The mode of writing that one would be likely to see in a music classroom would typically be Descriptive writing.
When someone thinks of writing within music they usually think of reviews. Obviously this is a huge part of journalistic writing in the music industry so it would be unwise of my to say another mode of writing would be better suited. Other types of writing styles can definitely be introduced into a music course as I have outlined in other posts but mainly reports and reviews are the typical style students will undertake.
I as well teach History and have created a lesson plan on how I would teach writing a slam poetry piece/narrative for an assignment. I thought the idea of slam poetry was amazing when we learned about it in class. In history you can write just about any style but I particularly liked the narrative/descriptive style of slam poetry so that the kids could be creative.
Here is a lesson plan that outlines how I would go about teaching how to write a slam poetry piece. The differentiation is written into the lesson plan.
Lesson: Historical Thinking
Narratives
Course: CHI4U
Description: Historical Perspective will be the main focus of this lesson.
Looking at primary sources to determine their own analyses of the British and
French perspectives in early colonization. The students will have two work
periods to gather, observe, and analyze primary sources which will contribute
to a two person narrative. The narrative can be done using any media the
students wish. The narrative must look at two opposing viewpoints in the time
period. The students will be assessed on their ability to do individual work,
paired work, and their final assignment.
Lesson Goal: To allow students to
eventually, through critical analysis,
observation, and evaluation, be
able to deduce their own thoughts and ideas about what they perceive as
accuracy. This Scaffolding will be
a continuation from a previous lesson on aboriginal history in which the
students learned how to decipher truths from looking at both sides of a
conflict. Students will be familiar with analyzing primary resources. The goal of this lesson will be to use
historical perspective thinking in reference to French and British colonial
experience. As students have been previously exposed to the idea that there
are always two sides to a story, students will be learning how to construct
dual realities according to the primary sources they are using.
|
Grouping:
Individual and pairs
Assessment: Formative assessment
leading towards assessment of learning with a two person narrative.
Materials/Resources:
-
Library Resources/Internet
Resources
-
Two person narrative examples
-
Projector
-
White board with markers
since in library. Teacher will use.
|
Overall Expectation: Communities: Local, National, and Global; Methods of Historical
Inquiry and Communication
·
analyse the principal characteristics
of the French and English colonial experience in Canada;
·
use methods of historical inquiry to
locate, gather, evaluate, and organize research materials from a variety of
sources;
·
interpret and analyse information
gathered through research, employing concepts and approaches appropriate to
historical inquiry;
·
communicate the results of historical
inquiries, using appropriate terms and concepts and a variety of forms of
communication.
Specific Expectation:
·
explain how French and British
colonial history contributed to the concept of Canada as a product of “two
founding nations”
·
compare the colonizing policies of the
French (e.g., Company of One Hundred Associates, Catholic missionaries,
Colbert’s compact in Laurentian society, seigneurial system) and the British
(e.g., absentee landlords in Prince Edward Island, settlement of Napoleonic
War veterans, Clergy and Crown Reserves in Upper Canada) in colonial Canada;
·
select and use a wide variety of
relevant primary and secondary sources (e.g., written, visual, oral,
physical, electronic) that represent a diverse range of perspectives;
·
evaluate the credibility of sources
and information
·
compare key interpretations and
theories of Canadian history
·
analyse historical events and issues
from the perspectives of different participants in those events and issues
·
express ideas, arguments, and
conclusions, as appropriate for the audience and purpose, using a variety of
styles and forms
·
use appropriate terminology to
communicate results of inquiries into historical topics and issues
|
Teaching/ Learning Strategies: 2 library work periods
J Begin class with housekeeping (3 mins)
J Listen to a slam poetry piece exploring a different perspective
from what is commonplace. (5 mins)
·
The piece that will be played
is by Shane Koyczan called We Are More. It is about Canada from the world’s
perspective vs a Canadian’s perspective. The students will be able to choose
this form of presentation if they want. This is a cross-curricular activity
utilizing concepts from English subjects. Literacy across the curriculum is
essential to the growth of a student’s critical thinking. If they can write
their knowledge or speak their knowledge in an effective manner in which to
show that they understand the material, they can succeed at most any project.
·
Discuss the effectiveness of
the piece and how it could be used for historical perspective. Prompting the
students with questions about what does it mean to be Canadian to them vs
what do they think American’s think of Canadians. (10 mins)
·
Handout a two-person
narrative piece in which the students will also be given the chance to choose
as an assignment choice. (10 mins)
·
Show how to write an
effective narrative to get both historical perspectives across to the
readers/listeners. (10 mins)
J The assignment will have the students writing/performing their
own two-person narrative or slam poetry piece. They will be using what has
been taught the past week in the classroom. The subject will be the French
and British colonial experience. Students may choose one side or the other or
they may choose a combination of both. The two-person narrative should use
both sides. The slam poetry may use one but two perspectives will garner a
4+.(30 mins)
J The students will now be able to use the resources available in
the library and on the internet.
·
Continually give advice and
guidance to each student. Formative assessment throughout this period.
J Follow up to end class. ( 7 mins)
Class 2:
J Begin class with housekeeping (4 mins)
J Students begin they work from the previous day (50 mins)
J Students will now partner up and read each other’s work.
·
The students will give each
other advice on what to fix and what is working. ( 15 mins)
·
It is important to get peer
feedback as it is a crucial editing technique, especially for literary
assignments.
J Follow up to end class. Discuss that the assignment is due in two
days’ time. If they need help they are to come to me immediately. (6 mins)
|
Accommodations:
Students who are have difficulty
concentrating or working in a large group setting may use the resource room
during this work period. Students with LD’s pertaining to writing may use
laptops to write their ideas.
|
Extension Activity: Students can
continue to write their two person narrative.
Follow up: What makes a primary
resource authentic?
|
Reflection:
|
Jot notes from the lesson:
|
