L5+Turcotte+Jordan

COLLEGE OF EDUCATION, HEALTH AND REHABILITATION LESSON PLAN FORMAT
 * UNIVERSITY OF MAINE AT FARMINGTON

Teacher’s Name:** Ms. Jordan Turcotte
 * Date of Lesson:** Lesson 5
 * Grade Level:** Grade 6-8
 * Topic:** music as a form of protest

__**Objectives**__
 * Student will understand that** the 1960s were filled with tension and tragic events, but also led to great social, political, and cultural change.
 * Student will know** civil rights, segregation, integration, freedom rides, sit-in, draft-dodger, corruption, riots, race riot and protest, Vietnam War, Ku Klux Klan (KKK), Mississippi Freedom Summer, Freedom Riders, anti-war protests, and other specific events throughout the country, Bob Dylan, Phil Ochs, __protest being done through song.__
 * Student will be able to** analyze major historical eras, major enduring themes, turning points, events, consequences, and people in the history of Maine, the United States, and various regions of the world.

__**Maine Learning Results Alignment**__ Maine Learning Results: Social Studies E. History E1. Historical knowledge, concepts, themes, and patterns Grade 6-8 "Contemporary United States, 1961 to Present Students understand major eras, major enduring themes, and historic influences in the history of Maine, the United States and various regions of the world. b. Identify and analyze major historical eras, major enduring themes, turning points, events, consequences, and people in the history of Maine, the United States, and various regions of the world.
 * Rationale** During this lesson, students will be analyzing a major enduring theme and turning point that occurred during the 1960s- the use of music as a form of protest.

__**Assessment**__ **Summative (Assessment of Learning)**  __**Integration**__ //Technology:// Students will be using the Internet to find the lyrics to both songs they choose to compare. The students will also be using Inspiration software to map their comparison, including the main topics of both songs and the corresponding lyrics.
 * Formative (Assessment for Learning)**
 * After the presentation of the hook, students will be placed in groups and will be asked to discuss what they believe the main ideas of the song were (//Phil Ochs- “Here’s to the State of Mississippi”).// To record notes during this exercise, students will utilize a flower organizer. The groups will then report their finding back to the class, speaking about what they believed the main themes or ideas of the song were.
 * Students will complete a blog post where they will answer the question “Why do you think music is so often used as an outlet for protest?”
 * Song Comparison- students will choose a protest song from the 1960s and a protest song from today (from a teacher provided list) to compare. For the comparison, students will focus on what the main topics of the two songs are and how they are presented through the lyrics. Students will map their comparison using Inspiration software. The students have the freedom to create their Inspiration diagrams in any way they choose, as long as the two songs are compared- main topics of songs and corresponding lyrics are included. How the songs are similar and different should be clearly explained. A short presentation will be given to the class. This assignment is worth fifty points of the total five hundred and ten.

//Other Content Area:// This lesson incorporates the arts, specifically music. During this lesson, students will be focusing on music as a form of protest by analyzing a Phil Ochs song and comparing two songs of their choosing, which will be presented to the class.

__**Groupings**__ In this lesson, students will be working in groups during a group activity. To choose the groups, each student will pick a Popsicle stick. Each Popsicle stick has a number ranging from one to six on it. Students will get into groups based on the number written on the sticks. For instance, anyone with a one on the stick will be in a group, twos will be in a group, and so on. During the group activity, the groups will get together and discuss the main themes presented in “Here’s to the State of Mississippi” by Phil Ochs. The students will record their group’s findings on a flower organizer and will also present their groups ideas to the rest of the class.

__**Differentiated Instruction**__ //**Visual** //** : ** Students will use graphic organizers when taking notes in class and a worksheet when working on their analysis. The final product will be a diagram created using Inspiration. //**Naturalist** //**: ** A graphic organizer in the shape of a flower will be used to record the main topics presented in “Here’s to the State of Mississippi.”
 * Strategies**
 * //Verbal:// ** Students will discuss the main ideas behind a Phil Ochs song and report back to the rest of the class. Students will also give a short presentation, where they explain their comparison assignment of two songs.
 * //Logical:// ** Graphic organizers will be used for the organization of notes. A song will be closely analyzed.
 * //Kinesthetic:// ** Students will get into groups throughout the classroom for discussion.
 * //Intrapersonal// ****: ** Students will perform an analysis of a protest song individually. Students will also complete a comparison of two protest songs and a reflective blog posting.
 * //Interpersonal// ****<span style="font-family: Times New Roman,serif;">: ** Students will discuss the Phil Ochs song in groups and then report what they discussed to the rest of the class.
 * <span style="font-family: Times New Roman,serif;">//Musical:// ** a song by Phil Ochs will be played at the beginning of the lesson and the product will be an comparison of a protest song from the 1960s to a protest song of today.

I will review the students IEP, 504, and ELLIDEP and make the appropriate modifications and accommodations. If students are absent during this lesson, they will have to meet with me in order to complete the song analysis of Phil Ochs’ “Here’s to the State of Mississippi.” This can be before or after school or during any free time that may be available during the day. Students should pick up any handouts they may have missed from the “Absent folder” and look up the assignments given and activities completed during the day(s) they were absent on the Unit Agenda before meeting with me. During the meeting time, I will explain the song comparison assignment and answer any questions the student may have.
 * Modifications/Accommodations**

During this lesson, students will be utilizing Inspiration software to create a diagram for the comparison of a Sixties protest song to a modern protest song. The students will be looking at concepts discussed throughout the entire lesson in order to find the main topics presented in the chosen song.
 * Extensions**

__**Materials, Resources and Technology**__ <span style="font-family: Arial,Helvetica,sans-serif;"> __**Source for Lesson Plan and Research**__ Phil Ochs- “Here’s to the State of Mississippi” Lyrics __[]__ Protest Songs __[]__ __[|http://www.bobdylan.com]__
 * <span style="font-family: Arial,Helvetica,sans-serif;">Copies of “Here’s to the State of Mississippi” lyrics
 * <span style="font-family: Arial,Helvetica,sans-serif;">Handout describing song analysis and overall requirements
 * <span style="font-family: Arial,Helvetica,sans-serif;">Copies of teacher created diagram to give students as an example
 * <span style="font-family: Arial,Helvetica,sans-serif;">List of protest songs students can compare
 * <span style="font-family: Arial,Helvetica,sans-serif;">Worksheet to aid students in their comparisons
 * <span style="font-family: Arial,Helvetica,sans-serif;">Copies of flower graphic organizer
 * <span style="font-family: Arial,Helvetica,sans-serif;">Students will need their laptops
 * <span style="font-family: Arial,Helvetica,sans-serif;">Teacher will need laptop to play Phil Ochs song

__**Maine Standards for Initial Teacher Certification and Rationale**__

//**Standard 3 - Demonstrates a knowledge of the diverse ways in which students learn and develop by providing learning opportunities that support their intellectual, physical, emotional, social, and cultural development.**//
 * Rationale**: A flower graphic organizer and song analysis worksheet will be used to appeal to students who are more logically minded. For students who need specific outlined requirements, a handout explaining the song analysis assignment will be handed out. The classroom will be arranged in a way so as to be conducive to learning and also group work tat will be done with the analysis of “Here’s to the State of Mississippi.”

//**Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.**//
 * Rationale**: In this lesson, the focus will be on the students understanding of how and why music was an important outlet for protest during the 1960s. For instance, many musicians during this era became famous specifically because of the protest songs they wrote about racism, the Vietnam War, etc. Organizations, such as the Students for a Democratic Society, used music and chants during their protests, sit-ins, teach-ins, etc. Bob Dylan and Joan Baez performed songs together at the March on Washington. Mainstream music being used as a form of protest represents a major theme and turning point occurring during the Sixties, which is directly associated with the goals described in the Maine Learning Results.

//**Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.**// //<span style="font-family: Times New Roman,serif;">**Visual** //**<span style="font-family: Times New Roman,serif;"> : ** Students will use graphic organizers when taking notes in class and a worksheet when working on their analysis. The final product will be a diagram created using Inspiration. //<span style="font-family: Times New Roman,serif;">**Naturalist** //**<span style="font-family: Times New Roman,serif;">: ** A graphic organizer in the shape of a flower will be used to record the main topics presented in “Here’s to the State of Mississippi.” During this lesson, students will be utilizing Inspiration software to complete an assessment. The students will choose a protest song from the 1960s and a protest song from today and complete a comparison worksheet, focusing on the main topics and how those topics are presented (lyrics) for each song. Students will then use Inspiration to create a diagram visually illustrating and organizing their findings.
 * Rationale**: During this lesson, various resources, strategies, and materials will be utilized to appeal to all eight multiple intelligences.
 * <span style="font-family: Times New Roman,serif;">//Verbal:// ** Students will discuss the main ideas behind a Phil Ochs song and report back to the rest of the class. Students will also give a short presentation, where they explain their comparison assignment of two songs..
 * <span style="font-family: Times New Roman,serif;">//Logical:// ** Graphic organizers will be used for the organization of notes. A song will be closely analyzed.
 * <span style="font-family: Times New Roman,serif;">//Kinesthetic:// ** Students will get into groups throughout the classroom for discussion.
 * <span style="font-family: Times New Roman,serif;">//Intrapersonal// ****<span style="font-family: Times New Roman,serif;">: ** Students will perform an analysis of a protest song individually. Students will also complete a comparison of two protest songs and a reflective blog posting.
 * <span style="font-family: Times New Roman,serif;">//Interpersonal// ****<span style="font-family: Times New Roman,serif;">: ** Students will discuss the Phil Ochs song in groups and then report what they discussed to the rest of the class.
 * <span style="font-family: Times New Roman,serif;">//Musical:// ** a song by Phil Ochs will be played at the beginning of the lesson and the product will be a comparison of a protest song from the 1960s to a protest song of today.

//**Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner.**// Summative assessment will be given as a song comparison in the form of a diagram created using Inspiration software. The students will choose a protest song from the Sixties and a protest song from the modern day from a list. Students will study the lyrics of each song, focusing on the main topics presented and how those topics are presented. After the comparison, students will create a diagram using Inspiration to organize and creatively illustrate and present their findings.
 * Rationale**: Formative assessment will be given in two ways for this lesson. After the students listen to the song “Here’s to the State of Mississippi” by Phil Ochs, they will be placed in groups and will discuss what they think the main idea or theme of the song is. They will record the main ideas and themes on a flower graphic organizer. After the groups complete their discussions, they will report their findings to the rest of the class. Students will also write a blog post (after the completion of the song comparison assignment) answering the question, “Why do you think music is so often used as an outlet for protest?”

__**Teaching and Learning Sequence**__**:** During this lesson, students’ desks will be arranged in clusters of four around the room, as students will be working in groups for most of day one. Day 1 //(80 minutes):// <span style="font-family: Arial,Helvetica,sans-serif;">//Homework:// Continue to work on the comparison and Inspiration diagram. Complete blog posting. Day 2 //(80 minutes)//: <span style="font-family: Arial,Helvetica,sans-serif;"><span style="font-family: Times New Roman,serif;"> <span style="font-family: Arial,Helvetica,sans-serif;">Students will understand that the 1960s were filled with tension and tragic events, but also led to great social, political, and cultural change <span style="font-family: Arial,Helvetica,sans-serif;"><span style="font-family: Times New Roman,serif;">**.** The changes made in the 1960s can still be seen today, especially with the use of music as an outlet for protest**.** //Students understand major eras, major enduring themes, and historic influences in the history of Maine, the United States, and various regions of the world//. Students will listen to a song by Phil Ochs called "Here's to the State of Mississippi" **(Where)(Why)****(What)(Hook). (Tailors:** //**Verbal, Musical**//**)** <span style="font-family: Arial,Helvetica,sans-serif;"><span style="font-family: Times New Roman,serif;"> Students will know civil rights, segregation, integration, freedom rides, sit-in, draft-dodger, corruption, riots, race riot and protest, Vietnam War, Ku Klux Klan (KKK), Mississippi Freedom Summer, Freedom Riders, anti-war protests, and other specific events throughout the country, Bob Dylan, Phil Ochs, __protest being done through song.__<span style="font-family: Times New Roman,serif;"> <span style="font-family: Arial,Helvetica,sans-serif;">Students will break into groups to discuss the main points of Phil Ochs' song "Here's to the State of Mississippi." During the group analysis of the song, students will use a “flower” organizer to organize their notes and what their group finds to be the main ideas of the song <span style="font-family: Arial,Helvetica,sans-serif;">**(Equip)(Explore)****(Experience). (Tailors:** //**Visual, Logical, Verbal, Musical, Interpersonal, Intrapersonal, Kinesthetic**//**)**
 * <span style="font-family: Arial,Helvetica,sans-serif;">Students will be given a copy of lyrics to Phil Ochs’ “Here’s to the State of Mississippi.” The actual song will then be played //(10 minutes).//
 * <span style="font-family: Arial,Helvetica,sans-serif;">The students will be placed in groups, where they will discuss the main theme(s) present in the song. They will use a flower graphic organizer to record what their group finds. Each group will then report back to the rest of the class about what they found to be the main theme or idea //(30 minutes).//
 * <span style="font-family: Arial,Helvetica,sans-serif;">Handout explaining the song comparison assignment will be given to the students and will be discussed. The prompt for a reflective blog post will also be handed out and discussed briefly (//10 minutes).//
 * <span style="font-family: Arial,Helvetica,sans-serif;">Teacher will give the students a quick tutorial on how to use Inspiration //(5 minutes).//
 * <span style="font-family: Arial,Helvetica,sans-serif;">Students will be given a list of protest songs from the 1960s and from the modern day. They will choose one protest song from the Sixties and one song from the modern day to compare //(5 minutes).//
 * <span style="font-family: Arial,Helvetica,sans-serif;">Students have the rest of class time to work on their song comparisons //(20 minutes).//
 * <span style="font-family: Arial,Helvetica,sans-serif;">Students will have the opportunity to finish their Inspiration diagrams and ask clarifying questions. If students are finished their Inspiration diagrams, but not the blog post, they may finish that during this time //(30 minutes).//
 * <span style="font-family: Arial,Helvetica,sans-serif;">Students will present their Inspiration images //(50 minutes)//.

<span style="font-family: Times New Roman,serif;">Students will use the Internet to find the lyrics to each of the songs they chose to compare. After playing "Here's to the State of Mississippi" by Phil Ochs, the class will divide into groups and discuss what the main ideas of the song are and then report out to the other groups in the class**.** Students will use a "flower" organizer in class during the group discussions**.** While working on their individual song comparisons, students will use the Song Comparison Worksheet to organize the main topics discussed in their two chosen songs. Students will use the information collected from class discussion and notes throughout the previous lessons to compare a protest song from the 1960s to a modern day protest song and will create an Inspiration diagram organizing and illustrating their findings **(Rethink)(Revise)(Rehearse)****(Refine). (Tailors:** //**Musical, Interpersonal, Intrapersonal, Logical, Visual, Verbal, Kinesthetic**//**)** <span style="font-family: Arial,Helvetica,sans-serif;"><span style="font-family: Times New Roman,serif;"> <span style="font-family: Arial,Helvetica,sans-serif;">For evaluation, students will hand in their comparison worksheets and Inspiration diagrams <span style="font-family: Arial,Helvetica,sans-serif;">**(Evaluate). (Tailors:** //**Intrapersonal**//**)**