate as an actor director scriptwriter or technical artist in creating formal or informal theatrical  performances. @usic   &tandard 25 &tudents apply $ocal and instrumental musical skills in performing a $aried repertoire of music. 'hey compose and arrange music and impro$ise melodies $ariations and accompaniments using digital6electronic technology when appropriate2.) &ing a $aried repertoire of music including rounds descants and songs with ostinatos and songs in twopartharmony by oneself and with others. nte,ration with other content areas: 0e) PE ramewor. () 2345AistorBSocial Science .7 &tudents describe the people and e$ents associated with the de$elopment of the 8.&. #onstitution and analye the #onstitution3s significance as the foundation of the 9merican republic../ :now the songs that express 9merican ideals (e.g. ;9merica the Beautiful< ;'he &tar &pangled Banner<,..* &tudents know the location of the current 0 states and the names of their capitals. nstructional/ssessment Strate,ies: hat did the teacher do8 9ist ).'he music teacher introduced their unit. 'hey are going to be organiing and performing a  patriotic program. 2.'he teacher laid out se$eral rules and conse=uences for misbeha$ior. +.'he music teacher introduced each song ;9merican the Beautiful< ;'he &tar &pangled Student cti&ities: hat did the students do8 9ist ). &tudents listened to instruction from the music teacher. 2. 'hen they were introduced to each song ;9merica the Beautiful< ;'he &tar &pangled Banner< and ;>hat3s more 9merican than ?e.< +. 'hey sang each song a couple times as they looked off of a script. 4. 'hen the students listened to the 0 states song and the  Banner< and ;>hat3s more 9merican than ?e<  by defining $ocabulary and explaining key concepts present in the song. &he asked the students what they already know about these topics. 4.'hen the music teacher played the 0 states song the capital song and the president song for the students to listen to. .?usic teacher sang along with them as they sang the songs. (progress monitoring,/.'eacher guided the students as they organied the different speaking parts and who was going to say each one. capital song. . 'hey sang those two songs again from the script. /. &tudents organied the different speaking parts. &tudents =uoted presidents and stated facts about the different states. 7. inally students worked in groups to figure out their lines for the performance. ;ationale: h are these strate,ies a((ro(riate 'or this class8 <se ramewor.s to ,uide our thin.in,) 1) De&elo(mentall a((ro(riate 0state what and wh 'or each area5 By introducing the unit with the songs and key concepts the teacher is gaining a better understanding of the student3s  prior knowledge of the topics. 'his type of introduction can be seen as an entryle$el assessment because she uses type of ;openended conceptual =uestions ()7),.< 'he teacher first plays the songs for the student3s to listen to this is a type of direct instruction. 'hen the teacher asked the students to sing along with her help. @$entually the teacher let the students sing the songs by themsel$es without the music to see if they understood the tempo. 1a$ing the students sing bythemsel$es is a type of progress monitoring because the teacher is able to see if the students are ;progressing ade=uately toward achie$ing standards ()7),.<9s a fifth grade class the students ha$e more responsibility o$er their $isual and performing arts learning. 'he music teacher ga$e them some creati$e expression in planning and organiing the different speaking parts of the performance. 9esson ;e'lection: hat are some chan,es ou mi,ht ma.e to 'urther accommodate learnin, in this lesson +ased on our insi,hts as an o+ser&er8 Pro&ide re'erence to the ramewor./other resource documents 'or our ideas) 9rtistic perception is a key concept in the $isual and performing arts standards. 1owe$er the music teacher did not allowtime for students to reflect and think about their personal responses to the work. 9s a part of the introduction I might ha$e showed clips of presidents speaking and allowed the student3s to reflect on those speeches and how the president might ha$e felt in those moments. 'hen they could ha$e connected those feelings to their own performances to incorporate strand  ;connections relationships and application ()4A,.< therwise the music teacher did a great -ob modeling the ideas and assessing the class as they progressed through the lesson. &he not only thoughtfully integrated music and theatre but also integrated history into the lesson6performance. ed#P 2316 Aand+oo.  ed#P 2316 : Aand+oo. 1)Download Aand+oo. and read all o' the #as.s) #a.e notes durin, 'ieldwor. in areas that a((l) 2)ill out the 9iterac $ontet 'or 9earnin, n'ormation 'orm 'ound in the ed#P hand+oo. 0() 5 'orthe class ou are o+ser&in,) #he contet 'or learnin, in 'or literac which will a((l to VP and PE)#hin. a+out the &oca+ular and other literac needs 'or lessons in these su+*ect areas as ou com(lete the tas.)
We Need Your Support
Thank you for visiting our website and your interest in our free products and services. We are nonprofit website to share and download documents. To the running of this website, we need your help to support us.

Thanks to everyone for your continued support.

No, Thanks