Dixie State University- Department of Education Teacher Work Sample (TWS) Handbook Elementary and Secondary- Fall 2013

Teacher Candidate: Keith Goodrich Eportfolio: Website http://goodricheportfolio.weebly.com/dm3-subject-matter.html Directions: Identify the contextual factors of students in the class you will be teaching your TWS unit. Use this template to fill in the contextual factors before you begin designing the TWS. Note: Due to privacy issues, change students names to numbers before you turn in the final TWS. Identify diverse students by writing the category listed below next to their number. For example, Student 3- Ability. All TWS work should be in an electronic format saved to a CD/ USB port and submitted to the Education Department. TWS components need to also be put into the DESERT eportfolio.

Standard I: Classroom Contextual Factors (DM1)- suggested length (2 pages). You will need to use differentiation (modification/adaptations) in your lesson plans, instructional strategies, and assessments that are based on student contextual factors. To help you determine what types of accommodations are needed, identify the information below. 1. Demographics: Identify the gender, race, language proficiency, exceptionalities, and number of students. a. Students: Total #11 b. Race: White: 8 Asian: 0 Males: 1 Hispanic/Mexican: 3 Native American:0 Females:10 African American: 0 Other: 0

3. Language Proficiency: Identify the number of English Language Learners and languages in your classroom. There are no ELL students in this class. Although I have three Hispanic students in the class they can all speak fluent English.

4. Exceptionalities: Identify the number and type of exceptionalities in the class. I have two students who come to class with peer tutors. One, my male student is Down Syndrome and one other student, female, is very autistic but functions at a high level. 5. Social Economic Status (SES) Most of the students in this class are middle to low SES students three come from foster homes.

6. Academic Knowledge (If available): Describe the academic data results of the students thus far
(grades, attendance, discipline factors, core tests. etc.).

None of my students have prior knowledge in music and are all starting out at pretty much the same level. Three of my students need to attend their AIP (required study hall) class hour because they have a failing grade. Unless they are excused all my students come to school every day. Attendance is quite high in my class. Because of the class size I have not needed to apply any discipline factors. The students are very well behaved and eager to learn music.

7. English Language Learners: Describe ways you can incorporate tools of language development and reading content into planning and instruction for these students. Example: ELED- SIOP/ WIDA; SCED-reading content. Students are required to read music (both the language of the text as well as the symbols which describe to a musician what they must do) these skills are practiced in class. Students analyze lyrics to songs to understand the message that is to be portrayed. This improves performance quality and text understanding. Often times music text can be poetic and therefore not easy to grasp at first glance. Students practice this in class. 8. Multicultural Perspectives: Identify ways you can use culturally responsive curricula and teaching that meets the needs of all students. All students are required to prepare solo pieces during one unit they are to sing in a different language. My three Spanish speaking students love this assignment because they already know a second language and can help the other students 9. Prior Knowledge: Secondary- Review the prior knowledge needed of students to be successful in learning the content knowledge for the TWS unit and how you will implement content reading into your unit (Ex. Common Core Strategies, etc.). Beginning Vocal Technique is the name of my class. No prior content knowledge is needed in this class because I start with the very basics and beginnings of singing and music reading. 10. Exceptionalities: Describe student exceptionalities that are identified in the class contextual factors. These exceptionalities can include; (a) development of physical, social, and emotional needs; (b) special education; (c) ethnicity; (d) gifted/talented; (e) ability differences, etc. Briefly describe ways to make modification/ differentiation for planning, instruction, and assessments. Both my Exceptionality students have peer tutors who help with class project and aid the students in following along with class literature so they dont get lost. They are both developed physically enough to participate in the stretching and walking around in class. One student is not developed to the same emotional level as the other students in the class. Both my SPED students are white. They can both sing music when it is taught to them but have a very difficult time understanding music theory. I asses them based on how they have improved compared to themselves not based on the rest of the classes improvement.

10. Identify sub-groups of students: Based on your contextual class factors- identify the subgroups you will need to address in differentiation/modifications for your instruction, assessments, and analysis of student learning (e.g., gender, ELL, special education, ethnicity, gifted/talented, ability differences, or other contextual factors listed above, etc.) Subgroup data will be compared to each subgroup and the whole class. My male student is the biggest sub-group difference I face. I teach mainly female students to sing so most our literature is for girls. I spend special time outside instruction time helping him to pick appropriate literature. Sometimes we sing songs that are not gender specific. He actually has the advantage because I am also male to I sing examples and model in his octave where as the girls need to transpose an 8th higher.