Node - (ith ord .U(Gaatrt evoua Plan ME-311 Revised 1" ks lider Qj A ( = Reon il at 4 He oles peti =— ihe pesgechise- Pad, Name: ‘Mark Donohue _| Date: Grade: Class Type: Music History 1, Measurable Objective(s): Stents willbe able to analy and corel the historic sentra the 1960's and early 1970's to the popular music of the time. Students will also know-how popular ‘music evolved because of the current events.. Also how the events in the United States and. Vietnam affected the rest of the world, Measurable objectives include dissecting the themes behind, ‘songs of the time (oppression, war, and civil unrest) as well as identifying the events surrounding, the time it was written/released by writing and discussion. 2. Required Prior Knowledge and Skilis: Students would need to know that the United States played a part in the Vietnam War, as we will be going over the many tensions of military “operations (Tet Offensive) as well as tension stateside (Kent State Shooting) during the war. < t x —_— Why Read um coat tha 3, Review Needed: The'p willbe a review of he Tet Offensive, and Kent tafe Shooting nthe voweroin resentation iw can OP ask Hureeu 4, oe (ehlon wel fole muel - = =e: Tquipment needed: Projector Tor Google Sides, White Board, ‘markers, Linl4to all the songs used with lyrics shown (Ohio- Crosby Stills and Nash, Fortunate ‘Son- CCR, War Pigs- Black Sabbath, For What i's Worth- Buffalo Springfield) ‘ening to “For What it’s Worth” and having the students write down what they. Jnl Letteve itis about. 4 min Lesson- PowgrPoint slide show covering more songs and the history of the year they came out ‘Wrap Up- Beak into groups and discuss the differences between the songs shared, instruments, used, ov¥all sound, and subject matter in lyrics are all things to be considered. 4 min hee Ea Woe wi 6. Lesson Sequence (he sure to lst time in the pacina section) Paci A. Brief Opening: Students will listen to "For What it’s Worth” by Buffa Smin | Ad Springfield via a YouTube lyric video and write about what they thinl¢he song is tl aera kaa geaseas to when twas wrttenas wellagnote whatinsmuments | V\— (t so sen bret any (Ke B. Learning Activities:il need this background and timeframe of when the song was written for ial activity to wrap up the class. each ofthe listening session students willbe reminded to tently and r down helnsrumentstiey hea shat stand oattotemandany) f) | HfL ~ Aimilarities with lyrics or themes that they can identify between the events/, | /|/ i nese inghe rower esongandtesangh fening to “Fortunate Son” by CCR via YouTube Lyric video 3min rittey’one year after Tet Offensive )hio” by Crosby Stills and Nash via YouTube lyric Video | 3Min the Kent State Protest Shooting the Vittnam war, birthing a new genre of music as well as showing the influence of the events in Vietnam and the US to the rest ofthe world Assessment: Teacher observation throughout the lesson. Assesment will take place during discussion on the meaning behind the songs and tir correlation as ‘well as reading the notes of the instrumentation and lyrics, Aythe end of the lesson their notes with their thoughts that they write downfrom the warm up portion of the lesson to read will be handed in as an exi D, Closing/Wrap-up: After Listening to all the songs and going through the PowerPoint, the students will get into small groups and have a discussion about | 3 min how the music changed as well as how the current events of the time impacted the music that was written. Finally, then toall come together and explain and defend their conclusions, E, Assignment: There is no assignment given after the lesson 7, Accommodations: If there is a student with Dyslexia in the class, then Iwill have prepared sheets of paper with all the song lyrics on them so they can take their time with their learning process. 8. Teacher Reflection/Self Evaluation: See next page ‘9, National Standards: Responding- to historic music that is presented to them and drawing conclusions based around instrumentation, lyric meaning, and current events. 70, State Standards: Critical Response, Purpose and Meaning in the Arts, Concepts of style, stylistic influence & stylistic ‘change, Inventions, technologies & the arts