Final Unit Plan Kyori Rivera-Camacho

Kyori Rivera-Camacho
Beginning Band at River Springs Middle School
Unit: Note and Rhythmic Accuracy
10 Rehearsals
February 9 – March 15, 2024
EDUC 429
Dr. Gregory LeFils
March 26, 2024

Description of Class
Grade Level:
Grade Number of Students
6th Grade 15
7th Grade 7
8th Grade 3
Subject: Band
Age of Students: 11-13
Sex Distribution: 15 female students and 10 male students
Ability Level: The students just started on their instruments last semester, so they are still
relatively new to band. They are always engaged in class and have a good ability to learn.
Social-economic Background: Lower to middle class.
Race Distribution and Ethnic Diversity:
White: 13 Hispanic/Latino: 8 Black: 3 2 or more races: 1
English Language Learners: 0
Students with Special Needs and 504 Plans: 0
Rationale
The purpose of this unit is to assess the rhythmic and notation accuracy of the students. This is
important because students need to know both things so that they are able to play the music
effectively. The students would have to be able to count it, clap it, and say the note names or
types before being able to play. Throughout this unit, we will be using multiple exercises so that
they better at using these steps to be able to figure out more complicated music. The goal of the
end of this unit if for them to be able to count, clap, say, and play the AoA (Accent of
Achievement) exercises 55-58. This uses critical thinking because of how they can quickly sight
read a piece of music with more complex rhythms. Per the curriculum map, students will be able
to understand rhythm so that we cam play more complex pieces of music.
For this unit, I used these Florida Music Standards:
MU.68.C.2.1 - Critique personal performance, experiment with a variety of solutions, and make
appropriate adjustments with guidance from teachers and peers.
MU.68.S.2.2 - Transfer performance techniques from familiar to unfamiliar pieces.
As seen above, these standards include critical thinking skills and many more things. Being able
to apply these standards is important for the purposes of this unit. The main goal of this unit is to
transfer the rhythms they are learning at the beginning of these exercises to the harder exercises.
Standards, Goals, Objectives
Unit Title: Note and Rhythmic Accuracy

Unit Topic: Notes and Rhythms from AoA #55-58
Table 1: Standards, Goals, and Objectives Table
Unit Goals Objectives Standards

(code and full text)
Count, Clap, and say the Students will be able to MU.68.S.3.6 - Develop and
rhythms in AoA 55-58. count, clap, say, and play the demonstrate efficient
rhythms in AoA 55-58 with rehearsal strategies to apply
100% accuracy. skills and techniques.
Notate the correct rhythms in Students will be able to notate MU.68.C.2.1 - Critique
AoA 55-58. the correct rhythms in AoA personal performance,
55-58 with 100% accuracy experiment with a variety of
solutions, and make
appropriate adjustments with
guidance from teachers and
peers.
Planning For Instruction
Students in second and sixth periods, they have just started on their instruments only a couple of
months ago. This means that they have minimal knowledge of how to play their instruments and
on how to get through a piece of music. This also means that I will have to start basic so that I
can get the students to succeed. There are also a variety of different levels of ability since only
some of the students practice their instruments when they are not in band.
A lot of this unit is focused on the Accent on Achievement: Book 1 by John O’Reilly and Mark
Williams at pass off tempo which is 80bpm for beginning bands. Students will count, clap, say,
and play each of these exercises so that they are prepared for the last couple of exercises in the
book and know what each exercise is trying to do.

Glossary of Terms
 Road Map – How do you get to the end of the piece? Are there repeats?
 Repeat Sign – Music goes back to the beginning of the piece.
 Internal Repeat: Music will repeat only in between the repeat signs.
 Piano – Soft
 Mezzo-piano – medium soft
 Mezzo-forte – medium loud
 Forte – loud
 Fortissimo – very loud
 Whole note – A note that lasts 4 beats
 Half note – A note that lasts 2 beats
 Quarter note – a note that lasts 1 beat
 Eighth note a note that lasts ½ a beat
 Tempo – How slow or fast a piece goes
 Saying it – Students will either say the note types or the note names
 Pick-up note – Note that preceded the first full measure

Major Concepts or Skills
 Counting:
o Have the students write in the counts on their sheet music and have them say the
counts.
o Have the students clap the rhythms. Stomp = whole note. Leg slap = half note.
Clap = quarter note. Snap = eighth note.
o Have them say the note types.
 Breath Support:
o We use expanding long tones with a tube as part of the warm-up to help with
breath support and expanding their lung capacity.
 Pitch
o Have the students say their note names for each of the exercises while they ae
fingering along with the music.
 Rhythm
o Once a week, we go over a bunch of rhythms that they will see in the exercise and
put them on the projector. They will count, clap, say, and play each of the rhythms
on a singular note.
Lesson Plans
Lesson 1: Technology Integration Component
I used a lot of different pieces of technology to support my student’s growth of music. I
used a metronome, soundtracks, and a recording device. The metronome is used to help keep the
pacing of the class going and to help the students stay at the tempo I want them to be at. If I want
it at a slower tempo because the students are struggling, I will be able to do that. I use
soundtracks with a couple of different Accent on Achievement exercises to help with warm up. I
would loop the exercise so that the students start getting warmed up before I get into the main
class time. I also use a recording device to record their performance for the pre-test and the post-
test to be able to see their growth.

Lesson 1
Name: Kyori Rivera-Camacho Date: 2-12-2024 Period: 2 and 6
Ensemble or Class: Beginning Band Lesson Topic: AOA 35-40 (Rhythm and Road map)
Standards: MU.68.C.2.1, MU.68.S.3.6
Long Term Goal: Students will be able to have good and solid fundamentals by the spring concert in May.
Instructional objectives(s): The students will be able to count, clap, and say the note types with 80% accuracy.
The students will be able to do the road map in order with 80% accuracy. The students will be able to play AOA
44-47 with 75% accuracy.
Key Vocabulary Instructional Materials/Resources/Technology:
Metronome
Internal repeat
Speakers
1 and 2 endings
st nd
Presentation
Tempo
Key
Time signature
Clef
Slur
Dotted Half Note
Critical Thinking: Lesson Structure:
Why do you think I am asking all of Warm-up, Recitation, work AOA, Conclusion
these questions?.
ESE Modifications CPLAMS Access Points http://www.cpalms.org/Standards/AccesspointSearch.aspx
(identify access point, if needed)
Independent: MU.68.F.3.In.a - Identify the characteristics and behaviors displayed by successful
student musicians and discuss how these qualities will contribute to success beyond the
music classroom.
Supported: MU.68.O.3.Su.a, - Recognize how a change in instrumentation or an expressive
element affects the mood or emotion of a song
Participatory: Match instrumentation or expressive elements to mood or emotion.
Lesson/Rehearsal Procedures:
Pacing: Highlight Differentiated Assessment:
Instruction in Yellow
Introduction Procedures: Check for pencils at the end. If there is someone
2-5 minutes Warm-up with Accent of without a pencil, they must do the recitations
Achievement number 40 at again.
120bpm. This has the students
3 minutes put air through the
instrument.
Recitations – Goes over the

Key, tempo, the musical road
map, the specific styles in the
music, notes in the treble and
bass clefs, and the length of
5 minutes each note. Before counting it, ask these questions:
• What are the three things at the beginning of
piece of music? (Clef, Key, Time)
• If wrong move on and ask again and have group
Run Accent on Achievement
say it.
exercises from 1 to 30 at
20-25 minutes • What clef do you play in?
160bpm. This lets the students
• What is in your time signature?
consistently go over these
• What does that mean?
exercises.
• Class, raise your hand, why am I asking this
question specifically?
Work Accent on Achievement
• What is the tempo?
exercise number 35-40:
Have them point and the top

of the page and say what a slur
is.
If they answer a question
wrong, either move on to the
next person or ask another
question that helps the
student answer the question.
However, you must get the
10-20 minutes students to say what the
answer is out loud if this is the
case.
Count it: Say the rhythm of the

piece.
Clap it: Stomping is a whole

note, slapping the legs is a half
note, clapping is a quarter
note, snapping fingers a is an
eighth note. They have to say
the counts while they do this
or else its wrong.
Say it: Say the note types in a

piece of music. For example, if
there is a couple of quarter
notes in a piece of music, the
students would say “quarter,
quarter, quarter, quarter.”
Play it: Have the students play

the entire piece.
All of this is 80 bpm and I will
put it up to 120 bpm on the
last try if possible.
Ab Major Scale - Mini scale
and 11121113, then all state
pattern. A mini scale is just the
first and last 4 notes of a major
scale
Do mini scales with them with
every major key and do a scale
pattern with them at every
major key.
Closure Procedures:
Post Rehearsal or Lesson Reflections
Content Adjustment: Based on diagnostic and formative assessments during today’s lesson/rehearsal, list any
repertoire or activities that were omitted from the plan. Why? Will the omitted items need to be included in
tomorrow’s lesson/rehearsal?
I did not get to the work part of the section, so I would need to do that possibly tomorrow or thursday. My
pacing was not good.
Rehearsal or Lesson Adjustment: If you were going to re-teach today’s lesson/rehearsal, how would you have
done it differently.
I would have spent a lot less time on scales. I was trying to fix too many things on a scale that was very hard for
them.
Reflection on Teaching: Analyze and evaluate your lesson/rehearsal and classroom management.
This was pretty bad. I spent too much time trying to fix scales and I was starting to get stuck. I got out of the
hole too late and the class was not as engaged as it needed to be. For the work portion. I did not adequately
prepare enough for the students to struggle as much as they did. All in all, it was a bad day.
Lesson 2
Metronome
Internal repeat
Speakers
1 and 2 endings
st nd
Presentation
Tempo
Key
Time signature
Clef
Slur
Dotted Half Note
these questions?.
music classroom.
instrument.

5 minutes Before counting it, ask these questions:
each note.
say it.
• What clef do you play in?
20-25 minutes • What does that mean?
exercises.

is.
students to say what the
case.

piece.

or else its wrong.

the entire piece.
Closure Procedures:
None
I probably would have tried to chunk it a bit better so that it flowed a lot better.
I think that I did fine, however, I still need to work on my pacing. I still tend to either go too
slow or too fast and I still forget to fix things like wrong notes.
Metronome
Internal repeat
Speakers
1 and 2 endings
st nd
Presentation
Tempo
Key
Time signature
Clef
Slur
Dotted Half Note
these questions?.
music classroom.
instrument.

say it.
10 minutes exercises.
is.
case.
40 minutes
piece.

or else its wrong.


the entire piece.
Rhythm Day activities:

Ratio - do rhythms by ratio.
Meaning a whole note would
be 1234 and 4 quarter notes
would be 1111. Breaking it
down more would be like 4
sixteenth notes would be 1111
and a quarter note would be
1234.
Count it.
Clap it.
Say it.
Play each rhythm on the board
on the Ab major scale.
Closure Procedures:
None. Still need to do some work on the Accent on Achievement
I would have gone a bit fatser because the students were already getting the exercises.
I think this was one of the better lessons I have done. It felt like they understood what I was trying to teach
them and the powerpoints helped keep myself on task. It also helped me teach more effectively because they
could see the measures that I was talking about. My pacing still needs improvement, especially at the start
because I sometimes get confused.
Lesson 3
Metronome
Internal repeat
Speakers
1 and 2 endings
st nd
Presentation
Tempo
Key
Time signature
Clef
Slur
Dotted Half Note
these questions?.
music classroom.
instrument.

say it.
20-25 minutes exercises.

is.
case.

piece.

or else its wrong.


the entire piece.
Closure Procedures:
None
Pacing again. It is something that I will be working on throughout the semester.
because I sometimes get confused. I am still working on the pacing though
Metronome
Internal repeat
Speakers
1 and 2 endings
st nd
Presentation
Tempo
Key
Time signature
Clef
Slur
Dotted Half Note
these questions?.
music classroom.
instrument.

say it.
20-25 minutes exercises.

is.
case.

piece.

or else its wrong.


the entire piece.
Closure Procedures:
None.
I still get stuck sometimes, so I think having more specific powerpoints might be a good idea.
Lesson 4
Ensemble or Class: Beginning Band Lesson Topic: ¾ rhythms and road map.
List any out of the ordinary items/technology you plan to use for today’s
Tempo
rehearsal or class? Are you playing a recording? Include hyperlinks to
Key videos & websites
Time signature
Clef
Why is it important to know the Warm-up, Recitation, work AOA, Conclusion
road map?
Independent: MU.68.F.3.In.a – Identify the characteristics and behaviors displayed by
successful student musicians and discuss how these qualities will contribute to success
beyond the music classroom.
Supported: Recognize how a change in instrumentation or an expressive element affects the
mood or emotion of a song
2-5 minutes Introduction Procedures:
Warm-up with Accent of Check for pencils at the end. If there is someone
Achievement number 30 at without a pencil, they must do the recitations
3 minutes 120bpm. This has the students again.
put air through the
instrument.
3 minutes Recitations – Goes over the

5 minutes music, notes in the treble and
each note.
20-25 minutes Breathing tube breathing

exercise
30 minutes
Run Accent on Achievement Before counting it, ask these questions:
exercises from 1 to 25 at • What are the three things at the beginning of
160bpm and 27-30 at 120bpm. piece of music? (Clef, Key, Time)
This lets the students • If wrong move on and ask again and have group
consistently go over these say it.
exercises. • What clef do you play in?
Ab major scale. Possibly with • What does that mean?
the All-State pattern. • Class, raise your hand, why am I asking this
Work Accent on Achievement • What is the tempo?
exercise number 44-49: • What does that mean?

of the page and say what an
internal repeat is.
case.

piece.

or else its wrong.


the entire piece.
Closure Procedures:
Lesson 5
Ensemble or Class: Beginning Band Lesson Topic: ¾ rhythms and road map. AoA 50-55.
44-49 with 75% accuracy..
Tempo
Time signature
Clef
road map?
put air through the
instrument.

each note.

exercise
30 minutes Lesson/Rehearsal Procedures:
exercises from 1 to 25 at Before counting it, ask these questions:
160bpm and 27-30 at 120bpm. • What are the three things at the beginning of
This lets the students piece of music? (Clef, Key, Time)
consistently go over these • If wrong move on and ask again and have group
exercises. say it.
Ab major scale. Possibly with • What is in your time signature?
the All-State pattern. • What does that mean?
Work Accent on Achievement question specifically?
exercise number 44-49: • What is the tempo?
internal repeat is.
case.

piece.

or else its wrong.


the entire piece.
Closure Procedures:
I got through my lesson pretty well and I ended up working a lot of the AoA today. The powerpoints that I made
in conjunction with the AoA helped a lot.
I would probably try see the small things. I would try to fix posture more often. I have to be more aware of the
class.
Lesson 6
Name: Kyori Rivera-Camacho Date: 2/21/2024 Period: 2 and 6
Ensemble or Class: Beginning Band Lesson Topic: Rhythm Day
Long Term Goal: ): Students will be able to have good and solid fundamentals by the spring concert in May.
Instructional objectives(s): The students will be able to count, clap, and say sixteenth-note rhythms with 80%
accuracy.
Metronome
Tempo
Speakers
Key Presentation
Time signature
Why is it important to know the Warm-up, Recitation, rhythm day, Conclusion
road map?
music classroom.
Participatory: MU.68.O.3.Pa.a - Match instrumentation or expressive elements to mood or
emotion.
Introduction Procedures:
Warm-up with Accent of
2-5 minutes Achievement number 30 at
put air through the
3 minutes instrument.
Check for pencils at the end. If there is someone
without a pencil, they must do the recitations again.
3 minutes map, the specific styles in the
each note.
40 minutes
Breathing tube breathing
exercise
exercises.
Rhythm Day activities:

Ratio - do rhythms by ratio.
Meaning a whole note would
be 1234 and 4 quarter notes
would be 1111. Breaking it
down more would be like 4
sixteenth notes would be 1111
and a quarter note would be
1234.
Count it.
Clap it.
Say it.
Play each rhythm on the board
on the Ab major scale.
Closure Procedures:
I just wanted to run through a lot of AoA with the intention of seeing where everyone is with all of it. I did not
get through all of AoA, but I did get through a lot of it.
I would probably have them play more so that they do not get bored.
Student retention was an issue because we were not playing that much. Other than that, I think it went ok. I just
did not realize how short the day is. I had a lot planned for a short amount of time which made me quicken the
pace. I do not think the day was good or bad.
Lesson 7
Ensemble or Class: Beginning Band Lesson Topic: ¾ rhythms and road map. AoA 56-58
Tempo
Time signature
Clef
road map?
put air through the
instrument.

each note.

exercise
30 minutes

internal repeat is.
case.

piece.

or else its wrong.


the entire piece.
Closure Procedures:

I got everything done for the most part. There were things that I could have added so that I could have gotten
more done.
The pacing is getting better. It is still something I am working.
them and the PowerPoints helped keep myself on task. It also helped me teach more effectively because they
Lesson 8
Ensemble or Class: Beginning Band Lesson Topic: ¾ rhythms and road map. AOA Review.
Tempo
Time signature
Clef
road map?
put air through the
instrument.

each note.

exercise
30 minutes

internal repeat is.
case.

piece.

or else its wrong.


the entire piece.
Closure Procedures:
more done.
The pacing is getting better. It is still something I am working.
I did a good job today. I felt like I had control of the class for the most part and there were not a lot of behavior
issues. There were points in which there was a lot of talking, but I went and stopped talking and they got quiet. I
think it could have flowed better since I felt like there were a lot of pauses. There were also times where saying
nothing did not go as well and I should have said something to the students so that they got quiet quicker. This
was the first time I was doing this with a sub, so I think I will give myself some grace.
Lesson 9
Ensemble or Class: Beginning Band Lesson Topic: Rhythm, Tone quality
50-Eagle Summit March with 75% accuracy. The students will be able to say the Ab major scale with 80%
accuracy.
Metronome
Internal repeat
Speakers
1 and 2 endings
st nd
Presentation
Tempo Phone
Key
Time signature
Clef
Why is it important to ask these Warm-up, Recitation, Scales, Work AoA, Conclusion
questions?
Why am I asking for the key signature at
this very moment?
music classroom.
emotion.
Lesson/Rehearsal
Procedures:
Pacing: Assessment:
Highlight Differentiated
3 minutes Warm-up with Accent of
Achievement number 55 at
80bpm. This has the
students put air through the Check for pencils at the end. If there is
2 minutes instrument. someone without a pencil, they must do the
recitations again.
5 minutes Key, tempo, the musical
road map, the specific styles
in the music, notes in the
treble and bass clefs, and
the length of each note.
3-5 minutes

Each one will take between Before counting it, ask these questions:
exercise. This works on air
15-20 minutes depending on 1. What are the first three things at the
support and helps with
how hard the exercise is beginning of a piece of music? (Clef, Key, Time)
brass embouchure muscles.
2. What clef do you play in? (Treble or Bass)
5. What is in your key signature?
Lesson/Rehearsal
6. What does that mean?
Procedures:
7. What is your time signature? (4/4)
Say the Ab major scale all-
8. What does that mean? (4 beats in a
State pattern.
measure, quarter note gets the beat)
9. What is the tempo? (Moderato)
Work Accent on
10. What does that mean? (Moderately)
Achievement exercise
11. How many written measures are there?
number 50-ESM:
(12)
12. What measure is the first repeat sign? (3)
Have them point and the 13. What measure is the second repeat sign?
top of the page and say (10)
what an internal repeat is. 14. What measures are under the first ending?
If they answer a question (9 and 10)
wrong, either move on to 15. What measures are under the second
the next person or ask ending? (11 and 12).
another question that helps 16. How many measures do you play? (18)
the student answer the
question. However, you
must get the students to say
what the answer is out loud
if this is the case.
Count it: Say the rhythm of

the piece.

note, slapping the legs is a
half note, clapping is a
quarter note, snapping
fingers a is an eighth note.
They have to say the counts
while they do this or else its
wrong.
Say it: Say the note types in

a piece of music. For
example, if there is a couple
of quarter notes in a piece
of music, the students
would say “quarter, quarter,
quarter, quarter.”
Play it: Have the students

play the entire piece.
All of this is 80 bpm and I
will put it up to 120 bpm on
the last try if possible.
If all possible, try and work
Eagle Summit March
Closure Procedures:
Wrap it up, tell them what
they need to work on. Then
say “Ready, Set, Go.”
more done.
My pacing is getting a lot better. Teaching by myself taught me that today. I do need to work on controlling the
students and having them play more so that they do not start talking. I had a lot of pauses today.
Analyze and evaluate your lesson/rehearsal and classroom management.
nothing did not go as well and I should have said something to the students so that they got quiet quicker. This
was the first time I was doing this with a sub, so I think I will give myself some grace.
Lesson 10
Ensemble or Class: Beginning Band Lesson Topic: Rhythm, Tone quality
50-Eagle Summit March with 75% accuracy. The students will be able to say the Ab major scale with 80%
accuracy.
Metronome
Internal repeat
Speakers
1 and 2 endings
st nd
Presentation
Tempo Phone
Key
Time signature
Clef
Why is it important to ask these Warm-up, Recitation, Scales, Work AoA, Conclusion
questions?
Why am I asking for the key signature at
this very moment?
music classroom.
emotion.
Lesson/Rehearsal
Procedures:
Pacing: Assessment:
Highlight Differentiated
3 minutes Warm-up with Accent of
Achievement number 55 at
80bpm. This has the
students put air through the Check for pencils at the end. If there is
2 minutes instrument. someone without a pencil, they must do the
recitations again.
5 minutes Key, tempo, the musical
road map, the specific styles
in the music, notes in the
treble and bass clefs, and
the length of each note.
3-5 minutes

Each one will take between Before counting it, ask these questions:
exercise. This works on air
15-20 minutes depending on 1. What are the first three things at the
support and helps with
how hard the exercise is beginning of a piece of music? (Clef, Key, Time)
brass embouchure muscles.
2. What clef do you play in? (Treble or Bass)
5. What is in your key signature?
Lesson/Rehearsal
6. What does that mean?
Procedures:
7. What is your time signature? (4/4)
Say the Ab major scale all-
8. What does that mean? (4 beats in a
State pattern.
measure, quarter note gets the beat)
9. What is the tempo? (Moderato)
Work Accent on
10. What does that mean? (Moderately)
Achievement exercise
11. How many written measures are there?
number 50-ESM:
(12)
12. What measure is the first repeat sign? (3)
Have them point and the 13. What measure is the second repeat sign?
top of the page and say (10)
what an internal repeat is. 14. What measures are under the first ending?
If they answer a question (9 and 10)
wrong, either move on to 15. What measures are under the second
the next person or ask ending? (11 and 12).
another question that helps 16. How many measures do you play? (18)
the student answer the
question. However, you
must get the students to say
what the answer is out loud
if this is the case.
Count it: Say the rhythm of

the piece.

note, slapping the legs is a
half note, clapping is a
quarter note, snapping
fingers a is an eighth note.
They have to say the counts
while they do this or else its
wrong.
Say it: Say the note types in

a piece of music. For
example, if there is a couple
of quarter notes in a piece
of music, the students
would say “quarter, quarter,
quarter, quarter.”
Play it: Have the students

play the entire piece.
All of this is 80 bpm and I
will put it up to 120 bpm on
the last try if possible.
If all possible, try and work
Eagle Summit March
Closure Procedures:
Wrap it up, tell them what
they need to work on. Then
say “Ready, Set, Go.”
I got everything done fore the most part. There were things that I could have added so that I could have gotten
more done.
My pacing is getting a lot better. Teaching by myself taught me that today. I do need to work on controlling the
students and having them play more so that they do not start talking. I had a lot of pauses today.
nothing did not go as well and I should have said something to the students so that they got quiet quicker.
Assessment Strategies and Data Collection
Standards and Assessment
Standards:
 MU.68.C.2.1 - Critique personal performance, experiment with a variety of solutions, and make
appropriate adjustments with guidance from teachers and peers.
Assessment:
 This will be assessed by the ability of each student to count, clap, say, and play Accent on
Achievement exercises #55-58. Students will get 10 point for counting, clapping, saying,
and playing each of the exercises correct for a total of 40 points. Points will be subtracted
for wrong notes and general mistakes for each exercise. The same test is given for the
pre-test and the posttest.
Standard:
 MU.68.S.2.2 - Transfer performance techniques from familiar to unfamiliar pieces.
Assessment:
 This will be assessed by the student’s ability to write in their counts for the Accent on
Achievement exercises #55-58. Each exercise is worth 10 points for a total of 40 points.
Point will be subtracted for mistakes in how they are written. Whole notes = 1--- Half
notes = 1-3- Quarter notes = 1234 Eighth Notes = 1+2+

Diagnostic and Summative Assessment
Pre and Post-Test:

Pre-Test Data Breakdown:
PreST1 PreST2
10 20
10 20
20 20
23 15
15 15
3 23
1 20
20 23
5 21
10 19
20 15
14 15
12 25
11 13
10 10
13 23
14 24
17 22
20 11
10 14
2 10
15 9
24 10
23 25
12 23
All these scores are out of 40 points. The pruriency score is 28 out 40 points. 10 points per
exercise.
Formative Assessment
Table 2: Formative Assessment Table
Lesson Number Objective Assessment Assessment How did this

Name Description assessment
guide your
teaching?
1 The students will Ask students Ask the This will help
be able to count, how they think students the me understand
clap, and say the they did on the question and what they think
note types with rhythm. then record the they need to
80% accuracy. response. improve, and it
The students will helps me test if
be able to play they are
AOA 50-58 with listening to
95% accuracy. other students
other than
themselves.
2 The students will Warm-up Have the This would help
be able to count, Assessment students An to determine
clap, and say the AoA exercise which students
note types with for the first 5 need more help.
80% accuracy. minutes of class
The students will with a
be able to play backtrack. Go
AOA 50-58 with with a clip
95% accuracy. board mark off
students who
played it well.
3 The students will Have a student Have a student This would let
be able to count, play alone. volunteer to me know how
clap, and say the play a specific much the
note types with exercise. students know
80% accuracy. the exercises.
The students will
be able to play
AOA 50-58 with
95% accuracy.
other than
themselves.
5 The students will Record and Have the This would let
be able to count, listen to students listen me know how
clap, and say the recording to a recording that the students
note types with of themselves are listening
80% accuracy. playing the and know what
The students will exercise. Have to do to keep
be able to play them say what improving.
AOA 50-58 with was good and
95% accuracy. what they need
to improve on.
students who
played it well.
The students will
be able to play
AOA 50-58 with
95% accuracy.
students who
played it well.
to improve on.
10 The students will Unit Reflection I will hear the This will help
be able to count, recordings of me improve on
clap, and say the how the my teaching for
note types with students did. other topics.
80% accuracy.
The students will
be able to play
AOA 50-58 with
95% accuracy.
Impact on Student Learning
Grade Level Unit Topic Number of Standards Number of Number and

Students Taught Students with percent of
learning students at
gains per proficiency
standard. after post-test
(any increase per standard
from pretest
to posttest)
Middle Note and 25 total MU.68.C.2.1 25 Students 25 Students
School Rhythmic Critique (100%) (100%)
(6-8) Accuracy Period 2: personal
14 Students performance,
experiment
with a variety
Period 6: of solutions,
11 Students and make
appropriate
adjustments
with guidance
from teachers
and peers.
MU.68.S.2.2 25 Students 25 Students

Transfer (100%) (100%)
performance
techniques
from familiar
to unfamiliar
pieces.
Table 3: Impact on Student Learning
0.0%
10.0%
20.0%
30.0%
40.0%
50.0%
60.0%
70.0%
80.0%
90.0%
100.0%
Stude... 37.5%
85.0%
Stude... 37.5%
86.3%
Stude... 50.0%
100.0%
Stude... 47.5%
97.5%
Stude... 37.5%
95.0%
Stude... 32.5%
91.3%
26.3%
Description of Charts
Stude... 88.8%
Stude... 53.8%
90.0%
Stude... 32.5%
92.5%
Studen... 36.3%
87.5%
Studen... 43.8%
86.3%
Pre%
Studen... 36.3%
81.3%
Studen... 46.3%
80.0%
Post%
Studen... 30.0%
87.5%
Studen... 25.0%
100.0%
Studen... 45.0%
100.0%
Assessment Reflection
Studen... 47.5%
82.5%
Studen... 48.8%
93.8%
Studen... 38.8%
78.8%
Pre/Post-Assessment Scores for All Students
Studen... 30.0%
75.0%
Studen... 15.0%
91.3%
Studen... 30.0%
80.0%
Studen... 42.5%
85.0%
Studen... 60.0%
100.0%
This graph shows that all the students have grown in some way. Every single student did very
Studen... 43.8%
100.0%
well after the protest. The smallest learning gain was 37% and the largest learning gain was 75%.
Pre/Post Assessment Averages for All Students
100.0%
89.4%
90.0%
80.0%
70.0%
60.0%
50.0%
39.0%
40.0%
30.0%
20.0%
10.0%
0.0%
Pre % Post %
Series1
The average score of the pretest was 39% and the average score of the posttest was 89.4%. This
means that there was an increase of 50% on average from the pretest to the posttest. This also
means that the unit was successful in its goals.
Pre/Post Assessment Averages by Gender
100.0%
89.9% 88.6%
90.0%
80.0%
70.0%
60.0%
50.0%
38.2% 40.1%
40.0%
30.0%
20.0%
10.0%
0.0%
Female Male
Pre % Post %
Females overall did worse on the pretest and better overall on the posttest than the males. This
percentage is very small with it being 1.9% for the pretest and 1.3% for the posttest respectively.
Pre/Post Assessment Averages by Ethnicity
100.0%
95.4%
88.2%
87.8%
100.0%
90.0%
80.0%
70.0%
60.0%
43.8%
39.1%
38.6%
37.5%
50.0%
40.0%
30.0%
20.0%
10.0%
0.0%
Black, Non-Hispanic Hispanic or Latino/Latina White, Non-Hispanic Other
Pre % Post %
Each group performed proficiently and had great learning gains. The black students performed
better than both the Hispanic and white students performing 7.2%-7.6% better. The other
category is for the one muti-racial student.
We did not have any ELL students or students with disabilities.
My CT does not have access to students who have free or reduced lunch.
100.0%
Pre/Post Assessment Averages by
90.0% Class/Group
90.5% 88.0%
80.0%
70.0%
60.0%
50.0%
40.3% 37.3%
40.0%
30.0%
20.0%
10.0%
0.0%
#2 #6
Pre % Post %
Students on average did about 2.2% better during second period than during sixth period. There
are more students during sixth period than second period as well.
Pre/Post Assessment Scores by Standard

100.0% 94.1%
90.0% 84.7%
80.0%
70.0%
60.0%
50.0% 44.5%
40.0% 33.4%
30.0%
20.0%
10.0%
0.0%
ST1 ST2
Pre % Post %
This shows that the first standard was harder than the second standard. The graph shows that
there is a 9.4% difference between standard 1 and standard 2. However, both showed significant
gains on average.
Grading Strategies
Throughout the unit, there were three formative assessments and a summative
assessment. The pretest and the posttest were both worth 40 points each and the formative
assessments were worth 5 points each for a total of 95 points. What I might do next time is find
the time to do more formative assessments so that I can keep track of student progress better.
This will be assessed by the ability of each student to count, clap, say, and play Accent on
Achievement exercises #55-58. Students will get 10 point for counting, clapping, saying, and
playing each of the exercises correct for a total of 40 points. Points will be subtracted for wrong
notes and general mistakes for each exercise. The same test is given for the pre-test and the
posttest. This will be assessed by the student’s ability to write in their counts for the Accent on
Achievement exercises #55-58. Each exercise is worth 10 points for a total of 40 points. Points
will be subtracted for mistakes in how they are written. Whole notes = 1--- Half notes = 1-3-
Quarter notes = 1234 Eighth Notes = 1+2+.
There is a possible discrepancy with there being more students in sixth period than in
second period which can skew the data. Since there were not any students with disabilities during
these classes, this is more than likely not reflective of the entire school.
Grades Assigned During Unit
Table 4: Unit Grades
Student Pretetst Formative Formative Formative Posttest

40 points Assessment: Assessment: Assessment: 40 points
Reflection Recording Unit
5 points Assessment Reflection
5 points 5 points
Student 1 10 5 5 5 39
Student 2 10 5 5 5 39
Student 3 10 5 5 5 40
Student 4 20 5 5 5 40
Student 5 23 5 5 5 40
Student 6 15 5 5 5 40
Student 7 3 5 5 5 40
Student 8 1 5 5 5 40
Student 9 20 5 5 5 40
Student 10 5 5 5 5 39
Student 11 10 5 5 5 40
Student 12 20 5 5 5 37
Student 13 14 5 5 5 35
Student 14 12 5 5 5 30
Student 15 11 5 5 5 40
Student 16 10 5 5 5 40
Student 17 13 5 5 5 33
Student 18 14 5 5 5 40
Student 19 17 5 5 5 31
Student 20 20 5 5 5 30
Student 21 10 5 5 5 40
Student 22 2 5 5 5 28
Student 23 15 5 5 5 40
Student 24 24 5 5 5 40
Student 25 23 5 5 5 40
Differentiating Instuction to Meet the Needs of all Students
There are many different things that teachers do every day that help certain students learn
the subject better. I am always moving around. I make sure to hear every single student and give
them specific related feedback. I also have presentations that have sections of the AoA exercises
on them so that I can point talk through each exercise. This helps visual learners and helps me be
more specific on what is going on in each exercise. Sometimes we would implement scales to
help with rhythms in the exercises and other times I would have specific people count, clap, say,
and play it.

Table 5: Types of Learning Experiences
Lesson Number Types of Learning Objectives during this

Experiences Learning Experience
1 Whole Group The students will be able to
Small Group count, clap, and say and play
Inquiry the exercises. We will be
doing the pretest today.
Small Group count, clap, say the note types
Playing Activity and play the exersises. We
will be doing a warm-up that
includes an AoA exercise.
Small Group count, clap, and say the note
Individuals types. We will be hearing
some individuals play.
Inquiry types.
The students will be able to
play the exercises given. We
will be hearing what the
students like about what they
are playing.
Playing Activity types on the exercises given.
play the exercises given.
Individuals types with 80% accuracy.
Inquiry types on the exercises given.
play the exercises given
Playing Activity types with 80% accuracy.
Family Communication
Dear River Springs Middle School Band Families,
In the next couple of weeks, we will be going over a unit with the students. During the 2nd and 6th
periods, we will be working on playing the right notes and rhythms on Accent on Achievement
exercises #55-58. Through this, we will be discussing notes, rhythms, dynamics, and many other
things that have to do with each exercise. This unit will consist of a pretest and a posttest.
Students will be asked to notate the rhythms and count, clap, say, and play these exercises. I
encourage you all to ask your students about the progress they are making in this unit. I look
forward to hearing form you and I look forward teaching your students for the rest of the
semester!
Sincerely,
Mr. Kyori Rivera-Camacho
Intern Teacher
Dear River Springs Middle School Band Families,
I am reaching out to you to let you know that your student has completed our unit of study! Your
student have learned how to count, clap, say, and play the Accent on Achievement exercises #55-
58. The standards addressed were:
 MU.68.C.2.1 - Critique personal performance, experiment with a variety of solutions, and

make appropriate adjustments with guidance from teachers and peers.
 MU.68.S.2.2 - Transfer performance techniques from familiar to unfamiliar pieces.
I am very proud of all the students and how they were able to grow so much in very little time.
Each student made learning gains and were proficient by the end of the posttest. I look forward
to teaching more music to your students!
Sincerely,
Mr. Kyori Rivera-Camacho
Intern Teacher
Written Reflection
For both standards, all the students had learning gains and all of the students were
proficient by the end of the posttest. I think I did a good job in teaching the students, however,
there were some things that I can improve on. For example, my pacing throughout the unit could
have been better. I just needed to plan better for the day so that I did not waste as much time as I
did. It was also a little bit hard to get all the students on board. I had constantly walk around to
get them to keep playing and working on the exercises. For my next unit, I will be focusing on
fixing the mistakes when they are happening so that it is not as hard to fix later in the unit.
I learned a lot while teaching this unit. I learned that using presentations is a very good
idea. The presentations helped me flow a lot better and helped the students be able to visualize
the exercises while I was teaching them how to play it. I also learned that hearing individuals is
important so that it is easier to find mistakes. I also learned that it is good to record the band so
that I can listen and plan for it in the future. The other thing that I learned was how to be serious
in a way that does not isolate the student. Using different techniques like getting quite helped a
lot in maintaining the classroom environment of learning. I also learned that I needed to plan
better so that I do not get stuck on one thing for too long.
Overall, I feel like I have grown so much since I have been in my internship. I feel like I
have been getting better every single day. I have been enjoying teaching the students and I will
continue to try my best to grow as much as I can.

Resources
Madsen, Charles H, and Clifford K Madsen. 1981. Teaching/Discipline. Allyn & Bacon.
08 TB - Accent on Achievement.pdf
K-12-Instrumental-Music-Curriculum.pdf (fyreandlightning.org)
Appendices
Unit Topic: Notes and Rhythms from AoA #55-58

Table 1: Standards, Goals, and Objectives Table
Unit Goals Objectives Standards

(code and full text)
Count, Clap, and say the Students will be able to MU.68.S.3.6 - Develop and
rhythms in AoA 55-58. count, clap, say, and play the demonstrate efficient
rhythms in AoA 55-58 with rehearsal strategies to apply
100% accuracy. skills and techniques.
Notate the correct rhythms in Students will be able to notate MU.68.C.2.1 - Critique
AoA 55-58. the correct rhythms in AoA personal performance,
55-58 with 100% accuracy experiment with a variety of
solutions, and make
appropriate adjustments with
guidance from teachers and
peers.
Table 2: Formative Assessment Table
Lesson Number Objective Assessment Assessment How did this

Name Description assessment
guide your
teaching?
other than
themselves.
students who
played it well.
The students will
be able to play
AOA 50-58 with
95% accuracy.
other than
themselves.
to improve on.
students who
played it well.
The students will
be able to play
AOA 50-58 with
95% accuracy.
students who
played it well.
to improve on.
10 The students will Unit Reflection I will hear the This will help
be able to count, recordings of me improve on
clap, and say the how the my teaching for
note types with students did. other topics.
80% accuracy.
The students will
be able to play
AOA 50-58 with
95% accuracy.
Grade Level Unit Topic Number of Standards Number of Number and
Students Taught Students with percent of
learning students at
gains per proficiency
standard. after post-test
(any increase per standard
from pretest
to posttest)
Middle Note and 25 total MU.68.C.2.1 25 Students 25 Students
School Rhythmic Critique (100%) (100%)
(6-8) Accuracy Period 2: personal
14 Students performance,
experiment
with a variety
Period 6: of solutions,
11 Students and make
appropriate
adjustments
with guidance
from teachers
and peers.
MU.68.S.2.2 25 Students 25 Students

Transfer (100%) (100%)
performance
techniques
from familiar
to unfamiliar
pieces.
Table 3: Impact on Student Learning
Table 4: Unit Grades
Student Pretetst Formative Formative Formative Posttest

40 points Assessment: Assessment: Assessment: 40 points
Reflection Recording Unit
5 points Assessment Reflection
5 points 5 points
Student 1 10 5 5 5 39
Student 2 10 5 5 5 39
Student 3 10 5 5 5 40
Student 4 20 5 5 5 40
Student 5 23 5 5 5 40
Student 6 15 5 5 5 40
Student 7 3 5 5 5 40
Student 8 1 5 5 5 40
Student 9 20 5 5 5 40
Student 10 5 5 5 5 39
Student 11 10 5 5 5 40
Student 12 20 5 5 5 37
Student 13 14 5 5 5 35
Student 14 12 5 5 5 30
Student 15 11 5 5 5 40
Student 16 10 5 5 5 40
Student 17 13 5 5 5 33
Student 18 14 5 5 5 40
Student 19 17 5 5 5 31
Student 20 20 5 5 5 30
Student 21 10 5 5 5 40
Student 22 2 5 5 5 28
Student 23 15 5 5 5 40
Student 24 24 5 5 5 40
Student 25 23 5 5 5 40
Table 5: Types of Learning Experiences
Lesson Number Types of Learning Objectives during this

Experiences Learning Experience
Small Group count, clap, and say and play
Inquiry the exercises. We will be
doing the pretest today.
Small Group count, clap, say the note types
Playing Activity and play the exersises. We
will be doing a warm-up that
includes an AoA exercise.
Individuals types. We will be hearing
some individuals play.
Inquiry types.
play the exercises given. We
will be hearing what the
students like about what they
are playing.
Playing Activity types on the exercises given.
Individuals types with 80% accuracy.
Playing Activity types with 80% accuracy.

Final Unit Plan Kyori Rivera-Camacho

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Final Unit Plan Kyori Rivera-Camacho

Uploaded by

Copyright:

Available Formats

Kyori Rivera-Camacho

Beginning Band at River Springs Middle School

Unit: Note and Rhythmic Accuracy

February 9 – March 15, 2024

Dr. Gregory LeFils

March 26, 2024

Grade Number of Students

to understand rhythm so that we cam play more complex pieces of music.

For this unit, I used these Florida Music Standards:

Unit Title: Note and Rhythmic Accuracy

Unit Goals Objectives Standards

book and know what each exercise is trying to do.

 Repeat Sign – Music goes back to the beginning of the piece.

 Mezzo-piano – medium soft

 Mezzo-forte – medium loud

 Fortissimo – very loud

 Whole note – A note that lasts 4 beats

 Half note – A note that lasts 2 beats

 Quarter note – a note that lasts 1 beat

 Eighth note a note that lasts ½ a beat

 Tempo – How slow or fast a piece goes

 Pick-up note – Note that preceded the first full measure

I used a lot of different pieces of technology to support my student’s growth of music. I

test to be able to see their growth.

Name: Kyori Rivera-Camacho Date: 2-12-2024 Period: 2 and 6

Standards: MU.68.C.2.1, MU.68.S.3.6

Recitations – Goes over the

Have them point and the top

Count it: Say the rhythm of the

Clap it: Stomping is a whole

Say it: Say the note types in a

Play it: Have the students play

Post Rehearsal or Lesson Reflections

Name: Kyori Rivera-Camacho Date: 2-13-2024 Period: 2 and 6

Standards: MU.68.C.2.1, MU.68.S.3.6

Recitations – Goes over the

Have them point and the top

Count it: Say the rhythm of the

Clap it: Stomping is a whole

Say it: Say the note types in a

Post Rehearsal or Lesson Reflections

Name: Kyori Rivera-Camacho Date: 2-14-2024 Period: 2 and 6

Standards: MU.68.C.2.1, MU.68.S.3.6

Recitations – Goes over the

Clap it: Stomping is a whole

Say it: Say the note types in a

Play it: Have the students play

Rhythm Day activities:

Post Rehearsal or Lesson Reflections

Name: Kyori Rivera-Camacho Date: 2-15-2024 Period: 2 and 6

Standards: MU.68.C.2.1, MU.68.S.3.6

Recitations – Goes over the

Have them point and the top

Count it: Say the rhythm of the

Clap it: Stomping is a whole

Say it: Say the note types in a

Play it: Have the students play

Post Rehearsal or Lesson Reflections

Name: Kyori Rivera-Camacho Date: 2-16-2024 Period: 2 and 6

Standards: MU.68.C.2.1, MU.68.S.3.6

Recitations – Goes over the

Have them point and the top

Count it: Say the rhythm of the