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Understanding By Design – Backwards Design Process—Protest Songs

(Developed by Grant Wiggins and Jay McTighe, 2002)

Stage 1 – Desired Results


Content Standard(s):
 [Comes from professional standards in your field]

CCSS.ELA-LITERACY.SL.9-10.1
Initiate and participate effectively in a range of collaborative discussions (one-on-one, in
groups, and teacher-led) with diverse partners on grades 9-10 topics, texts, and issues,
building on others' ideas and expressing their own clearly and persuasively.

CCSS.ELA-LITERACY.SL.9-10.5
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.

Understanding (s)/goals Essential Question(s):


Students will understand that:  [What leading questions can you
 [this is a goal, not an objective. ask of students to get them to
List the big ideas or concepts that understand the Big Ideas?]
you want them to come away with,  [Address the heart of the discipline,
not facts that they must know] are framed to provoke and sustain
students interest; unit questions
Students should be able to research and usually have no one obvious “right”
identify protest songs. answer

 Is the world fair?


 Can you overcome biases?
 What is racism and why does it still
exist today?

Student objectives (outcomes):


Students will be able to:
 [These are observable, measurable outcomes that students should be able to
demonstrate and that you can assess. Your assessment evidence in Stage 2 must
show how you will assess these.]
 [Your learning activities in Stage 3 must be designed and directly linked to
having students be able to achieve the understandings, answer the essential
questions, and demonstrate the desired outcomes

Students will listen to a variety of protest songs and discuss the meaning in relation to
the novel.

Stage 2 – Assessment Evidence


Performance Task(s): Other Evidence:
 [Authentic, performance based  [includes pre-assessment,
tasks that have students apply formative assessment, and
what they have learned and summative assessment evidence]
demonstrate their understanding.]  [Can be individual or group based]
 [designed at least at the application  [Can include informal methods
level or higher on Bloom’s (such as thumbs up, thumbs down,
Taxonomy. ] and formal assessments, such as
 [Rubrics can be used to guide quiz, answers to questions on a
students in self-assessment of their worksheet, written reflection,
performance] essay]

***(power point presentation/lesson (5 min.) Students will write a reflection of


borrowed from Katy Sayers at PHS)*** the protest songs at the end of the class
period.
 Students will be introduced to
protest songs and be given a brief Students must arrive to class tomorrow
background on the song/artist with ONE protest song to share (required
 Some notes on how the song is elements: artist, time period, any
related to the novel are provided background information, summary)
 Song will be played, lyrics provided
on screen
 The following is asked for each
song:

Song #1: Billie Holiday “Strange Fruit”

 What lines/lyrics stuck out to you?


 What is the “strange fruit”?
 What is the effect of comparing
black men to a crop/fruit?
 What is Holiday’s statement about
humanity? About the Black
experience? (Hint: this is her
theme)

Song #2: Bob Dylan’s “Blowin’ in the


Wind”
 What lyrics stood out to you more
than others?
 What answers are “blowin’ in the
wind”?
 What is Dylan trying to explain
about human nature? (Hint: this is
his theme)

Song #3: Sam Cooke “A Change is Gonna


Come”
 What lyrics stood out?
 What is Sam Cooke’s theme (his
statement about humanity)?
 How does this song’s theme
contradict or add too Bob Dylan’s
theme?

Song #4: “Blackbird” The Beatles


 What is the symbolism seen in the
song?
 What key words or phrases stuck
out to you?
 Why do you suppose they chose
the subject to be a “blackbird”?
Why not something less obvious?

Song #5: Old Crow Medicine Show “Mean


Enough World” Does this song match the
messages or sentiments in the previous,
older songs?

Stage 3 – Learning Plan


Learning Activities:
[This is the core of your lesson plan and includes a listing describing briefly (usually in
bullet or numbered form so easy to follow) what:
 the students will do during the class to prepare them for the outcomes you
expect of them.]
 the teacher will do to guide the learning]

(50 min.)

 Students will be introduced to protest songs and be given a brief background on


the song/artist
 Some notes on how the song is related to the novel are provided
 Song will be played, lyrics provided on screen
 Students will be asked questions regarding each song (listed above and in
slideshow)

(5 min.)

 Students will write a reflection of the protest songs at the end of the class period.