The Concept of Home: 9th Grade Mixed Chorus

Thematic Unit Plan

Eve Thomas
EDUC 142: Secondary Reading and Interdisciplinary Curriculum
December 8, 2016
 Table of Contents
Theme Statement/Rationale 3

Scope and Sequence 4

Lesson 1: Home as a Feeling 5

Lesson 2: Text-Dependent Questioning 8

Lesson 3: Directed Note-taking 12

Lesson 4: Semantic Feature Analysis 15

Lesson 5: Questioning the Author 17

Lesson 6: Graphic Organizers 20

Lesson 7: Shared Reading 23

Lesson 8: Reciprocal Teaching 25

Lesson 9: Close Reading 27

Lesson 10: What does Home Mean to You? 29

References Used 31

Text Summaries 32

2
 Theme Statement and Rationale

The theme of my unit plan is entitled The Concept of Home. I thought this would be a

perfect topic for a freshman choir to explore through music and text. Transitioning from

middle school to high school can be difficult for students, especially because they want to

find a sense of belonging and acceptance at their school and with friends. For many

students, the music classroom becomes a home or outlet where they feel comfortable

expressing themselves and making new friends. This unit would function best if it were

situated towards the beginning of the school year because it eases students into the idea

of singing together and working as a unit, creating a comfortable classroom environment

for where everyone is a valued member of the ensemble.

I used both music and literacy standards for this unit plan, focusing on standards that

emphasize understanding complex vocabulary, the authors purpose, and comparing

multiple works. These are activities that work well with written articles and texts as well

as with music itself. The texts of songs can often be difficult for students to understand

and connect with because they are usually written in a poetic format and rarely have an

overt meaning or message. Through using a variety of literacy strategies, this unit plan

explores the meanings of articles and song texts relating to the concept of home at

multiple levels of complexity, culminating with students creating their own statement of

what the word home means to them.

3
 Scope and Sequence:
Lessons One through Ten

4
 Lesson One

Title of Lesson: Home as a Feeling Total Lesson Time: 60 minutes

Student Objective Iowa Core Curriculum Literacy Strategy

Students will be able to:
1. use the QAR strategy to
understand and interpret the
article
2. compare and contrast
differing ideas about the
word home
Standard
CCSS.ELA-LITERACY.RI.9-
10.1: Cite strong and thorough
textual evidence to support
analysis of what the text says
explicitly as well as inferences
drawn from the text.
The teacher will use the
Question-Answer-
Relationship strategy, in
which students answer
questions about the
reading that fall into four
different categories: right
there, think and search,
author and you, and on
your own.

Strategy Rationale and Assessment(s):

Strategy Rationale
The blog post that students will read has a
lot of descriptive words and metaphors, and
it may be difficult for students to understand
the main ideas or connect this text to their
own lives. The four sets of questions
contained in the QAR strategy should guide
students from understanding the text to
making real-world connections.
Assessment(s)
1. the teacher will walk around the room
to make sure groups are on task and
having respectful discussions, and that
they understand the articles content
2. at the end of class, students will leave
their choir journals in their folders, so the
teacher can read through and evaluate
their group discussion and personal
responses for evidence of comprehension
and individual reflection

Materials Needed:
- Powerpoint
- each student will have a choir journal
- copies of the article: The Concept of Home: Its a Feeling, Not a Place for each
student

Lesson Procedures: Time Differentiation (Adaptations

for Diverse Learners, ELL,
Gifted)
1. Anticipatory: when students enter the choir 3 min - if students are having
room, there will be a venn diagram drawn on difficulty choosing one
the white board. category, the teacher will ask
- the title will say Home is some guiding questions to
- one side will be labeled a feeling and one help them identify what they
side will be labeled a place think about the concept of
- students will each draw a tally mark on one home

5
 side of the diagram, or in the middle if they
think of home as both a place and a feeling

2. Introduction: the teacher will lead a brief 5 min

whole class discussion, asking for a few
volunteers to share where they put their tally
marks on the venn diagram and why
- the teacher will introduce the article The 10 min
Concept of Home: Its a Feeling, Not a Place to - the teacher will encourage
students and put them in small groups to take students to help their group
turns reading the text out loud members out if someone is
5 min struggling with pronouncing
3. Modeling: after the students have read the certain words
article, the teacher will model the QAR
strategy by leading a group discussion about
the first set of questions (right there)
- they will show students how to pull
information out of the text to support their
answers
- they will remind students to be respectful of
others opinions and thoughts
30 min
4. Guided Practice: students will work in small - the teacher will walk around
groups to answer the other three sets of the room to monitor
questions discussions
- they will write their answers and responses - if a group is struggling to
in their choir journals answer a question, the
- students will have about five minutes to teacher will help them break
answer each set of questions (think and the question down so it is
search, author and you, on your own), and easier to decipher
then the teacher will bring everyone together
for a group discussion where a representative
from each small group will share their
answers 5 min

5. Group Closing: students will take five minutes

to answer the question What does home
mean to you? in their journals, and discuss
whether or not their answer has changed
from the beginning of class

References Used:
The Concept of Home: Its a Feeling, Not a Place by Trisha Velarmino, Thought
Catalogue

6
 QAR Strategy Questions Worksheet

Right There

1. Where is author Trisha Velarmino from?

2. What is Velarminos favorite place in the world?

Think and Search

1. Name three ways the author defines home that relate to her family.

2. How did the author feel about home when she was a teenager? Support your
answer with textual evidence.

Author and You

1. Do you think the author would have a different idea about the meaning of home if
she had lived in one place her entire life? Why or why not?

2. Why do you think the author chose to define home in so many different ways in
this one article?

On your Own

1. After reading this article, do you think that home is a place, a feeling, or both?
Explain your reasoning.

2. Write your own Home is statement based on your life experiences.

7
 Lesson Two

Title of Lesson: Text Dependent Questioning Total Lesson Time: 20 minutes

Student Objective Iowa Core Curriculum Literacy Strategy

Standard
Students will be able to: MU:Re8.1.E.IIa Support The teacher will use Text
1. Understand and interpretations of the Dependent Questioning
summarize the main ideas of expressive intent and meaning to help students
the text of musical works citing as understand the content
2. Make connections evidence the treatment of the and structure behind the
between different parts of elements of music, contexts, poem, and then guide
the written text, and (when appropriate) the setting students in comparing the
between the text and the of the text, and varied poem itself with how it is
music researched sources. set to music in the song
Homeland.
CCSS.ELA-LITERACY.RL.9-
10.9: Analyze how an author
draws on and transforms source
material in a specific work
(e.g., how Shakespeare treats a
theme or topic from Ovid or
the Bible or how a later author
draws on a play by
Shakespeare).

Strategy Rationale and Assessment(s):

Strategy Rationale
The TDQ strategy encourages students to
focus on the content of the text in depth
before drawing from other sources or
experiences. This is great to use with the text
of Homeland, because poems can often be
intimidating for students. By asking
questions to understand word meanings and
structural choices, students will be ready to
compare the poem and music.
Assessment(s)
1. while the students are talking with
their groups, the teacher will walk around
the room to answer questions and make
sure everyone is on task
2. the teacher will also evaluate student
understanding as groups share during the
large group discussions.
3. the worksheet that each student will
turn in at the end of class will formally
measure students understanding

Materials Needed:
- a copy of the poem text for each student
- a worksheet for each student
- recording of the song

8
Lesson Procedures: Time Differentiation (Adaptations
for Diverse Learners, ELL,
Gifted)
1. Anticipatory
- students will talk in their groups about what 2 min. - students will be sharing
patriotic songs they know their knowledge in groups
- the teacher will ask for volunteers to share a
couple songs with the class

2. Introduction
- teacher will introduce the title of the piece, the 2 min.
composers, and the authors of the text on a
powerpoint slide
- the teacher will give some brief background
information about the authors of the text

3. Guided Practice
- the teacher will ask students to close their eyes 4 min. - students who are auditory
while she reads the text out loud learners will benefit from
- then they will pass out a copy of the text and a listening to the text, while
worksheet to each student visual learners will benefit
- once everyone has a copy, the teacher will read from seeing the text the
the text again while the students follow along second time
Literal-Level Questioning 8 min.
- the teacher will put a few questions on - the teacher will walk
the board for students to discuss in their around the room while
groups and write their answers on their students work in groups to
worksheets answer any questions that
- the teacher will ask for a few volunteers arise
to share their groups answers
Structural-Level and Interpretative-Level
Questioning
- this process will be repeated for the next
two levels of questioning

4. Group Closing
Intertextual Connections 4 min.
- as part of interpretative-level questioning,
the teacher will play part of the recording
of the piece and ask students to follow
along with the text
- students will talk in their groups about
how their perceptions of the text changed
when another text (the music) is
introduced
- the teacher will ask a couple groups to

9
 share their thoughts and then ask the third
interpretative question

References Used:
Music and text of Homeland arr. Z. Randall Stroope

10
 TDQ Questions

Literal-Level Questioning

1. What does the phrase my country or my homeland refer to?

2. What does the final sacrifice mean?

3. What is the mood or emotion of the poem as a whole?

Structural-Level Questioning

1. Are there any similarities between the lines in each stanza?

2. Why does the author use shorter phrases in the second stanza?

3. In the third stanza, why does the author compare character traits to what soldiers
used to protect themselves?

Interpretative-Level Questioning

1. Why do you think Stroope chose to make the two stanzas he wrote so different
from each other?

2. When this text is paired with music, what choices do you think the composer
might make?

3. In what ways did your perception of the text change after hearing how it is set to
music?

11
 Lesson Three

Title of Lesson: Directed Note-taking Total Lesson Time: 20 minutes

Student Objective Iowa Core Curriculum Literacy Strategy

Standard
Students will be able to: MU:Pr4.2.E.IIa. Document The teacher will use the
1. understand a specific and demonstrate, using music Directed Note-taking
note-taking strategy reading skills where strategy to explicitly
used for marking appropriate, how teach students how to
music compositional devices take note, or make
2. implement this employed and theoretical and musical markings, in
strategy independently structural aspects of musical their scores.
in their own music works may impact and inform
prepared and improvised
performances.

Strategy Rationale and Assessment(s):

Strategy Rationale
The notation strategies used to mark music
can often be confusing to younger musicians,
as it is almost like a different language. The
directed note-taking strategy actually teaches
students how and when to take notes, rather
than assuming that students already know how
to mark their music.
Assessment(s)
1. the teacher will collect students
music at the end of rehearsal to
check and see if the markings in their
music are correct

Materials Needed:
- a class set of the Homeward Bound score
- class set of pencils
- choir journals
- Smartboard/projector

Lesson Procedures: Time Differentiation (Adaptations

for Diverse Learners, ELL,
Gifted)
- prior to this lesson activity, the students will
have already listened to a recording of
Homeward Bound
- the students also will have learned all the solo
sections of the piece on solfege and text

1. Anticipatory 2 min
- the teacher will ask students to look at the first
page of the music and find the notes the
composer left for the pianist

12
- students will raise their hands to identify some
of these markings
- using a projector or Smartboard, the teacher - if a student has difficulty
will display the first page of the music so seeing the music on the
everyone can see it Smartboard, the teacher can
give them an enlarged paper
2. Introduction 8 min copy to look at
- the teacher will explain to students that these
markings are a language of notes to help
musicians understand the composers intent
- music teachers and conductors can also ask
their students, players, or singers to add in
additional markings to their scores to improve
their sound
- using a premade Powerpoint, the teacher will
introduce students to some of the most common
musical markings, including tenutos, slurs,
arrows to signify increased energy, and more
- students will take notes in their choir journals - the teacher will pause in the
to use for reference later middle of the Powerpoint to
walk around the room and
3. Guided Practice 6 min check that all students
- the teacher will project the first verse of the understand how to take the
song on the Smartboard notes
- they will add a few markings to the score, and
ask students make those same markings in their
score and then write down the name of each
marking in their journals
- the teacher will call on students to name
define each marking, allowing students to check
their work

4. Group Closing 4 min

- the teacher will have all the students look at the
next solo verse and ask them to add markings at
specific measures independently (such as tenuto
at downbeat of measure forty-one)

References Used:
the song Homeward Bound, by Marta Keen

13
 Homeward Bound Notation Scoring Guide

4 3 2 1
Student has all of Student has most of Student has some of Student has little to
the indicated the indicated the indicated none of the
markings in the markings in the markings in the indicated markings
music, and all or the music, and the music, and about in the music; the
majority of them are majority of them are half of them are majority of
correct. correct. correct. markings are
incorrect.

14
 Lesson Four

Title of Lesson: Semantic Feature Analysis Total Lesson Time: 20 minutes

Student Objective Iowa Core Curriculum Literacy Strategy

Students will be able to:
- make a chart to remember
the characteristics of various
musical terms
- compare and contrast
differences between various
musical terms
Standard
MU:Pr4.2.E.IIa Document and
demonstrate, using music
reading skills where
appropriate, how
compositional devices
employed and theoretical and
structural aspects of musical
works may impact and inform
prepared and improvised
performances.
The teacher will use the
Semantic Feature
Analysis strategy to teach
students the
characteristics and
differences between
various musical terms.

CCSS.ELA-LITERACY.RI.9-
10.4: Determine the meaning
of words and phrases as they
are used in a text, including
figurative, connotative, and
technical meanings; analyze
the cumulative impact of
specific word choices on
meaning and tone (e.g., how
the language of a court opinion
differs from that of a
newspaper).

Strategy Rationale and Assessment(s):

Strategy Rationale Assessment(s)
The Semantic Feature Analysis chart will 1. the teacher will collect students charts
provide students with a clear, visual way to to check before the next class period
understand and differentiate between musical
terms. It is something that they can keep with
them and refer to throughout the rest of the
year.

Materials Needed:
- Smartboard/projector
- class set of pencils
- class set of SFA charts

15
Lesson Procedures: Time Differentiation (Adaptations
for Diverse Learners, ELL,
Gifted)
1. Anticipatory 3 min
- the teacher will ask students: What are some
words you often see in musical scores?
- the teacher will write student responses on the
board

2. Introduction 4 min
- starting with some easy musical terms such as
forte and piano, the teacher will show students
how to fill out a chart with each terms definition
and check the correct box based on the type of
musical term

3. Guided Practice 13 min - the teacher will walk around

- students will work in pairs to complete the first the room to help any students
two terms on the chart who may be struggling
- the teacher will go over the answers to those
two terms with the whole class
- then, the teacher will give students some time
to work on the rest of the terms

4. Group Closing
- the teacher will transition between this activity
and music rehearsal by pointing out some
musical terms in Homeland

References Used:
none for this lesson

Musical Terms Chart

Term Definition Tempo Articulation Dynamic

marking marking marking
tenuto
diminuendo
ritardano
accent
marcato

16
 Lesson Five

Title of Lesson: Questioning the Author Total Lesson Time: 38 minutes

Student Objective Iowa Core Curriculum Literacy Strategy

Standard
Students will be able to: CCSS.ELA-LITERACY.RI.9- The teacher will use the
1. question the author to 10.4: Determine the meaning Questioning the Author
understand meaning of words and phrases as they Strategy to help students
as they read a text are used in a text, including understand the main
2. compare the authors figurative, connotative, and ideas in an article and
viewpoint with their technical meanings; analyze the authors purpose in
own feelings about the cumulative impact of writing it.
their home specific word choices on
meaning and tone (e.g., how
the language of a court opinion
differs from that of a
newspaper).

Strategy Rationale and Assessment(s):

Strategy Rationale
The article students are reading is an opinion
piece, but there are also some factual sections
with larger words. The QtA strategy will help
students understand the authors purpose in
writing the article and including certain
information, as well as feel a greater
connection with the text.
Assessment(s)
1.the teacher will check in with each
group as they work to see what progress
theyve made
2. the teacher will collect students
worksheets to check for thoughtful
responses

Materials Needed:
- class set of Julie Becks article The Psychology of Home: Why Where you Live
Means so Much
- Questioning the Author Worksheets

Lesson Procedures: Time Differentiation (Adaptations

for Diverse Learners, ELL,
Gifted)
1. Anticipatory 3 min
- the teacher will read the title of the article and
ask students to brainstorm what they think the
article is about
- the teacher will write a few student ideas on the
board

2. Introduction 10 min
- introduce the questioning the author strategy

17
with the first few paragraphs of text
- the teacher will stop after every paragraph, ask
students a couple questions about the text as a
class and have a brief discussion

3. Guided Practice 20 min

- students read rest of article individually,
stopping at designated points to discuss and
answer one or two questions on their worksheet
with their group
4. Group Closing
- each group will chose their best answer to
share with the class
- if there is an ESL student or
someone else who struggles
with reading, they can partner
up with someone else to read
the article
5 min

References Used:
Julie Becks article The Psychology of Home: Why Where you Live Means so Much

18
 Questioning the Author Worksheet

1. What is the author talking about in the first paragraph?

2. Why does the author reference an environmental psychologist?

3. What is the authors purpose in referring to the time she spent in Paris?

4. Did the author explain William Saxs quote clearly? Why or why not?

5. The author says that people in the Western world perceive home as part of who
they are. What does she mean by that?

6. How does the authors description of her own definition of home fit with what she
tells us in the rest of the article?

7. Does the authors statement at the bottom of page two make sense? Why or why
not?

19
 Lesson Six

Title of Lesson: Graphic Organizers Total Lesson Time: 20 minutes

Student Objective Iowa Core Curriculum Literacy Strategy

Students will be able to:
1. create a graphic organizer
to compare and contrast the
two articles they have read
Standard
CCSS.ELA-LITERACY.RI.9- Students will use a
10.7: Analyze various accounts graphic organizer format
of a subject told in different to compare and contrast
mediums (e.g., a person's life Velarmino and Becks
story in both print and articles.
multimedia), determining
which details are emphasized in
each account.

Strategy Rationale and Assessment(s):

Strategy Rationale
The graphic organizer will allow students to
visually understand how the two articles relate
to each other, how they are different, and any
other connections between the sources.
Assessment(s)
1. the teacher will walk around the
room to check on student progress
2. the teacher will collect the graphic
organizers and grade them after class

Materials Needed:
- graphic organizer templates
- class set of pencils
- copies of both articles

Lesson Procedures: Time Differentiation (Adaptations

for Diverse Learners, ELL,
Gifted)
1. Introduction 2 min
- the teacher will ask students to think of ways to
organize information from two different sources
- the teacher will explain to students that they
will be making a graphic organizer to compare
and contrast the two articles about home they
have read

2. Guided Practice 15 min

- students will receive copies of both articles,
and work in small groups to discover similarities
and differences between the sources
- each group will fill out a graphic organizer to
visually represent that information

20
3. Group Closing 3 min
- once everyone has finished their graphic
organizers, they will put them up on the walls
throughout the room
- the students will walk around the room to see
what information their peers thought was
important from the articles

References Used:
Julie Becks article The Psychology of Home: Why Where you Live Means so Much
The Concept of Home: Its a Feeling, Not a Place by Trisha Velarmino, Thought
Catalogue

Graphic Organizer Scoring Guide

4 3 2 1
Student has filled Student has filled Student has filled Student has only
out all of the out most of the out half of the filled in a couple
graphic organizer graphic organizer graphic organizer; boxes of the graphic
and drawn and drawn some information is organizer; most
inferences and conclusions from supported by the information is
conclusions from their analysis; most text. supported by the
their analysis; their information is text.
information is supported by the
supported by the text.
text.

21
I like this graphic organizer example because it is easier to write in than a traditional venn
diagram, and it has a section for conclusions. (Please ignore the text about turning the
organizer into an essay.)

22
 Lesson Seven

Title of Lesson: Shared Reading Total Lesson Time: 22 minutes

Student Objective Iowa Core Curriculum Literacy Strategy

Standard
Students will be able to: MU:Re8.1.E.IIa Support The teacher will use the
1. make inferences about interpretations of the shared reading strategy
the meaning of a expressive intent and meaning to help students
piece from listening to of musical works citing as understand the text of
a recording of the evidence the treatment of the Balleilakka.
music elements of music, contexts,
2. participate in and (when appropriate) the setting
understand the shared of the text, and varied
reading strategy researched sources.

Strategy Rationale and Assessment(s):

Strategy Rationale
The shared reading strategy allows the teacher
to directly model how to ask questions and
figure out word meanings while reading a
more complex text. This songs text is uses
words and references that students are not
used to seeing, so the teacher can guide the
students towards comprehension.
Assessment(s)
- the teacher will collect students choir
journals at the end of class to read
through their summaries of the text
- this will guide the teacher in
constructing the next days lesson

Materials Needed:
- Youtube access to play a recording
- Choir journals
- Print-out of English text to Balleilakka
- Class set of Balleilakka music

Lesson Procedures: Time Differentiation (Adaptations

for Diverse Learners, ELL,
Gifted)
1. Anticipatory 8 min
- the teacher will play a recording of Balleilakka
and ask students to listen and think about what
the song might be about
- the teacher will hand out the English text only
to students and ask them to listen to the piece
again, making inferences as to where the text
occurs throughout the piece

2. Introduction 6 min

23
-the teacher will model the shared reading
strategy, showing students how to figure out
difficult words or phrases of the text

3. Guided Practice 12 min

- teacher and students will work together to
assign meanings to unfamiliar words and create
a summary or paraphrase of the text
- students will write their summaries in their
choir journals

4. Group Closing 6 min

- the students will listen to the piece one more
time while looking at the translation
- they will discuss with a partner any new
insights they have about the text and music
relationship now that the two are combined

References Used:
the song Balleilakka, by A.R. Rahman and arranged by Ethan Sperry

24
 Lesson Eight

Title of Lesson: Reciprocal Teaching Total Lesson Time: 30 minutes

Student Objective Iowa Core Curriculum Literacy Strategy

Students will be able to:
1. understand the main
ideas of the article
2. make predictions
about what will
happen next
Standard
CCSS.ELA-LITERACY.RI.9- The teacher will guide
10.4: Determine the meaning students in using the
of words and phrases as they strategy of Reciprocal
are used in a text, including Teaching to gain a better
figurative, connotative, and understanding of the
technical meanings; analyze text.
the cumulative impact of
specific word choices on
meaning and tone (e.g., how
the language of a court
opinion differs from that of a
newspaper).

Strategy Rationale and Assessment(s):

Strategy Rationale
The Reciprocal Teaching strategy works well
with this article because it gives students the
opportunity to figure out difficult sections or
words on their own before asking for teacher
assistance.
Assessment(s)
- the teacher will check in with each
group periodically as they complete
the Reciprocal Teaching steps

Materials Needed:
- copies of the article Singing Changes Your Brain by Stacy Horn
- Smartboard/projector

Lesson Procedures: Time Differentiation (Adaptations

for Diverse Learners, ELL,
Gifted)
1. Introduction 5 min
- the teacher will go through a brief Powerpoint
presentation explaining the four steps to the
Reciprocal Teaching strategy

2. Guided Practice 20 min

- the teacher will split students into groups of
four so each student has a different role in the
process
- the teacher also will have broken the article

25
into four sections, so every student has an
opportunity to perform each job

3. Group Closing 5 min

- the lesson will end with a brief whole-class
discussion to clear up any remaining questions
about the article

References Used:
- Stacy Horns article Singing Changes Your Brain

26
 Lesson Nine

Title of Lesson: Close Reading Total Lesson Time: 30 minutes

Student Objective Iowa Core Curriculum Literacy Strategy

Students will be able to:
1. Comprehend a small
section of
Klinkenborgs article
2. Write a brief summary
of the text they read
Standard
CCSS.ELA-LITERACY.RI.9-10.4: The teacher will use the
Determine the meaning of strategy of Close
words and phrases as they are Reading to dig into a
used in the text, including small portion of this
figurative and connotative article.
meanings; analyze the
cumulative impact of specific
word choices on meaning and
tone (e.g., how the language
evokes a sense of time and
place; how it sets a formal or
informal tone).

Strategy Rationale and Assessment(s):

Strategy Rationale
The Close Reading strategy works well with
complex texts, because the teacher guides
students through a process of reading and
asking questions to gain an understanding of
the text. This article has more scientific jargon
than anything else the students have looked at,
so its a good choice for this strategy.
Assessment(s)
1. the teacher will look through students
choir journals and read their
summaries after class to see if students
understood the content of the article, or
if they needed additional guidance

Materials Needed:
- Class set of Verlyn Klinkenborgs article The Definition of Home
- Choir journals

Lesson Procedures: Time Differentiation (Adaptations

for Diverse Learners, ELL,
Gifted)
1. Introduction 5 min
- the teacher will read the title and first
paragraph of the article and have a short
discussion with students about the main ideas of
the article

2. Guided Practice 20 min

27
- then, the teacher will indicate which section of
the article they will be focusing on (the
paragraph beginning with In humans and the
following paragraph)
- the teacher will guide students through this
passage using the close reading strategy

3. Group Closing 5 min

- students will write a brief summary of those
two paragraphs in their choir journals

References Used:
- Verlyn Klinkenborgs article The Definition of Home

28
 Lesson Ten

Title of Lesson: What Does Home Mean to You? Total Lesson Time: 60 minutes

Student Objective Iowa Core Curriculum Literacy Strategy

Standard
Students will be able to: CCSS.ELA-LITERACY.W.9- Students will use a
1. write a reflection to 10.1:Write arguments to concept map to organize
the prompt What support claims in an analysis of their ideas for their
does Home Mean to substantive topics or texts, reflection.
You?, drawing upon using valid reasoning and
the songs and articles relevant and sufficient
the class has read evidence.
2. discuss how these
insights can
contribute to their
performances of these
pieces

Strategy Rationale and Assessment(s):

Strategy Rationale
Using a concept map works well for this
assignment because students can structure
their concept map in a way that best suits their
needs, just like their reflection will be an
individual piece of writing.
Assessment(s)
- at this point in the writing process, the
teacher will check for completion of
concept maps and rough drafts, but wait
to grade for accuracy and content until
after students have gone through the peer
editing process

Materials Needed:
- copies of all four articles the class has read
- copies of Balleilakka, Homeland, and Homeward Bound
- choir journals
- Smartboard/projector

Lesson Procedures: Time Differentiation (Adaptations

for Diverse Learners, ELL,
Gifted)
1. Introduction 5 min
- to help students begin to brainstorm about this
prompt, the teacher will have a bell-ringer
question on the board asking students what home
means to them
- students will record their answers in their choir
journals

29
2. Guided Practice 25 min
- the teacher will more fully explain the writing
prompt and ask students to begin working on a
concept map to organize their thoughts and draw
textual support from the songs and articles they
have explored
- after a certain period of time, the teacher will 30 min
direct the students to start writing their rough
drafts, and students will work on this for the rest
of class
- the finished product should be about a page
long

30
 References Used
Beck, Julie. The Psychology of Home: Why Where You Live Means so Much. The

Atlantic, 30 Dec. 2011. http://www.theatlantic.com/health/archive/2011/12/the-

psychology-of-home-why-where-you-live-means-so-much/249800/. Accessed 8

Nov. 2016.

Holst, Gustav, arranged by Z. Randall Stroope. Homeland. Colla Voce Music, Inc.,

2000.

Horn, Stacy. Singing Changes Your Brain. Time Magazine, 16 Aug. 2013.

http://ideas.time.com/2013/08/16/singing-changes-your-brain/. Accessed 7 Nov.

2016.

Keen, Marta. Homeward Bound. Alfred Music Publishing Co., Inc., 2012.

Klinkenborg, Verlyn. The Definition of Home. Smithsonian Magazine, May 2012.

http://www.smithsonianmag.com/science-nature/the-definition-of-home-

60692392/. Accessed 8 Nov. 2016.

Rathman, A. R., arranged by Ethan Sperry. Balleilakka. earthsongs, 2010.

Velarmino, Trisha. The Concept of Home: Its a Feeling, Not a Place. Thought

Catalogue, 10 February 2015. http://thoughtcatalog.com/trisha-

velarmino/2015/02/the-concept-of-home-its-a-feeling-not-a-place/. Accessed 7

Nov. 2016.

31
 Summaries and Rationale Behind Texts

The three songs I chose to use all deal with the concept of home and are appropriate for

high school students. They each come from different time periods and traditions.

Balleilakka is a folk song from India with a text that remembers various places and

scenes from the country. From a musical standpoint, I chose this piece because it presents

some rhythmic challenges for students, and it is in a different language. Homeward

Bound is a traditional American folk song that is well known within the solo singing

tradition. I like this choral arrangement because it provides an opportunity for the tenors

and basses to develop and ensemble sound, and the lyrical melody is a way to teach

students about legato singing. There is a lot of history behind the music and text of

Homeland, which talks lovingly about the authors home of Great Britain, but could be

applicable to anyones country of origin. This songs poetry is complex, and will really

give students an opportunity to analyze each phrase separately and then in relation to the

music.

For my written texts, I chose three articles from various sources that all dealt with the

concept of home, whether the author thought that home was a place or a feeling. By

choosing texts with differing viewpoints, I hoped to show students that there is not one

right answer to the question What does home mean? Throughout this unit, students will

compare and contrast these articles and then make their own conclusions about home,

drawing upon the arguments and scientific evidence presented by Verlarmino, Beck, and

Klinkenberg.

32