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  • Title of Lesson Teacher's Name: Grade Level What Learners Will Be Able To Do (Behavioral)

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    By the end of the unit, students will be able to name four significant African American composers or performers with a success rate of 80%. Students will compose an original protest song and participate in a mock protest at the school in honor of black history month. Teacher will reflect on whether the lesson completed its goal of changing the students' perceptions and their understanding of racism as it correlates to music.

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    By the end of the unit, students will be able to name four significant African American composers or performers with a success rate of 80%. Students will compose an original protest song and participate in a mock protest at the school in honor of black history month. Teacher will reflect on whether the lesson completed its goal of changing the students' perceptions and their understanding of racism as it correlates to music.

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    © All Rights Reserved
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    51 views3 pages

    Title of Lesson Teacher's Name: Grade Level What Learners Will Be Able To Do (Behavioral)

    Uploaded by

    api-283877585
    By the end of the unit, students will be able to name four significant African American composers or performers with a success rate of 80%. Students will compose an original protest song and participate in a mock protest at the school in honor of black history month. Teacher will reflect on whether the lesson completed its goal of changing the students' perceptions and their understanding of racism as it correlates to music.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Flag for inappropriate content
    of 3

    AmandaOsborn

    LessonPlanRacism
    11/9/15

    TitleofLesson
    :Racismandmusic
    Teachersname:
    AmandaOsborn
    GradeLevel
    :HighSchool

    Whatlearnerswill

    Beabletodo(behavioral):
    Bytheendoftheunit,studentsinthehighschoolmusic
    appreciationclasswillbeabletonamefoursignificantAfricanAmericancomposersor
    performerswithasuccessrateof80%.

    Understand(cognitive):
    StudentswillbeabletoempathizewiththestrugglesAfrican
    Americanmusicianshavehadtofacethroughouthistory.

    Encounter(experiential):
    Studentswillcomposeanoriginalprotestsongand
    participateinamockprotestattheschoolinhonorofblackhistorymonth.

    ConstructMeaning(constructivist):
    Studentswillrealizetheimpactofmusicon
    AfricanAmericanslivesandhowithelpedthemtopersevereastheyfoughtfortheirrights
    duringtheCivilRightsMovement.

    FocusingQuestion

    InwhatwaysdoAfricanAmericanprotestsongsreflectthestrugglestheyhadtofaceduringa
    timeofsegregationandoppression?

    Materials

    Smartboardorprojectorscreen
    Speakers
    Youtubeclips
    Posterboard
    Manuscriptpaper/Looseleaf
    Markers

    Assessment

    Formative:
    Teacherwillmonitorstudentengagementthroughouttheunit.

    Summative:
    Teacherwillgradethestudentbasedoffofparticipationinclassdiscussionand
    themockprotest.Shewillalsocreatearubrictogradethestudentsshortgrouppresentations
    onanAfricanAmericancomposerorperformer.Studentwillalsobegradedonhowwellthey
    wereabletosuccessfullycomposeanoriginalprotestsong.

    Integrative:
    Attheendoftheunit,teacherwillreflectonstudentsunderstandingofthematerial
    andwhetherthelessoncompleteditsgoalofchangingthestudentsperceptionsandtheir
    understandingofracismasitcorrelatestomusic.Teacherwillselfreflect,thinkingofwhatcould
    bedonebetternexttimetoaddvaluetothestudentsliveswhileprovidingthemwithknowledge
    theycanapplyevenoutsideofthemusicappreciationclassroom.

    Process

    Partner:
    TeacherwillhavestudentsbringintheirfavoritesongswrittenorperformedbyAfrican
    Americans.Afterlisteningtothesongsandviewingmusicvideos,theteacherwillaskstudents
    todiscusshowthismusicisportrayedinthemediahowAfricanAmericanartistsare
    stereotypeddifferentlythanotherracesandwhytheythinkthatis.Thentheteacherwillask
    studentsiftheyveeverfeltjudgedorstereotypedbasedonthewaytheylookandhowthat
    experiencemadethemfeel.Studentscaneitherwritethisinformationdownonasheetof
    looseleafandhanditinorsharewiththeclassiftheyfeelcomfortabledoingso.Shewillthen
    askstudentswhattheyknowaboutthecivilrightsmovementandtodescribewhattheyve
    learnedinpreviousclassesrecallingimportantfiguressuchasMartinLutherKingJr.

    Present:
    Afterthestudentshavefinisheddiscussion,theteacherwillregroupandhavethem
    listentoafewselectionsofherown,whichconsistofJazzstandards,spirituals,andAfrican
    AmericanProtestsongs.
    Theteacherwillaskthestudentsiftheynoticeanycommonalitiesbetweentheseselections,
    andtodescribethemusicalaspectsaswellasthelyricsandwhytheythinkthecomposers
    havedecidedtowritetheminsuchaway.
    Theteacherwillthenhavestudentsgetintosmallgroupsandwillassigneachgroupafamous
    AfricanAmericancomposerorperformertoresearch,includingtheirearlylife,careers,making
    noteofthestrugglestheyhadtofacewhenperformingorwritingmusic,aswellasintheirdaily
    lives.Thenthegroupswillsharethisinformationwiththeclassinshort510minute
    presentations.

    Personalize:
    Theteacherwillplaytheprotestsongsonceagainforthestudentstolistento,
    thenwillaskthemtogetintogroupstocomposetheirownprotestsongsasthoughtheywere
    partofthecivilrightsmovementandfightingfortheirownfreedom.Shewillhavestudentsfirst
    writetheirownlyricsandthenwillassiststudentsinsettingthemtoasimplemelody.
    Oncestudentshavesuccessfullycomposedtheirownshortprotestsongs,theteacherwill
    supplyposterboardandhavestudentscreatetheirownprotestsigns.Thestudentswillpresent
    theirsongstotheclassandtheclasswilllearneachothersmeodies.

    Perform:
    Studentswilltaketheirprotestsignsandfinishedsongsandwillparticipateinamock
    protestmarchaspartofblackhistorymonth.Otherstudentgroupsintheschoolarealso
    welcometojoinin,tomarchwiththemusicappreciationstudentsastheysingtheirprotest
    songsinremembranceofthecivilrightsmovementandincelebrationofallthecourageous
    AfricanAmericanpeoplewhomadeitpossibleforthecurrentgenerationtohaveequalityand
    rightsthattheyhadnotpreviously.
    Studentswillwriteashortparagraphabouttheirexperiencemarchingandhowtheirperception
    hasbeenchangedasaresultofit.

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