Sounds of Change Language Arsh Grade I. standards: Facitate and inspire student learning and cretvty « Promote student election usin olaboratve tots to reveal and cay students conceptoal understanding and thing. planning. and creative processes I, Goal ana Student Leaning Outcomes [Goal t: Students wil ecamine why they he a paula typeof music Student Learning Outcome 1: Students wil begin thiking citcally about the typeof music they Isten to any they stent that songlgente Student Learning Outzome2: Student wll ao analyze how musie makes them feel and how out ematns may dictate the ype of music we chouse sistent Jooai2: students wil dscuss musiin society and determine issues in society ply 2 fle in how Siete thnkfereste the muse they produce stent Leaning Ouzome Students wil dca the sci and cual messages hat songs may Student Learning Outoome2: Students wl understand that many songs have undertying messages and they wil begin to thnk about what ype of messages can be leaned fom lstening@ ana snatyang muse Vz Leaming Environment Blended learing environment V- Resources: Google Docs, Intra, Document Camera [Vi OWversAy/Dierentatin: Class & made of several EL students, several students with Autism, and stidents who fall under OM vi, Technology incision: During instruction wil utize questions generated in a Google Dae to Begin thang about music I witbe using he document samera to pioject he Google Dee. and students mil flows along withthe buleted points te prompt the decussion. Aseessiment ll come ftomteachersbseivaton and elass parbopation duting the ds cussion. Vt. Prior Knowledge: As the fst day of the lesson we wil call on eur prior musioknanledge and ndividva tastes in styesisongs we enjoy Lesson Placomentin Unt 1 of 2 IX Procedures: /. Anticipatory Set: To begin the lesson wil ead 2 discussion by using the bulleted questions below. Sounds of Change Intro Questionsla. Diectinetuction: Contentwillbe presented as a whole group sefting and teacher infated and avected dscussion. The Google Doe wil ald and guide the dseussion being sue to intioduce main poi [. student interacton/Gulded Practice: Studens will partipate in dscussion 35 a group. 4 Independent Pracice: No independent practice fo ths pat ofthe lesson. 5. Review/closure: Ater our discussion we wil eviewv hate leatned and then ask ourselves again lwhat dacs music mean to us? We wil avo decige# the prt discussion made us lock at music n'a eterentay? 6. Presentations: WA x. Evabation/Assessment Foimative assessment of student engagement and parbeation dun dzeussionvailbe mestured ise pate . De Referencee: NA.Sounds of Change Language Arsh Grade h. standards: Determine the meaning of words and phrases as they are used in text including Higutatve and cannotatve meaning analyze the impact of iymes and ether tepetons ofSeunés on the a spectio verse or stanza ofa poum or section of story ov grams I, Goal and Student Leaning Outcomes [Goal 1: Students wil gain a better understanding ofkey mesic vocabulary Student Leatning Outoome 1: Students wil learn meaning of Iie. metaphor Student Learning Outoome 2: Students wil practice vsing new vocabulary in iting the words, Jdetntons: and's personal sentence using the word. yew Jooai2: Students wil analyze a songs Wes and then identify the meaning ofthe song Student Learning Outcome 1: Students wil dentty metaphors inthe songlyits to help determine the meaning. Student Learning Outzome2: Students wil be able to generalize the overall message within the song through appiing whatwve have discussed and the metaphors tented. Vz Learning Environment Glanded learning environment IV. Resources: Document camera intenet Lyriankicom, Spetly muslo payer IV. Dwvereay/Dterentation: Class fe made of several ELL student, several studants with Asm, and stidents who fa under Ot vi. Technology incision: For hs part of the lesson lwil use class dicionates te look up vocabulary laoies where they il hen use thet joumals to wite, deine, and cleae the Sentence. We wil aso se Spotty musik playe to lsten fo he song ase fead the yes that be projected onthe screen. Assessment ll come thet Journal enuy of vocabulaty welds and thet paipaton In determining the meaning of metaphors witin the song [Vil Pret Knowledge: Prior to the lesson students have leaned the meaning fa metaphor Lesson Placement in Unt 2 of 12 IX Procedures: 1. Anticipatory Set: Class wil begin by reviewing lesson fom day 1 with a shot discussion on what le Waited acd mane ana the imple use can have on Sosy la. Disctinetusion: Class wilthen get the jourals. wi lead elses in letingthemknow thei tsk is i look up "yt" ana"metaphor” in the dicbonaty. Then they willie the Wold, define he wold. and then creates personalsentence using the word: Once ths & complete we lishate the sentences 2 lass[. student ineracton/Guided Practice: | wil manor the class by checking inwth each student whe they are working te answer any questions they may have about the new vocabulary. 4. independent Practice: indvdualy as we Isten to and read the alongwith the song below students Jail st metaphors they see or hearin the song Paul MeCartney- Ebony and Wary 5. Reviewlosure: Ate listening to and reading the song we wl evisu the meaning of Wie and matsp We wil ao en the metaphors the song and daceas the meaning exch, 6. Presentations: WA IX Evaluation/Assessment Formative assessment vil come Wom student journal ei [xt References: See below Paul nec artney:Ebeny And Wvory Lyles. Retleved tom hips kia gordP aul McCartney Ebony. And_Nory [x Annoiated References: Lyric provides tics fox songs. | used this referance to have students veadisee the res and ian sldng ase latenea tte song While Raving the paeced ics sine document camer | mas abet scrctto sectors ofthe songtafaciaate daourson, Ovralhe st povided» goodSounds of Change [Language Arte7th Grade 1. standards: Determine the meaning of words and phrases as they are used intext, Including tgurstve and connotatve meaning. anayze the impact of ymes and chet repetitons of sounds on the aspectc vets ot stanza [os poem orseeton of story o drama, ‘Goals and Student Learing Outcomes: [Goal t: Students wil develop undestanding of two songs Student Learning Outzomes 1: Students wil generalize the meaning ofeach given Song Student Learning Outoome 2: Students wll describe thet interpretation to a peer to aesess thet onn interpretation Jeoai2: Students wil develop intespersonal skis by discussing ther ideas in a small group seting Student Leatning Outoome 1: Students wile able to justly their ideas with 9 pees. Student Leatning Outoome2: Students wile able to interpret others Meas in a meaningful, adscussion. IV. Learning Emvironment Blended IV. Resources: Lyla com, Iteinet Spot, SongFadt com, Document camera IV. Dwversay/Derentation: Class made ofseveralELL students, several students with Autism, and stidents who fa under Ot Vi. Technology nlusion: Thi clas wil uae the inteinet to project wo songs onthe screen, We wl So be Istening tothe music while we follow along Vil. Prat Knowledge: Prior to this lesson we have learned that musie ean igpire arts to wie song bout things nth world hppening around them. The lesson bul on that beginning lesson. Lesson Placement in Unt 3 of 12 IX Procedures: + anticipatory Set: ul begin class by reminding students of ou discussion from day 1 and prompt them by saying we willbe sstning te tuo dferentsonge I wil ask the students to get groupe of 23 [and let eho they wi be fst ltening tothe songe and then each petson inthe gop wil need [eshare wnat they fete meaning ofthe Songs werelare, " rer la. Diectnetucion: The fst song wil be projected and students wil read the Hytes while Isteing to i mice each song wi ge rte oe oup docu, Wel ten iin fo somg liv and sepest Bob Dylan Times They Are A Changing[John Lennon Imagine fa. Student ineracton/Gulded Practice: Students wil wou in small groups and decuts ther ideas on lwnat each songs means ot what they this the meaning ofthe Songs te 4, independent Practice: Duing class students wl be wosking in groups to summarize meaning in wo Sones 5. Reviewlesue: Closure to ths lesson each gloupllshare thelr ndings and what they tink feach song means taking ponte are needed we wil use Sangr acts com to help back up overall meaning and help ad in understanding 6. Presentations: Each group wil presentwhat they fet the meaning ofthe be songe were. X. Evahation/Assessment Formative assessment of individual woking within group and their paricipaton wehin the Broun [xt References: See below Sob Dylan-The Times They Are A Changi Lyles. Rebieved fom puts kia comBob Dylan Times They Are” A Changing [2 John Lennonimagine Lyris, Reieved om Nipslyis wikia. comlJohh_LennonaAlmagine [x Annotated References: Lyric provides tics fox songs. | used this referance to have students veadisee the res and ian sldng ase latenea tte song While Raving the paeced ics sine document camer | lwas able to sctcttosectons ofthe Sango facieate dseussion. Oveal the site plovded a good lvsualSounds of Change [Language Arte7th Grade 1. standards: Determine the meaning of words and phases as they are used in tx, Including tquratve and connotatve meaning: analyze the impact of Imymes and other tepeons of saunas onthe aapectieverse a stanza eae at zeeton of toy of sama i Anaze he econ between maiduab, even, and ideas n atertceg hove ideas inuene individuals or evens, ot how individuals infuence leas or evens). ‘Goals and Studeat Learning Outcomes: [Goal 1: Students wil be able to summarize an edtovial arte Student Leatning Outoome 1: Students willbe abl to evaluate the authat opinion in an atl Student Learning Outoome 2: Students wil call key tats in the arise [Goal2: Students wil be able to atoulate ther personal connection to music, [Student Leatning Outoome 1: Students wl examine how music has impacted another person Student Leatning Outcome: Students wil describe how they ave connected to music and help us feslze lessons We might be ablete lean tom musion . IV. Learning Emisonment Blended IV. Resources: Class computes, itemet, Google Docs [Vi Owveisay/Dierentation: Class & made of several ELL students, several students with Autism, and stidents who fall under OM Vil. Technology Incuson: Google Forms, itemot arte Vit. Prior Knowledge: Ths lesson continues to bul on allesson to date as we bull ou kilo fanaiyaing music and he effect t can have on ws Lesson Placement in Unt 4 of 12 IX Procedures: +. Anticipatory Set: Class wil being with ashortinto onthe previous day leon |i let the cass ant i be ceacing an edt ale on hon music impact somaone ees el ag the lstudentto thin about hemches and think sboutvnative have earned so far nthe lesson. Ae they ead the artcle abo consider we age ot dsagice wth the autho. lil then let he students know iat ate eaig te arse they lb seaponding aig te Google Pim thathasbeensentteDavid Brooks- The Other Edveation la. Disctinetuction: Students wil access the ate via the internet and read the atticle below at their ow pace. Ate they read the acl they il access thet emallandetileve the Googe From. Once they open the Farm they wil vespond to all questions [The Other Education Response Questions fa. Student interacton/Guid Practice: See "Direct Inston’ 4, independent Practice: Wosking individual students wil ead the article and then use the Form to fefect ang anawer the questonss " 5. Reviewlesue: Closure will comewith a quick pol on student interest inthe article and thei fepion f music has changed o emained the same? wil then let student know lw reviewing the Stooge Perms they submied and evaluating the fespense. Fev nomen students wil be Instueted to come to class the felowing day prepared wih? ofthe favoite songs 6. Presentations: IX Evaluaton/Assasment Formative asserement of student submited Google For Rulbrio-The Other Education Px. References: 1 Brosks,D. (2000, Neverbet 8), The New Vou Times. The Othet Education. Retieved March 12 2018 trom bpd nytimes-comv2000/"1/27lopinana7orooks M226 Pal. Annotated References: Brocks's New York Times ale helped show students that education can sometime come om [Something ether than afypialschotlenvtonment: The author tells personal story of har mse and Biuce Springsteen have changed hs Ife. Blosks descibes how Bruce Springsteen's musics tas nelpes teach him leszons about how others nthe United States lve andthe struggles they face Brod also des crocs non the music as afected hs whale fanny and by taking hs Young daoghtss oa lve show she has now become afan and. naw contnung her avn musie eduction This stile Plovided a great story to discuss oneves, re ony ssue 6 the Vocabulary the aicle& gue [iiou andar advanced for many of te students in my clas, Nest me lure the arte [vl font Toad the lesson and pre-teach the vocabulary so the Student will be able to gain a beter indetstanding ofthe aclSounds of Change [Language Arte7th Grade 1. standards: Determine the meaning of words and phrases as they are used intext, Incdng auive an anna meanng, aa the pat [os poem orseeton of story o drama, " ‘Goals and Student Leaming Outcomes: [Goal t: Students willbe able to compate and contast to diferent song iis Student Learning Outoome 1: Students wil be able to frm hypotheses on song meaning Student Learning Outoome2: Students wile able to connect ideas to and determine main dea by eompaing and contasing Joost: Students wil learn how to use Wardle to connect main ie and compare and contast Student Learning Outzome 1: Students willeatn how to create a Wordle student Learning Qutoome2: Students wil use thet World to compare and contrast the two son they Seleciedto determine main cea " = IV. Learning Emitonment Blended V- Resources Internet, Worde com [Vi OWversiy/ierentaion: Class made of several EL students, several students with Autism, and stidents who fall under OM [Vi Technology ncuson: Use afstudantjounalte wie hypothe [Vic Prior Knowledge: Studens have a basicknowledge of Worde Lesson Piacomentin Unt 5 of 12 IX Procedures: +. articpatry Set: This lesson wil begin by leting asking students to shate the songs they selected ie alas fr any common themes, songs, af gentes between students fll dtal hese fdferences or commonalities onthe whiteboard Tvl hen nstiut students to find sormeane in class lath sinsiar common themes and asx tem to panes up that person. Once na group students ail begin to frm er onn hypothesis win each ether and the songs each pelson selected 2. Disctinetuction: See #1 a. student neracton/Guided Practice: Students wilwok wth a pee! te examine thet songs and wos to develop ideas onuihat they Ne the sang, why they choose the song, andwhat they bik the message's win the song? senyiney * *[4 independent Practice: Students wil wot i groups to form their hypothesis 5. Review/clesure: To wrap up the lesson we wil discuss ou findings and we bebeve we have a fim hypothess 6. Presentations: WA [X Evalation/Assessment Formative assersmentwil be made on students Invelvementn groups, # they came to class prepared wth tei 2 Songs. and’ hey wete abe to fom a hypethess. Wordle Rubric XI References: WASounds of Change [Language Arteth. Grade I. standards: Facitate and inspite student learning and cretvty « Promote student election usin olaboratve tots to reveal and cay students conceptoal understanding and thing. planning. and creative processes I, Goal ana Student Leaning Outcomes [Goal t: Students wil be able to test ther hypothess fam the previous day lesson Student Learning Outcome 1: Students wile able to use World.com to examine main idea to test # the hypothens tas corec. Student Learning Outoome 2: Students wil be able to use Warld.com to compare and contrast the avo songs they selected and-see thew nypothess was cares. [G0ai2: Studens wil gain 2 deeper meaning onthe musie they enjoy. Student Learning Outcome 1: students wil gain a better understanding the songs they listen toby Seeing common element win hore songe Student Learning Outoome2: Students wilbe able distnguish other music styles of pests n class. IV. Learning Emitonment Blended V: Resouress: Interne, Worde.com account, clas Pad, Apple TV for presentations. IV. DivereAy/Diterentation: Class fe made of several ELL students, several students with Autism, and stidents who fa under Ot vt. Technology incusion: During ths lesson | il use Werlde.com to cate a glaphie oiganizer that istudents evaluate main ea and common themes wth the Wo songs they Selected Vl. Prior Knowledge: Stadonis Have learned bas Words ceallon Lesson Placement in Unt 6 of 12 IX Procedures: +. anticipatory Set: |v begin class by providing students wth a step by step reviw on creating 3 ari alent students know they si testy the hypethes by resing sWarde bareon thee songs they used ts form hel hypothess. la, Direct netuction: | wit take tuo songs | selected and then model howto copy and paste the hres Gi each song ts sWovde {wintea medelts fe cass haw to combine ese bio sarge, Once fe JSongs ate combined asa class we wil detetmine the man dea and common themes #thete ate any a, Student neracton/Guited Practice: Students wll we the Pads to create thet onn Werlde and ompate the wo songs[4 independent Practice: Working individually students wil then cleate thet Wordle and look for main idea and common themes 5. Review/Closure: See below (Presentations) lo. Presentations: Students wil present thet Wordle and thet findings. Lastly was thei hypothesss ome? X. Evabsaion/Ascessment Formative assessment of class partipation and were they abe to create ther Wardle 'and conneethay inoumaton, parte " De Referencee: NASounds of Change [Language Arteth. Grade standards: | Facitate and inspire student leaning and ereativty o Promote student refecton [sing calaborave tol to reveal and clay student conceptual undetstanding and tik plnBing and erssve processes RDeistrine ie meaning ef words and phases-as ey ag wedi Including Squeatve and connotative meaning: analyze the impact of iymes and wher sapetione of sounes nes spaste vee ot stanza [t's poem or section of story or drama I. Goals and Student Learning Outcomes [Goal 1: Students wi be able to summarize an edtovial arte Student Leatning Outoome 1: Students willbe able to evaluate the authat opinion in an ate, Student Leatning Outoome 2: Students wl call key facts in the arise [coal2: Students wil be able to artoulate ther personal connection to music Student Leatning Outoome 1: Students wil examine how muse has impacted another peison Student Leatning Outoome2: Students wil describe how they ave connected to music and help us Teale lessons we might be abet learn om musi IV. Learning Environment Blended V. Resources: Computers in ab interne, Google Form, emall Spotly muse player IV. DivereAy/Dierentation: Class fe made of several ELL student, several students with Autism, and stidents who fa under Ot Wi. Technology inausion: Class computers willbe ulized as wellas document camera and speakers for muse playing. Vi. Prior Knowtedge: Siodents wil bid on prior analyicel kil eared from lesson/day 4 Lesson Placementin Unt 7 of 12 IX Procedures: 1. Anticipatory Set: ull begin class by asking who has heard of John Mayet an then we ill have 2 inert dscussion aboutwhe he & the type of atts he [wl hen tll the students we ate going to iste and read"Wating onthe World Change’ |wil then have the students access thet emal and feuieve the Google Formmhete students mil espandt the questions related tothe song la. Diectinetucion: Students wil Ssten and watch a video with the res on YouTube as they analyze ihe songs. [John Mayer. Waiing on the Woild te Chane SengiLyiefa. student ineracton/Guided Practice: Students wll connectoith the lesson by responding tthe [Google Farm below. John Mayer. Wating onthe World te Change: Google Form /4 independent Practice: Indivdualy students wil respond tthe Google Fotm 6. ReviewClesue: We wil discuss our findings and what we thought about the song 6. Presentations: WA [% Evaluaton/Assessment Formative assessment of the Google Form [xt References: See below + pausieaak 06). (2007, November 0). Waling onthe World to Change [Video Fie]. Retleved Wom htbefyoutu beRE GOD 7OWZE [x Annoiated References: For visualsuppertin reading ys I made a change fom using Lyriew and decided to use 3 isiacke sie of rojecing the song ys. Tne stadt ound the method ssaerte read 3nd flaw slong, The ony problem the created vas when wanted to focus on cetan stanzas nthe songs lass dticut to get bac tothe secton wanted to dcuss. Being sighty more deat Wed using the fotmat beter ths way: id notice an increase student engagementSounds of Change [Language Arteth. Grade I. Standards: Analyze the interactions between individuals, events, and ideas in a tex, Students espana maj evens aveaiategte ane shoe nom (Goals and Student Leaming Outcomes: coal 1: Students wil understang that some musio written through history has been wtten to promate Jhange or asa form of protest Student Learning Outoome 1: Students wil conclude that some wellknown songs ate actually son that sre wittento change something wrong the wold * Wysengs Student Leatning Outoome 2: Students wil conclude that some wellknown songs ate songs wrten as a plotestte something going on inthe worl, [Goal Students wil be aware ofthe how music has played a ole in ou history Student Learning Outsome 1: Students wil compare how musi relates to out NStory Student Learning Outoome2: Students wile able to ientty songs with tine petiod or event in ou story IV. Learing Emitonment Blended IV. Resources Internet. computer, YouTube IV. Dwversay/Dterentation: Class fe made of several ELL students, severalstudants with Autism, and stidents who fa under Ot Wt. Technology inausion: vil ute YouTube to help show Wwo videos that ave timeline of musie over the ouise cf the Unted States histor. Vi. Prior Knowledge: Seng of change wil flow up on lessonldbaussion Wom Day 7 Lesson Placementin Uni 8 of 12 IX Procedures: +. Anticipatory Set: Class wil begin with a follow up on John Mayers sang from he prior day. We wl izcuss fre mfeanng once again and then {wil tend te class that sometimes songs aya Yole in ur history or help ut remember something fm our past, wilremind students that sometime muse as helped to shape our history by the worésfiyee used: We wil hen watch bro videos that chronic OPS story tomasien YY ™ }2. Direct instruction: Videos will be presented via YouTube.com [The Power of Protest Part 1 The Power of Protefa. student ineracton/Guided Practice: Students wllwateh the video and ater each video we wiltael ime to have s discussion. 4. independent Practice: Whole group acy 5. Review/closure: Ater the second video wewil discuss ou understanding of music rough history and ove beeve the musie created today ore fre il have am past nou Maton rn 6. Presentations: [x EvaluetonAssessrent Formative asvesament of student engagement and paricpaton| [drng acunion wi be masaured. soston [X.Reterences: See below I. ietepi). 2010, May 1). The Poner of Protest Mic Part [video Fae. Retieve tom puta behest Meee Fil 2. [tmstepsis),J2070, May 18), The Power of Protest Musio Part? [Video Fle], Retived trom pst youtube comdwateh N=SCSBTUKred [x Annotated References: this was great resource to help show students how music has played a tle in ou history. The wo \vdeus do ance jo ofteling the story of wsues dung period intime and they do » goed job of lacing appropriate music th the me peta, Both videes helped provde taking pote ft students resting ther tmebne st ine end ofthe unt Several student referenced bast Tote videos 1 hep them ereate their own tielne.Sounds of Change [Language Arteth. Grade Ih. standards: Determine the meaning of words and phrases as they are used intext, Including tquratve and connotatve meaning: anayze the impact of Imymes and otertepeons of saunas onthe aspectieverse or stanza Jo's poem or section of a story o1 drama, ll. Compare and cantast a wisten story, drama, or poem to au, ned, staged or mutimedi vein, anaiyaing the sfc of techs unig 0 each ‘Goals and Student Learing Outcomes: Jooal 1: Students wil be able to determine hit lea relevance of wo songs Student Learning Outzome 1: Students wil connect the main idea in bwo songs Student Leatning Outoome2: Students willbe able to compare vo songs wiften about similar sues in tory Jcoat2: Students wil investigate the role the media might play in portaying the connestion some People make to a song Student Learning Outcome 1: Students wil understand that"Forunat So i a potestsong and not Seng aboutticedom " . Student Learning Outoome2: Students wil be scrutinize the meaning of Fortunate Son compared to 2 commercial and how the media used te Song to Ploject a diferent meaning. IV. Learing Emitonment Blended IV. Resources Internet. computer, YouTube IV. Dwversay/Dterentation: Class fe made of several ELL students, severalstudants with Autism, and stidents who fa under Ot Vi, Technology nluson: Thi lesson wil ulze YouTube to show a vival ofthe songs es while Se providing the auao ofthe song. YouTube nll ase be wed to show the Wrangler commelcial felatngto the song"Famtunate Sort vn, Prior Knowledga: Prior to this lesson stents have learned how to ulize thelr kil to analyze meaning of songs. Lesson Placementin Unt 9 of 12 IX Procedures: +. amicipatry Set: Class wil begin with a review onthe histvial ole that musi plays in society. wil ask te class they have ever sald something to 2 fend that was taken out of conte? Or have you ever varten something down tatsomecne vredin a deerentway than the way you meant £ De feaa?la. Dirsctinetucion: |witheninstuct the class that as we have learned songs/vics carry messages about eves in society Ivtthen lat the clase know we are going to take a look atsonge hatwere lanten sbotsusartoples and then {il let he Cass know enesive examine the second song me Jailtake look athow the tue message of the song mightbe miss-used nthe media, Bob Dylan Times they area Changin Founate Som [s. Student imeractan/Gulded Practice: Once again tough he use ofvideo and aud students wll be able to mace connections tothe material being presented Fotunate Son Wrangle Commercial Independent Practice: na whole gioup sting students wilateh he videos andpatipate ma 5, Reviewlesure: We wil discuss how the tue meaning of the song ders fom that of the Wrangler feommerea 6. Presentations: WA [x EvalstowAssosoment Formative assessment of student engagement and partipaon [curing eescucion wi be meesured. snseaer [xt References: See below Sob Dylan-The Times They Are A Changi Lyles. Retieved fom puts wakia comBob Dylan Times They Ave” A Changing a. futimateraventan). (2000, October 8). COR Fortunate Son with Lyrics [Video Fe). Retieved fiom ts: youtube comiwaten N“Ly2UIEW-QSzafeature-youtube a, Wicox, 6. {Greg Wied 2008, August 20), orunate Son Video Fis. Retieved rom aps ouabe comune cwovomeNOSeblesreryouts be [xl Annotated References: +. Lyin provides yes for songs. used ths reference to have students reads the Iyies and {alow along as me istenea tothe song. While having he projected ines on the document camera | lias le scala sectons of he rong to tacleate dauasion Overs neste proved 9 good J. For vsualsupportin teasing Iyies | made a change fiom using Lyionkl and decided to use 2 karacke style of projecting the song yrs. The studers found ths method easier to Yead and follaw slong, The ony problem the created vas when wanted to focus on cetan stanzas nthe songs lass dicut to get back tthe secton wanted to dcuss: Being sighty more Uffeut] Wed using the fotmat beter ths way a5 | dd otice a netease nstudent engagement 2. Tis video provided visual supportfor connecting hor songs tue meaning might be mésconstued inthe medi. Tne video combines patiotam vith selected pare of he song Fortunate Son The par tthe video was ured ater our discussion of the rue meaning behind Fertunate Son” and student \were abe to sex hor the Weanger commercia/ used pare of he song to create svincle sterent mocaheme ofthe orginal songSounds of Change [Language Arteth. Grade I. standards: Students constructvarious time tines ofkey evens. people, and periods of the historieat ea they are studying. Students expla how major even ate felated to one anole in I. Goals and Student Learning Outcomes [Goal t: Students willbe able to place key songs in hstory to aKey evenitime peiod Student Learning Outsome 1: Students wil gain a deeper undeistanding of several songs meanings Student Leatning Outoome2: Students wil understand how those song relate to peiod in ou history [coal Students willeamn howto create a timeline Student Learning Outoome 1: Students wil bulla tneine using an technologealappleation to app Jwhat they have lesined about musie dung» peiodn hatry. Student Learning Outome2: Students wil be able to recall soniye meaning by referencing back to ihe mene they coated wm ae * IV, Learning Environment Blended NOTE: he lesson wil begin on Day 10 and ay 14 and 12 wl be designated as class time to wom onthe ploject Poets due on Day 12. [V-Resources: Pads, Timeline 3D app. Apple TV tempat IV. Dwvereay/Dterentation: Class & made of several ELL students, severalstudants with Autism, and stidents who fa under Ot Vi. Technology mouson: Students wil ure the clas Pads andthe Timeline SD app. to create a tele of matin our story Vl. Prior Knowledge: Students wil have learned hon music alates to history Lesson Placementin Unt 10 of 12 IX Procedures: Anticipatory Set: | review what ve have leaned about musi and how many songs ate writen about evens that took place mn our histor. ml then let the class new the wl be using the Pads create hei very awn tumeline of music they ike and ho kvelates Yo hstoial pelea }. Diectinetucion: I wil made! haw to use the Timeline 2D app. and asist students with beginning te setup the tmeline wil ao model how to do aweb seatch io find musle that elates to time peted in hetoy, 3. student ineracton/Gulded Practice: Students wil apply what they have leatned over the last fe lessens and beg creating thev own timeline. Creating a timeline wil ad students being able to fecal meaning otsongs4, independent Practice: Each student wil wok on thet own timeline, but groups of 2 may help each stner out as they do ther vessarch and begin ereatng thes meine. Over the last wo days of he esson studers wall ave class time fo complete thew Umelines. Once fished each student ml present thet timeline on day 12 5. Reviewclosure: For closure wil once again sek the clas forthe tuo things they leaned about Imusic over the last 12 aye. Each stugent val be tequied t respond ana parva nthe dscussion. 6. Presentations: [X EvaluatonvAssesament: See ribo below. Himetine Rube De References: NA