Music and Revolution: How can music affect change?
- Awareness of social issues and social justice
- Modern American history from 1930s onwards
- Understanding of the positive and negative influence music and musicians wield
- Analysis, reading between the lines
- Critical thinking
- Use of proof and citations
- Can music affect change? How?
- What is a song that you think is powerful? Explain why.
- What is Amnesty International? What do they do?
- What was happening during the 2000s that made the Black Eyed Peas write ”Where is the Love?”
- What courageous singers came before the Black Eyed Peas and Pubic Enemy?
- persuasive writing skills and structure
- use of connecting phrases
- vocabulary for social justice and music
- descriptive vocabulary for describing music
- fine tuning of grammar (ex. verb / subject agreement)
Lesson Routines: Many lessons will look like this …
- Listen to an influential song from Amnesty International song list
- Think, Pair, Share: answer questions & discuss the song
- respond in writing via Classroom or …
- answer guiding questions about the song in writing
- Classroom discussions
- Answers and reflections in Google Classroom forum
- ”Where is the Love” questions showing listening
Summative: Pop-Up Analysis
- Written analysis & presentation of your own song
- use persuasive writing style and connecting phrases
- use the vocabulary we have used in Quizlet and during lessons
- use citations
- draw reference to what was happening when the song was written
- Who was the songwriter? Why did they write the song?
Links to the Swedish Curriculum (LGR11):
Core Content Years 7-9
Content of communication
- Current and subject areas familiar to the pupils.
- Interests, daily situations, activities, sequences of events, relations and ethical questions.
- Views, experiences, feelings and future plans.
- Living conditions, traditions, social relations and cultural phenomena in various contexts and areas where English is used.Listening and reading – reception
- Spoken English and texts from various media.
- Spoken English with some regional and social variants.
- Oral and written instructions and descriptions.
- Different types of conversations, dialogues, interviews and oral communications.
- Oral information, discussions
- Strategies to understand details and context in spoken language and texts, such as adapting listening and reading to the type of communication, contents and purpose.
- Language phenomena such as pronunciation, intonation, grammatical structures, sentence structure, words with different registers, as well as xed language expressions pupils will encounter in the language.
- Oral and written narratives, descriptions and instructions.
- Conversations, discussions and argumentation.
- Language strategies to understand and be understood when language skills are lacking, such as reformulations, questions and explanations.
- Language strategies to contribute to and actively participate in conversations by taking the initiative in interaction, giving con rmation, putting follow- up questions, taking the initiative to raise new issues and also concluding conversations.
- Language phenomena to clarify, vary and enrich communication such as pronunciation, intonation and xed language expressions, grammatical structures and sentence structures.How texts and spoken language can be varied for different purposes and contexts.Different ways of working on personal communications to vary, clarify, specify and adapt them for different purposes.
Knowledge requirements for grade e at the end of year 9
Pupils can understand the main content and basic details in English spoken at a moderate pace and in basic texts in various genres. Pupils show their under standing by presenting an overview with discussion and comments on content and details and also with acceptable results act on the basis of the message and instructions in the content. To facilitate their understanding of the content of the spoken language, pupils can choose and apply a strategy for listening. Pupils can choose texts and spoken language from different media and with some relevance use the selected material in their own produc tion and interaction.
In oral and written production, pupils can express themselves simply, under standably and relatively coherently. To clarify and vary their communication, pupils can work on and make simple improvements to their communications. In oral and written interaction in different contexts, pupils can express them selves simply and understandably and also to some extent adapted to purpose, recipient and situation. In addition, pupils can choose and apply basically functional strategies which to some extent solve problems and improve their interaction.
Pupils discuss in overall terms and make simple comparisons with their own experiences and knowledge.