ALEX Classroom Resource

  

Songs of Our Lives: Using Lyrics to Write Stories

  Classroom Resource Information  

Title:

Songs of Our Lives: Using Lyrics to Write Stories

URL:

http://readwritethink.org/classroom-resources/lesson-plans/songs-lives-using-lyrics-30620.html

Content Source:

ReadWriteThink
Type: Lesson/Unit Plan

Overview:

Students learn about the life of John Lennon through his lyrics in a breathtaking book, John's Secret Dreams: The Life of John Lennon by Doreen Rapaport. After studying the life of Lennon, students write a short story from their lives following the style of Rappaport by weaving lyrics from some of their favorite songs throughout. Finally, students create a classroom book including each student's story from their life.

Content Standard(s):
English Language Arts
ELA2015 (2015)
Grade: 8
10 ) Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. [RI.8.1]


NAEP Framework
Anchor Standard::
Anchor Standard 1: Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
Cognitive Target::
  • Identify textually explicit information and make simple inference with and across texts, such as: definitions, facts, supporting details.
  • Make complex inferences within and across texts to describe problems and solution or cause and effect, determine unstated assumptions in and argument. Draw conclusions and provide supporting details.
  • Determine fact from opinion.
  • Identify textually explicit information within and across text, such as locating specific information in text or graphics. Make complex references within and across texts, such as draw conclusions and provide supporting information.

NAEP Descriptor::
Using understanding of an article to explain the title. (Integrate and Interpret)

NAEP Descriptor::
Use examples from article to explain interpretation. (Integrate and Interpret)

NAEP Descriptor::
Recognize the main question answered by article. (Integrate and Interpret)

NAEP Descriptor::
Explain differences using information from the article. (Integrate and Interpret)

NAEP Descriptor::
Recognize implicit message of a paragraph in a persuasive essay. (Integrate and Interpret)

NAEP Descriptor::
Recognize the reason for an action based on explicit details in an expository text. (Locate and Recall)



Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.8.10- Answer who, what, when, where, and why questions to analyze informational text, using textual evidence and inferences as support.


English Language Arts
ELA2015 (2015)
Grade: 8
11 ) Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text. [RI.8.2]


NAEP Framework
Anchor Standard::
Anchor Standard 2: Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
Cognitive Target::
  • Identify textually explicit information within and across text, such as topic sentence or main idea, locate specific information in text or graphics.
  • Make complex references within and across texts, such as summarize major ideas.

NAEP Descriptor::
Recognize main purpose of informational article. (Integrate and Interpret)

NAEP Descriptor::
Recognize supporting idea stated in an article. (Locate and Recall)

NAEP Descriptor::
Recognize the main purpose of chart included in an article. (Critique and Evaluate)

NAEP Descriptor::
Integrate details to provide an explanation. (Integrate and Interpret)

NAEP Descriptor::
Use information from a section of an article to prove an explanation. (Integrate and Interpret)

NAEP Descriptor::
Identify steps in a process. (Locate and Recall)



Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.8.11- Identify the central idea of an informational text citing supporting ideas; create a summary to an informational text.


English Language Arts
ELA2015 (2015)
Grade: 8
22 ) Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. [W.8.3]

a. Engage and orient the reader by establishing a context and point of view and introducing a narrator, characters, or both; organize an event sequence that unfolds naturally and logically. [W.8.3a]

b. Use narrative techniques, such as dialogue, pacing, description, and reflection, to develop experiences, events, and/or characters. [W.8.3b]

c. Use a variety of transition words, phrases, and clauses to convey sequence, signal shifts from one time frame or setting to another, and show the relationships among experiences and events. [W.8.3c]

d. Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events. [W.8.3d]

e. Provide a conclusion that follows from and reflects on the narrated experiences or events. [W.8.3e]


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.8.22- Compose narrative texts by introducing characters or a narrator, organizing events in sequence, and providing an ending related to the event sequence.


English Language Arts
ELA2015 (2015)
Grade: 8
23 ) Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 20-22 above.) [W.8.4]

English Language Arts
ELA2015 (2015)
Grade: 8
24 ) With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. (Editing for conventions should demonstrate command of the first three standards in the Language strand in Grades K-8.) [W.8.5]

English Language Arts
ELA2015 (2015)
Grade: 8
29 ) Write routinely over extended time frames, including time for research, reflection, and revision, and shorter time frames such as a single sitting or a day or two for a range of discipline-specific tasks, purposes, and audiences. [W.8.10]

English Language Arts
ELA2015 (2015)
Grade: 9
14 ) Analyze in detail how an author's ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter). [RI.9-10.5]


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.9.14- Analyze how the author's ideas or claims are developed in an informational text.


English Language Arts
ELA2015 (2015)
Grade: 9
22 ) Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. [W.9-10.3]

a. Engage and orient the reader by setting out a problem, situation, or observation, establishing one or multiple point(s) of view, and introducing a narrator, characters, or both; create a smooth progression of experiences or events. [W.9-10.3a]

b. Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters. [W.9-10.3b]

c. Use a variety of techniques to sequence events so that they build on one another to create a coherent whole. [W.9-10.3c]

d. Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters. [W.9-10.3d]

e. Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative. [W.9-10.3e]


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.9.22- Compose narrative texts by introducing characters or a narrator, organizing events in sequence, and providing an ending related to the event sequence.


English Language Arts
ELA2015 (2015)
Grade: 9
24 ) Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. (Editing for conventions should demonstrate command of the first three standards in the Language strand in Grades K-9.) [W.9-10.5]

English Language Arts
ELA2015 (2015)
Grade: 9
29 ) Write routinely over extended time frames, including time for research, reflection, and revision, and shorter time frames such as a single sitting or a day or two for a range of tasks, purposes, and audiences. [W.9-10.10]

English Language Arts
ELA2015 (2015)
Grade: 9
36 ) Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking. [L.9-10.1]

a. Apply rules of subject-verb agreement when the subject has compound parts joined by or with the second element as singular or plural. (Alabama)

b. Apply rules of subject-verb agreement with the subjunctive mood. (Alabama)

c. Use parallel structure.* [L.9-10.1a]

d. Use various types of phrases (noun, verb, adjectival, adverbial, participial, prepositional, absolute) and clauses (independent, dependent; noun, relative, adverbial) to convey specific meanings and add variety and interest to writing or presentations. [L.9-10.1b]


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.9.36- Demonstrate standard English grammar when communicating.
ELA.AAS.9.36a - Use a complete sentence with appropriate subject-verb agreement when asking and answering questions.
ELA.AAS.9.36b- Use correct subject-verb agreement.


Tags: book, Doreen Rappaport, John Lennon, Johns Secret Dreams The Life of John Lennon, lyrics, story, writing
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Author: Cassie Raulston