Free+Choice+Lesson+plan+2+SAM

Students will use jing to explain why the songs were chosen by them. The defense will explain what quotes the song connects to and how the song connects to the passage. || (Artifact: link to real world, website, book, picture, etc.) || * Students will link modern music to classic literature. (Factual information/Vocab Includes sample feedback loop) || * What theme is found in //Alice in Wonderland?//
 * **Lesson Title:** || **Free Choice Lesson plan:**
 * The Soundtrack of Alice** ||
 * Subject Area: || Language Arts ||
 * Grade Level: || Eleventh Grade ||
 * Unit Title: || Literature of the Screen- Alice in Wonderland ||
 * GLCEs/ HSCE: || **CE 1.3.6** Use speaking, writing, and visual presentations to appeal to audiences of different social, economic, and cultural backgrounds and experiences
 * CE 2.3.3** Critically read and interpret instructions for a variety of tasks
 * CE 3.4.1** Use methods of close and contextualized reading and viewing to examine, interpret, and evaluate print and visual media and other works from popular culture. ||
 * METS-S/NETS-T || **NET-S.1.b.** Create original works as a means of personal or group expression
 * NET-S.5.d.** Exhibit leadership for digital citizenship ||
 * Essential Questions: || * What mood can music capture?
 * Why are lyrics important?
 * What is a theme?
 * What themes are found in the story? ||
 * Objectives: || Students will demonstrate their understanding of themes and concepts by make a soundtrack (10 song minimum) and album cover for the novel using projectplaylist. Students can chose songs from any genre as long as the lyrics are appropriate.
 * Instructor will demonstrate how to use project playlist and glogster for the students on Jing to reference.
 * Themes expressed will be: growing up, life as a puzzle, choice, and adolescence, adulthood, fitting in, rules, language, death, conflict, and rules.
 * Students will compose a defense for their soundtrack by making a jing video explaining why the songs were chosen by them. The defense will explain what quotes the song connects to and how the song connects to the passage.
 * Students will make an album cover of their soundtrack on glogster using images found online that connect to the themes above. The glog will be a collage of images that identify (portrays) the themes. Students will need a minimum of 6 images for their album. ||
 * Tools and Resources: || * jing
 * computer with internet
 * glogster
 * projectplaylist ||
 * Rationale: || Students will express themes and concepts by expressing them in music and an album cover. Students will analyze songs and create a soundtrack for the novel. Students will learn more in-depth by using their own mediums to create an original piece. Students will cite images and music learning about ethical use of the internet.
 * || **Sequence of Activities:**  ||
 * Anticipatory Questions/Activity: || Students will watch a video that illustrates the significance of music in the silent film era using jaws as an example. The video will demonstrate why their soundtrack is important to giving lyrics to the voice of the silent characters in the novel. *Jaws music* ||
 * Body of Lesson Plan:
 * //Segment #1//**
 * Students upon looking up song lyrics realize that themes from when Alice was written are just as prevalent in 2012.
 * Students will connect themes of a book to images and music found on the internet. ||
 * **//Segment #2//**
 * Student answer: the theme of friendship
 * What changes about Alice at the end?
 * She becomes more brave
 * What change is similar to Alice’s?
 * Growing up

Vocab (Includes multiple intelligence strategy: Hands-on, small groups, reteaching strategy) || Students who finish first will benefit from aiding others by being a glogster or project playlist expert. Students who learn visually will benefit from connecting text to images. Students who learn from music and motion will learn from the soundtrack. Students who learn by research will learn by making the connections on the printed lyrics. || (Detailed directions on how to complete activity) || • Students will discuss why music is important to film and literature. • Students will brainstorm what themes and messages they want to express in their soundtrack. • Students will google appropriate lyrics and print them. • Students will mark up the lyrics to aid in their defense. • Once 10 more songs are chosen they will be added into a play list on projectplaylist.com • Students will google images that are connected to the songs. • Students will watch a jing video on how to use glogster. • Students will take these images and make a glogster. The class will share each other’s album covers while listening to the soundtrack for the story. ||
 * Theme and plot ||
 * **//Segment #3//**
 * **//Segment #4//**