ALEX Classroom Resource

  

On a Musical Note: Exploring Reading Strategies by Creating a Soundtrack

  Classroom Resource Information  

Title:

 On a Musical Note: Exploring Reading Strategies by Creating a Soundtrack

URL:

 http://readwritethink.org/classroom-resources/lesson-plans/musical-note-exploring-reading-861.html

Content Source:

 ReadWriteThink
Type: Lesson/Unit Plan

Overview:

No matter where you teach, students are likely to listen to music. Their tastes may vary widely—pop, rap, country, classical, jazz, R & B. Regardless of their preferences, they each bring a rich knowledge of musical tunes and lyrics to the classroom. This lesson takes advantage of that interest by asking students to create a soundtrack for a novel that they have read. Students begin by analyzing how specific songs might fit with a familiar story. Students then create their own soundtracks for the movie version of a novel they have read. They select songs that match the text and fit specific events in the story. Finally, students share their projects with the class and assess their work using a rubric. Examples in this lesson focus on The Beast by Walter Dean Myers, but any piece of literature can be used as the basis of students' soundtracks.

Content Standard(s):
English Language Arts
ELA2015 (2015)
Grade: 6
10 ) By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the Grades 6-8 text complexity band proficiently, with scaffolding as needed at the high end of the range. [RL.6.10]
English Language Arts
ELA2015 (2015)
Grade: 6
29 ) Draw evidence from literary or informational texts to support analysis, reflection, and research. [W.6.9]

a. Apply Grade 6 Reading standards to literature (e.g., "Compare and contrast texts in different forms or genres [e.g., stories and poems; historical novels and fantasy stories] in terms of their approaches to similar themes and topics"). [W.6.9a]

b. Apply Grade 6 Reading standards to literary nonfiction (e.g., "Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not"). [W.6.9b]

Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.6.29- Draw evidence from a literary or informational text to support a research topic.
English Language Arts
ELA2015 (2015)
Grade: 6
34 ) Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation. [SL.6.4]

Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.6.34- Present a claim, using a beginning, middle, and end and including relevant facts and details.
English Language Arts
ELA2015 (2015)
Grade: 6
35 ) Include multimedia components (e.g., graphics, images, music, sound) and visual displays in presentations to clarify information. [SL.6.5]
English Language Arts
ELA2015 (2015)
Grade: 7
2 ) Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text. [RL.7.2]

Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.7.2- Identify the theme or main idea of a story; provide a simple summary for a story.
English Language Arts
ELA2015 (2015)
Grade: 7
9 ) By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the Grades 6-8 text complexity band proficiently, with scaffolding as needed at the high end of the range. [RL.7.10]
English Language Arts
ELA2015 (2015)
Grade: 7
34 ) Include multimedia components and visual displays in presentations to clarify claims and findings and emphasize salient points. [SL.7.5]
English Language Arts
ELA2015 (2015)
Grade: 8
1 ) Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. [RL.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.

NAEP Descriptor::
Recognize story detail related to main action. (Locate and Recall)

NAEP Descriptor::
Recognize paraphrase of story details. (Locate and Recall)

NAEP Descriptor::
Recognize reason explicitly stated in a story. (Locate and Recall)

NAEP Descriptor::
Infer character trait from story details to provide description. (Integrate and Interpret)

Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.8.1- Answer who, what, when, where, and why questions to analyze stories, using textual evidence and inferences as support.
English Language Arts
ELA2015 (2015)
Grade: 8
9 ) By the end of the year, read and comprehend literature, including stories, dramas, and poems, at the high end of Grades 6-8 text complexity band independently and proficiently. [RL.8.10]
Arts Education
ARTS (2017)
Grade: 6
Music: General
15) Select music to listen to and explain the connections to interests or experiences for a specific purpose.

Unpacked Content
Artistic Process: Responding
Anchor Standards:
Anchor Standard 6: Convey meaning through the presentation of artistic work.
Process Components: Select
Essential Questions:
EU: Individuals' selection of musical works is influenced by their interests, experiences, understandings, and purposes.
EQ: How do individuals choose music to experience?
Concepts & Vocabulary:
Rhythm
Melody
  • Pitch set: La- centered diatonic (minor)
  • Clef reading (diatonic)
  • Octave
  • Unison/ harmony
Harmony
  • Polyphonic
  • 2-part songs
  • 3-part songs
  • Descant
  • Bass clef
  • Accompaniment
Form
  • AB form
  • ABA form
  • Form
  • Canon
  • Composer
  • Composite forms
Expression
  • Tone Quality
  • Articulation
Other
  • Age-appropriate audience and performer etiquette
  • Age-appropriate pitch matching (G3-G5)
  • Historical periods
Skill Examples:
Performing
  • Sight-read rhythm patterns commonly found in middle-level literature.
  • Sight-read eight-beat, stepwise, and unison melodic patterns.
  • Analyze a musical score to determine formal components such as D.C. al Fine, D.S. al Coda, etc.
Creating
  • Develop criteria to evaluate the quality and effectiveness of music performances and compositions including their own.
Reading/ Writing
  • Identify stylistic elements of a piece of music based on markings in the score.
  • Follow a musical score that contains formal components such as D.C. al Fine, D.S. al Coda, etc.
Responding/ Evaluating
  • Identify the names of the lines and spaces in the bass clef.
  • Identify accidentals, including flats, sharps, and naturals.
  • Reflect on a variety of live or recorded music performances.
Tags: music, The Beast, Walter Dean Myers
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Author: Cassie Raulston