Teacher

Name: Allison Robinson

Lesson Title and Grade Level: Telling a Story Through Music (Day Three), Grade 5
Unit Theme/Lesson Topic: Music/Social Studies

The focus of this unit is to use music and the arts as a means to teach the content areas with a focus on history,
Central Focus fractions, and the environment. This learning segment is focused on educating students about historical and cultural
events, fractions and equations, and the environment and recycling while also providing them with an integrated
experience through the lens of music and the arts.

Goal: Students will learn about telling a story through music. Students will listen and analyze songs from Hamilton: An
American Musical. Students will then create their own songs about historical events or figures.

Common Core Content Standard Learning Objective

ELA Common Core Standards: Students will describe in a paragraph how
Content Standards/ 1. Explain the relationships or interactions Alexander Hamilton had an impact on one event
Objectives between two or more individuals, events, ideas, of their choice based on what they hear in the
or concepts in a historical, scientific, or technical songs from Hamilton: An American Musical.
text based on specific information in the text.
Social Studies Standards:
Social Studies Common Core Standards:
D2.His.3.3-5. Generate questions about
individuals and groups who have shaped
significant historical changes and continuities.
Art Standards: In small groups, students will compose their own
Art Standard 1-Creating, Performing, and songs about a historical event or figure using at
Participating in the Arts. Music 1. Students will least three key details.
compose original music and perform music
written by others. They will understand and use
the basic elements of music in their
performances and compositions. Students will
engage in individual and group musical and
music-related tasks, and will describe the various
roles and means of creating, performing,
recording, and producing music.
Include at least one objective that addresses academic language (vocabulary, syntax, discourse). Language
Vocabulary/ functions for art may include:
Concepts/Language
Alexander Hamilton, Hamilton: An American Musical, American Revolution, Immigration,
Rationale


This lesson involves looking at the stories that can be told through music. In this lesson students will take a deeper look
into the story of Alexander Hamilton and the events of the Revolutionary War as portrayed through Hamilton: An
American Musical. Students will be able to use the music from Hamilton to delve into who Alexander Hamilton was and
his impact on the Revolution and the beginning of our government. Students will also use their own knowledge of
different historical events and figures to write their own songs. This lesson allows students to explore history through the
lens of music and create a musical history of their own. This fits with the overall theme of the unit because it uses music
and telling a story through music to learn about history and a historical figure.

Essential Questions Does anyone know who the person on the ten-dollar bill is?
(Formative Who was Alexander Hamilton?
Questions) Has anyone heard of Hamilton: An American Musical? If so, who can tell us about it?
How do these songs make you feel about history? Do you think you would remember historical events more or less if
they were taught with songs?
What have you learned from the songs from Hamilton: An American Musical?
What was the song about? What events were discussed in the song?

Instructional Strategies and Learning Tasks

Procedure Teacher will: Modifications(RTI/UDL

Students will: Strategies)
Anticipatory Set Day 3: Teacher will ask students to recap how far we have gotten in Alexander Hamiltons story.
__5___ minutes Students will share out the events that have been discussed in the songs we have listened to so
Brainstorming, far. Teacher will ask students to share out one thing they have learned from the songs that have
Assessing Prior been listened to so far. Students will share out their answers.
Knowledge, Do Now,
Question of the day,
literature,
think/pair/share, group
activity, visual or video
Learning Tasks and Day 3: Teacher will introduce the three songs for the day. Teacher will tell the students that
Instructional these songs discuss what Hamilton accomplished after the war. While there was a lot more to
Strategies Alexander Hamiltons life these three songs discuss some large impacts he made and his
__40__ minutes impact after his death. Teacher will pass out the lyrics to the songs Non-Stop, The Room
Demonstration, Guided Where It Happens, and Who Lives, Who Dies, Who Tells Your Story. Between the songs
Practice, teacher will ask the students what they took away from each song (what they learned or what
Journals, Critique, the song was about). Students will share out their answers. After listening to all three songs the
Activity, Work Time (for teacher will have the students share out every historical event or historical person that as
example) discussed in all the song that have been listened to over the past three days. Teacher will list
This section should be these events and people on the board.
separated into


individual rows as After listing the events on the board the teacher will ask the students to describe in a paragraph
needed. how Alexander Hamilton had an impact on one event of their choice based on what they hear in
the songs from Hamilton: An American Musical. Students will write their short paragraph and
Consider transitions: hand them in to the teacher.
supply distribution and
clean up.
Independent
Practice/Exploration Day 3: After students hand in their paragraph they will sit and wait for the next part of the
of Concepts lesson. Teacher will draw the class attention back to the events and people listed on the board
__10__ minutes and tell them to look at all the events that are discussed in just the 9 songs that we have
listened to in class. Teacher will explain that students will be put into small groups (4 or 5
Practice/implement students) and each group will pick a historical event or figure that has been discussed in class
skills; cooperative throughout the year and create a song that explains the event or person to the audience with at
learning; group work, least three key details (much like the songs about Alexander Hamilton). Students will also
etc. perform their songs for the class when they are finished.

Consider transitions:
supply distribution and
clean up.
Closure Day 3: Students will then split into their groups and work together to choose their topic. As an
__5__ minutes exit slip each group must write down their topic and their group name and hand it in to the
Share understanding of teacher.
the concepts (journal,
verbal share-out, exit
slips, etc)

Instructional Resources, Materials and References: (Including all images used.):

Computers/textbooks for research, YouTube videos and lyric sheets of the 9 Hamilton: An American Musical songs being listened to in class:
1. Alexander Hamilton
2. My Shot
3. Right Hand Man
4. Guns and Ships
5. History Has Its Eyes On You
6. Yorktown (The World Turned Upside Down)
7. Non-Stop
8. The Room Where It Happens
9. Who Lives, Who Dies, Who Tells Your Story

Lessons for each day of the Unit:


Day One: Teacher will introduce the lesson by bringing in a $10 bill and asking students if they know whom the person on it is. Teacher will then
introduce Alexander Hamilton and explain that this Social Studies unit will look at the impact Alexander Hamilton had on the American Revolution.
Teacher will pass out the lyrics to the songs Alexander Hamilton, and My Shot. Teacher will ask students to pull out three important facts about
Alexander Hamilton from the songs that were listened to. Students will find important facts and then share them with the class. Teacher will discuss
how Alexander Hamilton was an immigrant and the hardships he faced before he came to America to have a better life (American Dream). Teacher
will then hand out the lyrics to Right Hand Man and play the song for the class. This song will set up the lesson for the next day. As an exit slip
students will write what they think the song is about or how they felt about the song.

Day Two: Teacher will ask students to recall the song Right Hand Man that was listened to at the end of the lesson the day before. Students will
discuss in small groups what they remember and why they think Alexander Hamilton turned down all the other job offers but accepted George
Washingtons. Teacher will then introduce the songs for the second day and pass out the lyrics for students to follow along. Teacher will play
YouTube videos of the songs Guns and Ships, History Has Its Eyes On You, and Yorktown (The World Turned Upside Down). Students will
follow along with the lyrics. The three songs will be played through without stopping to discuss in between each song. After listening to all three
songs students will write down their impression of Alexander Hamilton and the Battle of Yorktown. Students will then share out about what they
wrote down. As an exit slip students will write down one new thing they learned about history from listening to these songs.

Day Three: Lesson Above

Day Four: Students will continue work on their songs. There will be computers and textbooks to help the students research their event or historical
figure. Students will make sure that every person in the group has a part in creating and performing the song. Students will write down the lyrics to
their song and hand them in at the end of the period. Students may also think of props or costumes to wear for their performance. Teacher will walk
around to each of the groups and help them tweak and add to their songs.

Day Five: Teacher will give students 15 minutes to finish getting their songs together and to practice how they are going to perform it. Students will
then perform their songs for the class. Teacher will videotape each group performance to be watched when evaluating students. Teacher will
evaluate student/group grades based on the written lyrics and the performance of the song in front of the class.

Reflection/Commentary: Write a short summary that highlights your ideas about why you developed this lesson, how you think it would go if you
were to actually teach it and instructional ideas that you think you should pay attention (potential barriers/challenges) while teaching this lesson.

I developed this lesson because I discovered Hamilton: An American Musical and I fell in love. Hearing the music and all the information about the
American Revolution and Alexander Hamilton made me look at history from a different point of view. I think this lesson could be really interesting for
students because it is a new way to learn about history and what happened in the past. Instead of being talked at about people that existed long
before our time, we are able to learn about them in a fun and interesting new way. I think this lesson could be actually taught in a classroom. I think
time constraints might be one of the things to worry about though because there is a lot of information but only a week to go through it all. I think to
actually teach it you could spread it out over a longer period of time or make a larger final project at the end of it. I think this allows students to learn
in a creative way and to create their own pieces of art to go along with what they have learned in content area that usually does not have a ton of
creativity and out of the box concepts.

Teacher Name: Allison Robinson

Lesson Title and Grade Level: Rocking Recycling (Day 2), Grade 5
Unit Theme/Lesson Topic: Music/ Science

The focus of this unit is to use music and the arts as a means to teach the content areas with a focus on history,
Central Focus fractions, and the environment. This learning segment is focused on educating students about historical and cultural
events, fractions and equations, and the environment and recycling while also providing them with an integrated
experience through the lens of music and the arts.

Content Standards/ Goal: Students will learn about the environment and recycling. Students will learn about different ways people are
Objectives working to help the environment. Students will create musical instruments out of recycled materials as a way to reuse
materials.
Common Core Content Standard Learning Objective
ELA Common Core Standards: In a paragraph (4-5 sentences) students will
1. Write opinion pieces on topics or texts, explain how they personally affect the
supporting a point of view with reasons and environment everyday in either a positive or
information. negative way.
a. Introduce a topic or text clearly, state an
opinion, and create an organizational structure in
which ideas are logically grouped to support the
writers purpose.
b. Provide logically ordered reasons that are
supported by facts and details.
c. Link opinion and reasons using words,
phrases, and clauses (e.g., consequently,
specifically).
d. Provide a concluding statement or section
related to the opinion presented.

Science Standards: After reading Heroes of the Environment by

ESS3.C: Human Impacts on Earth Systems Harriet Rohmer, students will develop at least
Human activities in agriculture, industry, and three ideas to help the environment.
everyday life have had major effects on the land,
vegetation, streams, ocean, air, and even outer
space. But individuals and communities are


doing things to help protect Earths resources
and environments. (5-ESS3-1)

Art Standards: In small groups, students will work together to

1. Students will make works of art that explore create at least one instrument out of the recycled
different kinds of subject matter, topics, themes, materials given to them.
and metaphors. Students will understand and
use sensory elements, organizational principles,
and expressive images to communicate their own
ideas in works of art. Students will use a variety
of art materials, processes, mediums, and
techniques, and use appropriate technologies for
creating and exhibiting visual art works.

Vocabulary/ Include at least one objective that addresses academic language (vocabulary, syntax, discourse). Language
Concepts/Language functions for art may include:

Reduce, reuse, recycle, carbon footprint

Rationale
This lesson discusses the impact humans have on the earth and what can be done to fix it. This lesson takes a look at
the environment, pollution, and recycling. This lesson is appropriate for 5th grade because it is important for young
students to look on how they can impact the environment and their own carbon footprint, but also how they can continue
to help reduce this footprint. This also fits with the theme of the unit because students will be recycling materials that
would otherwise be waste into usable instruments. Students can learn how to recycle and reuse materials in an effort to
help the environment.

Essential Questions Over-arching questions that provide focus for the curriculum and are aligned based on a key concept enduring
(Formative understanding, and/or big idea (concept) to prompt inquiry.
Questions) List all questions that will be presented to students during the lesson.

What do you know about recycling and the environment?

What is a carbon footprint?
How did the Dear Future Generations: Sorry make you feel? What are some important things touched on in this video?
How do you personally affect the environment everyday?
What are some ways discussed in the videos in which humans negatively impact the environment?
What are some ways we can help the environment?

Instructional Strategies and Learning Tasks

Procedure Teacher will: Modifications


Students will: (RTI/UDLStrategies)
Anticipatory Set Day 2: Teacher will review with students what was discussed during the previous lesson. Teacher
__5__ minutes will ask students to share out what the two videos were about and what the most memorable part
Brainstorming, of the lesson was. Students will share out and join in discussion.
Assessing Prior
Knowledge, Do Now,
Question of the day,
literature,
think/pair/share, group
activity, visual or video
Learning Tasks and Day 2: Teacher will ask students to think back to the videos and share out the ways in which
Instructional humans impact the environment. Students will share out the ways people impact the environment
Strategies in both good and bad ways. Teacher will talk about how people are trying to counteract the
__20__ minutes harmful ways in which humans impact the environment. Teacher will introduce the book Heroes of
Demonstration, Guided the Environment by Harriet Rohmer. Teacher will read the book aloud. Students will quietly listen
Practice, to the book read aloud. Teacher will stop throughout the reading and emphasize important points
Journals, Critique, and take any student questions.
Activity, Work Time (for
example)
This section should be
separated into
individual rows as
needed.

Consider transitions:
supply distribution and
clean up.
Independent Day 2: After reading the book teacher will ask students to share out which idea from the book for
Practice/Exploration helping the environment was their favorite or which they thought was the best. Students will share
of Concepts out their answers. Teacher will then ask the students to write down at least three creative ideas to
__15___ minutes help the environment. Students can use their imaginations and be creative when coming up with
these ideas.
Practice/implement
skills; cooperative
learning; group work,
etc.

Consider transitions:
supply distribution and
clean up.


Closure Day 2: As a close out each student will share their best idea for helping the environment and then
__5__ minutes will hand in their paper to the teacher.
Share understanding of
the concepts (journal,
verbal share-out, exit
slips, etc)

Instructional Resources, Materials and References: (Including all images used.): Heroes of the Environment by Harriet Rohmer, Two YouTube
videos about the environment and recycling (Links below), various recycled materials to create musical instruments.

Links:
5 Human Impacts on the Environment: Crash Course Ecology #10 (10:38)
https://www.youtube.com/watch?v=5eTCZ9L834s&list=PLcWdWwcynZydwP4OkqoBn_bydkc6wGlxA&index=1&t=116s

Dear Future Generations: Sorry (6:02)

https://www.youtube.com/watch?v=eRLJscAlk1M&list=PLcWdWwcynZydwP4OkqoBn_bydkc6wGlxA&index=2

Day One: Teacher will introduce the unit by asking students what they know about recycling and the environment and if they know what a carbon
footprint is. Teacher will facilitate discussion and correct information when needed. Teacher will show the students the video Dear Future
Generations: Sorry on YouTube. Teacher will ask students to jot down important ideas form the video and how it made them feel. Students will
then turn and talk to their peers about the video or what they wrote down. Students can then share out what they felt or what pieces were important.
Teacher will then show the video 5 Human Impacts on the Environment. Teacher will then ask students to write in a paragraph (4-5 sentences)
how they personally affect the environment everyday in either a positive or negative way. Teacher will ask students to share some of the things they
wrote down and then ask students to hand in their paragraph as an exit slip.

Day Two: Lesson Above.

Day Three: Teacher will refresh the students on what has been talked about during the three-day lesson. Students will share out what they learned
about recycling and what people are doing to help the environment. Teacher will then bring out trash bin with recycled materials in it (everything will
be cleaned and have been placed in bin intentionally). Teacher will review what was discussed in the book Heroes of the Environment by Harriet
Rohmer and how the people in that book helped the environment. Teacher will explain that students are going work in small groups (3-4 people) to
create musical instruments out of the recycled materials. Students are finding new uses for the recycled materials and are creating the instruments
to go along with our theme of learning with music across the content areas. Students will work together to create instruments and teacher will walk
around to the groups and help as needed. Students will then present their instruments to the class. As an exit slip students will write on a sticky note
at least one thing they learned during this unit and stick it to the board. Students will also use the instruments created in this lesson for the Math
lesson when creating their rhythms.

Reflection/Commentary: Write a short summary that highlights your ideas about why you developed this lesson, how you think it would go if you
were to actually teach it and instructional ideas that you think you should pay attention (potential barriers/challenges) while teaching this lesson.



I choose this lesson because it is a large topic of discussion in science. The environment and global warming are huge topics being constantly
discussed and I think learning about ways to help the environment form a young will be beneficial to these students and the world. I also think that
this unit cumulates in a fun and creative way in which people can recycle. While this lesson calls for creating instruments out of recycled materials,
this lesson can be adjusted to create different final recycled products or modified to fit other themes. I think one challenge of this lesson will be
getting all the students excited and involved in the project. I think some students might have a harder time being interested in this lesson then
others.