Madison Public Schools R.E.A.C.H Unit Plan 15­16 Title: Songs and Poetry Grade: 3rd Content Area: Humanities Objective: ​
As a means of enrichment, students will ● Listen to the lyrics of songs and analyze the lyrics for themes, emotional expression, and poetic elements ● Write a song lyrics of their own, incorporating what they have learned Time Allotted:​
40 minute sessions once a week for 6 weeks. NAGC Standards: 1.7. Cognitive and Affective Growth. Students with gifts and talents recognize their preferred approaches to learning and expand their repertoire. 2.4. Learning Progress and Outcomes. Students with gifts and talents demonstrate advanced and complex learning as a result of using multiple, appropriate, and ongoing assessments. 3.4. Instructional Strategies. Students with gifts and talents become independent investigators. Common Core Standards CCSS.ELA­LITERACY.RL.3.1​
Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. CCSS.ELA­LITERACY.RL.3.2​
Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text. CCSS.ELA­LITERACY.RL.3.3​
Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events CCSS.ELA­LITERACY.RL.3.4​
Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language. CCSS.ELA­LITERACY.RL.3.5​
Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as chapter, scene, and stanza; describe how each successive part builds on earlier sections. CCSS.ELA­LITERACY.RL.3.6​
Distinguish their own point of view from that of the narrator or those of the characters. CCSS.ELA­LITERACY.W.3.4​
With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. CCSS.ELA­LITERACY.W.3.5​
With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. Materials: ● Chromebooks Lessons Session 1​
­ ​
Happy ● What is a song? ● Songs are the partnering of music and poetry ● How are the ​
lyrics​
of this song a poem? ● Emotional expression, personification, metaphor, rhyme scheme ● Analyze form ● Try your hand at these elements in your own poem ○ Complete the poem in class and at home Session 2​
­​
​
Over the Rainbow​
; ​
Over the Rainbow­revised ● Emotional expression ● Form ­ the song has a verse, a bridge, a repeat verse, a coda ● Emotional expression, metaphor, rhyme scheme ● Try your hand at these elements in your own poem ○ Complete the poem in class and at home Session 3​
­ ​
My Favorite Things ● Lists​
as a poetic device ● Emotional expression ● Contrasting final section ● AAAB form ● Try your hand at these elements in your own poem ○ Complete the poem in class and at home Session 4​
­ ​
The Star Spangled Banner ● What is a ballad? ● What story does this ballad tell? ● Vocabulary, poetic language, rhyme scheme ● Try and tell a story in verse ○ Complete the poem in class and at home Session 5​
­ ​
Nowhere Man ● Voice, emotional expression, communication ● Form, rhyme scheme ● Character sketch of the Nowhere Man. What is his relationship with the speaker? ● Form AAB ABAB Coda ● Try to create a character in your poem ○ Complete the poem in class and at home Session 6​
­ ​
If I Had a Hammer ● Historical note about 60’s protest songs, bio of Pete Seeger ● Repeated form with variation, lack of rhyme ● Presentation of students’ poetry Resources/Helpful Links: Katy Perry’s song “Firework”, corresponding lesson plan notes https://drive.google.com/file/d/0ByVyECH3fljuWGNOMGNLUS1Xbm8/view?usp=sharing Mensa for Kids Unit: Magical Musical Tour: Using lyrics to teach literary elements http://www.mensaforkids.org/MFK2/assets/File/Teach/LessonPlans/Lesson_MagicMusicTour.pdf