Beths Lesson Plan

Date: 11/14/16

Class: 2nd Period, 7th Grade

Topic: Music from the Dust Bowl Era

Strengths of the Class:

-They are very curious!
-They are polite and fairly easy to redirect if attention is elsewhere.
-They show up on time and ready to work, as this is one of their first classes of the day.
Unique needs of the Class:
-Some students arent always alert/participating, so I will need to circulate to make sure
students are working on task.
-They tend to move more quickly with material, so I should have enough prepared in
advance to keep them engaged.
-There are students with SPED that might need more individualized time and attention.
Subject:
7th Grade English Language Arts
Curriculum Standards:
CCSS.ELA-LITERACY.RI.7.2
Determine two or more central ideas in a text and analyze their development over
the course of the text; provide an objective summary of the text.
CCSS.ELA-LITERACY.RI.7.4
Determine the meaning of words and phrases as they are used in a text, including
figurative, connotative, and technical meanings; analyze the impact of a specific
word choice on meaning and tone.
CCSS.ELA-LITERACY.RI.7.7
Compare and contrast a text to an audio, video, or multimedia version of the text,
analyzing each medium's portrayal of the subject (e.g., how the delivery of a speech
affects the impact of the words).
CCSS.ELA-LITERACY.W.7.1.C
Use words, phrases, and clauses to create cohesion and clarify the relationships
among claim(s), reasons, and evidence.
CCSS.ELA-LITERACY.SL.7.1.C
Pose questions that elicit elaboration and respond to others' questions and comments
with relevant observations and ideas that bring the discussion back on topic as
needed.

Lesson Topic:
Music from the Dust Bowl Era to supplement their reading of, Out of the Dust.
Specifically, I will be addressing Woody Gutherie and his music/experiences from that
time.
Homework (if any):
If I were to have them do homework, I might ask them to find a song/poem that is
protesting something, so that we could work with them in class.
Content Objectives for the Lesson:
Students will be able to discern the tone of the song, This Land is Your Land by
Woody Guthrie, by citing specific words and/or lines found in the song lyrics.
Students will be able to determine the purpose for the song by learning more about
Woody Guthries background as a folk singer and man of the people.
Learning Objectives for the Students:
Students will be able to understand more about the Dust Bowl Era through their
close reading of Woody Guthries song.
Students will be able to respond to specific questions regarding their impressions of
the song before and after they encounter the missing lyrics.
Students will be able to appreciate the significance of music as social protest by
learning more about Woody Guthries music and life experiences.
Language Objectives for Students:
Students will be able to read and recite the lyrics to This Land is Your Land.
Students will be able to write summarize in writing what the purpose of Woody
Guthries song was, and if it was effective.
Starter:
(2-4 mins)
Write the word, Patriotic on the board. Ask students for a quick definition, as well
as what comes to mind when they hear this word. As you take responses, write them
out on the board creating a small word web.
Then ask a follow up question: Regarding what youve been learning about people
living in the Dustbowl Era, do you think they felt patriotic toward their country?
Why or why not?
Class Procedures:
(5 min-8 min)
Play the following video: https://www.youtube.com/watch?v=2cKUxGrH8Fk
Follow up question: Does anyone know who wrote this song?

 Introduce Woody Guthrie, folk-singer of the 1930s era, native to Okie, Oklahoma
(note the same hometown as Billie Jo from Out of the Dust) and the writer of the
well-known song, This Land is Your Land. Information will be read out loud from
the handout given.
Class Work (Questions/Activities:
(5 mins)
In the handout, students will have the lyrics to This Land is Your Land as they
might know it. Play the video again (if there is time). Otherwise, read it aloud and
have them respond to the first set of questions on the handout sheet (attached in
email). Take a second to talk about the two bolded words and double check that
students understand what theyre being asked.
In one word, how does this song make you feel?
What is the tone?
What is the purpose for this song being written?
Take a few responses to each question from volunteers. (For recording responses
given, you can have FEEL, TONE, and PURPOSE written on the board.)
Plans for Assessment:
(5 mins)
Direct the students to the next page of the handout that contains the missing verses
to the song. After reading these aloud, have students respond to the second set of
questions:
Knowing the missing lyrics, what one word would describe how you feel now?
Has the tone for the song changed? Why or why not?
What was Woodys purpose for this song and what from his experiences might
have influenced him?
Again, take a few responses to each question from volunteers.
Homework assigned/due date:
-Handouts with completed responses will be turned in at the end of the lesson. No other
homework will be assigned. Students will receive credit for participation/completion of inclass work.
Plans for Enrichment (students who finish early will):
-Respond to the following question: Are these lyrics relevant to our society today? Why or
why not?
-Go back through the song and annotate for strong imagery/sensory words and phrases.

-Answer: How do you think Billie Jo would react to this song, given her experiences
during this time? Would she agree with his purpose? Why or why not?
Plans for Remediation (students who need additional support):
-Students will be given some visuals as well as auditory support, explicit instructions
before engaging with writing activities, and will be encouraged to ask questions if they
need assistance.
-I will be wearing the portable microphone for one student who is hard of hearing.
-During their writing time, I will try and circulate around the room to check their progress
and answer any lingering questions.
Plans for English Language Learners:
-I will be reviewing the bolded words in the writing sections before setting them to task, as
well as giving explicit instructions. When Im reading aloud or students are reading aloud,
everyone else will be asked to follow along in their handout.