devinlessonplans

Feel free to cut and paste any of this Information into Word Documents for your classroom = Day 1: And So it Begins… =

** Class time needed: ** Fifty Minutes **Objectives:** · Students understand goal of the project · Students can identify emotions within music, · Students can identify key points within their own narratives · Students begin to think of telling a story across multiple mediums · Students are able to generate examples verbally before class is over

Teacher: CD Player, Musical Examples to play aloud, Assignment Sheet for “Auditory Companion Project” Student: ‘Biographical Narrative,’ Pen and Paper **Activity:**  **2)** Play music for the class; pausing after each song to ask the class what emotions they felt, what they think the ‘story’ is within the tune. **20 Minutes**
 * M****aterials Needed:**
 * 1)** Supply students with the **Assignment Sheet** for the “Auditory Companion” project. Go over the details, explaining how music can represent powerful emotions to the audience. By choosing songs carefully to correlate with key points of their Narratives, the students can craft a soundtrack that will tell their story without words. Allow time for questions. **10 Minutes**


 * 3)** Have students break up into groups and analyze their Narratives for key occurrences, emotional realizations that exist within their story. Walk around the classroom and listen to what the students are coming up with, offering feedback as necessary. **20 Minutes**

Today is about becoming comfortable with the idea of switching mediums yet expressing the same artistic vision to an audience. Make sure to spend time going over the musical examples you provide, so they can easily see how the idea is applied. If the project is represented as merely trying to make a soundtrack, as if their stories were movies, the idea should be easily grasped.
 * Notes:**

= Day 2: Lyric Analysis =


 * Class time needed: ** Fifty minutes

· Students complete a **pre-writing activity**; journaling about what music can communicate to an audience while listening to quiet music. · Following the **Discussion Prompt,** Students critique the meaning/messages held within lyrics and musical compositions. · Inform students of what they will need for the following day **Materials Needed:** Teacher: CD Player, music for pre-writing activity, Overheads of song lyrics, copies of the Discussion Prompt Student: Pen and Paper
 * Objectives:**


 * Activity:**
 * 1)** **Pre-Writing Activity**: Play music for the students as they journal about what they feel, what they see as they here the tune. By elaborating on what the music can convey, they will be getting experience in translating the music into personal reflection. The ability to reflect upon music’s meaning will better prepare them for the completion of the “Auditory Companion.” **10 Minutes**

**Notes:** Utilize the discussion to help students think of how they can break down songs components and apply the different aspects to different parts of their Narrative. Also, tell students to bring in some copies of their favorite song lyrics or poetry for tomorrow’s lesson.
 * 2)** Upon the completion of the above activity, present to the students your overheads of lyrics. Using your prompt as a guide, lead a discussion that covers all the bases outlined in your prompt. Have the students identify tone, viewpoint, message, and story progression held within the music. **40 Minutes**

= Day 3: Grammar Mini-Lesson =

**Objectives:** - Show ability to edit and arrange song lyrics into sentences/a coherent story. · Look at Grammatical choices and the effect they have on a piece of writing. · Students exercise their ability to identify grammatically incorrect phrasing and change it to a more ‘appropriate’ conjugation. **Materials Needed:** Teacher: Overhead of an example to workshop with the class, Presentation Guideline Students: Pen and Paper
 * Class time needed: ** Fifty Minutes


 * Activity:**
 * 1)** Place overhead of example upon the projector. Discuss the phrasing of the songs, what words were chosen and why. Also, point out how words can be truncated or full of dialects to further create a voice or tone. Do these non-standard grammatical choices add to the rhythm of the writing? With the example up on the projector, start re-writing the song as a paragraph, changing word order or conjugations to fit with the forming paragraph. Take out any dialectical occurrences and sterilize the voice with “correct” English. Does the song have the same meaning? **15 Minutes**.


 * 2)** Have the students break up into groups of four, taking out their examples from home. Have them repeat the above process with their own songs, and share the results amongst each other. **25 Minutes**.


 * 3)** Bring the classes attention back to a communal setting, and then share the results they came up with as a class. Ask the students why they chose to manipulate their songs the way they did. How did their stories turn out? **10 Minutes**.
 * Notes:** Inform the students to bring in their Literary Narratives and Auditory Companions for the following day, so as to workshop with peers and explain their choices/ideas. Also, have students sign-up for days to present their piece to the class for the final days of the Unit

= Day 4: Peer Review/Self Reflection =

**Objectives:** · Have students analyze their Literary Narratives/Auditory Companions, complete attached **Peer Review Sheet** - Have students analyze their own work and complete the **Self Reflection Sheet,** to be given to the teacher with the “Auditory Companion.” Teacher: Self Reflection Sheet, Peer Review Sheet. Student: Pen, Literary Narrative, rough draft of Auditory Companion
 * Class time needed: ** 40 minutes
 * Materials Needed:**

Looking at each other’s works, have the students discuss where they are at in the completion of their soundtrack and Auditory companion. Since they are already acquainted with each other’s stories, have them offer concise feedback on the growth of the soundtrack. Make sure they are discussing the logic and reasoning presented in the “Auditory Companion” rough drafts. **30 Minutes**
 * Activity:**
 * 1)** Have students break up into the same groups from **Day 1**. Supply them with the **Peer Review Sheet,** explaining that they need to complete it for the day’s credit. Stress the importance of analyzing the works and discussing the emotional points that they are conveying with their musical selections.


 * 2)** After the conferencing has come to a conclusion, supply the students with the **Self Reflection Sheet.** Have them complete this individually, referencing what they learned about their own piece from the peer review. **10 Minutes**
 * Day’s 5-6: Presentations **

**Objectives:** · Betterment of Presentation Skills · Learn about communicating to an audience through music · Students learn to express themselves and share · Create reasoning for their editorial choices. **Materials Needed:** Teacher: CD Player, [|Auditory Companion Rubric.doc] Students: Auditory Companion, CD soundtrack, notes for presentation
 * Class time needed: ** Two entire days


 * Activity:**
 * 1)** Over the two days, have students give their presentations to the class. Have them play a few examples of their choices, explaining how they correlated with their Literary Narrative.


 * 2)** Use attached **rubric** to grade speeches and projects.

**Notes:** Have fun with this part of the unit. Let people be creative, show a little bit of themselves to the classroom. This is the culmination of a lot of work and creativity, and is the perfect way to calmly wrap up the lesson while also working on the students’ presentation skills.
 * 3)** Save 5-10 minutes at the end of each class to talk about what they liked, choices that fit well, etc. etc.

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