Language Arts
Lesson 2
Lesson Title: The Book that Saved the Band - Lesson 2
Synopsis: Students will organize themselves into bands of 2-4 members (teacher or student organized) and write additional poems (lyrics) to complete the story (song cycle). For example, a series of songs related to a central theme such as Tommy by The Who; The Wall by Pink Floyd or an Opera such as Porgy and Bess. This is an extension of Lesson 1.
Authors: J. Finn & T. Rudolph
Interdisciplinary Pairing:
- Primarily Language Arts
- Secondary subjects include:
- Music
Objectives:
- Students will create a band name and CD title that represents a motif from the novel.
- Students will write additional poems/songs if necessary to construct a story cycle focusing on theme and mood.
- Students will continue to use a variety of poetic devices illustrating key story elements.
- Students will use song lyric elements such as verse and chorus.
- Students will edit songs for grammar and spelling errors and make corrections where needed.
- Students will work collaboratively with other band/group members to complete the objectives.
Intended Grade Level:
Middle School
Prior Knowledge & Skills:
- Comprehension of the selected novel
- Analysis of the selected novel
- Exposure to poetic devices such as simile, metaphor, imagery, etc.
- Exposure to simple song structure (verse/chorus/rhyme).
- Experience with writing poems/songs based on the novel.
- Exposure to song cycle such as those listed below – Materials.
Equipment:
- Playback equipment for playing of instrumental music
- Optional: compose poems using a computer and word processor
Duration: Several 45 minute class periods (2-5)
Materials:
- The selected book
- Jason Finn’s example rubric for this project: filename: CDproject.pdf
- If you plan for the students to complete additional lessons in this project, it is recommended that you teach the poetic devices through CD recordings of a song cycle. such as the Who’s “Tommy”, Pink Floyd’s “The Wall”, most operas such as Porgy and Bess; Broadway Musicals, etc. (Lyrics for these and other recordings are available online at http://www.stlyrics.com)
- Link to Jason Finn’s website with student examples of completed materials
http://haverford.k12.pa.us/hms/seventh/teachers/finn/web_page/principles/principle3.htm
Procedure:
- Complete procedures in Lesson 1 [add a direct link to lesson one]
- The student group members (the band) will share the poems/lyrics that they have individually written.
- Students will create a band name and CD title that represents a motif from the novel.
- Each band will evaluate the songs written by the individual members. Band members may have written similar poems/lyrics. Therefore, a plan for revision, additions, and deletions needs to take place.
- To enhance the song cycle, a new brainstorm list needs to be formulated.
- As a fully integrated song cycle, the following needs to be included:
- Most significant events in the story.
- Various points of view.
- An effective story arc (exposition, development, climax, resolution)
- With each individual song, the following should be considered:
- One or multiple points of view
- Placement in song cycle
- Various poetic devices
- Elements that are in the song but not necessarily in poetry such as sound effects.
- The band will complete their song cycle.
- New songs written (individually or collaboratively)
- Revise already written songs.
Evaluation:
- Link to filename: CDproject.pdf
- The teacher can determine the level of evaluation. For example, the teacher may wish to evaluate individual members contribution to group in terms of preparedness and work ethic.
- Note: Author Jason Finn’s preference is not to grade the poems on artistic merit, but to be used as a starting point for the student to use a variety of poetic devices and to gain a deeper and more profound understanding of the novel.
Links & Resources:
Lesson Extension(s):
- Explore a variety of song form options. Refer to:
- Related articles on this site:
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