Thematic Unit Plan - Initial Draft

This week our Technology and Universal Design for Learning class was tasked with creating a unit plan that utilizes the principles of UDL.  Below you can view my initial draft of my song writing unit for my 5th graders.  I have about 215 students in my 5th grade, and I see each of these students once every six school days.  This unit would span approximately two and half months.

Rationale for Lesson Plans:

The lessons below are created for a 5th grade inclusive music classroom.  Students have access to various instruments as well as their own Chromebooks with Google Classroom accounts.  These lessons comprise our composition unit, ending with the students having written a song and transferred their creations to traditional music notation.  The lessons have been adapted to include the UDL principles. These tasks allow for student choice as well as modification options for students that need them.

Outline of Summative Assessment Task (GRASPS Framework)

Goal - Elements of traditional music notation are combined with students’ individual creative motives and properly notated. Role - Students will combine their knowledge of rhythms and pitches written on the staff with their own creative ideas to produce an original song. Audience - Students will work on their songs individually, and then they can choose to perform their songs themselves or have me perform them.  All performances are recorded so that the videos can be shared at home with families. Situation - Demonstrate understanding of rhythmic and musical notation in relation to creative and purposeful musical choices. Product - Performing their compositions for their classmates and sharing the videos with their families. Standards - Students are graded according to the song writing rubric (ADD LINK)

Essential Questions

Traditional Music Notation: How do you decode and notate simple rhythm patterns that incorporate quarter notes, quarter rests, eighth notes, sixteenth notes, half notes, and whole notes? How do you identify and notate different pitches on the treble clef staff? How do you notate your own creative musical ideas so that musicians can perform your work?

Academic Standards Related to the Lessons

MU:Cr1.1.4b - Generate musical ideas (such as rhythms, melodies, and simple accompaniment patterns) within related tonalities, meters (such as major and minor) and meters. MU:Cr2.1.3b - Use standard and/or iconic notation and/or recording technology to document personal rhythmic and melodic musical ideas. MU:Cr3.2.4a - Present the final version of personal created music to others, and explain connection to expressive intent.

Lesson 1: Rhythm Review

Duration: 2 class periods Materials: Whiteboard, individual whiteboards, dry erase markers, floor drum Introduction: Teacher will begin rhythm review by leading the game Poison Pattern. Students will echo the rhythm patterns that the teacher is saying and clapping.  They will NOT clap echo the pattern that is written and circled on the whiteboard. During the second class period, the teacher will repeat this game and incorporate more complex rhythms and notes. Task: Teacher will ask students to notate the appropriate time signature and number of measures on their whiteboards. Students will notate the time signature on their individual whiteboards and explain to a neighbor the purpose and use of the time signature. Teacher will clap and/or drum rhythms with and without rhythm syllables. Students will notate the clapped and/or drummed rhythms on their individual whiteboards. During the second class period, the teacher and students will repeat this task and incorporate more complex rhythms and notes. Closing: Students will create their own rhythm patterns on their individual whiteboards. These patterns must follow the rules put in place by the time signature and number of measures. Differentiation: Some students will simply have rhythms clapped and spoken to them.  Some students will also have the rhythms tapped out across their individual whiteboards. Assessment: Students will be assessed on their ability to decode and notate the given rhythm patterns. Identification of Potential Barriers: Students with impaired fine motor skills may have difficulty neatly notating rhythms on their whiteboards. Students with learning or reading disabilities may have difficulty translating the rhythm patterns into notation.  The patterns will be repeated multiple times, and these students will have the patterns tapped out on their individual whiteboards.

Lesson 2: Pitch Review

Duration: 2 class periods Materials: Whiteboard, individual whiteboards, dry erase markers Introduction: With a partner, students will review the mnemonic devices used to remember line notes and space notes on the treble clef staff Students will notate their line and space notes on a separate area of their individual whiteboards. Students who require these reminders will be allowed to leave them on their whiteboards as the class progresses. Task: Teacher will ask students to notate a treble clef on their whiteboards. Students will notate the treble clef on their individual whiteboards and explain to a neighbor the purpose and use of the treble clef. Teacher will write individual letters or groups of letters on the whiteboard. Students will notate the letters as notes on the staff. During the second class period, the teacher and students will repeat this task and incorporate longer sequences of notes. Closing: Students will write a word that can be spelled using notes, trade whiteboards with a neighbor, and notate their neighbor’s word on the staff. Differentiation: Some students will have their reminders for line and space notes left on the bottom of their whiteboards.  Students who have shown proficiency in pitch identification and notation will be asked to remove these reminders Assessment: Students will be assessed on their ability to notate the pitches on the treble clef staff. Identification of Potential Barriers: Students with impaired fine motor skills may have difficulty neatly notating pitches on their whiteboards. Students with learning or reading disabilities may have difficulty translating the words into pitches.  The teacher will write the letters individually on these students’ boards and remind them to use the hints left at the bottom of their whiteboards.

Lesson 3: Song Writing

Duration: 3 class periods Materials: Chromebooks, staff paper, pencils, Rhythm Rap worksheets, Finale music software, xylophones, mallets, Virtual Piano Introduction: During first class period, introduce song writing concept to students. Students will brainstorm song topics/ideas. Choices will be provided for students that have difficulty creating their own topic. Task: Students will use multiple steps to create a final song that they will perform (or have performed by the teacher) in front of their classmates. First, the students will come up with an idea or topic for their song Second, the students will come up with lyrics for their song and match these lyrics with the appropriate rhythms. Students have done this before and know this type of composition as a “Rhythm Rap”. Third, students will use either xylophones or Virtual Piano to experiment with pitches and add these pitches to their Rhythm Rap. Finally, students will notate their creations using traditional music notation, following the rules laid out using their select time signature. Students will have the option to write their song using pencil and paper or using the Finale music software on their Chromebooks. Closing: Students will perform (or ask me to perform) their creations for the class. Students who are listening to their classmate’s creations will write one thing that they liked about each song on separate index cards that will be shared with their peers. Differentiation: Students will have the option to pick their topic or idea for their composition.  If students need help directing their creative process, I will have a list of options prepared from which students can choose. When experimenting with pitches for their compositions, students may choose to utilize the xylophone or Virtual Piano, a free music website. Students can choose to write their compositions using pencil and paper or using the Finale music software on their Chromebooks. Students will get to select the length of their composition (minimum 16 measures). Assessment: Students will be graded based on the song writing rubric Identification of Potential Barriers: Students with impaired fine motor skills may have difficulty writing their compositions using pencil and paper.  These students may choose to use the Finale music software on their Chromebooks. Students with visual impairments may have difficulty reading the music on the Finale music software.  This application has a zoom feature that will make the music easier to read.

To complete my unit plan, I will still need to further explain the principles of UDL and how they relate to my lessons.  I will also need to complete the rubric on which the students would be assessed.

Nancy Kawaja and Luis Perez

Our Technology and Universal Design for Learning class recently heard two great presentations from Nancy Kawaja and Luis Perez.  They are both people living with disabilities who use their personal experiences to advocate for themselves and others.  Their expertise in the areas of special education and inclusive learning combined with their own struggles with accessibility and inclusion make them excellent resources for teachers who want to fully include all of their students in each lesson.

Luis reminded us of a fact that, as special education students, we've heard time and time again: one size fits none.  This quote speaks volumes to the necessity for teaching practices such as Universal Design for Learning.  If we present every student in our classes with a singular version of our lesson plan - a version that has no room for variability or choice - then we are doing a disservice to each and every one of them.  Students need to be able to show their understanding at their appropriate level in a way that works for them.  If we expect all of our students to fit the same mold, then we will never see their full potential.

Nancy said something that really spoke to me.  "Accessibility is sort of like being asked to join the party, and inclusion is being asked to dance."  This quote really highlights the connection between accessibility and inclusion, but it also lets the listener know that accessibility is not the final step in the equation.  Imagine being granted access to a party and then ignored for the duration of the event because the other party-goers were not prepared to actually include you in the festivities.  You would sit over to the side, feeling bored and neglected and waiting to go home.  It is not enough for us to just make classes and resources available for our students with special needs; we need to teach them to use these resources effectively to enhance their communication and participation, and we need to plan for ways to make these interactions relevant in our classrooms.

Universal Design for Learning and Technology

Accessibility at Apple and How We All Benefit

A Presentation by Meg Wilson

Our Universal Design for Learning class was recently visited by Meg Wilson from Apple. She shared a lot of information and helpful resources with us about technology and accessibility that can help everyone, not just our students with special needs. I was shocked to see some of the statistics that she shared with us. For example, I learned that 1 in 7 people in the U.S. have documented disabilities. I know that many people live with invisible disabilities that you cannot see and often do not know about, but I was still surprised to learn that so many people are living with disabilities.

I also learned that 1 in 5 students in the U.S. have dyslexia; I was truly shocked by this information. As a special area teacher with 850 students, it is hard for me to read and remember everything on all of my students' IEPs. To hear that 1 in 5 of my students has dyslexia was surprising, but it also gave me valuable information that I can take forward as we practice reading music in class.

Meg also shared many accessibility features built into Apple devices can be useful to everyone, which aligns perfectly with the core values of Universal Design for Learning. For instance, Siri is a convenient feature for iPhone users; you can ask her a question or ask her to call someone without having to spend the time typing. Many people with and without disabilities use Siri, but Siri can be crucially necessary for an iPhone user who is blind. Asking Siri to look up an answer for you or call a friend removes the barrier of sight for these phone users and makes everyday technology accessible.

Below are the links to the resources that Meg shared with us. I hope that everyone can find something that they can use in their classrooms!

Reaching All Learners

The Accessible School

Infographic

Based on Meg Wilson's presentation to our Universal Design for Learning class and the resources from Apple that she shared, I created an infographic highlighting key features of apps that come pre-programmed into any iPad.  These apps are useful for any Apple user, but they can make the lives of people with disabilities much easier and make technology and learning much more accessible.  

As a music teacher, I have used GarageBand on numerous occasions.  I know that the app has many simple ways for any user to create music, but I wasn't aware of all of the other possibilities that GarageBand could provide to people with disabilities!  The  resources that Meg shared highlighted various uses for the app, including  how some people use it for speech therapy and even to show deaf people a sound wave so they can know how loud a file is!  These are uses that I would never think of because they are based on skills that I use daily and take for granted.  As Meg mentioned in our presentation, technology is most successful when it serves everyone, and these free apps from Apple can help so many people in so many ways.