Suzie Eskelund

10th Grade General Music Lesson Plan-WWII Songs

CCSS.ELA-Literacy.CCRA.R.9 Analyze how two or more texts address similar themes or topics
in order to build knowledge or to compare the approaches the authors take.
Established Goals: Students will take two songs from the same era, World War II, and address
similar themes. They will compare the different approaches the lyricists took as well as the
difference in musical elements such as tempo, dynamics, and tone. Students will then discuss
the effect these songs possibly had on society in the time period as well as their affect on the
students today.
Understandings: Students will understand that

Songwriters often express what common thoughts and emotions were felt about a
specific topic at the time period they were written
There are many different musical elements as well as word choices that can convey
these messages to listeners
There were multiple sides to World War II and many different opinions

Essential Questions:

How do different musical elements affect the tone of a piece?

How did society as a whole view WWII?
How did music and other media affect the opinions of society at the time?
How would you feel about WWII if it were happening in present times?

Students will know basic musical language such as tempo, dynamics, major and minor. They
will also know the causes of WWII, Americas role in the war, and what major events took place.
Students will be able to interpret the music and lyrics. They will evaluate what the lyrics are
saying at face value and also if there are any underlying messages or feelings through the
music. Identify the subtext.
Performance Tasks: Students will listen to both Theyll be Bluebirds Over the White Cliffs of
Dover and The Ballad of Rodger Young. As they are listening, they will write three things
about each song or thoughts they had while listening to each song. Then as a class we will
discuss both songs: what they were literally saying and what the subtext was. Based on the
discussion, write a letter to a loved one from the perspective of a drafted soldier in WWII.
Other Evidence:

Individual responses in group discussion

Journal entries on their thoughts on each song
Letters to a loved one

Learning Activities:

Introduce essential questions

Listen and examine both songs
Discuss as a class our findings on the songs and relate them to essential questions

Present the letter writing assignment

Write letters to a loved one

Materials Needed

Recordings of Theyll be Bluebirds Over the White Cliffs of Dover and The Ballad of
Rodger Young
Sound system to play the songs

Do Now (10 mins): Listen to each song and write three observations/thoughts/feelings that they
gathered from each song in their class journals.
Group Discussion (15 minutes): Discuss as a group what observations were made while
listening to these songs. Introduce essential questions and discuss them as they pertain to
these two songs: How do different musical elements affect the tone of a piece? How did society
as a whole view WWII? How did music and other media affect the opinions of society at the
time? How would you feel about WWII if it were happening in present times?
Activity (20 minutes): Write a letter to a loved one as if you were a drafted soldier in World
War II. Answer such questions as, are you in support of the war, why or why not? How does
your experience in the war differ from what you thought before you were drafted? Do you think
the music and other forms of propaganda adequately portray the war, why or why not?
Homework: Be prepared to share your letter with the class tomorrow.

Rationale:
1. What are your goals for student learning, and why are they appropriate for these students at
this time? Include the big idea being taught and your rationale/context.
The goals for student learning in this lesson are being able to take the lyrics of two songs about
the same topic and compare them. They should be able to identify things such as tone and
subtext. The students should also be able to identify how different musical elements such as
tempo, timbre, major or minor keys, and dynamics affect the overall message of a song. These
goals are appropriate at the 10th grade level because they provide an avenue for interpretation
and critical thinking skills to be developed.
2. What knowledge, skills and/or academic language must students already know to be
successful with this lesson?
Students will already know basic musical language such as tempo, dynamics, major and minor.
They will also know the causes of WWII, Americas role in the war, and what major events took
place.
3. Identify 1 or 2 goals for students; below your goals state how you will communicate the goals
to students.
Students should be able to understand the lyrics at face value as well as the underlying message
or subtext. I will ask the students to write observations or feelings in their journals as they listen
to the songs. After they have had a chance to listen and write, I will guide a class discussion by
asking open ended questions in response to what they share.
4. List the NY state/Common Core standards that are most relevant to your goals.
CCSS.ELA-Literacy.CCRA.R.9 Analyze how two or more texts address similar themes or topics in
order to build knowledge or to compare the approaches the authors take.
5. Identify academic language, particular words/phrases that are essential to understanding the
content of this lesson.
Words or phrases essential to understanding the content of this lesson are tempo, timbre,
rhythm, dynamics, lyrics, tone, mood, subtext, and the White Cliffs of Dover.
6. How will you know and document the extent to which students make progress towards or
meet your goals? (Assessment and feedback?)
I will assess my students based on their initial journal responses while first listening to the
songs, individual responses in group discussion, and the perspective in which their letter to a
loved one is written.
7. How will you support students to meet your goals? (Will you use a hook for the lesson? How
will you differentiate instruction?)

I will do my best to relate the material to my students and compare it to present times. I will
then allow them to learn individually and from one another by asking for individual and group
responses.
8. How will you bring closure to the lesson?
I will ask my students to continue to write their letter to a loved one from the perspective of
a drafted soldier for homework. I will also encourage them to talk to any relatives who may
have been alive at the time of World War II to get their perspectives as well as watch interviews
on youtube.com of WWII veterans.

Lyrics to Theyll be Bluebirds Over the White Cliffs of Dover

Therell be bluebirds over
The white cliffs of Dover
Tomorrow
Just you wait and see
I'll never forget the people I met
Braving those angry skies
I remember well as the shadows fell
The light of hope in their eyes
And though I'm far away
I still can hear them say
Bombs up...
But when the dawn comes up
Therell be bluebirds over
The white cliffs of Dover
Tomorrow
Just you wait and see
Therell be love and laughter
And peace ever after
Tomorrow
When the world is free
The shepherd will tend his sheep
The valley will bloom again
And Jimmy will go to sleep
In his own little room again
Therell be bluebirds over
The white cliffs of Dover
Tomorrow
Just you wait and see
Therell be bluebirds over
The white cliffs of Dover
Tomorrow
Just you wait and see...

Lyrics from
http://www.lyricsmode.com/lyrics/v/vera_lynn/therell_be_bluebirds_over_the_white_cliffs_of
_dover.html

Lyrics to "The Ballad of Rodger Young,"

No, theyve got no time for glory in the Infantry.
No, theyve got no use for praises loudly sung,
But in every soldiers heart in all the Infantry
Shines the name, shines the name of Rodger Young.
Shines the nameRodger Young!
Fought and died for the men he marched among.
To the everlasting glory of the Infantry
Lives the story of Private Rodger Young.
Caught in ambush lay a company of riflemen
Just grenades against machine guns in the gloom
Caught in ambush till this one of twenty riflemen
Volunteered, volunteered to meet his doom.
Volunteered, Rodger Young!
Fought and died for the men he marched among.
In the everlasting annals of the Infantry
Glows the last deed of Private Rodger Young.
It was he who drew the fire of the enemy
That a company of men might live to fight;
And before the deadly fire of the enemy
Stood the man, stood the man we hail tonight.
On the island of New Georgia in the Solomons,
Stands a simple wooden cross alone to tell
That beneath the silent coral of the Solomons,
Sleeps a man, sleeps a man remembered well.
Sleeps a man, Rodger Young,
Fought and died for the men he marched among.
In the everlasting spirit of the Infantry
Breathes the spirit of Private Rodger Young.
No, theyve got no time for glory in the Infantry,
No, theyve got no use for praises loudly sung,
But in every soldiers heart in all the Infantry
Shines the name, shines the name of Rodger Young.
Shines the nameRodger Young!
Fought and died for the men he marched among.
To the everlasting glory of the Infantry
Lives the story of Private Rodger Young.
Lyrics from http://sargethepoet.com/tc_rodger_young.html