History in a Song: INQUIRY (5E) LESSON PLAN TEMPLATE

Teachers: Ivonne, Braiden, Alex D Subject: History, Music, Grade: 9th

English
Common Core State Standards:

History
• HS.SP2.3 Demonstrate historical empathy when examining individuals or groups in the past whose perspectives
might be very different from those held today.
• HS.H2.2 Analyze approaches to conflict management and resolution
Music
• MU.CR.2.8a Demonstrate and document selected and developed ideas for improvisations, arrangements, or
compositions (e.g. unity, variety, balance, tension, and release).
English
• 9-10.RI.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.
• 9-10.RI.9 Analyze seminal/primary documents of historical and literary significance, including how they address
related themes and concepts.

Objective (Explicit): The student will recount an event during the U.S. Revolutionary War and create a parody
song or satire.
Evidence of Mastery (Measurable):

The songs students create must be at least 2 minutes in duration and include at least 2 historical figures and one musical instrument. Students will also provide
one written or typed paragraph explanation of the importance of their chosen event and characters.
Sub-Objectives, SWBAT (Sequenced from basic to complex)

The student will demonstrate an understanding of basic song structure

The student will perform their parody or satire song to the class
The student will demonstrate knowledge of 1 impactful event and 2 impactful persons during the U.S. revolutionary war
The students will demonstrate knowledge of how the event impacted the war
The students will analyze the readings and identify key passages.
The students will be able to identify the mood and themes of key passages.
The students will be able to identify what lines in a song correspond to the structure of a song they are a part of.

Key vocabulary: Intro, Bridge, Verse, Chorus, Outro, Materials:Jamboard, Youtube, White Board,
Mood internet, computers
Engage
How will you activate prior knowledge? How will you hook student attention?
What question will you pose, based on your objective, that students will seek to answer in Explore?

Teacher Will: Students Will:

Provide examples of songs and the structure of songs to students, Choose school appropriate songs and identify the structure in
Provide Jamboard for students to answer “What event had the greatest popular songs that they have listened to already.
impact in the US revolutionary war and why?” Students will answer the Jamboard question and use at least 1 in
class resource in their reasoning
Explore
How will you model your performance expectations? (Remember you are not modeling what you want students to discover but need to model
expected behavior or required procedures.)
How will students take the lead and actively use materials to discover information that will help them answer the question posed in the
Engage? What questions or prompts will you be prepared to use with students while they are “exploring”?
Teacher Will: Students Will:
Provide students with time in class to explore the internet searching for Find examples online of parody songs and choose 1 song to share
examples of parody songs that are school appropriate. with the class
Provide time for students to conduct further research on their event Find 2 people who they feel had the most important impact on their
event
Co-Teaching Strategy
Station-Teaching. The class will be divided into 3 groups and students will move from station to station, those stations being: historical lesson,
song structure lesson, and songwriting lesson. A timer will be set for students to go around each station.
Differentiation Strategy
What accommodations/modifications will you provide for specific students? How will you anticipate students that need an additional
challenge?
Explain
How will all students have an opportunity to share what they discovered?
How will you connect student discoveries to correct content terms/explanations?
How will all students articulate/demonstrate a clear and correct understanding of the sub-objectives by answering the question from the
Engage before moving on?
Teacher Will: Students Will:
Provide students with resources (websites) that explain in detail what Explain basic song structure
basic song structure is and what structure most songs follow. Students will write a one paragraph synopsis of their event and
Create the assignment on Canvas or another platform where students will characters.
submit their video of their song parody. Submit their recorded video of the parody song.

Co-Teaching Strategy
What co-teaching approach will you use to maximize student achievement?

The teachers will have students across content areas work together to create a new parody song based on each individual person's song. They
will have a class period to pick the best one and make adjustments as needed. Teachers will assign one person in each group to upload the final
song to the canvas or other designated platform. The group videos will be shared and presented in class.
 Differentiation Strategy
What accommodations/modifications will you provide for specific
students? How will you anticipate students that need an additional
challenge?
Elaborate
How will students take the learning from Explore and Explain and apply it to a new circumstance or explore a particular aspect of this learning
at a deep level?
How will students use higher order thinking at this stage (e.g. A common practice in this section is to pose a What If?
Question)? How will all students articulate how their understanding has changed or been solidified?

Teacher Will:Break students up into groups of 3, give students time Students Will:Students will explain the historical impact of
to discuss in groups their event, 2 people, and reasoning. their event and characters to their groups

Co-Teaching Strategy
What co-teaching approach will you use to maximize student achievement?

Differentiation Strategy
What accommodations/modifications will you provide for specific
students? How will you anticipate students that need an additional
challenge?
Evaluate
How will all students demonstrate mastery of the lesson objective (though perhaps not mastery of the elaborate
content)? How will students have an opportunity to summarize the big concepts they learned (separate from the
assessment)?
Teacher Will: Provide students with the space and resources to Students Will: Come to class with either a recording of the song
effectively perform/present their parody or satire song with the or the instruments necessary for a live performance and share
class with the class
Students will also turn in a one paragraph explanation of the
historical impact of their event and characters

Feedback form: Ivonne

https://docs.google.com/document/d/1M9MpRyzwHq0BU_onBa-jSh8UTyg3ywhJOPHwgDDqTuc/edit