Music and Me Lesson 1: Unit Introduction and Selecting Lyrics Teacher: Miss Erika Spitler Grade: 7 th Time: 7 school days

Transcription

1 Music and Me Lesson 1: Unit Introduction and Selecting Lyrics Teacher: Miss Erika Spitler Grade: 7 th Time: 7 school days Subject: Language Arts (11-14 year olds) Objectives: Students will generate writing ideas from sample writing Students will compare/contrast poems (lyrics) Students will determine appropriate topic for writing Materials Needed: Class wiki page Project Overview o Blog thoughts based on this entry: Lyrics video from my song by Black Eyed Peas Where is the Love and typed lyrics Lyrics video for Replay by Iyaz and typed lyrics found on Choosing the Right Song document Lyric Approval Form Technology Integration: Class webpage Blog Multi-media from YouTube Microsoft Word (word processing) Lyric location websites o o Step-By-Step Procedures: 1. They are to access the class webpage then to visit my Music and Me tab where they will find instructions to begin the project 2. They will click on Lesson 1 and be presented with a list of items to be completed for this assignment. 3. The students will read the project overview and be reminded that they need to choose lyrics that have rich lyrics that mean something to them. 4. Will read posted discussion in blog about the why in interpreting lyrics and then post reactions/thoughts on the ideas presented. a. Students will NOT be commenting directly on this link but I am using the link so I can copy/censor the text for our own class blog. 5. Have students watch each video that has lyrics as the song plays 6. Then they are to open the Choosing the Right Song document and answer the questions that helps compare and contrast the lyrics.

2 7. The questions should lead to the student realizing that some of the songs they like are just catchy and have little lyrics to work with. Replay has a chorus that repeats often and little lyrics to write about when compared to the deeper meaning behind Where is the Love 8. Students will open the Word file, complete the questions, and me their responses. 9. Students will also need to visit the websites that I have provided and begin searching for school appropriate lyrics. 10. Once the students have found lyrics, they must download the Lyrics Approval Form, copy/paste their lyrics to the document then print 2 copies. a. One copy goes into project portfolio 11. The student must present both the form and lyrics to a parent/guardian to receive signed approval. 12. The letter will then be brought into school or mailed. It should be sealed with the parent s signature across the seal. 13. Once I receive the approved lyrics, I must approve as well and students will finish lesson. Assessment: Students will generate writing ideas from sample writing o They viewed two different lyrics and gathered their own thoughts and ideas in the Choosing the Right Song document Students will compare/contrast poems (lyrics) o Students completed the Venn diagram in the Choosing the Right Song document and answered the reflection questions based on their diagram. Students will determine appropriate topic for writing o The Lyric Approval Form will include the song he/she chose and the approved signature from home to begin writing.

3 Music and Me Lesson 2: Paragraph 1of 3 Determining the Theme Teacher: Miss Erika Spitler Grade: 7 th Time: 5 school days Subject: Language Arts Objectives: 1. Use organizational strategies to gather information from the text to write part 1 of an expository essay 2. Students will write a paragraph with appropriate topic sentence, provide specific examples and supporting details from a text, such as a poem, and a conclusion statement. 3. Use revising and editing strategies, such as rubrics and checklists, to improve fluency and overall understanding of the writing. Materials Needed: Guiding Questions: Set 2 Idea Map discussion Blog on my lyrics o Idea Map document Voicethread of Where is the Love o o Voicethread student accounts 1 st paragraph rubric My sample in PowerPoint on first paragraph 1 st paragraph organizer o Video on completing only 1 section of this organizer o Paragraph 1 typing template Technology Integration: Video Blog Voicethread Interactive Essay Map MP3 Step-By-Step Procedures: 1. Students will access my website and navigate to lesson 2 folder where they will see an overview and resources to complete assignments. 2. Use the Guiding Questions: Set 2 from the Music and Me Project Instructions sheet and demonstrate how they would fill in the Idea Map using video 3. Students then listen to a MP3 of the song and fill out their own Idea Map 4. Students save their Idea Map and upload it to student folder to be evaluated

4 5. Students log into Voicethread using the username/password given to them 6. Then view Where is the Love thread 7. Comment on what you and your classmates think is the overall message/theme of the song. Why it was written and shared. How do you know? 8. Next, students will view the first paragraph rubric to understand expectations 9. Then, students will visit my PowerPoint example to see how to set up a paragraph. This will be used to help fill out step 7. Print example and place in portfolio. 10. Students will visit and complete the graphic organizer Main Idea 1 then save and upload to student folder. 11. They will then type paragraph 1 according to template provided 12. When typed paragraph will be uploaded to be evaluated by peers 13. Classmates will complete an opening paragraph rubric and view at least three students opening paragraphs. Students will also be able to view the word document and add comments 14. Rubrics can be uploaded to student folder and the word document with comments should be ed to me. 15. Any revisions should be made. Assessment: 1. Use organizational strategies to gather information from the text to write part 1 of an expository essay o Students visited songfacts.com to view other opinions, completed the idea/theme map, and then used the interactive essay map o Both maps are completed, uploaded, and evaluated by teacher. o Voice thread thoughts are shared and focused before viewing sample where teacher ideas on song are revealed. 2. Students will write a paragraph with appropriate topic sentence, provide specific examples and supporting details from a text, such as a poem, and a conclusion statement. o Interactive essay map requires main ideas and specific examples o Typed paragraph is submitted and evaluated by self, peers, and teacher using rubric 3. Use revising and editing strategies, such as rubrics and checklists, to improve fluency and overall understanding of the writing. o Opening paragraph rubric is used by students to evaluate one another. o Comments are inserted in Microsoft Word

5 Music and Me Lesson 3: Paragraph 2 of 3 What it Means to Me Teacher: Miss Erika Spitler Grade: 7 th Subject: Language Arts Time: 6 school days Objectives: Use organizational strategies to gather information from the text to write part 12 of an expository essay Students will write a paragraph with appropriate topic sentence, provide specific examples and supporting details from a text, such as a poem, and a conclusion statement. Use revising and editing strategies, such as rubrics and checklists, to improve fluency and overall understanding of the writing. Materials Needed: 2 nd paragraph rubric 2 nd paragraph organizer (interactive PDF file) Video on completing only section 2 of this organizer o My sample in PowerPoint on 2nd paragraph Paragraph 2 typing template Paragraph 2 reflection blog o Technology Integration: Interactive organizer Class website Video Word Processing Step-By-Step Procedures: 1. Students will access my website and navigate to lesson 3 folder where they will see an overview and resources to complete assignments. 2. Will locate 2 nd paragraph rubric and review expectations 3. Then student will watch my video of my filling in my graphic organizer on the song Where is the Love 4. Students then listen to a MP3 of the song and fill out their own organizer. 5. Students save their organizer and upload it to student folder to be evaluated 6. Then the students view my paragraph 2 example of how I used my graphic organizer to create the paragraph. 7. Students then open paragraph two typing template from lesson 3 folder and type their own.

6 8. When typed paragraph will be uploaded to be evaluated by peers 9. Classmates will complete an opening paragraph rubric and view at least three students opening paragraphs. Students will also be able to view the word document and add comments 10. Rubrics can be uploaded to student folder and the word document with comments should be ed to me. 11. Any revisions should be made. Assessment: 1. Use organizational strategies to gather information from the text to write part 2 of an expository essay a. Main idea/supporting detail graphic organizer is completed and uploaded to be evaluated 2. Students will write a paragraph with appropriate topic sentence, provide specific examples and supporting details from a text, such as a poem, and a conclusion statement. a. Interactive PDF requires main ideas and specific examples b. Typed paragraph is submitted and evaluated by self, peers, and teacher using rubric 3. Use revising and editing strategies, such as rubrics and checklists, to improve fluency and overall understanding of the writing. a. Second paragraph rubric is used by students to evaluate one another. b. Comments are inserted in Microsoft Word Music and Me Lesson 4: Paragraph 3of 3 Elements of Sound Teacher: Miss Erika Spitler Grade: 7 th Subject: Language Arts

7 Time: 11 school days Objectives: 1. Use organizational strategies to gather information from the text to write part 3 of an expository essay 2. Students will learn and identify elements of figurative language 3. Students will write a paragraph with appropriate topic sentence, provide specific examples and supporting details from a text, such as a poem, and a conclusion statement. 4. Use revising and editing strategies, such as rubrics and checklists, to improve fluency and overall understanding of the writing. Materials Needed: Elements of figurative language PowerPoint notes Figurative language podcast Alliteration Quiz o Assonance Quiz o Elements of sound chart 3 rd paragraph Rubric Final draft peer reflection questions o Myebook URL: o Access password: Technology Integration: Online quiz Screen snipping Blogging Step-By-Step Procedures: 1. Students will access my website and navigate to lesson 4 folder where they will see an overview and resources to complete assignments. 2. They will then watch figurative language power point 3. They then can download podcast to help review elements 4. Students then complete alliteration assonance quizzes 5. Each quiz will be completed then student takes screen shot of test results page and s me results. 6. View my sample on my lyrics 7. Students then fill out the elements of sound chart for their own song 8. They can post questions on blog under Lesson 4 Folder for help and ideas from classmates if they get stuck and can t find anything

8 9. Finish elements of sound chart and upload to student folder. 10. View paragraph 3 rubric and expectations 11. Construct third paragraph following template 12. When typed paragraph will be uploaded to be evaluated by peers 13. Classmates will complete an opening paragraph rubric and view at least three students opening paragraphs. Students will also be able to view the word document and add comments 14. Rubrics can be uploaded to student folder and the word document with comments should be ed to me. 15. Any revisions should be made. 16. Students then put all three paragraphs together into one Word file and upload to final draft folder and attach the MP3 of the song. 17. Students will then read and comment on each essay using the peer reflection question guide. 18. Once I have evaluated all the final drafts students can log on into my ebook and view the one that I began. a. Myebook URL: b. Access password: Assessment: 1. Use organizational strategies to gather information from the text to write part 3 of an expository essay o Elements of sound chart 2. Students will learn and identify elements of figurative language o PowerPoint questions, alliteration and assonance quizzes 3. Students will write a paragraph with appropriate topic sentence, provide specific examples and supporting details from a text, such as a poem, and a conclusion statement. o Elements of sound chart to state evidence and composing paragraph 3 4. Use revising and editing strategies, such as rubrics and checklists, to improve fluency and overall understanding of the writing. o Second paragraph rubric is used by students to evaluate one another. o Comments are inserted in Microsoft Word Music and Me Lesson 5: Making A Movie Teacher: Miss Erika Spitler Grade: 7 th Subject: Language Arts

9 Time: days Objectives: Students will give an informational presentation Students will support presentation with use of multimedia Students will vary tone, language, and pitch when speaking Students will be an active audience member by providing in depth critiques and questions for the presenter. Materials Needed: Students need MP3 of song Student sample of movie from last year (located in 5:3) Speech tips and instructions Webcam Microphone Movie Storyboard document Digital Camera Copy of Lyrics Microsoft Movie Maker Movie Maker How-To Video o Movie Maker tip Blog o Movie rubric Voicethread for students to put sound/video of their practice speeches and comment o Online collaboration white board for activity sign-up o Wallwisher for project reflection o Technology Integration: MP3 Webcam Microphone Digital camera Microsoft Movie Maker Scriblink Wallwisher Blog Scriblink Wallwisher

10 Step-By-Step Procedures: 1. Students will then open the Movie Story Board document 2. Here they need to read through their own essay and fill in what pictures represent the song s theme and what the lyrics mean to him/her. 3. Each photo idea needs to have a rationale included to back up why it is being used. For example, write the specific lyric the photo is representing. 4. They need at least ten original digital photo s 5. The finished storyboard needs to be turned into me so I can have final approval to make sure students are on track. 6. The students then go out and take their own photo s following their story board. 7. Once photos are taken, they need to be imported onto the computer and placed in the student s folder. 8. The student will receive an approval from to proceed to the next step of creating their movie. 9. Students then review the rubric for creating the movie and watch a student sample created last year. 10. The students will then blog about what grade they think this video received based on the rubric and need to provide examples of why. 11. Once students blog and read my reply they are approved to move to create. 12. Students who are not familiar with Movie Maker can watch the video tutorial that has been embedded into their Lesson 5 folder. 13. The student needs to import their pictures and MP3 into movie maker. There needs to be a title slide, transitions, and text over slides emphasizing key ideas/lyrics that were mentioned in essay. 14. There will also be a help blog available for students to post questions as they create the movie and will provide answers for one another. 15. When the movie is finished by the date specified, the students will publish the movie and save it to their computer, 16. Students will then upload their videos to my Voicethread so all students can view and comment constructive feedback. 17. Classmates are to then use the rubric and grade the video assigned to them. The rubric will be ed to me for review. 18. I will take the averages the self-grade, peer grades, and my grade for the student to be recorded as final score. 19. We will then have a movie premiere night were students will meet with the community at the Bucyrus Little Theater. 20. Here they will need to come up and give a brief speech that overviews the main ideas represented in the movie. See speech notes and instructions. a. They will say their photo rationales from the storyboard. 21. Students will use webcam or other video recording device to record them practicing speeches. 22. Video will be uploaded for classmates to give compliments and constructive feedback 23. Students are to sign up for a committee and produce for the movie night on website. Here they will also specify who is doing/bringing what and organize times/days to meet to create. a. ushers b. movie premier poster/ red carpet

11 c. food/refreshments 24. Students and community will then all meet for final premier night. There I will score final student speeches. 25. Students will then visit my wall wisher site and post sticky notes on their reflections of the project. Assessment: Students will give an informational presentation o Their practice speech videos and final presentation live at movie premier night Students will support presentation with use of multimedia o Movie maker video that represents thoughts from essay that compliments speech Students will vary tone, language, and pitch when speaking o Rubric will be used to evaluate Students will be an active audience member by providing in depth critiques and questions for the presenter o Students feedback on practice speeches Time Lines/Due Dates: This project is estimated to take approximately 50 days to complete. Last year, it took me almost two months to do in class. I have specific due dates on each assignment accompanied by scoring rubrics/instructions.

12 Resources: Class wiki page o Blog thoughts based on this entry: o Idea Map discussion Blog on my lyrics o Voicethread of Where is the Love o o Video on completing only 1 section of this organizer o Video on completing only section 2 of this organizer o Paragraph 2 reflection blog o Alliteration Quiz o Assonance Quiz o Final draft peer reflection questions o Myebook URL: Movie Maker How-To Video o Movie Maker tip Blog o Voicethread for students to put sound/video of their practice speeches and comment o Online collaboration white board for activity sign-up o Wallwisher for project reflection o