Weesies Unit Plan - Context Breton Downs and Wealthy Elementary Schools are part of the East Grand

Rapids School district. In a typical week, my classes throughout total 59 second graders, 65 third graders, and 150 fifth graders. I have between 20 and 25 students at a time. These classes average about 50% male and 50% female students. The students come from similar cultural backgrounds, and there are no visible signs of major cultural differences between them. The classes I work with include about 85% white and 15% non-white students. I have only noticed one student whose first language might not be English, but he speaks English very well with a slight accent. Almost all the students in my classes appear to belong to the upper-middle social class. There is a fairly broad range of abilities in these classes. Out of the 274 total students in my classes, 4 students have downs syndrome, and 2 boys are autistic. By my own observation, it seems that in the 11 classes of 20-25 students each, about 1-2 students in each class struggle greatly with impulse control issues. The teacher I work with, Kathy Larson, arranges the classroom so that students with impulse control issues do not sit by each other. She also often puts them on the edges of the rows so that they are not surrounded by as many other students. The two students with autism sit in the same spot year round, but in different rows. This gives them a sense of routine and helps them feel more relaxed in class. There are also about 2 students considered gifted, and one of the third grade classes purposefully consists of the highest achieving students. There are many learning styles represented among the students in these classes, and each day, Kathy Larson attempts to incorporate as much variety as possible, involving, visual, aural, and kinesthetic learning opportunities. Breton Downs Elementary and Wealthy Elementary are regular public elementary schools. The grades represented are Pre-K through 5th grade. When a class has a larger amount of students with behavior issues, a clipboard is sent with them to each class and specific events are charted to keep track of each individual student and their progress. At Breton Downs School, there are 3 students who qualify

Weesies for reduced lunch and 16 who qualify for free lunch. This is out of a total 396 students. The music classroom uses the curriculum books from Making Music by Silver Burdett. The standards used are listed here: 1. Sing, alone and with others, a varied repertoire of music. 2. Perform on instruments, alone and with others, a varied repertoire of music. 3. Improvise melodies, variations, and accompaniments. 4. Compose and arrange music within specified guidelines. 5. Read and notate music. 6. Listen to, analyze, and describe music. 7. Evaluate music and music performances. 8. Understand relationships between music, the other arts, and disciplines outside the arts. 9. Understand music in relation to history and culture. 10. Integrate technology. (Added standard) Most of the students that attend the East Grand Rapids elementary schools live in the surrounding community. This community is a large suburb. There are three elementary schools in the district, and each has its specific opportunities that all East Grand Rapids students are welcome to take part in. These include the major sports, as well as swimming. There is also a large auditorium where musical or theatrical groups may perform from the school district. Woodcliff Child Care is available in the district as well for children not yet in school or who need care before or after school. There are also special education opportunities inside and outside the school day, and support and groups for parents of children with special needs. Most children have a good foundation of parental support at home, and there is a student to teacher ratio of about 20:1. The district website states that the East Grand Rapids Public School District has developed a 21st century strategic plan for the coming years that focuses on helping students become responsible, productive citizens with a capacity for imagination, creativity, and empathy, and effective communicators that are self-directed, adaptable, and culturally competent critical thinkers. The district values the uniqueness of each student, focusing on the whole child, collaboration, achievement, and accountability.