“Music as an Aid in Speech Remediation LP

A Semi-Detailed

Lesson Plan In

 SPED 14-05

Schedule: TF 11:30-1

“Music as an Aid in Speech Remediation: Activities to Correct Specific Articulation Errors”

I.                  Objectives:

At the end of the day’s lesson, our students are expected to:

            A. identify the different activities in correcting specific articulation errors,

            B. sing the song __________ correctly and,

            C. appreciate the value of music in overcoming articulation errors.  

II.               Subject Matter:

A.    Topic: Music as an Aid in Speech Mediation

B.     References : Music Activities For Special Children by Ruth Zinar Ph.D,  pp. 169-191

C.     Materials:

Visual Aids

Hand outs

Audio System

III.           Procedure:

A.    Daily Routine:

1.      Check the cleanliness and orderliness of the classroom

2.      Prayer

3.      Check the attendance

B.     Motivation:

“Last is First”

C.     Lesson Proper:

Teacher’s Activity

Students’ Activity

1.      What is speech? 2.      What is a serious communication disorder? 3.      How can music be an aid in speech remediation? 4.      Did you know the alphabet? 5.      Let’s pronounce every letter correctly. A   /ae/   B   /bi/ C  /si/ D  /di/ E   /i/ F  /ef/ G  /dƷi/ H  /eǀtʃ / I   /aǀ/ J  /dƷeǀ/ K   /keǀ/ L  /el/ M  /em/ N  /en/ O  /o/ P  /pi/   Q  /kju/ R  /ar/ S  /es/   T  /ti/   U  /ju/ V  /vi/ W  /ᵈ˄ᵇᵊǀjᵤ/ X  /eks/ Y  /waǀ/   Z  /zi/ 6.      Children, did you know the song _______? 7.      Before singing the song ______ please roll a piece of tissue paper. After that, we are going to sing ______ with our faces held to the paper and with the (letter) sounds exaggerated. The paper will move each time the sound is produced correctly. (place the lyrics on the board) (play the song) 8.      Every time you hear a word starts with letter __. You will be seated for a moment and stand up again. 9.      Let us remember that for each sound you should hear you sat it, watch your mouth as you say it, practice making the sound, and sense through touch to find out what is happening to the vocal cords, lips, and breathe.

Speech is needed as a form of communication and as an aid to self-expression. Serious communication disorder is any difficulty in producing sounds, words or sentences. The use of singing tones on one vowel  sound, humming tunes, and breathing and articulation exercises to correct speech deficiencies, singing is used in efforts to overcome stuttering and to encourage that music be used to elicit attention and to help discrimination of different sounds. Yes Ma’am A   /ae/  B   /bi/ C  /si/ D  /di/ E   /i/ F  /ef/ G  /dƷi/ H  /eǀtʃ / I   /aǀ/ J  /dƷeǀ/ K   /keǀ/ L  /el/ M  /em/ N  /en/ O  /o/ P  /pi/  Q  /kju/ R  /ar/ S  /es/  T  /ti/  U  /ju/ V  /vi/ W  /ᵈ˄ᵇᵊǀjᵤ/ X  /eks/ Y  /waǀ/  Z  /zi/ Yes Ma’am (students are singing)

D.    Exercises:

Instruction: Match the letter to its corresponding sound

1.      G                                                   /ᵈ˄ᵇᵊǀjᵤ/

2.      H                                                   /ae/      

3.      Z                                                    /i/

4.      X                                                   /ju/      

5.      J                                                     /aǀ/

6.      W                                                  /eks/

7.      A                                                   /dƷeǀ/

8.      E                                                    /zi/

9.      I                                                     /eǀtʃ /

10.  U                                                   /dƷi/

E.     Generalization:

There are more children with impaired speech than with any another disability. Speech therapists deal with the most severe problems, but classroom in music teachers can play a role in supplementing their worth and can also help children with less severe problems. “Tongue twisters” set to music and some music games can be helpful. The development of pitch awareness through body movement and song are used to create variety in a monotone voice. Although people whose stutter frequently do not do so when they sing, music and song have no lasting effect or this dysfunction. because words and music are united in song, singing has been shown to be of great value in overcoming speech disorder. Let us remember that for each sound you should hear you sat it, watch your mouth as you say it, practice making the sound, and sense through touch to find out what is happening to the vocal cords, lips, and breathe.

IV.           Evaluation:

Think of any tongue twister and present it in front of the class. Recite the tongue twister ten times.

V.               Homework:

Group work

Choose a song below and present it on class with action or any creative representation.

Songs are:

Oooh Pah Pah

My Bonnie

Betty Barter

Little Tommy Tinter

Singing Susie

The Merry-Go Round

“Scoring Rubrics LP

A Semi-Detailed

Lesson Plan In

 MSC 6-05

Schedule: TF 1-2:30 PM

“Scoring Rubrics And

Summary of Chapter II: Process-Oriented Performance-Based Assessment”

I.                   Objectives:

At the end of the day’s lesson, classmates are expected to:

            A. define a rubric,

            B. distinguish analytic rubric from holistic rubric and

            C. construct own rubric.        

II.                Subject Matter:

A.    Topic: Scoring Rubrics and Summary of Chapter II: Process-Oriented Performance-Based Assessment

B.     References : Advanced Methods in Educational Assessment And Evaluation (Assessment Learning 2), by ; pp. 23-30

C.     Materials:

Power Point Presentation

Hand outs

Sample Rubrics

III.             Procedure:

A.    Daily Routine:

1.      Check the cleanliness and orderliness of the classroom

2.      Prayer

3.      Check the attendance

B.     Motivation:

“Last First”

C.     Lesson Proper:

Teacher’s Activity

Students’ Activity

1.      What is a rubric 2.      Criterion referenced grading system 3.      What are the two components of a rubric? 4.      What is criterion? 5.      What is level of performance? 6.      What is a descriptor? 7.      Why do we need to include levels of performance? 8.      What is the other advantage of including levels of performance? 9.      What is an analytic rubric? 10.  What is holistic rubric? 11.  When to choose an analytic rubric? 12.  When to choose a holistic rubric? 13.  Is there an alternative way to captures student ability on certain tasks? 14.  Is there certain numbers of levels of performance should include in the rubric? 15.  What are the factors on numbers of levels of performance in analytic rubric? 16.  What are the advantages of fewer levels of performance Summary of Chapter II 17.  What is process-oriented performance-based assessment? 18.  What is learning competencies? 19.  What is task designing?

A rubric is a scoring scale to assess student performance along a task-specific set of criteria Criterion referenced grading system are based on a fixed criterion measure The two components of a rubric are criteria and levels of performance Criteria is a statement of performance Level of performance is the degree the students has met the criterion. Descriptors spell out what is expected of students at each level of performance for each criterion. It tells students more precisely what performance looks like at each level and how their work may distinguish from the work of others for each criterion. We need to include it in order for the students know what is expected of them and teachers know what to look for in student performance. Aside from better communicating teacher expectations, it also permits the teacher to more consistent and objectively distinguishes between good and bad performance.  It allows the teacher to provide more detailed feedback to students. An analytic rubric articulates level of performance for each criterion so the teacher can assess student performance on each criterion. Holistic rubric does not list separate levels of performance for each criterion. Instead, it assigns a level of performance by assessing performance across multiple criteria as a whole. Analytic rubric are more common when teachers want to assess each criterion separately, particularly for assignments that involve a larger number of criteria. Holistic rubric tend to be used when a quick or gross judgment need to be made. If the students are a minor one to quickly review student works. Alternatively, if two criteria are nearly inseparable, the combination of the two (analytic and holistic) can be treated as a single criterion in an analytic rubric. There is no specific number of levels a rubric should not possess. Factors are: it will depend on the nature of the task assigned, criteria being evaluated, the students involved and teacher’s purpose and preferences. Advantages of fewer levels of performance are: easier and quicker to administer, easier to explain to students (and others) and easier to expand than larger rubrics are so shrink. Process-oriented performance-based assessment is concerned with the actual task performance rather than the output or product of the activity. Learning competencies are defined as groups or clusters of skills and abilities for needed for a particular task. Objective starts with a general statement and then break down into easily observable behaviours; from simple to more complex competencies. Task designing must ensure that the particular learning process to be observed contributes to the overall understanding of the subject or course Standards are: would highlight the competencies, entail more or less the same set of competencies and would be interesting and enjoyable for the students.

D.    Exercises:

Instruction: Identify the answers to the given questions.

1.      It is a scoring scale to assess student performance along a task-specific set of criteria.

2.      A grading system that based on a fixed criterion measure.

3.      It spells out what is expected of students at each level of performance for each criterion.

4.      What are the two components of a rubric?

5.      What are the two types of rubric?

E.     Generalization:

Rubric is a scoring scale to assess student performance along a task-specific set of criteria that is, a student’s aptitude on a task is determined by matching the student’s performance against a set of criteria to determine the degree to which the student’s performance meets the criteria for the task. The two components of rubric are criteria and level of performance. Descriptors tell students more precisely what performance looks to be more consistent and objective. The two types of rubrics are analytic rubric which assess how well the student performs on each criterion and holistic rubric which get a more global picture of performance on the entire tasks. There is no specific number of levels a rubric should not possess. It is important to assess not only the competencies but also the process which the students underwent in order to arrive at these products or outputs.

F.      Evaluation:

Construct your own rubric in making portfolio.

IV.             Homework:

Bring a copy of analytic rubric and holistic rubric.