VAPA: Music Resources
The visual and performing arts (VAPA) are a great source of teaching students certain skills and ways of thinking that will serve them in all other areas of their education throughout their lifetime. Students need to be exposed to the arts because it is such a rich source of both American and domestic cultures. It provides lessons that cannot be taught in any other way. The VAPA are broken up into four separate categories: visual arts, dance, music, and theater. The focus of this website will be placed on music and the visual arts. In order to teach these contents in an effective manner one should find access to the VAPA Frameworks that are available online at the following website: http://www.cde.ca.gov/ci/cr/cf/documents/vpaframewrk.pdf. It is important to access this framework before beginning the planning phase of the VAPA because it provides all of the standards and effective suggestions in how these standards should be taught, but it also is broad enough so that a teacher does not feel that they are limited in how they can teach the material. Have fun teaching the VAPA and use it as a tool to teach your students lessons that will effect them for the rest of their lives.
Videos that can be used to build interest in History/Music Lessons
This video could be used to show the evolution of music.
This shows different genres of music in an interesting way.
This video shows how different cultures have different forms of music.
Show the history of whistling in music in a very interesting fashion to build interest. Might need to edit this last part of this video because it does use one curse word.
This video can be used to build students interests in classical music. The creators of this video have put popular song lyrics to very classical music.
Websites with lesson plans for music integration in U.S. History
http://www.pbs.org/teachers/arts/inventory/music-912.html
http://www.nytimes.com/learning/teachers/lessons/music.html
http://www.lessonplanet.com/search?keywords=20th+century+music+history&media=lesson
http://www.lessonplanet.com/lesson-plans/music-history
http://www.lancastersymphony.org/CommunityEngagement/ClassroomResources.aspx
http://www.instructorweb.com/lesson/music.asp
http://teachers.net/lessonplans/subjects/music/
http://www.educationworld.com/a_lesson/what-is-hip-hop.shtml
http://www.nhptv.org/kn/vs/musla2.asp
http://www.sharemylesson.com/high-school-music-teaching-resources/
http://www.loc.gov/teachers/classroommaterials/lessons/music/
http://www.jazzinamerica.org/LessonPlan
http://www.nytimes.com/learning/teachers/lessons/music.html
http://www.lessonplanet.com/search?keywords=20th+century+music+history&media=lesson
http://www.lessonplanet.com/lesson-plans/music-history
http://www.lancastersymphony.org/CommunityEngagement/ClassroomResources.aspx
http://www.instructorweb.com/lesson/music.asp
http://teachers.net/lessonplans/subjects/music/
http://www.educationworld.com/a_lesson/what-is-hip-hop.shtml
http://www.nhptv.org/kn/vs/musla2.asp
http://www.sharemylesson.com/high-school-music-teaching-resources/
http://www.loc.gov/teachers/classroommaterials/lessons/music/
http://www.jazzinamerica.org/LessonPlan
VAPA Music Lesson Plans
This lesson plan was found on the PBS website and many adaptations were made for my class. However, the main ideas of the lesson plans are still the same. The original lesson can be found at the following website: http://www.pbs.org/teachers/connect/resources/1608/preview/.
EDU 543 VAPA Lesson Plan
Lesson Name and Content Area
Grade Level____8th US History________
Candidate Name: Daniel McCloud
Locate a VAPA lesson plan on WWW and work backwards to fill out this lesson plan form. Fill out the student information form at the end of this lesson plan to help you know your individual students. Download TPA 1 and 2 and use as a reference as you complete this lesson plan. This plan is intended to provide you with some of the major skills and types of writing needed for completing TPA 1 and 2.
Learning about your students: Locate or develop an interest survey you could use to learn about your students: Google interest surveys for elementary students and get ideas. Arts and PE are great areas of the curriculum to learn more about the interests and attitudes of your students and helps you plan other content area lessons.
Describe the students in this class: Use your fieldwork school for information. (view their web site and find supporting information)
Include the following:
Grade : 8th Grade
Average Age: 13 and 14
Boys: 16
Girls: 19
SES level: 37.5% are disadvantaged
Likes/dislikes: Likes- baseball, One Direction, football, dance, soccer, instagram, fashion, etc.
Dislikes- Justin Bieber, being board, math, essays, etc.
General Background experience in this content area.
I have no background knowledge in teaching Visual and Performing Arts. I enjoy music and art, but I do not know how to best teach it or how to even do it myself.
Types of learning opportunities needed for this group.
This is a very energetic group of students that do not like to be board. They are talkative but they are also very respectful. They know how to work hard and they catch on to ideas and skills quickly. They are going to need a hands-on approach that is very entertaining if there is any direct teaching involved. They are also going to need to be challenged.
Developmental needs of this group in grade: 8
One student is an EL but has a CELDT level of 5.
Any other specific information needed concerning the students who will be engaged in this lesson.
One student has a hearing disability and the teacher must where a microphone headset.
List potential high risk (type of) students, issues, or anticipated difficulties with engaging students in this learning opportunity.
This is a very energetic group of students that do not like to be board. They are talkative but they are also very respectful. They know how to work hard and they catch on to ideas and skills quickly. They are going to need a hands-on approach that is very entertaining if there is any direct teaching involved. They are also going to need to be challenged.
Difficulties ill include making sure GATE students are challenged and that all students find interest in the actual lesson.
I will also need to make sure that some academic vocabulary is explained for the EL student.
State Adopted Content Standard(s)
List full Standard with grade level and standard number.
VAPA:
3.0 HISTORICAL AND CULTURAL CONTEXT
Understanding the Historical Contributions and Cultural Dimensions of Music
Students analyze the role of music in past and present cultures throughout the world, noting cultural diversity as it relates to music, musicians, and composers.
3.2 Identify and explain the influences of various cultures on music in early
United States history.
3.4 Compare and contrast the distinguishing characteristics of musical
genres and styles from a variety of cultures.
Social Science:
8.10 Students analyze the multiple causes, key events, and complex consequences of the Civil War.
5. Study the views and lives of leaders (e.g., Ulysses S. Grant, Jefferson Davis,
Robert E. Lee) and soldiers on both sides of the war, including those of black
soldiers and regiments.
How do these standards integrate across the curriculum?
List /explain possible links:
Language Arts: Students are using stanzas and must understand what a stanza is in order to complete the questions. They are also writing their answers.
Social Studies: They are working with primary source documents and are learning about different sides of the Civil War.
Academic learning goals (objectives)
The students will listen to four songs that come from the Civil War era, 2 representing the Union and 2 representing the Confederacy. They will be able to correctly answer 7 out of 10 questions that describe how these 4 songs show the various cultures of the North and the South during the Civil War.
What specifically will students be able to know or do?
The will know how the cultures of the North and the South influenced music during the Civil War. They will be able to answer 7 out of 10 questions correctly.
Materials, Technology, other Resources
Materials:
1. Songs:
"Battle Cry of Freedom"
"Battle Cry of Freedom" (Southern version)
"Dixie’s Land " ("Dixie")
"Union Dixie"
2. Lyrics for 4 songs
3. Questions that will guide students through the process of analyzing the primary sources
4. Computer with Wi-Fi connection
5. Speakers
6. Overhead projector
7. Extra Highlighters
Rationale: Why did you select these materials?
1. These songs show the different sides of the war.
2. Students will need to be able to work with the lyrics in order to compare them.
3. This helps guide the students through the process of understanding how culture influences music.
4. The rest of the materials are used to present the lesson in an interactive way that is current with today’s standards of technology.
Assessment: What evidence of learning will you collect during this lesson that will indicate the extent the students have completed the lesson goals?
I will collect the questions with students’ responses. This will show me if they understood the actual differences between the views of the North and the South via their answers. They will also discuss this as a class so that the student will be able to get a clearer picture through the discussion.
Why did you select this evidence of learning and how will it show student competence?
This shows me that they understood the lyrics and how culture affects the music of the time period. This also requires them to think through their arguments and back it up with evidence from the primary source documents.
Instructional Strategies: What content specific instructional strategies are you using to teach this lesson?
There will be some direct teaching that will guide the lesson, but students will be working on much of this on their own. Then there will be discussion that takes place between students in order to work through some of the material. Lastly, there will be whole class discussion to go over some of the answers and to see if the students understand the differences that are presented via music between the Confederacy and the Union.
This is specific to social science in that students are working with primary source documents (PSD) and they have to analyze these PSDs. It is also focused on the Civil War.
Rationale: Why did you select these strategies?
These strategies will allow students to work independently, then with a partner. It allows for students to understand the material on their own, and then they have to be able to explain their arguments to others. Lastly, the reason that we go over it as a class is because the students will then have an understanding of what types of answers I am looking for and they can adjust where it is necessary.
Student Learning Activities:
List Activities and describe each of the teaching steps in the order that you will implement each step.
Activity One:
Step 1: Students will answer the warm-up question “How does culture influence music today?” They will write their answers in their daily warm-up notebooks.
Then the teacher will randomly choose a student to answer the question. This will transition into the lesson.
Step 2:
The teacher will open the lesson by a discussion of how historic events worked to influence popular music. (For example, soon after the terrorist attacks of September 11, 2001, Lee Greenwood’s God Bless The USA became extremely popular, even though it had been written 20 years before. Sergeant Barry Sadler’s Ballad of the Green Beret was a Top 40 hit during the early rock and roll era because of its relationship with the early days of the Vietnam War. The Star Spangled Banner became a number one hit for Whitney Houston after she sang it on Super Bowl Sunday during the Gulf War in1991.)
The teacher should then discuss with the students that music seemed particularly important during the Civil War era, including its use to promote the abolitionist cause.
Step 3:
The teacher will work their way through the PowerPoint that leads to the idea that the Northern and Southern cultures during the Civil War influenced the music of that time period.
The teacher will play the music and the students will highlight/underline the lyrics that show how the song relates to the North or the South.
Step 4:
The teacher will direct students to the questions that help them compare the two versions of the songs. The students will then work on the questions on their own for 6-10 minutes.
Step 5:
The teacher will direct students to discuss their answers with their neighbors and try to figure out why they might have different responses. Students will discuss with elbow partners.
Step 6:
The teacher will guide students through the questions and the class will discuss the answers as a whole group. Then students will explain in a paragraph why and how the cultures of the North and the South affected the music during this time period.
Rationale: Why did you select these activities?
1. This causes students to get their minds on the topic and gets them working silently as soon as possible.
2. This makes the lesson relevant to today.
3. This gives students access to the actual music of the time period.
4. This allows students to work through the material on their own.
5. This forces students to be able to argue their answers in a safe environment; students will sharpen each other’s understanding of the topics.
6. This will cause students to have to synthesize the entire lesson and then be able to explain how culture influences music.
How will they help students accomplish the lesson goal and standard?
All of these steps are geared towards students understanding how different cultures are going to have different mindsets. This will lead them to understand how music is affected by culture.
Student Work: Make the assignment/activity (use as a model).
Question Sheet for Civil War Music
Compare the lyrics for" Battle Cry of Freedom", and answer the following questions.
1. In the first stanzas of the two versions of the song, what seems to be the main difference between them?
2. What does the Southern version mean by "Down with the Eagle, And Up with the Cross"?
3. Summarize the meaning of the third stanza of the Northern version of the song, which begins, "We will welcome to our numbers…"
4. How do you think the Southern version of the song symbolizes the Confederate cause?
5. How do you think the Northern version of the song symbolizes the Union cause?
Compare the lyrics for "Dixie’s Land (Dixie)" and,"Union Dixie" and answer the following questions.
6. While the Confederate States of America did not have an official "national anthem" (even the North did not recognize the "Star Spangled Banner" as the nation’s anthem until 1931), "Dixie’s Land" (or "Dixie", as it is more commonly known) was truly a "national song". What aspects of the song might make it significant in regard to the Confederate cause?
7. How does the song "Union Dixie" (in the first stanza) describe the South?
8. While the first verse and chorus of "Dixie" are well known, the rest of the song is not. Frequently, the tune is used without lyrics. Why do you think the rest of the song is obscure?
9. How could the song, "Union Dixie" be used to rally troops as a school fight song might rally the student body or athletes? Give at least three examples.
10. "Dixie" is still a well-known song in the 21st Century, while the "Union Dixie" has generally been forgotten. Speculate why this is so.
Explain how you will use this work sample.
I will grade these making sure that students get a minimum of 7 out of 10 questions correct. If students are not able to get 7 out of 10 then I will go back and re-teach some aspects of this lesson.
Student Grouping
How will students be grouped during this lesson? Keep in mind that the groupings may change during the lesson (ex. begin with whole group and then divide into small groups).
Students will be working individually. Then students will discuss their answers with an elbow partner. This will prepare students to discuss the questions as a class.
Rationale: Why did you select this type of grouping (ex. whole group, small groups, boys, girls, ELA/ELD)?
Students will work this way to allow for them to work through the material on their own. Then working with a partner will help them to better understand certain aspects that they might not have been able to without discussing it.
Progress Monitoring of Student Learning:
I will monitor students by walking around the room during the lesson. This will keep students working on task. I will make sure to move to different zones of proximity so that all students understand that I am checking to see what they are accomplishing.
Students will also be asked questions throughout the lesson to ensure that they are listening. These students will be chosen at random via equity sticks.
How will you monitor how the students are doing with learning this lesson?
I will make sure that they are making progress through the questions. If they seem stuck I will assist when necessary. This will require me to walk around the room.
Difficulties: List and explain the 2-3 difficulties or problems you anticipate that all students might have with this content and these learning activities.
1. I believe that they will have problems finding the connections between the Confederate version of Dixie and the Civil War.
2. I think that some students will have difficulty with some of the vocabulary of the songs.
Explain how you will solve these problems so all students will learn to full potential.
1. We will go over this song as a class and I will assist those that seem to struggle through this.
2. Students that I think that will struggle with this vocabulary will receive a list of terms and definitions. This includes the EL.
Why do you think these might be potential problems?
1. This song is not specifically related to the war.
2. The vocabulary is content specific and they probably have not been exposed to it before.
Adaptations: List steps that you could take to ensure learning for specific students experiencing these difficulties in the spaces below.
ELD Learner:
Strengths- able to comprehend big ideas of lessons and retell stories.
Weaknesses- struggle with academic vocabulary and content specific vocabulary.
Your intervention or adaptation: This student will receive a list of vocabulary terms and definitions.
Rationale:
This will provide scaffolding for the student to be able to understand what is being sung in the lyrics.
Special Needs Learner:
Strengths- comprehension of material with little assistance
Weaknesses- hard of hearing
Your intervention or adaptation: Teacher will wear a microphone that amplifies the conversation for this student.
Rationale:
This is required by IEP.
Student with Behavior Issues:
Strengths- very smart and usually comprehends majority of lesson
Weaknesses- does not complete assignments unless there are strict consequences
Your intervention or adaptation: Student knows beforehand that unless he finishes the assignment by the time the bell rings he will have lunch detention and have a phone call home.
Rationale: This motivates the student to get his work done.
Reflection: What have you learned about planning instruction for a diverse student population in this content area?
I have realized that I already teach some aspects of VAPA in my history class. The idea of teaching this to a diverse population means that I must differentiate for various learners. If I do not provide scaffolding, consequences/incentives, and follow IEPs then students are not able to perform up to their potential.
What area of this instructional plan was easy to complete?
Figuring out how to integrate VAPA in a US history classroom was pretty simple. This is something that I do, however, I do not necessarily follow the VAPA standards.
What area will you need more knowledge/skill in order to do the task well?
I will need to become more familiar with the actual VAPA standards so that I can integrate them more in my curriculum.
Use form below for finding out about your students prior to planning your lessons/fieldwork
Skill needed for TPA 1 and 2
Getting to know your students - Work Backwards: What questions can you ask to get the information in this case study? Turn each statement into a question and provide a source or a person you could ask to get this information.
Chan is a 10-year-old fourth-grade English learner. He is from Cambodia and lives with a single mother, two younger brothers, and a baby sister. His mother works long hours and is often not home when he returns from school. His extended family in the United States includes one aunt and two grown cousins and his grandparents. Chan’s family immigrated to the United States two years ago. His written Cambodian language is mostly forgotten, but he is to communicate with his family orally.
Chan reads English two years below grade level. He has difficulty using correct grammar when writing or speaking. Chan is a happy and social boy who enjoys friends. He is well liked and works well in small groups. He is seldom or never absent from school. The CELDT results indicate an overall score in the beginner to early intermediate range, and he has been identified as an English learner.
Question 1: How old is Chan?
Who would you ask? Or what source would you check?
2. What grade is Chan in?
Student Online File
3 What is his native language?
Student Online File
4 Where is he from?
Student Online File or interest inventory
5 Who does he live with?
Interest inventory
6 Where does his mother work?
Interest Inventory
7 Who watches him after school?
Student Online File or interest inventory
8 What does his extended family look like?
Student Online File or interest inventory
9 When and how did he move here?
Student Online File or interest inventory
10 What language does he speak at home?
Student Online File or interest inventory
11 What grade level is his reading ability (in English)?
Student Online File or previous teacher
12 What speaking and writing difficulties does he have?
Student Online File or previous teacher
13 What does he enjoy?
Interest Inventory
14 Who are his best friends?
Interest Inventory
15 How does he work in groups?
Previous teacher
16 How often is he absent from school?
Student Online File or previous teacher
17 What is his CELDT score and is he an English Learner?
Student Online File or previous teacher
EDU 543 VAPA Lesson Plan
Lesson Name and Content Area
Grade Level____8th US History________
Candidate Name: Daniel McCloud
Locate a VAPA lesson plan on WWW and work backwards to fill out this lesson plan form. Fill out the student information form at the end of this lesson plan to help you know your individual students. Download TPA 1 and 2 and use as a reference as you complete this lesson plan. This plan is intended to provide you with some of the major skills and types of writing needed for completing TPA 1 and 2.
Learning about your students: Locate or develop an interest survey you could use to learn about your students: Google interest surveys for elementary students and get ideas. Arts and PE are great areas of the curriculum to learn more about the interests and attitudes of your students and helps you plan other content area lessons.
Describe the students in this class: Use your fieldwork school for information. (view their web site and find supporting information)
Include the following:
Grade : 8th Grade
Average Age: 13 and 14
Boys: 16
Girls: 19
SES level: 37.5% are disadvantaged
Likes/dislikes: Likes- baseball, One Direction, football, dance, soccer, instagram, fashion, etc.
Dislikes- Justin Bieber, being board, math, essays, etc.
General Background experience in this content area.
I have no background knowledge in teaching Visual and Performing Arts. I enjoy music and art, but I do not know how to best teach it or how to even do it myself.
Types of learning opportunities needed for this group.
This is a very energetic group of students that do not like to be board. They are talkative but they are also very respectful. They know how to work hard and they catch on to ideas and skills quickly. They are going to need a hands-on approach that is very entertaining if there is any direct teaching involved. They are also going to need to be challenged.
Developmental needs of this group in grade: 8
One student is an EL but has a CELDT level of 5.
Any other specific information needed concerning the students who will be engaged in this lesson.
One student has a hearing disability and the teacher must where a microphone headset.
List potential high risk (type of) students, issues, or anticipated difficulties with engaging students in this learning opportunity.
This is a very energetic group of students that do not like to be board. They are talkative but they are also very respectful. They know how to work hard and they catch on to ideas and skills quickly. They are going to need a hands-on approach that is very entertaining if there is any direct teaching involved. They are also going to need to be challenged.
Difficulties ill include making sure GATE students are challenged and that all students find interest in the actual lesson.
I will also need to make sure that some academic vocabulary is explained for the EL student.
State Adopted Content Standard(s)
List full Standard with grade level and standard number.
VAPA:
3.0 HISTORICAL AND CULTURAL CONTEXT
Understanding the Historical Contributions and Cultural Dimensions of Music
Students analyze the role of music in past and present cultures throughout the world, noting cultural diversity as it relates to music, musicians, and composers.
3.2 Identify and explain the influences of various cultures on music in early
United States history.
3.4 Compare and contrast the distinguishing characteristics of musical
genres and styles from a variety of cultures.
Social Science:
8.10 Students analyze the multiple causes, key events, and complex consequences of the Civil War.
5. Study the views and lives of leaders (e.g., Ulysses S. Grant, Jefferson Davis,
Robert E. Lee) and soldiers on both sides of the war, including those of black
soldiers and regiments.
How do these standards integrate across the curriculum?
List /explain possible links:
Language Arts: Students are using stanzas and must understand what a stanza is in order to complete the questions. They are also writing their answers.
Social Studies: They are working with primary source documents and are learning about different sides of the Civil War.
Academic learning goals (objectives)
The students will listen to four songs that come from the Civil War era, 2 representing the Union and 2 representing the Confederacy. They will be able to correctly answer 7 out of 10 questions that describe how these 4 songs show the various cultures of the North and the South during the Civil War.
What specifically will students be able to know or do?
The will know how the cultures of the North and the South influenced music during the Civil War. They will be able to answer 7 out of 10 questions correctly.
Materials, Technology, other Resources
Materials:
1. Songs:
"Battle Cry of Freedom"
"Battle Cry of Freedom" (Southern version)
"Dixie’s Land " ("Dixie")
"Union Dixie"
2. Lyrics for 4 songs
3. Questions that will guide students through the process of analyzing the primary sources
4. Computer with Wi-Fi connection
5. Speakers
6. Overhead projector
7. Extra Highlighters
Rationale: Why did you select these materials?
1. These songs show the different sides of the war.
2. Students will need to be able to work with the lyrics in order to compare them.
3. This helps guide the students through the process of understanding how culture influences music.
4. The rest of the materials are used to present the lesson in an interactive way that is current with today’s standards of technology.
Assessment: What evidence of learning will you collect during this lesson that will indicate the extent the students have completed the lesson goals?
I will collect the questions with students’ responses. This will show me if they understood the actual differences between the views of the North and the South via their answers. They will also discuss this as a class so that the student will be able to get a clearer picture through the discussion.
Why did you select this evidence of learning and how will it show student competence?
This shows me that they understood the lyrics and how culture affects the music of the time period. This also requires them to think through their arguments and back it up with evidence from the primary source documents.
Instructional Strategies: What content specific instructional strategies are you using to teach this lesson?
There will be some direct teaching that will guide the lesson, but students will be working on much of this on their own. Then there will be discussion that takes place between students in order to work through some of the material. Lastly, there will be whole class discussion to go over some of the answers and to see if the students understand the differences that are presented via music between the Confederacy and the Union.
This is specific to social science in that students are working with primary source documents (PSD) and they have to analyze these PSDs. It is also focused on the Civil War.
Rationale: Why did you select these strategies?
These strategies will allow students to work independently, then with a partner. It allows for students to understand the material on their own, and then they have to be able to explain their arguments to others. Lastly, the reason that we go over it as a class is because the students will then have an understanding of what types of answers I am looking for and they can adjust where it is necessary.
Student Learning Activities:
List Activities and describe each of the teaching steps in the order that you will implement each step.
Activity One:
Step 1: Students will answer the warm-up question “How does culture influence music today?” They will write their answers in their daily warm-up notebooks.
Then the teacher will randomly choose a student to answer the question. This will transition into the lesson.
Step 2:
The teacher will open the lesson by a discussion of how historic events worked to influence popular music. (For example, soon after the terrorist attacks of September 11, 2001, Lee Greenwood’s God Bless The USA became extremely popular, even though it had been written 20 years before. Sergeant Barry Sadler’s Ballad of the Green Beret was a Top 40 hit during the early rock and roll era because of its relationship with the early days of the Vietnam War. The Star Spangled Banner became a number one hit for Whitney Houston after she sang it on Super Bowl Sunday during the Gulf War in1991.)
The teacher should then discuss with the students that music seemed particularly important during the Civil War era, including its use to promote the abolitionist cause.
Step 3:
The teacher will work their way through the PowerPoint that leads to the idea that the Northern and Southern cultures during the Civil War influenced the music of that time period.
The teacher will play the music and the students will highlight/underline the lyrics that show how the song relates to the North or the South.
Step 4:
The teacher will direct students to the questions that help them compare the two versions of the songs. The students will then work on the questions on their own for 6-10 minutes.
Step 5:
The teacher will direct students to discuss their answers with their neighbors and try to figure out why they might have different responses. Students will discuss with elbow partners.
Step 6:
The teacher will guide students through the questions and the class will discuss the answers as a whole group. Then students will explain in a paragraph why and how the cultures of the North and the South affected the music during this time period.
Rationale: Why did you select these activities?
1. This causes students to get their minds on the topic and gets them working silently as soon as possible.
2. This makes the lesson relevant to today.
3. This gives students access to the actual music of the time period.
4. This allows students to work through the material on their own.
5. This forces students to be able to argue their answers in a safe environment; students will sharpen each other’s understanding of the topics.
6. This will cause students to have to synthesize the entire lesson and then be able to explain how culture influences music.
How will they help students accomplish the lesson goal and standard?
All of these steps are geared towards students understanding how different cultures are going to have different mindsets. This will lead them to understand how music is affected by culture.
Student Work: Make the assignment/activity (use as a model).
Question Sheet for Civil War Music
Compare the lyrics for" Battle Cry of Freedom", and answer the following questions.
1. In the first stanzas of the two versions of the song, what seems to be the main difference between them?
2. What does the Southern version mean by "Down with the Eagle, And Up with the Cross"?
3. Summarize the meaning of the third stanza of the Northern version of the song, which begins, "We will welcome to our numbers…"
4. How do you think the Southern version of the song symbolizes the Confederate cause?
5. How do you think the Northern version of the song symbolizes the Union cause?
Compare the lyrics for "Dixie’s Land (Dixie)" and,"Union Dixie" and answer the following questions.
6. While the Confederate States of America did not have an official "national anthem" (even the North did not recognize the "Star Spangled Banner" as the nation’s anthem until 1931), "Dixie’s Land" (or "Dixie", as it is more commonly known) was truly a "national song". What aspects of the song might make it significant in regard to the Confederate cause?
7. How does the song "Union Dixie" (in the first stanza) describe the South?
8. While the first verse and chorus of "Dixie" are well known, the rest of the song is not. Frequently, the tune is used without lyrics. Why do you think the rest of the song is obscure?
9. How could the song, "Union Dixie" be used to rally troops as a school fight song might rally the student body or athletes? Give at least three examples.
10. "Dixie" is still a well-known song in the 21st Century, while the "Union Dixie" has generally been forgotten. Speculate why this is so.
Explain how you will use this work sample.
I will grade these making sure that students get a minimum of 7 out of 10 questions correct. If students are not able to get 7 out of 10 then I will go back and re-teach some aspects of this lesson.
Student Grouping
How will students be grouped during this lesson? Keep in mind that the groupings may change during the lesson (ex. begin with whole group and then divide into small groups).
Students will be working individually. Then students will discuss their answers with an elbow partner. This will prepare students to discuss the questions as a class.
Rationale: Why did you select this type of grouping (ex. whole group, small groups, boys, girls, ELA/ELD)?
Students will work this way to allow for them to work through the material on their own. Then working with a partner will help them to better understand certain aspects that they might not have been able to without discussing it.
Progress Monitoring of Student Learning:
I will monitor students by walking around the room during the lesson. This will keep students working on task. I will make sure to move to different zones of proximity so that all students understand that I am checking to see what they are accomplishing.
Students will also be asked questions throughout the lesson to ensure that they are listening. These students will be chosen at random via equity sticks.
How will you monitor how the students are doing with learning this lesson?
I will make sure that they are making progress through the questions. If they seem stuck I will assist when necessary. This will require me to walk around the room.
Difficulties: List and explain the 2-3 difficulties or problems you anticipate that all students might have with this content and these learning activities.
1. I believe that they will have problems finding the connections between the Confederate version of Dixie and the Civil War.
2. I think that some students will have difficulty with some of the vocabulary of the songs.
Explain how you will solve these problems so all students will learn to full potential.
1. We will go over this song as a class and I will assist those that seem to struggle through this.
2. Students that I think that will struggle with this vocabulary will receive a list of terms and definitions. This includes the EL.
Why do you think these might be potential problems?
1. This song is not specifically related to the war.
2. The vocabulary is content specific and they probably have not been exposed to it before.
Adaptations: List steps that you could take to ensure learning for specific students experiencing these difficulties in the spaces below.
ELD Learner:
Strengths- able to comprehend big ideas of lessons and retell stories.
Weaknesses- struggle with academic vocabulary and content specific vocabulary.
Your intervention or adaptation: This student will receive a list of vocabulary terms and definitions.
Rationale:
This will provide scaffolding for the student to be able to understand what is being sung in the lyrics.
Special Needs Learner:
Strengths- comprehension of material with little assistance
Weaknesses- hard of hearing
Your intervention or adaptation: Teacher will wear a microphone that amplifies the conversation for this student.
Rationale:
This is required by IEP.
Student with Behavior Issues:
Strengths- very smart and usually comprehends majority of lesson
Weaknesses- does not complete assignments unless there are strict consequences
Your intervention or adaptation: Student knows beforehand that unless he finishes the assignment by the time the bell rings he will have lunch detention and have a phone call home.
Rationale: This motivates the student to get his work done.
Reflection: What have you learned about planning instruction for a diverse student population in this content area?
I have realized that I already teach some aspects of VAPA in my history class. The idea of teaching this to a diverse population means that I must differentiate for various learners. If I do not provide scaffolding, consequences/incentives, and follow IEPs then students are not able to perform up to their potential.
What area of this instructional plan was easy to complete?
Figuring out how to integrate VAPA in a US history classroom was pretty simple. This is something that I do, however, I do not necessarily follow the VAPA standards.
What area will you need more knowledge/skill in order to do the task well?
I will need to become more familiar with the actual VAPA standards so that I can integrate them more in my curriculum.
Use form below for finding out about your students prior to planning your lessons/fieldwork
Skill needed for TPA 1 and 2
Getting to know your students - Work Backwards: What questions can you ask to get the information in this case study? Turn each statement into a question and provide a source or a person you could ask to get this information.
Chan is a 10-year-old fourth-grade English learner. He is from Cambodia and lives with a single mother, two younger brothers, and a baby sister. His mother works long hours and is often not home when he returns from school. His extended family in the United States includes one aunt and two grown cousins and his grandparents. Chan’s family immigrated to the United States two years ago. His written Cambodian language is mostly forgotten, but he is to communicate with his family orally.
Chan reads English two years below grade level. He has difficulty using correct grammar when writing or speaking. Chan is a happy and social boy who enjoys friends. He is well liked and works well in small groups. He is seldom or never absent from school. The CELDT results indicate an overall score in the beginner to early intermediate range, and he has been identified as an English learner.
Question 1: How old is Chan?
Who would you ask? Or what source would you check?
2. What grade is Chan in?
Student Online File
3 What is his native language?
Student Online File
4 Where is he from?
Student Online File or interest inventory
5 Who does he live with?
Interest inventory
6 Where does his mother work?
Interest Inventory
7 Who watches him after school?
Student Online File or interest inventory
8 What does his extended family look like?
Student Online File or interest inventory
9 When and how did he move here?
Student Online File or interest inventory
10 What language does he speak at home?
Student Online File or interest inventory
11 What grade level is his reading ability (in English)?
Student Online File or previous teacher
12 What speaking and writing difficulties does he have?
Student Online File or previous teacher
13 What does he enjoy?
Interest Inventory
14 Who are his best friends?
Interest Inventory
15 How does he work in groups?
Previous teacher
16 How often is he absent from school?
Student Online File or previous teacher
17 What is his CELDT score and is he an English Learner?
Student Online File or previous teacher