Unit+Plan

= ** DAVID A. DAYTON ** ** ARTS EDUCATOR 2.0 **** UNIT PLAN ** =

=__Rich And Compelling Content__= = Cultural Influences =

= =
 * __Unit Title:__** Generation's Cultural Influences
 * Grade level:** 9 - 12
 * Discipline:** Music


 * Teacher name(s):** David A. Dayton
 * Email address:** daytond@washington.k12.pa.us
 * School(s) or District(s)** Washington High School, Washington School District, Washington, PA


 * Title of unit: Generation's Cultural Influences**
 * Overview:** Be ginning with the 1960s, and continuing up to the present generation, explore each generation’s popular music, national, global, social and political events. Examine the effect and influence they may have had on the behavior, attitude, values and ideals of each generation’s culture.


 * Time needed to complete the unit:** 10 Lessons

The Arts are an influence on a generation’s behavior, attitudes, values and ideals towards current global, social and political events.
 * Big idea:**


 * Essential question(s):**
 * 1) ** How can the popular music of one’s generation have an affect on their lives? **
 * 2) ** How and why do artists and an influence on the generation of their era? **
 * 3) **How do the national and world’s social and political events of the time period affect the music?**

Students will do a presentation on an artist of the current generation, exploring their music, and show what influence the artist may have on the current generation. Students will choose an example of an artist from a different era and make a comparison. The students will create their own lyrics to describe a particular current social issue of their choice.
 * __Summative task:__**

of the current generation. ||< 1.) Explain current cultural,social, and political events and translating it's effect on society and the music created by the artists. ||< 1.) Explain current cultural,and social, and events of the era, and their affects on society. ||< 1.) Knew a few of the current cultural or social events the era. ||< 1.) Did not know current cultural or social events of the era. || whose music contains social or political messages in their lyrics. Describe the emotional impact, and connection to historical events and society. ||< 2.) Choose two or three artists and some songs they have created that contain political messages. Explain the messages that the artists were trying to make in their lyrics and analyze the reasons for these messages. ||< 2.) Choose two or three artists and songs they have created that contain social messages. Explain the emotional impact and connection to society. ||< 2.) Choose 1 artist and song that had a political message. Very little explaination about the message being made by the artists. ||< 3.) Unable to choose an artist or songs containing social messages. ||
 * < **__CRITERIA__** ||< **__ADVANCED__** ||< **__PROFICIENT__** ||< __**BASIC**__ ||< **__BELOW BASIC__** ||
 * < 1.) Knowledge of current cultural and social events
 * < 2.) Identify current artists
 * 3.) Create lyrics for a song that are dealing with cultural and social events of the current time period. Explain the message in the lyrics. || Created lyrics for a song that contained cultural and social events of the era. Explained the message the lyrics and added an accompaniment Performed the song for the class.. || Created lyrics for a song that contained cultural of the era. Explained the message in the lyrics. || Created lyrics for song contained little or no message about the current cultural or social events of the era. Was not able to explain the lyrics. || Unable to create lyrics for a song about the current cultural or social events. ||
 * 4.) Research the music of their generation. Choose an artist of the generation whose music contains lyrics about the current cultural and social issues of society. Choose 2 or 3 songs by the artists. Explain the meaning of the lyrics adn it's connection to current events and how it relates to society. || Chooses more that 3 artist. Gives examples of several songs by each artist that contain social messages. Explain the messages of each artist, their songs and their connection to society. || Chooses an artist and at least 2 songs by the artist that contain social messages. Explains the messages in the songs and their effect on society. || Chooses an artist and one song by the artists that contains social messages. Gives a brief description of the lyrics but does not explain the effect on society. || Unable to choose an artist or song of the current generation. ||

(1b) Students will be given the informed opinions about the particular song of each artist and discuss the comparison and contrast to their own opinions. || philosophical position identified in works in the arts and humanities.
 * = **__STANDARD__** ||= **__CONTENT INDICATOR__** ||= **__PROCESS INDICATOR__** ||
 * 9.4.12 B "Compare and Contrast informed individual opinions about the meaning of works in arts to others." || (1) Students will know the lyrics and interpret the meaning of two to three songs of individual artists from each studied time periods. || (1) Students will be given the lyrics and listen to a song of each artist. Students will discuss with the teacher possible meanings of the song.
 * 9.4.12D Analyze and interpret a

R8.11.B Interpretation and Analysis of Fictional and Non-Fictional Text. Understanding Concepts and Organization of Nonfictional text. || (1) Students will analyze and interpret the meaning of the lyrics and music videos and the possible philosophy of the artist who created them. || (1) Students will view music videos by individual artists and list their interpertation of the video. (1b) Students will discuss with the teacher their interpertation of the video. || each historical and cultural time period and events being studied. || (1) Students will view videos of the cultural elements of the time period being studied. (1b) Students will discuss with the teacher the cultural elements and the influence the various artists have on these elements. (2) Students will view videos and historical articles of the time period being studied. (2b) Students will discuss the historical events and the influence it had on the artists of the period. (2c) Students will discuss the influence the artists had on society. ||
 * 9.2.12 E "Analyze how historical events and culture impact forms, techniques and purposes of works in the arts. || (1) Students will analyze elements of


 * Teacher materials needed:**
 * CDs of various artists and lyrics of their songs.
 * Handouts for students with information about cultural,social and political events of the time period as well as the various artists.
 * Videos or DVD's about the various time periods.
 * Necessary audio and video equipment
 * Links to various resource sites
 * []
 * [] Link to site with numerous protest songs.
 * []
 * []
 * [|1] [|Types of protest song]
 * [|2] [|North American protest songs]
 * [|2.1] [|Eighteenth century]
 * [|2.2] [|Nineteenth century]
 * [|2.3] [|Twentieth century]
 * [|2.3.1] [|1900- 1920; Labor Movement, Class Struggle, and The Great War]
 * [|2.3.2] [|1920s- 1930s;The Great Depression and Racial Discrimination]
 * [|2.3.3] [|1940s- 1950s; The labor movement vs McCarthyism; Anti-Nuclear songs]
 * [|2.3.4] [|1960s; the Civil Rights Movement, The Vietnam War, and Peace and Revolution]
 * [|2.3.5] [|1970s; The Vietnam War, Soul Music]
 * [|2.3.6] [|1980s; Anti-Reagan protest songs, and The Birth of Rap]
 * [|2.3.7] [|1990s; Hard-Rock Protest Bands, Women's Rights, and Protest Parodies]
 * [|2.4] [|Twenty-first century]
 * [|2.4.1] [|The Iraq War and the Revival of the Protest Song]
 * [|2.4.2] [|Contemporary Protest Songs]
 * [|2.4.3] [|Criticism]


 * Student materials needed:**
 * Handouts, writing utensils
 * Audio recordings and listening device


 * Unit vocabulary:**
 * Music Genres: Blues, Country, Folk, Gospel, Jazz, Pop, Rhythm and Blues and Rock and Roll.


 * Unit warm-up:**
 * Open discussion with students about the various time periods.


 * Assessing Prior Knowledge:**
 * Have students complete a question driven worksheet about each time period to assess their knowledge about the period.

=**__ Lesson 1 __**=

Topic: Introduction to Unit and Background of Popular Music Instruction:
 * Introduce students to the Big Idea and Essential Questions.
 * Give background to pre-rock and roll music and the genres that led to the emergence of rock and roll in the early 1950s.
 * Play examples of these genres i.e. blues, country, folk, gospel, jazz, pop, rhythm and blues.
 * Use digital projector and internet hook up to visit [|Types of protest song]
 * Formative assessment:**
 * Questions and answers about the Big Idea and Essential Questions.

=__ Lesson 2  __=

Topic: The 1950s Instruction: 1. Describe the current cultural and social events of the era. .2.Describe the song’s emotional impact; 3. Identify the song’s topic and purpose, connecting it to an historical event or period. 4. Analyze the song’s content; 5. Evaluate and identify the generalizations of the song and how they relate to the society from which it was written and how it relates to today’s society.
 * Have the students read a handout with a brief description of music, cultural and social events of the 1950s.
 * Use digital project to visit [|2.3.3] [|1940s- 1950s; The labor movement vs McCarthyism; Anti-Nuclear songs]
 * Have a class discussion about information regarding the 1950's
 * Choose a song from the web site, display the information about the artist and song.
 * Give each student the lyrics of the song and a question driven worksheet.
 * Play the song for the students and have them answer from the question driven worksheet.
 * Discuss the summary of the factual information contained in the song.
 * Explanation of any inferences, generalizations, conclusions and points of view found in the song.
 * Have a class discussion about the song.

Teacher evaluation of the students answers of the question driven worksheet for criteria 1 through 5, and observation of the class discussion regarding the their analysis. Monitoring and adjustments maybe needed for future lessons.
 * Formative assessment:**


 * Accommodations for ESL students:**
 * Vocabulary words
 * Dictionaries
 * Help from other students
 * Extra time as needed
 * Preferred seating


 * Enrichment for gifted learners:**
 * Have them listen and analyze more musical examples.
 * May create an original composition with lyrics that reflect a current social issue.
 * Have them do peer tutoring to help students having difficulty with assignment.


 * Unit accommodations for students not proficient on summative task:**
 * Work in small groups
 * Audio recordings of reading handouts
 * Extra time for assignments.
 * Guided assignments
 * Redirection
 * Less number of songs to analyze
 * Peer tutoring

=__ Lesson 3  __=

Topic: The 1960s Instruction:

1. What is the current cultural and social events of the era. 2. What is their interpretation of the song? 3. Identify the song’s topic and purpose, connecting it to an historical event or period. 4. How is their interpretation from the one given at the site. 5. Evaluate and identify the generalizations of the song and how they relate to the society from which it was written and how it relates to today’s society 5. Each group will conclude with a group presentation containing;
 * Divide the class into small groups of 3 to 5 students
 * Using the computer lab have each group visit [|2.3.4] [|1960s; the Civil Rights Movement, The Vietnam War, and Peace and Revolution]
 * Search information about the cultural and social events of the 60s.
 * Have the group chose an artist and research one of their songs and it's lyrics.
 * Give the group a question driven worksheet and have them analyze the song using the following guidelines;
 * Playing the song for the class.
 * Their summary of their interpretation of the song.
 * Summary of the factual information contained in the songs.
 * Explanation of any inferences, generalizations, conclusions and points of view found in the song.

Teacher evaluation of the answers of the question driven worksheet for criteria 1 through 5, and observation of the class discussion regarding their analysis. Monitoring and adjustments maybe needed for future lessons.
 * Formative assessment:**


 * Accommodations for ESL students:**
 * Vocabulary words
 * Dictionaries
 * Help from other students
 * Extra time as needed
 * Preferred seating
 * Enrichment for gifted learners:**
 * Have them listen and analyze more musical examples.
 * May create an original composition with lyrics that reflect a current social issue.
 * Have them do peer tutoring to help students having difficulty with assignment.


 * Unit accommodations for students not proficient on summative task:**
 * Work in small groups
 * Audio recordings of reading handouts
 * Extra time for assignments.
 * Guided assignments
 * Redirection
 * Less number of songs to analyze
 * Peer tutoring

= __Lesson 4__  =

Topic: The 1970s Instruction:
 * Divide the class into small groups of 3 to 5 students.
 * Using the computer lab have each group visit [|2.3.5] [|1970s; The Vietnam War, Soul Music]
 * Search information about the cultural and social events of the 70s.
 * Describe the current cultural and social events of the era.
 * Research 2 or 3 artists, their songs and lyrics.
 * Write lyrics for a song about a social issue during the 1970s.
 * Each group will do a presentation about their lyrics and the social message that it contains.

Teacher evaluation of the groups lyrics and it's relationship to the time period. Observation of class discussion and feedback regarding each group’s lyrics. Monitoring and adjustments maybe needed for future lessons.
 * Formative assessment:**


 * Accommodations for ESL students:**
 * Vocabulary words
 * Dictionaries
 * Help from other students
 * Extra time as needed
 * Preferred seating


 * Enrichment for gifted learners:**
 * Have them listen and analyze more musical examples.
 * May create an original composition with lyrics that reflect a current social issue.
 * Have them do peer tutoring to help students having difficulty with assignment.


 * Unit accommodations for students not proficient on summative task:**
 * Work in small groups
 * Audio recordings of reading handouts
 * Extra time for assignments.
 * Guided assignments
 * Redirection
 * Less number of songs to analyze
 * Peer tutoring

=__ Lesson 5  __= Topic: The 1980s Instruction:
 * Using the computer lab have each student visit [|2.3.6] [|1980s; Anti-Reagan protest songs, and The Birth of Rap]
 * Search information about the cultural and social events of the 80s.
 * Describe the current cultural and social events of the era.
 * Research 2 or 3 artists, their songs and lyrics.
 * Write lyrics for a song about a social issue during the 1970s.
 * Do a presentation about their lyrics and the social message that it contains.

Teacher evaluation of the student's lyrics and it's relationship to the time period. Observation of class discussion and feedback regarding each student's lyrics. Monitoring and adjustments maybe needed for future lessons.
 * Formative assessment:**
 * Accommodations for ESL students:**
 * Vocabulary words
 * Dictionaries
 * Help from other students
 * Extra time as needed
 * Preferred seating
 * Enrichment for gifted learners:**
 * Have them listen and analyze more musical examples.
 * May create an original composition with lyrics that reflect a current social issue.
 * Have them do peer tutoring to help students having difficulty with assignment.


 * Unit accommodations for students not proficient on summative task:**
 * Work in small groups
 * Audio recordings of reading handouts
 * Extra time for assignments.
 * Guided assignments
 * Redirection
 * Less number of songs to analyze
 * Peer tutoring

=__ Lesson 6  __=

Topic: The 1990s Instruction: Teacher observation of class creation of their song and lyrics. Monitoring and adjustments maybe needed for future lessons.
 * Using the digital projector, and internet visit [|2.3.7] [|1990s; Hard-Rock Protest Bands, Women's Rights, and Protest Parodies]
 * Search information about the cultural and social events of the 90's
 * Class discussion on the cultural, social events and artists of the 90s.
 * Did the cultural and social events influence the artists?
 * Did the artists influence society?
 * As a class, create a song and lyrics reflecting the cultural and social events of the 90's.
 * Formative assessment:**


 * Accommodations for ESL students:**
 * Vocabulary words
 * Dictionaries
 * Help from other students
 * Extra time as needed
 * Preferred seating


 * Enrichment for gifted learners:**
 * Have them listen and analyze more musical examples.
 * May create an original composition with lyrics that reflect a current social issue.
 * Have them do peer tutoring to help students having difficulty with assignment.

 =Lesson 7 & 8= Topic: The 2000s Instruction: 1. Describe the current cultural and social events of the era. 2. Describe the song’s emotional impact; 3. Identify the song’s topic and purpose, connecting it to an historical event or period. 4. Analyze the song’s content; 5. Evaluate and identify the generalizations of the song and how they relate to the society from which it was written and how it relates to today’s society 6. Summary of the factual information contained in the songs. 7. Explanation of any inferences, generalizations, conclusions and points of view found in the song.
 * Unit accommodations for students not proficient on summative task:**
 * Work in small groups
 * Audio recordings of reading handouts
 * Extra time for assignments.
 * Guided assignments
 * Redirection
 * Less number of songs to analyze
 * Peer tutoring
 * Students will individually research the music, cultural and social events of the 2000s in preparation for presentation.
 * Students will individually choose an artist of the current generation, exploring their music, and show what influence the artist may have on the current generation.
 * Listening to 2 or 3 songs of the artist, the students will analyze the song using the following guidelines;
 * Create their own song and lyrics about the 2000s

Students' presentations will describe the cultural, social and political events of the time period along with what influence the artist may have on the generation. Their presentation will include the songs, lyrics and information about the songs using the guidelines from previous lessons. Students will also create their own song and lyrics about the 2000s.
 * Formative assessment:**


 * Accommodations for ESL students:**
 * Vocabulary words
 * Dictionaries
 * Help from other students
 * Extra time as needed
 * Preferred seating


 * Enrichment for gifted learners:**
 * Have them listen and analyze more musical examples.
 * May create an original composition with lyrics that reflect a current social issue.
 * Have them do peer tutoring to help students having difficulty with assignment.

=__ Lesson 9&10 __=
 * Unit accommodations for students not proficient on summative task:**
 * Work in small groups
 * Audio recordings of reading handouts
 * Extra time for assignments.
 * Guided assignments
 * Redirection
 * Less number of songs to analyze
 * Peer tutoring

Topic: Student Presentations Instruction:


 * Students' will do presentation for class.
 * Presentation will include the following information:
 * Information about the current cultural and social events.
 * Choice of a current artist and select one or two songs by the artist.
 * Interpret the lyrics and describe what influence the artist may have on the current generation.
 * An example of an artist's song from a different era and make a comparison.
 * Students will create lyrics for a song to describe a particular current social issue of their choice.

Students will be assesed on the content of the presentation and if it meets the criteria and guidelines for the presentations.
 * Formative assessment:**


 * Accommodations for ESL students:**
 * Vocabulary words
 * Dictionaries
 * Help from other students
 * Extra time as needed
 * Preferred seating


 * Enrichment for gifted learners:**
 * Have them listen and analyze more musical examples.
 * May create an original composition with lyrics that reflect a current social issue.
 * Have them do peer tutoring to help students having difficulty with assignment.


 * Unit accommodations for students not proficient on summative task:**
 * Work in small groups
 * Audio recordings of reading handouts
 * Extra time for assignments.
 * Guided assignments
 * Redirection
 * Less number of songs to analyze
 * Peer tutoring