1. SHAUNDRA GUTIERREZ APRIL 21, 2014 AET/525 WOJTECKI Differentiated Instruction

2. American Music 1920’s to the Present American Music 1920’s to the Present examines chronologically the changes and development of music and how music of each era influenced culture in American. This 3 credit course will meet 3 times for 2 hours a class. I created this course because I love how music helps define a period of time in American History. There are areas of instruction in the course that can be altered to improve the course. I will show the differentiated instruction throughout the presentation.

3. Differentiated Content Original Students will demonstrate understanding of key people, events, social reform, instruments and music in the United States from the 1920’s to the Present by analyzing text, music, video, and lecture notes. Students will be assessed through a mid-term and final exam. Differentiated The main ideas of the content can not be differentiated much. There are key points from the1920’s to the Present that have to be addressed in order to meet the course standards. Without the understanding of key people, events, social reform, instruments and music students would not know the historical background of the particular era being studied.

4. Altering Instructional Strategies Week 1 Original Time: 10:00 – 12:00 Tuesdays and Thursdays Content: 1920’s through 1950’s Activities : 1. 30 minute lecture music and culture from the 1920’s – 30’s. 2. 30 minute music class analysis, 20’s-30’s. 3. 30 minute lecture music and culture from the 1940’s-50’s. 4. 30 minute music class analysis, 40’s-50’s. Formative: Class question and answer, exit ticket. Differentiated Time: 10:00 – 12:00 Tuesdays and Thursdays Contents: 1920’s through 1950’s Activities: 1. 30 minute student based web search on music and culture from 1920’s – 30’s. Students will be given questions and they are to find the answers on the internet. 2. 15 minute class discussion on the finding from the web search. 3. 15 minute music analysis, 20’s -30’s. 4. 30 minute video on the culture of the 40’s - 50’s. 5. 30 minute class discussion on how the culture of America is reflected through music. Formative: Partner Quiz The differentiated instruction for week 1 is more student centered and allows extended time for class discussion. I feel adults need more discussion opportunities because they have so many thoughts and opinions.

5. Altering Instructional Strategies Week 2 Original Time: 10:00 – 12:00 Tuesdays and Thursdays Content: 1960’s through 1980’s Activities : 1. 40 minute lecture music and culture from the 1960’s – 70’s. 2. 40 minute music class analysis, 60’s-70’s. 3. 20 minute lecture music and culture from the 1980’s. 4. 20 minute music class analysis, 80’s. Formative: Class question and answer, think pair share. Differentiated Time: 10:00 – 12:00 Tuesdays and Thursdays Content: 1960’s through 1980’s Activities : 1. 40 minute lecture music and culture from the 1960’s- 70’s 2. 40 minute partner song search. Teams are assigned protest songs from the 60’s-70’s and have to analysis what the songs are talking about and connect to the lecture. 3. 20 minute class discussion on findings. 4. 20 minute lecture music and culture from the 1980’s. Formative : Share a cultural event of the 70’s that effected our current state in America. The differentiated instruction for week 2 gives time for students to work together, share and make connections. There is more critical thinking than the original plan.

6. Altering Instructional Strategies Week 3 Original Time: 10:00 – 12:00 Tuesdays and Thursdays Content: 1990 through 2014 Activities : 1. 30 minute lecture music and culture from the 1990-2000. 2. 30 minute music class analysis, 90’s-00’s. 3. 30 minute lecture music and culture from the 2000-2014. 4. 30 minute music class analysis, 00’s-14’. Formative: Class question and answer, individual summary and pop quiz. Differentiated Time: 10:00 – 12:00 Tuesdays and Thursdays Content: 1990 through 2014 Activities : 1. 30 minute music video search with a group of 4. 1990’s-00’ 2. 1 hour group presentations of music video. Present why group picked the video and how it represents the culture of the 90’s-00’. 3. 30 minute lecture music and culture from 2000-2014. Formative: Think- pair-share The differentiated instruction for week 3 gives students the opportunity to work in groups and present to the class. Presentations help students build skills for the real world.

7. Varying Summative Assessment Summative Assessment Original Mid-Term- a mid-term will be given half way through the course to test knowledge gained over the first nine weeks of class. Feedback will be given on areas of improvement for the remaining weeks. Final- a final exam will be given at the end of the course to test overall knowledge gained. Summative Assessment Differentiated - Instead of giving two tests there will be one test given at the end of each week. Mastery will be checked and students will need to pass each test with a 70% or above. Test corrections will be made the following week using notes and the study guide. This gives students the opportunity to learn the information they did not master the first time.

8. Classroom Environment  Intended instructional setting- classroom based. Needs: computer, projector, projector screen, dvd player, and music player.  The amount of resources available can alter how you teach content. I would know prior to teaching the course what resources would be available and if I have a computer, projector and a dvd player I will be able to use multiple teaching methods.  In order to accommodate the multiple learning styles I differentiated instruction each day. The course included lecture, research, videos, presentations and discussion. Students have the opportunity to be engaged in several different ways.

9. Discussion I believe that my differentiated instruction plan is much better than the original lesson. I improved the plan to get students more involved, active and independent. I think working with others, presenting and discussing help students build life long skills that they will need as they get into the workforce.

10. References Crawford, R. (2001). Introduction to America’s Music. : Norton & Company. Ray, M. (2012). Alternative, Country, Hip-Hop, Rap and More: Music from the 1980s to Today. : Britannica Educational Publishing. Ray, M. (2012). Disco, Punk, New Wave, Heavy Metal and More: Music in the 1970s and 1980s. : Britannica Educational Publishing.

11. References Wallenfeldt, J. (2012). Sounds of Rebellion: Music in the 1960s. : Britannica Educational Publishing. Wallenfeldt, J. (2012). The Birth of Rock and Roll: Music in the 1950s through the 1960s.: Britannica Educational Publishing.