Music Integration
Lesson #1
Grade: 5th
Length: 25-30 minutes
Standards:
Social Studies Standard 2
Students will understand the chronology and significance of key events leading to self-government.
Music Standard 1, Objective 2
Singing The student will develop the voice and body as instruments of musical expression
Language Standard 2
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
Objectives:
-Students will know basic information about the Revolutionary War.
-Students will know the difference between rhythm and beat.
-Students will know how to use punctuation correctly.
Indicators:
-Students will retell information about the Revolutionary War through writing.
-Students will demonstrate and explain the difference between rhythm and beat.
-Students will write a paragraph using proper punctuation
Materials:
-Copies of the song in word strips.
-Paper
-Writing Utensil
BRIEF EXPLANATION OF PURPOSE/LESSON OBJECTIVES:
The purpose in creating this lesson is to stir interest in the students about the Revolutionary War in a fun and interactive way. If you can get the students whole body involved, it is likely that they will remember it longer and with more detail. Along with teaching the students about the Revolutionary War, it provides a way to teach about music and how music influences their lives. The book provides interesting detail to our country's history and helps them grasp the freedoms we do have now because of this war.
SINGING INSTRUCTION:
-Lyrics: We're fighting for our country
In 1776
Against King George and his monarchy
To gain independence and finally be free
We will shoot, fight, stab for that freedom
If we don't win then we'll lose
All the life, liberty and happiness
That's our right to pursue
-Tune: Take me out to the Ball Game
http://stream.schools.utah.gov/videoarchive/faa2/Track-36.mp3
- The students will sit down on the floor and we will begin by briefly asking what they know about the revolutionary war (Concept development modified).
- On the board, there will be word strips that are turned over so that no words are visible.
- Teacher will sing the song by herself and ask if they heard anything that the class listed on their concept development.
- The teacher will ask the students to listen and find out who we were fighting against. Teacher will sing by herself. Ask the class whose perspective they think the song is from, the colonists or the British, why? Ask the class if they know which county King George III was king over, and what the word monarchy means. Teach these things if not known. Have a student flip over the WHO word strip.
- Teacher will ask the students to listen to find out WHY we were fighting. The Teacher will sing by herself, asking the class joining her on who we were fighting against. Have a student flip over the WHY word strip.
- The teacher will ask the students to listen and see if they can hear what we will lose if we lose the war. Teacher will sing again by herself, with the class joining in on who and why we were fighting. A student will flip over the WHAT word strip.
- The teacher will have the class listen for how the colonist fought, and have the class join in on all the parts they have previously discussed. A student will flip over the HOW word strip.
- The students and teacher sing the whole song together if the class is ready. If not, review the parts that need some work or clarification. Flip back over word strips as needed to make sure they really know the lyrics to the song.
- Demonstrate how to clap the beat, everyone will sing while clapping the beat.
- Demonstrate how to clap the rhythm, everyone will sing while clapping the rhythm.
- The class will be divided into two groups, one side will do the rhythm and the other the beat. Repeat and switch the sides.
- Ask the class what they noticed about both beat and rhythm. Which one was harder, why?
- Ask the students what else they learned about the Revolutionary War that they did not know before they learned the song.
- The students will go back to their desks and write a paragraph that retells, in their own words, what the song taught them about the Revolutionary War. Remind the students to use proper punctuation like they have been learning about in Language Arts.
ASSESSMENT SUGGESTIONS:
Summative Assessment:
- Concept development modified for the Revolutionary War.
Formative Assessment:
- Students will demonstrate the difference between beat and rhythm while performing the song. -Students will take the words to the song and retell the information in their own words by writing a paragraph.
- Students will use proper punctuation in their paragraphs.
Summative Assessment:
- At the end of the unit, students will create a story summarizing the major events leading up to the Revolutionary War.
EXTENSIONS/ADAPTATIONS
Tyler gets anxiety when there is a lot of commotion. Have him work on his own with a list of things to listen for, and a voice recording of the song I made for him.
DRAMA INTEGRATION
Lesson #4
Names: Rachel Hutchinson and Kendall Parker
Grade: 5th
Lesson Focus: To read about and understand the Boston Massacre.
Length: 30 minutes
Standards:
Social Studies (5th grade):
Standard 2- Students will understand the chronology and significance of key events leading to self-government.
Objective 1- Describe how the movement toward revolution culminated in a Declaration of Independence.
Fine Arts: Theatre (5th Grade): Standard 2
Acting A student will cooperate, imagine and assume roles, explore personal preferences and meanings, and interact in classroom dramatizations.
Language Arts - Reading (5th grade): Informational Text Standard 3:
Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text.
Objective:
Students will know the events involved in the Boston Massacre.
Indicators:
Students will interpret the text through drama activities.
Materials:
- "The Boston Massacre: Five Colonists Killed By British Soldiers"
- Labels with the following names: Captain Preston, one of the Americans, a British soldier, British soldier 1, British soldier 2, British soldier 3.
Process:
- Thought tracking- Have students sitting on the floor, read (or summarize as needed) to page 7. Tell the students they are pretending to be Ebenezer Richardson and to think about how they would react to this tragedy as if they were Ebenezer. Tap 3-5 students on the shoulder to share their thoughts.
- Freeze frame- Read (or summarize as needed) to page 11. Have the students stand up and divide them into 3 groups. Read the whole page to the class and then assign each group a paragraph to create a still image about. Then read the page again having each group do their still image when their paragraph is read and silently listen when it is not their turn.
- Pantomime- Have the students sit back down as you read (or summarize as needed) to page 14. Before you begin page 15 have the students stand up and divide the class in half. Assign students to be Captain Preston, one of the Americans, a British soldier, British Soldier 1, British Soldier 2, British Soldier 3. Begin reading page 15 and have the student’s pantomime (movement and actions without sound) what is being read.
- Decision Alley- Have the students sit down while you read (or summarize as needed) to page 19. Have the students stand up and count them off 1, 2, 1, 2; the two lines will stand across from each other. Choose someone to be the judge. The judge will walk in the path between the two lines, while he is walking one line will say things to convince him that Captain Preston and his soldiers are guilty and the other side will try to convince him that they are innocent. Once the judge reaches the end he will state his decision. Have the students sit down as you finish reading the book.
Assessment suggestions:
- Pre assessment: Review what we have learned up until this point in Revolutionary War history so that the students have an accurate idea of the mindset both sides must have had at the point of the Boston Massacre.
- Formative Assessment: Students will interpret the story of the Boston Massacre by participating in various process drama activities.
- Summative Assessment: At the end of the unit, students will create a story summarizing the major events leading up to the Revolutionary War.
Extension/Adaptations:
We can have a class discussion on how this can relate to present time.
