Mason Elementary Lesson Planning Template

Name: Sabrina Nemerow

Content/Grade Level: The Civil War/5th grade
Standards:
Music History and Cultural Context
5.9 The student will compare and contrast the relationships between music and
other fields of knowledge.
5.10 The student will describe the roles of music and musicians in society.
Communication: Speaking, Listening, Media Literacy
5.2 The student will use effective verbal and nonverbal communication skills to
deliver planned oral presentations.
f) Organize content sequentially around major ideas.
Writing
5.7 The student will write for a variety of purposes: to describe, to inform, to
entertain, to explain, and to persuade.
c) Organize information to convey a central idea.
i) Include supporting details that elaborate the main idea.
Research
5.9 The student will find, evaluate, and select appropriate resources for a research
product.
b) Collect information from multiple resources including online, print,
and media.
c) Use technology as a tool to research, organize, evaluate, and
communicate information.
f) Give credit to sources used in research.
Civil War: 1861 to 1865
USI.9 The student will demonstrate knowledge of the causes, major events, and
effects of the Civil War by
f) describing the effects of war from the perspectives of Union and
Confederate soldiers (including African American soldiers), women, and
enslaved African Americans.
Skills
USI.1 The student will demonstrate skills for historical and geographical analysis
and responsible citizenship, including the ability to
d) interpret ideas and events from different historical perspectives;
e) evaluate and discuss issues orally and in writing;
h) interpret patriotic slogans and excerpts from notable speeches and
documents

Materials/Time
- Computer/laptop
- Lyrics sheets for
the students
- Pencil/paper
- The Drinking
Gourd book

Objectives:
Students will:
K/U: know and understand that people in the north and south, as well as
people of color, had different opinions of the war.
D: listen to songs that come from different perspectives as well as a read
aloud. After considering each of these opinions and why they are important,
students will pick a perspective (The Union - North, the Confederacy south, and people of color - both free and slaves) to write their own song
from.
Technology:
Computer/laptop
Students music players to help them write a song to a melody
http://www.civilwar.org/education/history/on-the-homefront/culture/music/battlecry-of-freedom/battle-cry-of-freedom.html - Battle Cry of Freedom song for
the North (song and lyrics)
https://www.youtube.com/watch?v=pukKZIlTEDo - Bonnie Blue Flag song for
the south
http://www.civilwar.org/education/history/on-thehomefront/culture/music/bonnie-blue-flag/bonnie-blue-flag.html - lyrics
https://www.youtube.com/watch?v=pw6N_eTZP2U - Follow the Drinking
Gourd Slave Song about the Underground Railroad
https://www.amazon.com/Follow-Drinking-Gourd-DragonflyBooks/dp/0679819975/ref=sr_1_2?ie=UTF8&qid=1480097067&sr=82&keywords=the+drinking+gourd - The Drinking Gourd storybook
Procedures:
Hook/Link
As historians, we understand that there were many different perspectives of the
war. Today we are going to listen to music from the time of the Civil War to
determine what those perspectives may be.
Detailed Steps
1. Who can tell me the three different groups with perspectives about the war?
a. Union (wanted to abolish slavery and become one nation again), Confederacy
(wanted to own slaves), People of color (wanted to be free)
2. Since were experts of the perspectives of the Civil War, we are going to read
this book The Drinking Gourd and listen to the song it is about. We will also
listen to two different songs. I want you historians to listen carefully and
determine which song was written in perspective of the Union, the Confederacy,
and the Slaves.
3. Finish read aloud and listen to the three different songs. Discuss them as they are
played and have the students put them into one of three categories.
4. Now that we have a better understanding of perspective, we are going to use our
writing block to write our own songs. You will pick which perspective you

choose to write from. You have the choice to write a poem, a song, or a rap.
Make sure to stay on topic and only write about one perspective. You may create
your own melody or write it to the melody of a song that is popular today. You
may work in groups of no more than two or alone if you prefer.
Assessment/Assignments (formative and summative)
Class discussion
How well the students present their chosen perspective
Differentiation:
Students may choose to write a poem, song, or rap
No specific length requirement
Accommodations and Modifications:
Students will be given a list with ideas to help them get started
*Rubric listed next page

Name: ____________________

Creativity

Focus on Topic

Introduction
(organization)

Content - Accuracy

Use of Time

Project Menu: Rap/ Song RUBRIC

Civil War Rap/Song/Poem

Excellent

Good

Satisfactory

Needs Improvement

The song/rap/poem contains

many creative details and/or
descriptions that contribute to
the reader's enjoyment. The
group has really used their
imagination.
(6 points)
There is one clear, well
focused topic. Main idea
stands out and is supported
by detailed information.
(6 points)
The introduction is inviting,
states the main topic and
previews the structure of the
rap. (6 points)

The song/rap/poem
contains a few
creative details
and/or descriptions
but still shows effort.
(5-4 points)

The rap/song/poem
contains a few creative
details and/or
descriptions, but they
distract from the story.
(3-2 points)

The song/poem/rap shows

no evidence of creativity in
the. The product makes
little sense to the audience.
(1-0 points)

Main idea is clear but

the supporting
information is
general.
(5-4 points)
The introduction
clearly states the
main topic and
previews the
structure of the rap
but is not particularly
inviting.
(5-4 points)
Most of the facts in
the comic are
historically accurate,
though are vague.
(9-7 points)

Main idea is somewhat

clear but there is a need
for more supporting
information.
(3-2 points)
The introduction states
the main topic, but does
not adequately preview
the structure of the rap
nor is it particularly
inviting.
(3-2 points)

The main idea is not clear.

There is a seemingly
random collection of
information.
(1-0 points)
There is no clear
introduction of the main
topic or structure of the rap.
(1-0 points)

Many of the facts in the

are historically accurate,
but are used in a way that
does not make the
message clear.
(6-4 points)
Used time wisely some of
the time
(2-1 points)

Most, if not all, of the facts

are incorrect OR are used
out of context/out of order.
(3-0 points)

All facts in the song/rap are

historically accurate.
(10 points)

Uses Time wisely

(5 points)

Used time wisely

most of the time
(4-3 points)

Wasted time in class

(0 points)

TOTAL

POINTS
EARNED

/5

/6

/6

/10

/5

/32

Name: ____________________

Project Menu: Rap/ Song RUBRIC

Civil War Rap/Song/Poem