Lessons:
Lesson 1: Soundtrack Project
Title: Soundtrack Project
Day 5, 80 minutes
Academic objective: The student will analyze the lyrics to a song of their choosing, relating the lyrical content to course texts about Native American encounters with Europeans.
Standards:
W 7.1 Write arguments to support claims with clear reasons and relevant evidence
SL 7.4 Present claims and findings, emphasizing salient points in a focused, coherent manner with pertinent descriptions, facts, details, and examples; use appropriate eye contact, adequate volume, and clear pronunciation.
Music Standards: Standard 3—Responding to and Analyzing Works of Art
Students will demonstrate the capacity to listen to and comment on music. They will relate their critical assertions about music to its aesthetic, structural, acoustic, and psychological qualities. Students will use concepts based on the structure of music’s content and context to relate music to other broad areas of knowledge. They will use concepts from other disciplines to enhance their understanding of music.
Rationale: The purpose of this lesson is to have students develop their analytical skills through choosing lyrics that appropriately represent and connect to the content of the unit. They also will need to be able to effectively rationalize their decision through supporting evidence through class texts.
Materials: computers, internet access, rubric, weebly, teacher made example
Procedure:
Anticipatory Set:
Introduce students to the project by showing them our example.
Body:
Explain expectations and go over rubric
Mini lesson on how to search YouTube and upload videos to the blog
Break up into groups and give students time to brainstorm
Teacher monitor conversations and provide feedback
Closure:
Students will fill out an exit ticket with one potential song choice and a brief rationale
Assessment:
Observation of group collaboration
Exit ticket of progress
Rubric for completed project (provided on the weebly)
Day 5, 80 minutes
Academic objective: The student will analyze the lyrics to a song of their choosing, relating the lyrical content to course texts about Native American encounters with Europeans.
Standards:
W 7.1 Write arguments to support claims with clear reasons and relevant evidence
SL 7.4 Present claims and findings, emphasizing salient points in a focused, coherent manner with pertinent descriptions, facts, details, and examples; use appropriate eye contact, adequate volume, and clear pronunciation.
Music Standards: Standard 3—Responding to and Analyzing Works of Art
Students will demonstrate the capacity to listen to and comment on music. They will relate their critical assertions about music to its aesthetic, structural, acoustic, and psychological qualities. Students will use concepts based on the structure of music’s content and context to relate music to other broad areas of knowledge. They will use concepts from other disciplines to enhance their understanding of music.
Rationale: The purpose of this lesson is to have students develop their analytical skills through choosing lyrics that appropriately represent and connect to the content of the unit. They also will need to be able to effectively rationalize their decision through supporting evidence through class texts.
Materials: computers, internet access, rubric, weebly, teacher made example
Procedure:
Anticipatory Set:
Introduce students to the project by showing them our example.
Body:
Explain expectations and go over rubric
Mini lesson on how to search YouTube and upload videos to the blog
Break up into groups and give students time to brainstorm
Teacher monitor conversations and provide feedback
Closure:
Students will fill out an exit ticket with one potential song choice and a brief rationale
Assessment:
Observation of group collaboration
Exit ticket of progress
Rubric for completed project (provided on the weebly)
Lesson 2: RAFT Activity
Title: RAFT activity
Academic Objectives:
Students will learn how to use a RAFT graphic organizer in order to examine a historical document.
Students will be able to determine a purpose and point of view in a historical text.
Standards:
R.I. 7.6: Determine an authors point of view or purpose in a text and analyze how the author distingushes his or her position from that of others.
R.I 7.9: Analyze how two or more authors writing about the same topic shape their presentations of key information by emphasizing different evidence or advancing different interpretations of facts.
Rationale:
The purpose of this lesson is to introduce the students to the RAFT graphic organizer. The RAFT graphic organizer will help students analyze historical documents for point of view and purpose. The discussion on purpose and point of view in writing will make students more aware of these principles in future reading and writing assignments.
Materials:
Encounters in the New World: A History in Documents by Jill Lepore
RAFT graphic organizers
The True Story of the Three Little Pigs by John Scieska and Lane Smith
Procedure:
Anticipatory Set:
Think-Pair-Share with another student about what you already know about the story of the Three Little Pigs
Share ideas as a class with the teacher writing key points on the board
Teacher reads aloud The True Story of the Three Little Pigs to the class
As a class, list the differences in point of view between the two stories and the purpose of each, teacher writes key points on the board
Body:
Teacher will relate the anticipatory set to the point of view found in historical documents
Introduce RAFT graphic organizer - teacher models filling it out with the information from The True Story of the Three Little Pigs
Split class into two groups, with each group analyzing a letter from opposing points of view and purposes
Give students twenty minutes to read letter and fill out the RAFT
Each student pairs with a student that read the opposite letter and discusses the information on their RAFT and the points of view
Group discussion as a class about what each pair found (opposing points of view, different purposes, and how the audience affects the writing)
Closure:
Students brainstorm other historical events that would have opposing viewpoints and could be analyzed using the RAFT organizer
Teacher writes list of student given examples in the board
Assessment:
Completion of the RAFT graphic organizer
Observation throughout group discussions
Academic Objectives:
Students will learn how to use a RAFT graphic organizer in order to examine a historical document.
Students will be able to determine a purpose and point of view in a historical text.
Standards:
R.I. 7.6: Determine an authors point of view or purpose in a text and analyze how the author distingushes his or her position from that of others.
R.I 7.9: Analyze how two or more authors writing about the same topic shape their presentations of key information by emphasizing different evidence or advancing different interpretations of facts.
Rationale:
The purpose of this lesson is to introduce the students to the RAFT graphic organizer. The RAFT graphic organizer will help students analyze historical documents for point of view and purpose. The discussion on purpose and point of view in writing will make students more aware of these principles in future reading and writing assignments.
Materials:
Encounters in the New World: A History in Documents by Jill Lepore
RAFT graphic organizers
The True Story of the Three Little Pigs by John Scieska and Lane Smith
Procedure:
Anticipatory Set:
Think-Pair-Share with another student about what you already know about the story of the Three Little Pigs
Share ideas as a class with the teacher writing key points on the board
Teacher reads aloud The True Story of the Three Little Pigs to the class
As a class, list the differences in point of view between the two stories and the purpose of each, teacher writes key points on the board
Body:
Teacher will relate the anticipatory set to the point of view found in historical documents
Introduce RAFT graphic organizer - teacher models filling it out with the information from The True Story of the Three Little Pigs
Split class into two groups, with each group analyzing a letter from opposing points of view and purposes
Give students twenty minutes to read letter and fill out the RAFT
Each student pairs with a student that read the opposite letter and discusses the information on their RAFT and the points of view
Group discussion as a class about what each pair found (opposing points of view, different purposes, and how the audience affects the writing)
Closure:
Students brainstorm other historical events that would have opposing viewpoints and could be analyzed using the RAFT organizer
Teacher writes list of student given examples in the board
Assessment:
Completion of the RAFT graphic organizer
Observation throughout group discussions