Rock and Roll
Throughout this project we as a group plan on combining our expertise to
fully develop an integrated unit on rock and roll.
Together we will maximize each other’s learning, it is essential that
each person makes a unique contribution or no one will benefit from cooperating
learning. For this particular unit
we as a group have put the popular music era, rock and roll, into three
different disciplinary areas. Throughout
the unit the student’s will travel back to the origin of rock and roll,
personally experiencing popular music, learn about the history and have hands on
with real musical instruments.
Angela Gabriel: Special Education
Beth Nielsen: English
Matt Nettenstrom: Technology
Melissa Burs: Special Education
Paula Palmer: Social Science
Social Science: History of Rock and Roll
Technology: Technology of Rock and
Roll
English: Integrated English
Objectives: Present within each
individual lesson.
Rationale: In an education
profession it is important to integrate with all fields.
With this communication professionals will be able to perform lessons to
the fullest potential.
Resources used: CD Player, CD’s, Video Tape, Video Recorder, VCR, and Overhead
…See additional references
Technology and Rock and Roll
Objective:
After completing this unit, participating students will be able to
demonstrate an awareness of the basic techniques of video production.
Unit Description:
The unit will begin with an introductory lecture describing the
connection of Rock and Roll and technology through one of its mediums; the music
video. The music video has
revolutionized the music industry, and at the forefront of the revolution is
technology. Technology is
represented through every aspect of video production, and the students will be
taught to use this technology to produce a music video.
The goal of this unit is to give students a basic understanding of the
technology behind video as an entertainment medium.
Students will begin by choosing an appropriate, approved song to shoot a
video for. A recommendation for
choosing a song should be given by the teacher.
Examples would be songs with clear lyrics that can be converted into
visual images. Next, students will
design their video through the use of brainstorming.
Then, the groups will develop a storyboard.
This is a series of rough sketches that give an idea of what the scenes
of the video will look like. Then,
a script should be developed. This
should include; description of the set, camera placement, light angles, location
of actors, scrip for actors to read (in necessary), “blocking” (directions
of the actor’s movement), movement of the camera, and titles to be used.
The students will then assign jobs and go through a dress rehearsal.
Finally, the students will roll the cameras and the video will be shot. Students should take at least three shots before taking down
any sets.
Once shooting has been completed, basic editing will begin.
Students will make the decisions of what clips to take and how they will
be arranged to coordinate with their song selection. A final tape will be submitted to the instructor.
Time:
Unit will span a two week period. Groups
will have the two weeks to plan, complete, and submit their music video.
Evaluation:
Technology and Rock and Roll
Objective:
After completing this unit, participating students will be able to
demonstrate an awareness of the basic techniques of video production.
Unit Description:
Day 1:
The unit will begin with an introductory lecture describing the
connection of Rock and Roll and technology through one of its mediums; the music
video.
History integration: Explanation of
impact the first music videos had on our culture.
Lesson will coordinate with the “music and the media” lesson that
will be given within the history of rock and roll unit.
Standard #3- Students will develop an
understanding of the relationships among technologies and the connections
between technology and other fields of study.
Standard #7- Students will develop an
understanding of the influence of technology on history.
Day 2: Students
will begin by choosing an appropriate, approved song to shoot a video for. A recommendation for choosing a song should be given by the
teacher. Examples would be songs
with clear lyrics that can be converted into visual images.
Next, students will design their video through the use of brainstorming.
Standard #8- Students will develop an
understanding of the attributes of design.
History integration:
Students will familiarize themselves with analyzing lyrics.
Lesson
will coordinate with the history lesson of analyzing lyrics.
English integration:
Students will research and understand song lyrics to provide a visual
description. Lesson will coordinate
the interpreting lyrics activity
given within the
English and rock and roll unit.
Standard #8- Students will develop an
understanding of the attributes of design.
Day 3:
Groups will develop a storyboard. This
is a series of rough sketches that give an idea of what the scenes of the video
will look like.
English integration: Students will
use sketches and phrases to describe a storyline, much
like an outline does for a paper. Lesson
will coordinate the
interpreting lyrics activity given within the English and rock and roll
unit.
Standard #8- Students will develop an
understanding of the attributes of design.
Day4:
Script should be developed. This
should include; description of the set, camera placement, light angles, location
of actors, scrip for actors to read (in necessary), “blocking” (directions
of the actor’s movement), movement of the camera, and titles to be used.
English integration: Students will
write a script using proper English skills and
techniques. Lesson
coordinates with basic skills used throughout
the English and rock and roll unit.
Standard #10- Students will develop
an understanding of the role of troubleshooting, research and development,
invention and innovation, and experimentation in problem solving.
Day 5:
Students will then assign jobs among group members and go through a dress
rehearsal.
Standard #11-Students will develop
the ablilities to apply the design process.
Day 6: Students
will shoot video. Students should
take at least three shots before taking down any sets.
Standard #12- Students will develop
the abilities to use and maintain technological products and systems.
Day 7:
Editing lecture will be given by instructor.
It will cover making editing decisions, reviewing the storyboard, cutting
and recording raw footage.
Standard #12- Students will develop
the abilities to use and maintain technological products and systems.
Day 8:
Tapes will be finalized and all loose ends will be wrapped up.
Day 9:
Tapes will be viewed in front of class and evaluations will be done.
History of Rock and Roll
Day 1- Objective: Students will
be able to understand what was going on prior to the rise of Rock and Roll.
Lesson Description:
Class will begin with a discussion about what they think was going on
prior to the rise of Rock and Roll. The
class will discuss World War One and the Great Depression to get a feeling of
what was going on.
Activity: Students will be given a fictional character in which they
will compose a series of daily journal entries throughout the unit.
Evaluation:
Students will be given a list of names of important people throughout the
Rock and Roll era. They will be assigned to one of their choice in which they
will compose a resume as if they were them.
14.D.3
Describe roles and influences of individuals, groups and media in shaping
current Illinois and United States public policy.
Day 2- Objective: Students will
be able to link Jazz, Rhythm and Blues, and early musicians to the rise of Rock
and Roll. Students will also be
able to understand the early racial issues that arose during this era.
Lesson Description:
We will go into the early musicians, which included Jazz and Rhythm and
Blues bands, and how they set the foundation for Rock and Roll.
Activity and Assessment: Students
will look at pictures taken of early jazz and R&B musicians.
Each group will be given a picture and a set of questions pertaining to
each.
14.D.4 Analyze
roles and influences of individuals, groups and media in shaping current debates
on state and national policies.
Day 3- Objective: Students will
be able to tie in previous lessons to the beginning rise of Rock and Roll.
They will be able to answer who the first groups were.
Students will also be able to explain the social impact the radio had on
American culture.
Lesson Description:
The class will then move onto the different groups that emerged and the
naming of “Rock and Roll”. We
will also discuss what kind of impact the radio and media had on American
Culture.
Activity and Assessment:
Student s Presley and analyze his behavior.
will listen to a few pieces of old Rock and Roll. Students will watch video of Elvis Presley and analyze his
behavior.
Assessment:
Teacher will remind students of resume project.
16.A.5a
Analyze historical and contemporary developments using methods of
historical inquire.
Day 4- Objective: Students will be able to describe the social implications of Rock and
Roll.
Lesson Description:
At the beginning of class, students will discuss what they think the
current controversies over different types of music are.
Activity and Assessment:
In small groups, students will list the controversies surrounding
today’s music. Students will then
write out what kinds of controversies surrounded early Rock and Roll.
Resume: Students will be allowed to work on Resume.
16.D.5
Analyze the relationship between an issue in United States social history
and the related aspects of political, economic and environmental history.
Day 5- Objection:
Students will be able to describe the life and accomplishments of an
individual during the Rock and Roll era.
Lesson Description:
Students will briefly present their resume project to their peers in no
particular order.
Activity and Assessment:
Individual Resume presentations.
18.A.3
Explain how language, literature, the arts, architecture and traditions
contribute to the development and transmission of culture.
Day 6- Objective: Students will
be able to understand and describe the rise of teen idols.
Lesson Description:
Class will then discuss the importance of teen idols and why they arose.
Activity: Students will be given old magazines and pictures from the
internet of Rock and Roll groups. They
will then decorate a folder.
Assessment: See
above activity. The students will
chose an old Rock and Roll tune in which they will write their personal history
or something relating to what is going on in the United States/World.
18.A.4 Analyze the influence of cultural
factors including customs, traditions, language, media, art, and architecture in
developing pluralistic societies.
Day 7-Objective: Students will
be able to discuss and describe the importance of lyrics during the rise of Rock
and Roll.
Lesson Description:
Class will begin with a review of the previous lesson.
They will then tie it into the importance of lyrics.
Activity: Students will be given a list of lyrics to “Hound Dog”.
They will answer a list of questions.
They will then be given the lyrics to “Duke of Earl”.
They will have to answer a number of questions relating to the song.
Assessment:
Follow-up on students’ lyrics project.
18.A.5
Compare ways in which social systems are affected by political,
environmental, economic, and technological changes.
Day 8- Objective: Students will
be able to analyze music and its lyrics.
Class Description:
Class will begin with a discussion of today’s lyric controversies.
For example, what do students think about the music today that they are
unable to purchase because of the lyric’s content?
Students will look at more songs and discuss what kind of social issues
they addressed.
Activity: Students will get into small groups and create a short song
about what was going on during this period in history.
Assessment: Group lyric projects.
18.C.3b
Explain how diverse groups have contributed to U.S. social systems over
time.
Day 9-
Objective: Students will
be able to discuss how History and Music are linked.
Class Description:
Class will discuss the decline of Rock and Roll. Students
will also listen to the song “American Pie” and analyze its meaning.
Activity: Students will get into groups.
Each group will be handed a copy of the lyrics to “American Pie”.
They will collaborate what they think the song is about.
Assessment: Group activity
“American Pie”.
Day 10- Objective: Students
will be able to describe the rise and fall of Rock and Roll.
Lesson Description:
The song “WeDidn’t Start the Fire” by Billy Joel will be played and
the students will go over the lyrics.
Activity: Listening to “We Didn’t Start the Fire”.
This will be done in class as a whole.
The class will answer questions as to what they think the message he
wants to get across.
Assessment:
Students will be given a review sheet to help them go over the various
materials that were covered during the lesson.
Rock and Roll English Lesson Plan
Week One
Assignment one-Research a Favorite Artist in the Rock and Roll Era
Goals/Objectives
-To familiarize the students with a particular artist of this era and make them
more aware of the lifestyle that was led and how this artist got into music.
-To enhance the students’ research skills
Learning standards- 5.A.4a
demonstrate knowledge of strategies needed to prepare a credible research report
5.B.4b-Use multiple sources and
multiple formats; cite according to standard style manuals.
3.B.4a- Produce documents that
exhibit a range of writing techniques appropriate to purpose and audience, with
clarity of focus, logic of organization, appropriate elaboration and support and
overall coherence.
4.B.1a- Present brief oral reports,
using language and vocabulary appropriate to the message and audience.
Unit Description
Day one- I will introduce the
assignment to the class. Students
will choose a rock and roll artist of their choice and spend this class period
researching their artist in the library or on the Internet.
They will be responsible for doing any further research on their own
time.
Day two-This class period will be
spent writing about their artist.
Day three-This class period will be
spent writing about their artist. Any
more writing will be used on their own time.
By the fourth day, they must be prepared to present their artist to the
class and give a brief five minute oral speech on who their artist is, what they
play, what band they are in and how they got into music.
Day four-Presentations
Day five-Presentations
Evaluation-Their essay must
include: Why they have chosen this
particular artist. How the artist
got into music. A brief background
on his or her life growing up. A
detailed description about the music that the artist produces. What the top hits were that the artist has produced.
Information must be cited and the essay must be at least 4 pages
double-spaced.
Assignment two-Analyze a Song
Goals/Objectives
-The students will be able to analyze or interpret a song from the rock and
roll era.
-They will be able to present their interpretation to the class
Learning standards: 1.C.5c
Use questions and predictions to guide reading
1.C.4b Explain and justify an interpretation of a text
1.C.5d Summarize and make generalizations from content and relate them to the
purpose of the material
4.B.1a Present brief oral reports, using language and vocabulary appropriate to
the message and audience
Unit Description
Day one- I will choose a song and present it to the class.
We will spend one class period discussing the song as a class.
I will play the song for the class and I will divide the class into three
big groups. I will divide up the
song into three parts and give a part to each group.
The students will work with their groups and try to interpret the words
of their specific part. We will do
this for 25 minutes. For the last
25 minutes, we will meet back as a class and discuss together what each group
has come up with. For homework the
class will be assigned to find a song, which they would like to analyze and
bring it to class the following day.
Day two-This class period will be
spent working individually on the interpretation of each student’s song.
For homework the students must finish their interpretations and be ready
to present their interpretation of their song to the class.
They will also have to find a copy of their song and play half of it for
the students before giving their interpretation.
Presentations should be brief and only last five minutes.
Day three-Presentations
Day four-Presentations
Day five-I will use the last day of
the rock and roll unit to discuss the impact that rock and roll music has on
today’s music. I will present
some facts on the impact that rock and roll has on today’s music and also
create some discussion questions, which will cause the students to express their
own ideas and opinions. Basically
I will use this class period to wrap up the rock and roll unit and have a
student-centered class discussion.
Evaluation-The student must
turn in the interpretation of their song and it should be no longer than 2 pages
double-spaced. They will be graded
on how much detail is used and how much effort and thought was put into their
interpretation. They will not be
graded on their presentation but it will be mandatory.
Relation to other disciplines
History-While the students will be
learning about the history of rock and roll, they will also be introduced to a
number of musicians which they could use when writing about a particular
musician for the essay that will be due in my English class. The students will also be learning about what the lyrics of
certain rock and roll songs mean which will relate to the project that I am
giving my students when they try to interpret a certain song of their choice.
Technology- The students will be
working on shooting a video for a particular rock and roll song.
If they wanted to they could use the same song in my English class to
interpret and present to the class.
Accessibility for Students with Disabilities
English
Day 1- When students are in the library researching their specific rock
artist Rick will have a checklist that he will follow so he remains on task.
Day 2 and 3- The teacher will allow students to bring in their portable CD
player and listen to the specific artist that they chose.
Students will be warned that they need to stay on task if they are
listening to their headphones. Allowing
the portable CD player is a motivation to help Rick stay focused.
Day 4 and 5- The presentations that take place on these specific days will be
videotaped. The teacher will allow
Rick to do the videotaping to keep him on track.
Day 6- For this day the teacher will be dividing the students into groups to
analyze part of a song. Each group
will have a group leader. To
encourage Rick to participate, the teacher will give Rick the position of being
a group leader.
Day 7- The teacher gives the option to the students to bring their portable CD
player to class again.
Day 8 and 9-During the presentations Rick is in charge of the stop watch.
He will make sure no student exceeds 5 minutes.
Day 10- For the last day’s discussion on Rock and Roll the teacher will
randomly call on Rick and ask his for his thoughts.
History
Day 1- When picking a fictional character the teacher will help Rick pick
one he finds a lot of interest in. This
will motivate him to write in his journal.
Day 2- There will be groups formed for this day. Rick will be chosen to be the group leader for one of the
groups.
Day 3- During the video the teacher will give the class 10 true and false
questions. This will help Rick stay
focused on the video.
Day 4- No interventions needed on this day.
Rick will find this topic of interest and he will be able to argue his
point of view.
Day 5- Rick will be the timer for the presentations.
Day 6- The students who work most diligently will receive a reinforcement.
This reinforcement happens to be something Rick likes.
This will encourage Rick to work hard.
Day 7- Rick is in charge of the CD player that the teacher is using for the
lesson that day. He will be able to
press play and stop.
Day 8- To keep the groups on task the teacher will assign each member of the
group a specific role. This way
everyone including Rick has a goal they need to meet.
Day 9- No intervention is needed.
Day 10- When having the class discussion the teacher will randomly select Rick
what his opinion on the song.
Technology
Day 1- When showing the music videos, Rick will be able to operate the VCR.
Day 2- Rick will have a checklist to make sure he is doing everything the
teacher asked for. The teacher will
also mill around the room approving all music videos. He will ask Rick what he has chosen and if he hasn’t picked
anything the teacher will help him with ideas.
Day 3- The teacher will constantly observe Rick and make sure that he is on
Task. The teacher will also help
him if he seems frustrated.
Day 4- Rick and a group of 6 other students are in charge of setting up the
equipment that is going to be used for the video.
Day 5- No intervention needed because Rick will already have a job assigned to
him that he will be able to focus on.
Day 6- Teacher will consistently monitor the students while the videos are being
filmed. There does not need to be
any other intervention involved.
Day 7- Rick will be assigned to take notes for a student who is absent.
This will give him something to do and keep him focused on the lecture.
Day 8- Groups will assign specific positions in the finalization of the tapes.
Rick will have a role in a group to stay on task with.
Day 9- Students will evaluate other groups, which will help them focus on the
video music presentations.