Int Rdg & Writ Content Areas
Int Rdg & Writ Content Areas READ 3255
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This 15 page Class Notes was uploaded by Miss Troy Cronin on Sunday October 25, 2015. The Class Notes belongs to READ 3255 at University of North Carolina - Charlotte taught by Connie Williams in Fall. Since its upload, it has received 21 views. For similar materials see /class/228890/read-3255-university-of-north-carolina-charlotte in Reading Education at University of North Carolina - Charlotte.
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Date Created: 10/25/15
P a g e l 1 Eric M Simpson READ 3255 Dr Taylor Literacy Integration Conceptualized Unit Literature in Music An Introduction The purpose of this unit is to acquaint my advanced students with the literature that is found within the music we sing literature that de nes emotion and spreads the wealth of literacy Music is the universal language and it is known well to these 20 students Teaching literature in music can in turn help those who may be struggling with literacy It can also be used to put classic literature into modern day perspective We will cover several musical genres throughout this unit but will focus on three song texts and a book text for a comparison and contrast of the style and voicing We will examine the Poetry Lyrics in its rhyme rhythm meter tense and ow We will also study how the text intermingles with the music to reach out to the general population In turn this unit will provide students with knowledge of musical nuance including vocabulary for rhyme rhythm tempo and meter in musical terms It will also help them to understand the relationship of literature to music Each student will select a book from a given list and break into discussion groups They will meet in their book circle for the duration of the unit Each student will write their own song individually based on the text As an option students may choose to enter their completed song into the Artists for Literacy 2007 Songwriting Competition Key Goals At the end of this unit students should be able to 1 Draw relationships between literature and music 2 Recognize style tempo meter rhyme rhythm and ow 3 Contextualize popular music of today 4 De ne and use key vocabulary Page 2 Key Texts 1 One Day by Graham Greer inspired by 2 2 Oh Captaina My Captain by Walt Whitman 3 Just Like Don Quixote by Tony Roberts inspired by 4 Don Quixote by Cervantes 5 Moon Over Bourbon Street by Sting inspired by 6 Interview with a Vampire by Anne Rice 7 Httpwwwartistsforliteracyorgartistshtml 8 Various Songs selected for performance and listening 9 Dead Poet s Society Video with Robin Williams Unit Design Map Page 3 Texts 1 2 3 4 s 6 7 8 9 One Day by Graham Greer inspired by 2 Oh Captaina My Captain by Walt Whitman Just Like Don Quixote by Tony Roberts inspired by Don Quixote by Cervantes Moon Over Bourbon Street by Sting inspired by Interview with a Vampire by Anne Rice Http www artistsforliteracyorgar tistshtml Various Songs selected for performance and listening Dead Poet s Society Video with Robin Williams ThemesConce tsKe uestions Draw relationships between literature and music Recognize style tempo meter rhyme rhythm and ow Contextualize popular music of today De ne and use key vocabulary Assessment Double Entry Journal Worksheets Quizzes and tests Rubric for their own writing project Activities Double Entry Journals Listening to the songs Discussion Webs Video Reading and Writing Support Strategies Talking Drawings Book Circles with TwoColumn Journals Personal Vocabulary Journal Ticket to Class Fishbowl Discussion Collage and IEPC Trip to computer lab Music Share Each group of 5 students will choose one song from the Artists for Literacy Web site As homework each student will nd and read the original text that inspired the song for group discussion Page 4 Unit Outline and Pacing Guide Day One Unit Overview and Pre Reading Begin with Power Point Presentation on Poetry in Music Do Talking Drawings of One Day of a Captain Cue music hand out lyrics Students will listen to the song and will be given text to read and take home Performance practice remainder of class Day Two Fishbowl Discussion of text with four in the bowl Get the other two copies of lyrics and do IEPC Discuss how poetry is in all of our music I will select portions of performance material to read Studentled How does this differ from the more contemporary music Performance practice Day Three Ticket to Talk Students will be shown a brief clip of Dead Poet s Society They will write a question for discussion relating to the song Performance practice Day Four Ask for personal vocab journal examples Continue work on journals Take a trip to the Computer Lab Look through database for a songbook pairing Return to class and compile data Performance practice P a g e l 5 Day Five 0 Students will be broken into groups of five based on selection of songbook pairings 0 Discuss why literature is important to music 0 Performance practice Day Six 0 Book Circle Agreement Rules Questions 0 Begin reading 0 Double Entry Journals 0 Performance practice Day Seven 0 Book Circle continues 0 Students given composition assignment based on the text 0 Performance practice Day Eight 0 Book Circle continues 0 Check Personal Vocab Chart 0 Performance practice Day Nine 0 Book Circle continues 0 Given time to work on lyrics 0 Performance practice Day Ten 0 Ask for more Personal Vocab examples 0 Book Circle continues 0 Performance practice P a g e i 6 Day Eleven 0 Book Circle continues 0 Students given time to work on composition 0 Performance practice Day Twelve 0 Book Circle continues 0 Composition time 0 Performance practice Day Thirteen 0 Discussion Collages 0 Book Talks 0 Performance practice Day Fourteen 0 Book Talks 0 Performance practice Day Fifteen 0 Last day will conclude with Composition Performances Page 7 Pre reading Talking Drawings 1 Close your eyes and think of a Captain Take a minute and get a good mental image Now open your eyes and draw what you see 2 Now look at the text in front of you and listen to this song called One Day Draw a second picture of what you now enVision 3 Now in the space below I would like you to tell me how your pictures are different How did your Vision of the first Captain differ from your second Talking drawings will be used as prereading to help them understand that songs don t have to be straightforward It will stimulate higherorder thinking when we reference the other texts This exercise will help students take from prior knowledge and add to what they may already know IEPC Page 8 I E P C Close your eyes and imagine the scene character and events What do you see feel hear and smell Share your thinking with a partner Elaborate tell describe or give details of what you see in your mind Use these ideas to make some predictions or guesses about passages to be read Read to con rm or change your predictions about the passage Students will use visual imagery to predict events in a selection This increases their understanding of the text by giving them a point of reference P a g e 9 During Reading Fishbowl This is Fishbowl for modeling discussion The text selected was the poemlyrics One Day by Graham Greer We will use this rst Fishbowl as a model for future discussions as well as a means of discussing the current text Everyone has been given the poem to read and has been given a number from 120 A student will be chosen at random to draw a number For example 18 is the rst chosen he will become the center of the circle and will choose the next number to join The rst person will choose the second and the second the third and so on up to 5 The last person chosen starts the discussion with a question And this is me This will promote student engagement throughout the discussion and will provide them with a sense of ownership at what they have accomplished on their own without being teacherled Page 10 Ticket to Class Ticket to Class Ticket to Class Ticket to Class Page 11 Personal Vocabulary Journal My new word is It is related to I found it The speci c context is I think it means The appropriate dictionary 1 quot quot39 is It reminds me of My sentence is This strategy is used to garner interest in new language It will help the students by bringing in prior knowledge and getting them interested in learning something that they have found on their own that they do not recognize or understand Understanding musical terms also engages them more in performance Page 12 Two Column Journal After I read on my own In our Book Circle discussions I felt this more appropriate for my level of students than a double entry journal Though they are similar I feel that this type of j oumaling will help them become better readers on their own and give them a sense of belonging and individuality at the same time Pagel13 Post reading Creative Responses to Books Create a musical composition about the book Focus on the lyrics and how the music enhances it The title of the song should fit with the theme of the book You will use good compositional techniques and appropriately write it using staff paper ensuring proper key signature time signature and bar lines Only the melody and some sort of chord structure are necessary so that you may perform it for the class Sopranos and altos will use the treble clef tenors may use either treble or bass and basses will use the bass clef Students will be required to use their knowledge of music and poetry forcing them to higher order thinking It will also be used as the assessment of J ding for the unit Pagel14 Discussion Collage Students will create a collage using magazines periodicals and newspapers I will provide the supplies including scissors glue sticks and card stock paper They will get these instructions 1 In groups you will have a nal discussion You will make a collage based on your discussion not speci cally of the text Each group member will have a chance for input You will contribute to the collage by finding something that you conceptualized in your discussion Here are a few questions that might help you along the way a What does the text mean to you What did you get out of it b What stands out c What bothers you d What questions do you have that are unresolved 2 Now create your collage using your discussion as the theme This will also be a good opportunity to think about your song You are allowed to represent any aspect of the discussion that you would like 3 You will present your Book Talk to the class being guided by what you put into your collage Everyone needs to speak as to one aspect of the collage Everyone needs to contribute This is a good way to get students to understand and get interested in diverse books They will hear the discussions of the other groups and get an idea of the book s voice and quality The students will also get the opportunity to speak to an audience This also cultivates respect for others and what they have to contribute Page 15 Re ection In re ection Ithink that my Unit would be stronger if I were to have already selected 8 or 10 texts for the students to choose from I would be able to read them well in advance and not have the obligation of reading 4 books in a week While I am a fast reader so many in such a short period would put a large constraint on my time While I think that a conceptualized unit plan would work well in a music classroom I face a few roadblocks The State of North Carolina does not require me to use a speci c curriculum for the classroom and I have no team of teachers to consult The textbooks that have been provided for me have very little reading There are only music examples and small snippets oftext However this roadblock could also be seen as a blessing as it allows me to use my own creativity and gives me the freedom to choose music and texts that I feel are appropriate Although this was a serious point of trouble I was introduced to some welcome help I was very happy to find the Web site that gave me my inspiration quotArtists for Literacyquot is a great resource for music teachers who want to promote literacy It gave new perspective on music I believe that it is extremely important for students to know how to read and understand literature As a child I was fortunate to grow up with books in the home My father was an Elementary Education major with an English minor in college Because of his love of books he taught us to read at a young age By 2quotd grade I was reading at an 81h grade level partly due to his tutelage as my teacher I developed a real thirst for reading As a teacher I feel that this particular unit can be a stepping stone toward fostering a love for reading in my own students How popular artists use literature from all ages to compose music will blow their minds I hope to use this unit in the spring and I look forward to your comments so that I may revise as necessary to fit my classroom even better In the meantime I will begin selecting the list of 8 to 10 texts that I would give them the option of reading
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