Presentation on theme: "Writing with Melissa Meverden - Berkeley Middle School Lowcountry Writing Project 2013."— Presentation transcript:
Writing with Melissa Meverden - Berkeley Middle School Lowcountry Writing Project 2013
Session Survey Have you ever used music in your classroom before? Have you used it this school year? Have you used in the last few months?
Why use music? Multi-sensory, engaging, cross-curricular Can help students learn, focus, or memorize material (Brewer, 1995) "Music provides a condensed way to teach about metaphors and symbols in poetry and literature.” (DellaVedova, 2011) It’s fun!
Common Core Reading Literature standards – Make inferences – Cite textual evidence – Determine theme – Interpret figurative language & tone – Analyze structure & point of view – Evaluate diverse media Common Core Language Standards – Learn standard English conventions – Analyze figurative language, connotations
Integrate Popular Culture Use texts that students know and enjoy to teach content and skills Teach students to be critical consumers of media
Example Activities Responding to literature – Romeo and Juliet argumentative paragraph – The Odyssey open response – The Glass Castle essay Introducing or reinforcing language – Analyzing figurative language in song lyrics Katy Perry’s “Fireworks” – Analyzing grammar in song lyrics Gwen Stefani “If I Was a Rich Girl” Imagine Dragons “On Top of the World”
Maroon 5 & Romeo and Juliet Select at least one question to answer in complete sentences. Give specific examples and details to support your response. Use the question to frame your topic sentence. What are some connections with these lyrics to the play? Which scene from Romeo and Juliet is best represented by this song? Why? What are some differences between the lyrics of this song and the script of the play? What’s another song that could relate well to Romeo and Juliet? Why?
Common Core Connection 8.W 1 - Write arguments to support claims with relevant evidence. 8.RL 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. 9-10.RL 7 - Analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each treatment.
A song that could relate to Romeo and Juliet is “Call me Maybe.” It shows how Juliet feels things with her and Romeo are going too fast. In the song she says “Hey, I just met you; and this is crazy.” The next lines “But here’s my number. So call me maybe” shows how Juliet did tell Romeo to send word for marriage. STUDENT SAMPLE
The scene from Romeo and Juliet that is best represented by this story is Act II, scene II, the balcony scene. In the song “Daylight” by Maroon 5 the lyrics say “when the daylight comes I’ll have to go, but tonight I’m gonna hold you so close.” This connects with Romeo and Juliet because Romeo says “I have night’s cloak to hide me from their eyes” (2.2.75), which means that if he didn’t have the night, the world would find them and they would kill him or not allow them to be together. STUDENT SAMPLE
Common Core Connection 8.RL 6 - Analyze how differences in points of view create different effects 9-10.RL 7 - Analyze the representation of a subject or a key scene in two different artistic mediums 8.RL 1 - Cite the textual evidence to support analysis
Point of View: Calypso “Calypso” by Suzanne Vega My name is Calypso And I have lived alone I live on an island And I waken to the dawn A long time ago I watched him struggle with the sea I knew that he was drowning And I brought him into me Now today Come morning light He sails away After one last night I let him go. How does her song compare with Homer’s story? Whom do you sympathize with— Odysseus or Calypso?
Quick Summary of The Glass Castle Brilliant but dysfunctional parents Childhood filled with extreme poverty and hardship Beat the odds and became a happy and successful adult Jeannette Walls
Common Core Connection W.1 - Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. W.8 - Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism. W.9 - Draw evidence from literary or informational texts to support analysis, reflection, and research.
The Glass Castle Essay “If a teacher’s end goal is to teach students to write argument essays, it makes sense that instead of also making the content of that writing challenging… the teacher first teaches students to write argument essays around subjects that are especially accessible to the writers” (Calkins, Ehrenworth, & Lehman, 2012).
Objectives: Outline, write, and revise a MLA- formatted academic paper using third person point of view and integrating quotations from two additional sources. Include a Works Cited page which cites your sources correctly. Assignment: Choose two scenes from the book which clearly display Jeannette's emotions at the time. Describe each scene and assign each a "theme song" for Jeannette which shows how she feels in each situation. Explain how the song you've chosen relates to the scene and its emotions.
Writing a Thesis: Examples Jeannette’s feelings of betrayal and anger at her father are reflected in Justin Timberlake’s song “Cry Me a River” and Cee-lo’s “Forget You.” Eminem and Rihanna’s song “Love the Way You Lie” describes the love-hate relationship of Jeannette’s parents, while “Survivor” by Beyoncé highlights Jeannette’s realization that she must leave her family behind to make a new life for herself.
Analyzing Literary Devices LOTS of ready-made resources available online – see handout for link to my page http://www.youtube.com/watch?v=4IfWpYg67 U4 For more ideas, search youtube, teachertube, teacherspayteachers, teachernotebook, and pinterest.
(8) L 3. Use knowledge of language and its conventions when writing, speaking, reading, or listening. a. Use verbs in the active and passive voice and in the conditional and subjunctive mood to achieve particular effects (e.g., emphasizing the actor or the action; expressing uncertainty or describing a state contrary to fact). Common Core Connection Subjunctive Mood
“If I Were a Rich Man…” Fiddler on the Roof was one of the longest-running shows on Broadway. Written in 1964, the musical is about the struggles of a Jewish family in 1905 Russia. One of the most famous songs from the musical is called "If I Were a Rich Man." Gwen Stefani released a song in 2004 called "If I Was a Rich Girl,” presenting the dreams of fame and riches she had as a girl.
Subjunctive Mood When using the subjunctive mood to express a wish or a hypothetical situation, it is correct to say: – “I wish I were rich,” – and not “I wish I was rich” So Gwen Stefani’s version is not grammatically correct!
‘Cause I’m on top of the world, ‘ay I’m on top of the world, ‘ay Waiting on this for a while now Paying my dues to the dirt I’ve been waiting to smile, ‘ay Been holding it in for a while, ‘ay Take you with me if I can Been dreaming of this since a child I’m on top of the world. I’ve tried to cut these corners Try to take the easy way out I kept on falling short of something “On Top of the World” by Imagine Dragon What could you teach to your students using this song? How could you adapt it for older or younger students?
Figurative Language (idioms) Themes (e.g. making sacrifices and working hard over time to achieve a dream; could compare/contrast with a song highlighting instant gratification or success) Grammar (prepositional phrases, prepositions vs. adverbs, infinitives, punctuation, etc.) “On Top of the World” by Imagine Dragon
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