Names: Jocelyne Ramirez Subject Area(s): Music

Lesson Topic: Keeping Composers Accountable Grade Level(s): 11-12

Standards
Literacy Standard(s):
CCSS.ELA-LITERACY.RL.11-12.9
Demonstrate knowledge of eighteenth-, nineteenth- and early-twentieth-century
foundational works of American literature, including how two or more texts from
the same period treat similar themes or topics.

Content Area Standard(s):

Adv.MU:E.Cr3.1
Evaluate and refine varied draft musical works based on appropriate criteria,
including the extent to which they address identified purposes and contexts.

English Language Development (ELD) Standard(s):

RL.11–12.4–5; RI.11–12.4, 6, 8; RH.11–
12.4–6, 8; RST.11–12.4–6, 8; SL.11–12.3;
L.11–12.3, 5–6Evaluating language choices
Explain how successfully writers
and speakers structure texts and
use language (e.g., specifc word or phrasing choices) to persuade the reader (e.g., by
providing evidence to support claims or connecting points in an argument) or create
other specifc effects.

Lesson Objectives & Supports

Content objectives: Part of understanding the national anthem is understanding who
wrote it and what kind of time they lived in. Francis Scott Key. At this time, Francis Scott
Key witnessed the tragedies of the ongoing war effects of 1812. His poem was the after
math of the morning the White House was being destroyed in 1814. As we read on, think
about what he wrote that day in the four verses and how it defines America then.

Literacy objectives: Comprehend the Key’s voice through his American syntax and
what his agenda is for the poem to reveal about America.

Academic vocabulary:
Tier II (General): Analyze, comprehend, find
Tier III (Domain specific): Perspective, racism, War of 1812

Literacy strategies and Integrated ELD Strategies (SDAIE, Specially Designed

Academic Instruction in English):
 The lesson plan will consist of assigning people in partners. They will read either
article and answer questions independently. The partners will then share their
responses. Articles like this will require partners to synthesize what they
learned to the other person helping them comprehend
 Reading this slowly can help for comprehension.

Assessment: How will you know if students met your objectives?

I will know a student has assessed properly when they answer when they can sense a
change in America literature/attitudes from then to now and describe Key’s tone/syntax
with sufficient evidence.

Instruction: What you’ll teach, and how

Lesson Introduction/Anticipatory Set

Time Teacher Does Student Does
5 minutes Read poem(national anthem) out loud Follow along
Lesson Body
Time Teacher Does Student Does
5 minutes Write about Key’s syntax or tone. Ask to look for the rest.
Lesson Closure
Time Teacher Does Student Does
Ask them to read articles(assign), write responses, Student reads assigned article, answer questions, and
15 minutes
and share with people with different article. share responses.

Instructional Materials, Equipment & Multimedia

https://www.youtube.com/watch?v=DADmZdbQ9x8

https://youtu.be/L9zbFTYVMuA?t=276

https://www.history.com/topics/19th-century/the-star-spangled-banner

https://www.miningjournal.net/opinion/columns/2019/08/francis-scott-keys-old-
question-in-baltimore/

Differentiation:

English learners: Read together as a class or assess by having them read aloud in
class
Striving readers: Ask to find multiple literary devices or compare other patriotic
songs.
Students with special needs: Partner up to have someone to ask questions to.
Always check up.
Advanced students: Ask to find multiple literary devices or compare other patriotic
songs.