Music
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Declaration of Independence
Song Title: 1776
Group Members: Taylor Martinez, Janae Robinaugh, and Maggie McCausland
I. Standards
A. Utah State Core Curriculum Standard(s) (both music and at least one other content area)
Social Studies Standard 2: Students will understand the chronology and significance of key events leading to self-government.
-Objective 1: Describe how to movement toward revolution culminated in a Declaration of Independence.
Social Studies Standard 2: Students will understand the chronology and significance of key events leading to self-government.
-Objective 1: Describe how to movement toward revolution culminated in a Declaration of Independence.
Music Strand: CREATE (5.M.CR.): Students will conceptualize, generate and organize artistic ideas and work. They will complete and refine musical works (Standards 5.M.CR.1–7).
Strand: PERFORM (5.M.P.): Students will analyze, interpret, and select artistic work for performance. They will develop techniques and concepts to refine artistic work, and express meaning through the presentation of musical works (Standards 5.M.P.1–11).
Strand: CONNECT (5.M.CO.): Students will synthesize and relate knowledge from personal and collaborative experience to make and receive art. They will relate artistic ideas and works with societal, cultural, and historical context to deepen understanding (Standards 5.M.CO.1–5).
B. Central Focus
a. Unit Summative Assessment: Have students create a descriptive timeline of the events that led to self-government of America.
II. Intended Learning Outcomes
A. Lesson Objective: Student will learn about the events that lead to America declaring its independence through text and song.
B. Learning Target/Indicator: Students will be able to recite the 1776 song from memory, with technical accuracy, responding to direction from the teacher.
III. Assessment of Student Progress
A. Pre-assessment: 2 minute brainstorm- Students will be given 2 minutes to write down as much information as they can about the events leading to the Declaration.
B. Ongoing Formative Assessment: Music - accuracy of rhythm/body percussion
Social Studies - accurate information of lyrics and understandable
C. Final Formative Assessment (as needed). Students will recite the song including original and group created verse accurately.
IV. Preparation
A. Students’ prior knowledge and skills: Students will have already had an American colonies history lesson.
B. Teacher preparation.
a. Materials:
i. In 1776 by Jean Marzollo
ii. Utah Elementary Songbook, Yankee Doodle
i. In 1776 by Jean Marzollo
ii. Utah Elementary Songbook, Yankee Doodle
C. Plan for Differentiation: Process, students will be separated into three groups (one group of 4 and two groups of 5) and learn different verses of the song.
D. Academic Language
a. Language Function: Students will read and take notes on informational text about the events leading up to America’s self-government to write their own lyrics for an original verse in a song that fits the rhythm of the melody.
b. Language Demand
i. Syntax: Music: Sing phrases in tune and time/rhythm
ii. Vocabulary: Colonists/colonies, Declaration of Independence, Great Britain,
America/United States/U.S.A., Lexington and Concord, Thomas Jefferson, George
Washington, and liberty.
America/United States/U.S.A., Lexington and Concord, Thomas Jefferson, George
Washington, and liberty.
iii. Discourse: Whole group discussion- identify new words from text, small group
discussions- each group given a specific event to write a song to.
c. Language Support: Teacher will model the song and have song printed out for students to
use to help them learn the song.
E. Technology Use and Purpose: Audio link for music
F. Student Preparation (if applicable): Knowledge on the French and Indian War, Stamp Act, Boston Massacre, Boston Tea Party, and the Intolerable Acts from pervious lessons.
discussions- each group given a specific event to write a song to.
c. Language Support: Teacher will model the song and have song printed out for students to
use to help them learn the song.
E. Technology Use and Purpose: Audio link for music
F. Student Preparation (if applicable): Knowledge on the French and Indian War, Stamp Act, Boston Massacre, Boston Tea Party, and the Intolerable Acts from pervious lessons.
V. Instructional Procedures (including differentiation)
A. Instructional model(s)
a. Introduce the book: In 1776 by Jean Marzollo, show them the cover and read the first two
pages.
b. 2-minute brainstorm: Students will be given 2 minutes to write down as much information
that they think will happen in the book and what we will be discussing.
a. Introduce the book: In 1776 by Jean Marzollo, show them the cover and read the first two
pages.
b. 2-minute brainstorm: Students will be given 2 minutes to write down as much information
that they think will happen in the book and what we will be discussing.
c. Re-read page 2 and read page 5 and 6 on taxes and the Battle of Lexington and Concord.
Hold a discussion on the Battle of Lexington and concord with the class. Review the events
that happened before and led to the battle of Lexington and Concord (French and Indian War,
Stamp Act, Boston Massacre, Boston Tea Party, and the Intolerable Acts). Then discuss what
happened during the battle of Lexington and Concord and the impact of the battle.
Hold a discussion on the Battle of Lexington and concord with the class. Review the events
that happened before and led to the battle of Lexington and Concord (French and Indian War,
Stamp Act, Boston Massacre, Boston Tea Party, and the Intolerable Acts). Then discuss what
happened during the battle of Lexington and Concord and the impact of the battle.
d. Continue reading pages 9 through 11 and discuss what the committee was writing then read
pages 12 through 19 and discuss the content and purpose of the Declaration.
e. Then read pages 20 through 23 and discuss what war the 13 colonies were fighting against
the British.
f. Finish the book by reading pages 24 through 28 with the class.
pages 12 through 19 and discuss the content and purpose of the Declaration.
e. Then read pages 20 through 23 and discuss what war the 13 colonies were fighting against
the British.
f. Finish the book by reading pages 24 through 28 with the class.
g. Warm-up: Play the game Aunt Sally, are you there?
h. Introduce the song that is about the book we just read as a class.
h. Introduce the song that is about the book we just read as a class.
-Model the song for them and direct their listening
-listen for number of verses
-listen for rhythm
-listen for rhyming words
i. Students will learn verses 1&2 on the first day, versus 3&4 on the second day, and versus 5&6
on the third day.
j. The students will build upon and learn each verse after listening to the instructor and listen
for:
1- Beat
2- Rhyming words
3- Repeating words
-listen for number of verses
-listen for rhythm
-listen for rhyming words
i. Students will learn verses 1&2 on the first day, versus 3&4 on the second day, and versus 5&6
on the third day.
j. The students will build upon and learn each verse after listening to the instructor and listen
for:
1- Beat
2- Rhyming words
3- Repeating words
4- Phrases
k. Together as a class sing the entire song after learning each of the six verses.
k. Together as a class sing the entire song after learning each of the six verses.
l. Have students switch off singing different verses to learn cues.
m. Assign each student a group, five or six groups, and have them create their own song about
an assigned topic (French and Indian War, Stamp Act, Boston Massacre, Boston Tea Party, the
Intolerable Acts, Lexington and Concord, or the Declaration of Independence).
m. Assign each student a group, five or six groups, and have them create their own song about
an assigned topic (French and Indian War, Stamp Act, Boston Massacre, Boston Tea Party, the
Intolerable Acts, Lexington and Concord, or the Declaration of Independence).
n. Have students create a detailed timeline of the events that lead to the create of the
Declaration of Independence and America’s self-government.
Declaration of Independence and America’s self-government.
*Attach any supplementary materials you will use in your lesson.
1776 Lyrics
In seventeen hundred seventy-five a long, long time ago,
Great Britain ruled America there was some trouble though.
The colonists were very mad because they had no say.
The king said pay more taxes now three thousand miles away.
In seventeen hundred seventy-six excitement filled the air
the committee wrote a statement they would soon declare.
Fourth of July in seventy-six, after a long long morn
the Declaration was approved the United States was born.
No longer ruled by a bossy king, (-pause-) on a distant throne.
They voted in eighty-nine, “for-a” president of their own.
The war was over long ago the two of us are now friends
the Declaration still guides us, the fight for freedom never ends.
credit to In 1776 by Jean Marzollo
VI. Accommodations
Spectrum- Allow student to create a verse on their own.
Anything on a 504 or IEP
Music Warm-ups:
Singing Syllables
1. Have students sit in a circle as you explain the process and rules.
2. Select one student to be the “listener” and have him/her leave the circle and wait in the hall or cover his/her ears.
3. Select a word that has at least three syllables (you could start with two syllables with young children), divide the class into the appropriate number of groups and assign each group a syllable to sing to the selected tune (e.g. Row, row, row, your boat).
4. Invite the “listener” back into the circle.
5. Have the group sing their syllables to the selected tune as the listener tries to identify the word they are singing.
6. When the listener is successful, select a new listener and a new word.
Tips: You may want to begin with Word Wall words. Have the syllable groups move in the same direction consistently until the students are confident in the game - then you can make the game more complex by rearranging the syllable groups.
Puzzle Pieces
1. Select a simple song to teach
2. Using graph paper create a puzzle piece for each phrase of the song
3. Post the puzzle pieces randomly on the board.
4. As you sing the song a number of times have the students arrange the puzzle pieces in the correct order.
5. Invite the students to sing the song with you.
Seven Habits of Highly Effective Singing
1. Body – Braindance, etc.
2. Breath – low and expansive
3. Vocal Play – games, stories
4. One Pitch - match
5. Two Pitches – match 2
6. Phrase – La, la, la
7. Words – add to phrase
Developed by Susan Kenney, BYU
Resources:
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