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Materials
Promethean Board
PowerPoint slide, in order to display student-learning objectives
YouTube and sound to Louis Armstrongs What a Wonderful World
Introduction (10 minutes)
There will be a warm-up assignment projected onto the Promethean Board, via laptop. Warm-ups are a
daily occurrence for the students, and a part of their classroom routine. The warm up questions will be the
following: In Bronx Masquerade, students write and perform poetry. What themes are expressed in student
poetry thus far?
Transition (2 minutes)
Modified 12/13
The teacher will ask the students if they have anything they need to turn in from the last class. If so, they
can pass those items up to the front of their rows to be collected. The teacher will transition to the
PowerPoint slide featuring student instructions for the day.
Procedure (48 minutes)
The teacher will lead a class discussion, in which students will discuss the different poetic themes featured
in Bronx Masquerade. Students will discuss which student(s) work display which theme and how they
recognize those themes. Students will be encouraged to point to specific passages in the text (20 minutes)
The teacher will inform students to create another two-column listening chart. (2 minutes)
Students will listen to Louis Armstrongs What a Wonderful World Students will fill out their chart while
listening. (5 minutes)
The teacher will inform students to find their Billie Holiday listening chart. (1 minutes)
Students will identify and explore one theme seen in Billie Holidays music and Louis Armstrongs music.
Students will create a venn diagram exploring their chosen theme. (20 minutes)
In a cyclical model of think-write-pair-share, students will pair up with a partner with a different theme or
the same theme. Students will share their findings with their partner. Students will ask the following
questions of their partner: What theme did you find important? Why was that theme important? What can
you tell me about your chosen theme? If students have the same theme, students will ask the following
questions: Is there anything different between my analysis and yours? What did you find most important
about this theme? (15 minutes)
Transition (2 minutes)
Students will be informed to wrap up their conversations. The teacher will inform students that we will
come together as a class and identify themes.
Closure (23 minutes)
The teacher will ask each pair to share their theme(s). As each pair shares their themes, a student volunteer
will write the theme on the board. (10 minutes)
Using an exit slip, students will write one thing their partner taught them about theme. The teacher will
prompt students to answer this through a line of questioning: Did your partner point to something that you
did not originally see? Did your partner pick a different theme?
Modifications
ELL students will be given individualized attention as needed. ELL students will have access to electronic
and hard copy translators. Captions will be turned on YouTube for ELL students. Students will have a print
out of lyrics.
GT students will identify and compare and contrast two themes, instead of just one.
Students with vision impairments will be seated in the front row, in order to see the days
agenda/objectives.
Time: 90 minutes
Reflections
Students should enjoy the different pace that music offers. Students may struggle relating to one another,
and discussing their work. The teacher should monitor the room to ensure students are on task at all times.
My biggest concern is a students ability to find overarching themes. Students need to listen carefully to
identify and evaluate music for theme. My main goal is for students to discuss and handle theme in a
meaningful manner, while engaging in multiple literacies.
Modified 12/13
Modified 12/13