Benjamin+Franklin+Elementary+School+(USD)

BFES Documentation

Lesson Plan Template

Day 1 - Lancaster

1. The Sounds of Change

2. 7th Grade Language Arts/Art

3. Standard: 1.2.7.D Draw inferences and conclusions based on a variety of informational sources citing evidence from multiple text to support responses. Reporting Category: R7.B Interpretation and Analysis of Fictional and Nonfiction text. Assessment Anchor: R7.B.1 Understanding components within and between text. Descriptor: R7B.1.2 Make connections between text. Eligible Content: R7.B.1.2.1 Explain, interpret, compare, describe, analyze, and/or evaluate connections between text.

Standard: 1.3.7.C Interpret the use of literary elements withing and among text including characterization, setting, plot, theme, point of view, and tone. Reporting Category: R7.B Interpretation and Analysis of Fictional and Nonfiction text. Assessment Anchor: R7.B.1 Understand components between and among text. Descriptor: R7.B.1.1 Interpret, compare, describe, analyze, and evaluate components of fiction and literary nonfiction. Eligible Content: R7.B.1.1.1 Explain, interpret, compare, describe, analyze, and/or evaluate the relationships within fiction and literary nonfiction. __Theme:__ Explain, interpret, compare, describe, analyze, and/or evaluate the theme of fiction or literary nonfiction. Explain, interpret, compare, describe, analyze, and/or evaluate the relationship between the theme and other components of text.

4. Vocabulary: __lyric__ -(adjective) The words that are part of a song. __metaphor__ - (noun) Comparing two unrelated things without using "like" or "as". __relevant__ - (adjective) Connected to the subject or matter. __theme__ - (noun) the main idea that gives you a life lesson.

5. Objectives: Explain how [|music] evokes feelings and emotion. Understand relationships between text. Analyze song lyrics to critically examine themes and messages. Use music to express a personal viewpoint or message about tolerance-related issue that's important to them.

6. Essential Question(s): Do you enjoy listening to music? If so, what do you enjoy about it? What types of music do you enjoy, and why? Do you think that music can put you in a certain mood? Or inspire you to change behavior? Or to teach you something?

7. Duration: One Day

8. Materials: Feedback Response Sheet (Pretest questions) Song Lyrics: "Waiting on the World to Change" by John Mayer "The Times They Are a-Changin" by Bob Dylan "The Rising" by Bruce Sringsteen "Where is the Love?" by The Black Eyed Peas "What's Going On?" by Marvin Gaye "Imagine" by John Lennon Pride" by U2 "Man in the Mirror" by Michael Jackson "One Tribe" by The Black Eyed Peas

Worksheets: Song Analysis Handout Homework Criteria

9. Instructional Procedures: As a class, discuss the following questions: Do you enjoy listening to music? if so, what do you enjoy about it? What types of music do you enjoy, and why? Do you think that music can put you in a certain mood? Or inspire you to change behavior? Or teach you something?

In small groups, consider the following questions: If you wanted something to change (at your school, in your community or in society as a whole), how might you go about changing it? How could music help in this way? What role do you think music can play in inciting change?

Distribute the lyrics to the song, "Waiting on the World to Change" by John Mayer. Based on the title, what do you think the song is about? Read the Lyrics. Then discuss these questioning with the class: a. What do you think the message of the song is? b. Some people think that Mayer is saying it's OK to wait while others think that he is trying to incite his generation to act. Which statement do you agree with, and why? c. What do you think Mayer means when he says, "When they own the information, oh they can bend it all they want"? Who are "they"? d. In what way(s) does he express hope for the future? e. Which lines in the song do you most relate to? f. Do you feel that your generation is misunderstood? Do you think your generation will wait for change or act to make change happen? g. If you could change one thing about the world, what would it be and why?

Many songwriters use music to convey messages or points of view. Sometimes it is to create change. Other times it is to protest something or someone. And often, we learn from these messages. Can you think of any songs that convey a particular message, lesson or point of view?

Your group will be given song lyrics. You may know these lyrics, and you may not know them. Read your lyrics together and complete the Song Analysis handout.

Share your answers with the rest of the class. What similarities and differences are there between the songs? What conclusions can you draw about the power of music in creating change or teaching society about important issues?

Think about an issue or topic, whether it is in the news or something that happens in our school or your neighborhood, related to tolerance that you could like to change, protest, support, teach about or address.

From the themes of the songs and the issues or topics that are going on today, create something to represent the an issue that concerns you. It could be your own poem, a picture, a short play, or even a song. Follow the criteria for this homework assignment and bring it in to class tomorrow.

10. Suggested Instructional Strategies: Small Group Discovery Collaborative Group Work

11. Formative Assessment: Worksheets Created Work - Representing the Theme Feedback Response Sheet

12. Related Materials & Resources: Video Examples of Visual Expression Mattress Factory Field Trip

13. Keywords: Change Tolerance Music and Communication

DAY 2 - Capuzzi 1. Installation Art

2. 7th Grade Language Arts/Art

3. Standards: 9.1.8A (space) 9.1.8B (design for environment) 9.1.8C (//see vocabulary//) 9.1.8E 9.1.8G 9.1.8H 9.1.8J 9.1.8K 9.4.8C 9.4.8D

4. Vocabulary: __interactive__ - (adjective) Be involved in or with; action between art and viewer __installation art__ - (noun) Art that is site-specific; installed in a space. Typically 3-D and interactive, this type of art addresses more than one of our senses. It is experienced. __artist-in-residence__ - (noun) An artist that "lives" in a space while working. Generally, the work is viewed by passers-by during the process of making art. The artist will spend many hours in the space, but has accommodations for sleeping / eating.

5. Objective: Use the materials to create an original, collaborative installation art piece Demonstrate an understanding of positive and negative space by way of viewer interaction Create a series of projected images relevant to the message you are conveying Communicate visually with your audience

6. Essential Questions: What is installation art? What materials should we use? How do we address space? How can we use the pieces provided to create an interactive experience for our viewers?

7. Duration: One Day

8. Materials: Materials provided by the Mattress Factory Museum Objects that the students provide on their own Homework from the previous lesson

9. Instructional Procedures: Having already experienced installation art at the Mattress Factory museum, how would you describe or define installation art? (write "brainstorm" words on the board)

We have been provided with "materials" from the Mattress Factory to create our own installation art. They include, but are not limited to: four collapsible walls plastic floor mat large inflatable ball various light sources (flashlights, spotlights) reflective materials netting

You are welcome to bring other objects in... Suggestions: white outfits small inflatable balls cotton batting

Technology: 2 laptop / LCD projector set-ups 1 ladybug document camera / projector 1 ipad 2 digital cameras 1 flip video camera 1 transparency slide projector 1 ipod / speaker set-up

Our site-specific space will be the gym. Before we even decide how to use these materials, we need to consider our message. How can we convey this message, visually? We will be using a laptop / projector set up to project images on the walls of the materials. The rest is up to you. You will decide what images you want to create - we will only use images we create. I want this work to be original. That means you develop it from scratch. It is your collective idea. That means we need to work together. We need to brainstorm. We need to agree.

We have two digital cameras and we can use the laptop to create a power point if you would like.

Art Production: unpack the materials; develop ideas for uses; take photographs / create slide show or power point; rehearse

10. Suggested Instructional Strategies: Collaborative Group Work

11. Formative Assessment: Student Performance Assessment

DAY 3 - Lancaster / Capuzzi

1. The Space I'm In

2. Language Arts/Art

3. Standard: 1.2.7.D Draw inferences and conclusions based on a variety of informational sources citing evidence from multiple text to support responses. Eligible Content: R7.B.1.2.1 Explain, interpret, compare, describe, analyze, and/or evaluate connections between text.

Standard: 1.3.7.C Interpret the use of literary elements withing and among text including characterization, setting, plot, theme, point of view, and tone. Eligible Content: R7.B.1.1.1 Explain, interpret, compare, describe, analyze, and/or evaluate the relationships within fiction and literary nonfiction. __Theme:__ Explain, interpret, compare, describe, analyze, and/or evaluate the theme of fiction or literary nonfiction. Explain, interpret, compare, describe, analyze, and/or evaluate the relationship between the theme and other components of text.

4. Vocabulary: __theme__ - the main idea that gives you a life lesson. __installation art__ - (noun) Art that is site-specific; installed in a space. Typically 3-D and interactive, this type of art addresses more than one of our senses. It is experienced.

5. Objective: Understand relationships between text. Use music to express a personal viewpoint or message about tolerance-related issue that's important to them. Use the materials to create an original, collaborative installation art piece Demonstrate an understanding of positive and negative space by way of viewer interaction Create a series of projected images relevant to the message you are conveying Communicate visually with your audience

6. Essential Questions What feelings are you experiencing after creating this artwork? How did working on this project help you to learn about theme and installation art?

7. Duration: One Day

8. Materials: Materials provided by the Mattress Factory Museum Objects that the students provide on their own Homework from the previous lesson

Worksheet: Feedback Response Sheet(Post-questions)

9. Instructional Procedures: Presentation of installation art piece Time for performance / audience interaction Practice performance for the next day's program

10. Suggested Instructional Strategies: Collaborative Group Work

11. Formative Assessment: Feedback Response Sheet

DAY 4 - Lancaster / Capuzzi

1. The Space I'm In

2. 7th Grade Language Arts/Art

3. Standard: 1.2.7.D Draw inferences and conclusions based on a variety of informational sources citing evidence from multiple text to support responses. Eligible Content: R7.B.1.2.1 Explain, interpret, compare, describe, analyze, and/or evaluate connections between text.

Standard: 1.3.7.C Interpret the use of literary elements withing and among text including characterization, setting, plot, theme, point of view, and tone. Eligible Content: R7.B.1.1.1 Explain, interpret, compare, describe, analyze, and/or evaluate the relationships within fiction and literary nonfiction. __Theme:__ Explain, interpret, compare, describe, analyze, and/or evaluate the theme of fiction or literary nonfiction. Explain, interpret, compare, describe, analyze, and/or evaluate the relationship between the theme and other components of text.

4. Vocabulary: __theme__ - the main idea that gives you a life lesson. __installation art__ - (noun) Art that is site-specific; installed in a space. Typically 3-D and interactive, this type of art addresses more than one of our senses. It is experienced.

5. Objective: Understand relationships between text. Use music to express a personal viewpoint or message about tolerance-related issue that's important to them. Use the materials to create an original, collaborative installation art piece Demonstrate an understanding of positive and negative space by way of viewer interaction Create a series of projected images relevant to the message you are conveying Communicate visually with your audience

6. Essential Questions: Think about the possibility of making a difference in other student's lives. Explain what it is like for you to be in this position.

7. Duration: One Day

8. Materials: Materials provided by the Mattress Factory Museum Objects that the students provide on their own Homework from the previous lesson

9. Instructional Procedures: As a part of our school's ongoing bully-prevention program, each group will present their five minute installation art with a message piece to the school during an assembly. Our goal is to have audience interaction, if possible.


 * Big Ideas, Concepts, and Competencies will be automatically populated based on the standard and eligible content alignment if you choose to upload your lesson for vetting in the SAS portal. http://www.pdesas.org/module/content/pyb/

Our approach to "The Space I'm In" had to do with a message. The language arts / visual arts collaboration between Mrs. Lancaster and myself provided us with a "stage" to perform these messages for the school. Students created power points to project, posters to hold, interaction with the audience through physical materials and sing-along lyrics, and so much more! I am very proud of what we accomplished, collaboratively. The 7th grade students won't forget this project anytime soon.


 * Our gym set-up **

//(video to come shortly)// You can see much more of our experience with the Mattress Factory and "The Space I'm In" materials on my wikispace page:

= http://misscapuzzi.wikispaces.com/The+Space+I%27m+In =