Reflection: Relevance Analysis of Revolutionary Music - Section 4: Numbered Heads Together Discussion

 

My students did a great job of listening to the songs, reading the lyrics and discussing the importance of each song. However, they really stayed close to the surface in terms of their analysis and they had a hard time recognizing commonalities between the songs they were discussing.

After my teaching partner and I spent some time reflecting on this, we decided that the best plan would have been to model with a song first so that they were shown what kind of depth we were asking for. Also, we should have provided some contextual information (or some computer access) for each song so that they were able to have a consistent historical analysis to back up their interpretations.

They did a great job of the explicit/implicit analysis, but I don't know that I communicated to them why this is important as well as I could have. Needless to say, we are going to have to revisit this skill again soon.

The good news is, this activity was very engaging. It will definitely be on my teaching partner and I to make sure it is relevant to our curriculum, but in regards to one of our big goals (ease them back into school), I think we were successful enough.

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Analysis of Revolutionary Music

Unit 9: Literary: Analysis of Narrative Style in A Tale of Two Cities
Lesson 1 of 9

Objective: SWBAT cite evidence of what a text says explicitly as well as implicitly by doing a thorough analysis of revolutionary music.

Big Idea: Starting semester two with a thematic discussion about where we were last semester and where we are headed this semester.

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