Shawn Udovich

Our Playlist

Grade(s):
11th-12th grade

Subject(s):
Language Arts/Creative Writing

Length of Lesson:
Five 40 minute classes

Lesson Overview/Rationale:
Students will learn to write so that they have an emotional impact on their readers, and will
include sensory perceptions along with emotions. Project provides the opportunity for students
to learn who their classmates are, while creating a window into their own lives via personal
narrative. Since music and art is incorporated into the personal narrative project, the project will
stimulate students to write with emotion, and inspire them to continue to respond positively to
future creative writing and literature assignments

Curriculum Standards:
Michigan K-12 Standards
English Language Arts

Writing Standards 612:

Text Types and Purposes
Write narratives to develop real or imagined experiences or events using effective technique,
well-chosen details, and well-structured event sequences.
a. Engage and orient the reader by setting out a problem, situation, or observation and its
significance, establishing one or multiple point(s) of view, and introducing a narrator
and/or characters; create a smooth progression of experiences or events.
b. Use narrative techniques, such as dialogue, pacing, description, reflection, and
multiple plot lines, to develop experiences, events, and/or characters.

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c. Use a variety of techniques to sequence events so that they build on one another to
create a coherent whole and build toward a particular tone and outcome (e.g., a sense of
mystery, suspense, growth, or resolution).
d. Use precise words and phrases, telling details, and sensory language to convey a vivid
picture of the experiences, events, setting, and/or characters.
e. Provide a conclusion that follows from and reflects on what is experienced, observed,
or resolved over the course of the narrative.

Speaking and Listening Standards 612

Comprehension and Collaboration

Initiate and participate effectively in a range of collaborative discussions (one on-one, in groups,
and teacher-led) with diverse partners on grades 1112 topics, texts, and issues, building on
others ideas and expressing their own clearly and persuasively.
a. Come to discussions prepared, having read and researched material under study;
explicitly draw on that preparation by referring to evidence from texts and other research
on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.
b. Work with peers to promote civil, democratic discussions and decision making, set
clear goals and deadlines, and establish individual roles as needed.
c. Propel conversations by posing and responding to questions that probe reasoning and
evidence; ensure a hearing for a full range of positions on a topic or issue; clarify, verify,
or challenge ideas and conclusions; and promote divergent and creative perspectives.
d. Respond thoughtfully to diverse perspectives; synthesize comments, claims, and
evidence made on all sides of an issue; resolve contradictions when possible; and
determine what additional information or research is required to deepen the investigation
or complete the task.

Presentation of Knowledge and Ideas

Evaluate a speakers point of view, reasoning, and use of evidence and rhetoric, assessing the
stance, premises, links among ideas, word choice, points of emphasis, and tone used.
Present information, findings, and supporting evidence, conveying a clear and distinct
perspective, such that listeners can follow the line of reasoning, alternative or opposing
perspectives are addressed, and the organization, development, substance, and style are
appropriate to purpose, audience, and a range of formal and informal tasks.
Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive
elements) in presentations to enhance understanding of findings, reasoning, and evidence and to
add interest.
https://online.hfcc.edu/pluginfile.php/961946/mod_resource/content/2/LANGUAGE_ARTS-K-12
_MI_ELA_StandardsREV_470029_7.pdf

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International Society for Technology in Education: ISTE Standards for Students

Standard 2: Communication and Collaboration
Standard 3: Research and Information Fluency
Standard 5: Digital Citizenship
Standard 6: Technology Operations and Concepts

Learning Objectives: Students will know how, and be able to

Reflect upon their own lives, and write a personal narrative.
Create a collage presentation, using PowerPoint, to go along with their personal narrative.
Team-build during collaboration.
Use computer applications (MS Word, PowerPoint) and the Internet to create
presentations and write short essays and letter.

Technology Uses:
Students will utilize PowerPoint for their presentation, consult the Internet (YouTube, Google)
for songs and song lyrics, type assignments using Microsoft Word, and use cell
phones/tablets/mp3 players to play music, headphones for assistive learning.
Materials:
Creative writing journals, pencils, computer, cell phone/tablet/mp3 player, internet access, MS
Word, PowerPoint. Headphones available for assistive purposes.

Procedure:
Day One: Have three songs picked out, each with copies of the lyrics (enough for the entire
classroom). Play each song and have the class follow along. At the end of each song, each
student will write a response in their journal about what they think the meaning of the song is,
and how it may be relevant to the artists life, and how it may be relevant to students personal
lives. Discuss as a class. Divide students into groups of four. Ask students to collect a list of 8
songs that hold relevance to 8 major events in their lives, two songs/events per group member.
(Students have overnight to complete task.)
Day Two: Students will have collected a list of 8 songs that are relevant to their life events.
Discuss and share ideas of songs and events as a class. Students begin writing rough drafts, and
consulting group for revision. Each song/event can be a half to a full page, double spaced, typed
in MS Word.

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Day Three: Students continue to work on the project, and start to compile pictures for their
PowerPoint presentation. A title slide must be included. Presentations may be 12-16 slides, but
may consist of photos of major life events, interests and hobbies or pastimes. Will be graded on
creativity. Consult teacher, Google or YouTube about how to use PowerPoint. Each slide must
have a transition. Each student will be responsible for 3-4 slides and each slide must include
students name. Each student is responsible for one slide to include an animation. Each slide
must include a background and theme.
Day Four: Our Playlist should be completed. Students will write a group letter to their
listeners, explaining why they chose the songs and events to their playlist. The letter should be
minimally four paragraphs long (either each student can be responsible for one paragraph, OR
the entire group can write the entire letter together) and answer the following questions:
Paragraph One: Who are each you?
Paragraph Two: Why did you complete this project?
Paragraph Three: What songs are in your playlist? Why?
Paragraph Four: Conclusion

Day Five: Groups will present their playlist to the class. Each group member will choose one
song to play and will present their part of the PowerPoint presentation while reading about how
the song is relevant to their life.

Assessment:
Students will be assessed on their ability to collaborate with group members, the format, style,
and flow of their writings. Students will also be assessed on their presentation by creativity and
flow in the PowerPoint, vocal delivery, eye contact, and limited use of filler words (such as:
umm, like, you know.)

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.Our Playlist Grading Rubric

Group Unsatisfactory Needs Average Good Excellent

Assessment (did not Improvement (min. (exceeded
attempt to requirements expectations)
meet met)
requirements)

Group 1 2 3 4 5
members
spoke clearly,
maintained
eye contact,
and made
effort to hold
audiences
attention

Presentation 1 2 3 4 5
included
contributions
from all group
members

Group letter 1 2 3 4 5
requirements
met

PowerPoint 1 2 3 4 5
requirements
met

Group 1 2 3 4 5
Preparedness

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Individual Unsatisfactory Needs Average Good Excellent

Assessment Improvement

Spoke 1 2 3 4 5
clearly,
maintained
eye contact
and made
effort to
maintain
audience
attention

Student made 1 2 3 4 5
significant
contributions
to groups
presentation

Individual 1 2 3 4 5
preparedness