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UNIT TITLE: Character Development Through Song

UNIT OVERVIEW:

Motivated by Gavin DeGraw’s song, “I Don’t Want to Be,” students will analyze and better understand their sense of identity and self-worth, both individually and as a peer group. By incorporating several different elements of analysis, the students will demonstrate an ability to think critically about their own character development and, through a process of self discovery, recognize their own growth in learning.

GRADE LEVEL: 9-12 grade

UNIT LENGTH: 5 days, 90 minutes each lesson.

INSTRUCTIONAL OBJECTIVES:

ü TEKS (Texas Essential Knowledge and Skills) as prescribed per lesson.

ü TAKS (Texas Assessment of Knowledge and Skills) correlated to TEKS.

ü National Standards for Language Arts per www.mcrel.org

SUPPLIES:

ü Lyrics to Gavin DeGraw’s song “I Don’t Want to Be”

ü Video of Gavin DeGraw’s song “I Don’t Want to Be”

ü Poster board, scissors, markers, crayons, map pencils

UNIT FOCUS:

Students will think critically about the expectations, both high and low, that they have for themselves as DAEP Students, from their peer groups, and from the adult community.

LESSON OVERVIEW:

Ø Lesson 1 Lyric Analysis: Through class discussion, students will analyze their life choices, applying the idealisms derived from the interpretations of the song’s lyrics.

Ø Lesson 2 Video Analysis: Through group reflection and opinion writing, the students will find underlying meanings within the song’s video and how those images apply to their own unique situations.

Ø Lesson 3 Song Ownership: The students will rewrite the lyrics, utilizing personal experiences to create their own individual songs.

Ø Lesson 4 Fan Appreciation: The students will use writing skills to draft a letter to Gavin DeGraw expressing how the song impacted their lives.

Ø Lesson 5 Motivational Manipulatives: The students will incorporate aspects of the song and its meaning into hands-on activities for display.

LESSON TITLE: Lyric Analysis

LESSON OVERVIEW:

Students will participate in intelligent class discussions, illustrating both positive and negative choices when confronted with peer pressure, pressures of school, and that of society as a whole. Through analytical writing, they will interpret and discern the meanings of the lyrics to “I Don’t Want to Be”.

UNIT SECTIONU: Lesson 1

LESSON LENGTH: 90 minutes

INSTRUCTIONAL OBJECTIVES:

ü TEKS: 110.42-45

v ( 3) Writing/grammar/usage

v ( 4) Writing/inquiry/research

v ( 5) Writing/evaluation

v ( 7) Reading/comprehension

v (11) Reading/literary concepts

v (12) Reading/analysis/evaluation

ü TAKS: Reading/Writing

v Objective 1: Understanding of culturally diverse written texts.

v Objective 2: Understanding of the effects of literary elements and techniques in culturally diverse written texts.

v Objective 3: Demonstrate the ability to analyze and critically evaluate culturally diverse written texts.

v Objective 4: Produce an effective composition for a specific purpose.

v Objective 5: Produce a piece of writing that demonstrates a command of the conventions of spelling, capitalization, punctuation, grammar, usage, and sentence structure.

v Objective 6: Demonstrate the ability to revise and proofread to improve the clarity and effectiveness of a piece of writing.

ü STANDARDS:

v MCREL Language Arts, Writing, (1-4)

LESSON FOCUS:

Students will analyze the meaning of the lyrics through class discussion and analytical writing. Class’s interpretations of the lyrics will be recorded in outline and paragraph form.

BLOOM’S TAXONOMY SAMPLE QUESTIONS:

Knowledge:
- What is “self-worth”, “identity”, “identity crisis”?
- Can you list three main points of the song?
Comprehension:
- What is the main idea of the song?
- Explain what is meant in each section of the lyrics.
Application:
- How can you apply what you have learned to help develop your own sense of positive self-worth and unique identity?

GUIDED PRACTICE: Class Discussion (35 minutes)

Discuss consequences of positive and negative choices when dealing with your peers, school, and society.
Listen to the Song, pass out lyrics.
Discuss and analyze the main idea of the song.
Discuss how to apply those ideas to the choices being made.
Analyze each verse and discover its message.

INDEPENDENT PRACTICE: Analytical Writing (30 minutes)

Explain briefly guidelines to the writing assignment.
- Outline key points of song
- Give examples from lyrics
- Utilize all elements of writing style learned
Students will work independently on the writing assignment. Check for certain key criteria.
- Correct use of sentence structure
- Correct use of paragraph structure
- Understanding of the assignment
- Workable understanding of meaning from the discussion

CLOSURE: Review Lyric Analysis (25 minutes)

At the end of the writing assignment students should have a working, understandable knowledge of the meaning of the song, “I Don’t Want to Be.” Through review of the writing assignment and brief discussion of some students’ sample work, all students should have the ability to think critically about what the song meant to them and how it can be applied to their lives.

LESSON TITLE: Video Analysis

LESSON OVERVIEW:

Through group reflection and opinion writing, the students will find underlying meanings within the song’s video and how those images apply to their own unique situations.

UNIT SECTION: Lesson 2

LESSON LENGTH: 90 minutes

INSTRUCTIONAL OBJECTIVES:

ü TEKS: 110.42-45

v ( 3) Writing/grammar/usage

v ( 5) Writing/evaluation

v (20) Viewing/representing/analysis

ü TAKS: Writing

v Objective 5: Produce a piece of writing that demonstrates a command of the conventions of spelling, capitalization, punctuation, grammar, usage, and sentence structure.

v Objective 6: Demonstrate the ability to revise and proofread to improve the clarity and effectiveness of a piece of writing.

ü STANDARDS:

v MCREL Language Arts, Writing, (1,3)

LESSON FOCUS:

Students will analyze scenes from the video and discuss as a group their interpretations and ideas behind the choice of images used within the video. Class’s opinions of the video will be recorded in outline and paragraph form.

BLOOM’S TAXONOMY SAMPLE QUESTIONS:

Comprehension:
- Explain what is happening in the video.
- How would you compare the two rooms?
Application:
- What elements would you change in the video to make it more effective?
Analysis:
- Why do you think everyone is frozen?
- What actions are the characters frozen in?

GUIDED PRACTICE: Class Discussion (20 minutes)

Review previous ideas discovered from analyzing the lyrics.
Watch video of “I Don’t Want to Be.”
Discuss different interpretations of the scenes in the video.
Discuss how the video represents the lyrics of the song.

INDEPENDENT PRACTICE: Reflective Writing (40 minutes)

Explain briefly guidelines to the writing assignment.
- Outline key scenes of the video
- Reflect upon the symbolism of the scenes
- Utilize all elements of writing style learned
Students will work independently on the writing assignment. Check for certain key criteria.
- Correct use of sentence structure
- Correct use of paragraph structure
- Understanding of the assignment
- Workable understanding of meaning from the discussion
- Validate a true reflection of the images

CLOSURE: Review Reflective Writing (30 minutes)

At the end of the writing assignment students should have a greater understanding of what the song’s message is and what the artist was trying to convey. Through review of individuals’ reflective writing, each student should better grasp the idealism of the work and have formulated an opinion based upon careful thought and critical analysis.

LESSON TITLE: Song Ownership

LESSON OVERVIEW:

The students will rewrite the lyrics, utilizing personal experiences to create their own individual songs.

UNIT SECTION: Lesson 3

LESSON LENGTH: 90 minutes

INSTRUCTIONAL OBJECTIVES:

ü TEKS: 110-42-45

v ( 2) Writing/writing processes

v ( 3) Writing/grammar/usage

v ( 4) Writing/inquiry/research

v ( 5) Writing/evaluation

ü TAKS: Reading/Writing

v Objective 1: Understanding of culturally diverse written texts.

v Objective 2: Understanding of the effects of literary elements and techniques in culturally diverse written texts.

v Objective 3: Demonstrate the ability to analyze and critically evaluate culturally diverse written texts.

v Objective 4: Produce an effective composition for a specific purpose.

v Objective 5: Produce a piece of writing that demonstrates a command of the conventions of spelling, capitalization, punctuation, grammar, usage, and sentence structure.

v Objective 6: Demonstrate the ability to revise and proofread to improve the clarity and effectiveness of a piece of writing.

ü STANDARDS:

v MCREL Language Arts, Writing, (1-4)

LESSON FOCUS:

Students will break down the song into individual verses; rewrite each verse, applying personal experience to form the new lyrics.

BLOOM’S TAXONOMY SAMPLE QUESTIONS:

Analysis:
- What is the function of the chorus in the song?
- How can you interpret your own life experience and apply it to the new lyrics?
- Find the focal point within each verse and apply it to your own personal experience.
Synthesis:
- Construct your new song applying the ideas and meaning from the original lyrics.
Evaluation:
- Compare Gavin DeGraw’s lyrics to your own. What would you recommend to improve upon his work?

GUIDED PRACTICE: Class Discussion (30 minutes)

Discuss each individual line of lyric’s main idea.
Apply your own experience to each main idea.
Look for similar and contrasting relationships between Gavin DeGraw’s view point and your own.
Outline your new lyrics to be written.

INDEPENDENT PRACTICE: Creative Writing (45 minutes)

Briefly explain guidelines to the writing assignment.
- Reaffirm main ideas
- Reflect upon the symbolism of the lyrics
- Utilize all elements of writing style learned
Students will work independently on the writing assignment. Check for certain key criteria.
- Proper use of verse structure
- Effective use of rhyme
- Understanding of the assignment
- Workable understanding of meaning from the discussion

CLOSURE: Reflective Works (15 minutes)

At the end of the writing assignment, students should have constructed individual lyrics that could be applied to the music. Each student’s work should be thoughtful, insightful, and have an understanding for the meaning of the original lyrics while applying their own experiences to the new song.

LESSON TITLE: Fan Appreciation

LESSON OVERVIEW:

The students will use writing skills to draft a letter to Gavin DeGraw expressing how the song impacted their lives.

UNIT SECTION: Lesson 4

LESSON LENGTH: 90 minutes

INSTRUCTIONAL OBJECTIVES:

ü TEKS: 110.42-45

v ( 1) Writing/purposes

v ( 3) Writing/grammar/usage

v ( 5) Writing/evaluation

ü TAKS: Writing

v Objective 4: Produce an effective composition for a specific purpose.

v Objective 5: Produce a piece of writing that demonstrates a command of the conventions of spelling, capitalization, punctuation, grammar, usage, and sentence structure.

v Objective 6: Demonstrate the ability to revise and proofread to improve the clarity and effectiveness of a piece of writing.

ü STANDARDS:

v MCREL Language Arts, Writing, (2,3)

LESSON FOCUS:

Students will compose personal letters to Gavin DeGraw expressing how they can relate to his lyrics and how the song and unit lessons have affected them in positive ways.

BLOOM’S TAXONOMY SAMPLE QUESTIONS:

Analysis:
- Why do you think Gavin would appreciate your letters?
- Do you think he would appreciate constructive criticism?
Synthesis:
- What could be done to maximize the impact your letter would have on Gavin?
- If given the chance, what would you say to Gavin in person about his song?
Evaluation:
- Assess the value or importance of writing letters to people of influence.
- Based on what you now know, how would you explain your new outlook on life to others?

GUIDED PRACTICE: Class Discussion (15 minutes)

Discuss what you will write about.
- Similarities between ideas
- Contrasting ideas
- Personal reflection
Organize your ideas for the letter in outline form.
Review proper format for personal letters.

INDEPENDENT PRACTICE: Personal Letter (60 minutes)

Briefly explain guidelines to the writing assignment.
- Reaffirm the main goal of the letter
- Reflect upon the meaning of the song
- Utilize all elements of writing style learned
Students will work independently on the writing assignment. Check for certain key criteria.
- Proper use personal letter format
- Effective use of rough draft and revision
- Proofreading the final composition for grammatical errors
- Rereading entire letter for continuity

CLOSURE: Personal Letter Review (15 minutes)

At the end of the writing assignment, students should have a better appreciation for letter writing. They should have a working knowledge of organization, structure, and proper etiquette when writing to someone. Through reflection of previous lessons, each student will be able to relate to the person they are writing to and have a better understanding of the meaning behind the song.

LESSON TITLE: Motivational Manipulatives

LESSON OVERVIEW:

The student will incorporate aspects of the song and its meaning into hands-on activities for display.

UNIT SECTION: Lesson 5

LESSON LENGTH: 90 minutes

INSTRUCTIONAL OBJECTIVES:

ü TEKS: 110.42-45

v ( 1) Writing/purposes

v ( 2) Writing/ writing processes

v ( 4) Writing/inquiry/research

v (11) Reading/literary concepts

v (20) Viewing/representing/analysis

ü TAKS: Reading

v Objective 3: Demonstrate the ability to analyze and critically evaluate culturally diverse visual representations.

ü NATIONAL STANDARDS:

v Content Standard 2: Using knowledge of structures and functions.

v Content Standard 5: Reflecting upon and assessing the characteristics and merits of their work and the work of others.

v MCREL Language Arts, Writing, (1-4)

LESSON FOCUS:

Students will create motivational images and phrases for display within the classroom environment and throughout the school hallways.

BLOOM’S TAXONOMY SAMPLE QUESTIONS:

Knowledge:
- How would you illustrate the main ideas in graphic form?
Comprehension:
- How can you tie what will be shown in the displays to school spirit?
Application:
- Tell how much change there would be in the students if these displays were exhibited throughout the school.
- Judge the effect of the displays throughout the next month.
Analysis:
- What will be the most important visual elements of the displays?
- What evidence can you find from your campus to prove motivational displays actually work?
Synthesis:
- How could you modify this unit for the entire community or your home state?
Evaluation:
- Assess the importance of visual representation in society.

GROUP ACTIVITIES: Posters and Banners (75 minutes)

Discuss different ideas for creating visual presentations.
Outline goals obtained through the visuals.
Give examples of visual cues.
- Posters
- Banners
- Signs
- Graffiti
Outline proper approach to constructing positive visual messages.
Students will work cooperatively, constructively and motivationally towards positive visual displays that symbolize the meanings and ideas expressed in Gavin DeGraw’s song, “I Don’t Want to Be.”

CLOSURE: Wrap-Up Unit (15 minutes)

At the end of this unit, students will have a better understanding of where they come from, who they are, and where they are going, so that their choices in life can be positive, constructive and forward thinking. Through the ideas and messages presented in the song “I Don’t Want to Be”, students will be able to internalize and incorporate those characteristics into their social, school, and community lives.

ASSESSMENT:

Assessment will be primarily objective. Assessment will focus on these key criteria for the learning environment.

Class participation and verbal acknowledgement of material.
Written responses at the end of each lesson.
Insightfulness of visual presentations.

UNIT EXTENSIONS: Post-unit Follow Up

Give Students a questionnaire about the unit.

ü What was your favorite part of the unit?

ü What have you learned about yourself and your peers?

ü How is your understanding of yourself, your peer group and your community better?

ü How will you pass your knowledge and understanding onto others?

ü How difficult is it to find one’s identity and self-worth in the school environment?

ü How does your community/neighborhood make it easier/harder to be who you want to be?

ü How can you help others deal with their self-esteem and identity?

ü How can you constructively deal with situations that challenge your personal values, ideals and self-worth?

ü What new insights could you share with Gavin about self-worth and identity?

ü What differences do you think you and Gavin might have about self-worth and identity based upon your differing life experiences?

ü What similarities do you think you and Gavin have about self-worth and identity?

ü How can you express your own identity in a positive way?

RESOURCES:

Mary Awosika, “Gavin DeGraw revels in his own obscurity,” Herald Tribune, 9 January 2005,

http://www.heraldtribune.com/apps/pbcs.dll/article?AID=/20040319/FEATURES/403190594/1032

Keith Ryan Cartwright, “Doing it DeGraw Style,” Tennessean, 13 June 2003, http://www.tennessean.com/entertainment/music/bonnaroo/archives/03/06/34276737.shtml?Element_ID=34276737

Gavin DeGraw, More Than a Memory – The Official Gavin DeGraw fan site, 9 January, 2005, http://gavindegraw.us/biography.html.

Gavin DeGraw, More Than a Memory – The Official Gavin DeGraw fan site, 9 January, 2005, http://gavindegraw.us/multimedia.html#video

Anne Fitzpatrick, Rock & Roll Library Interview with Gavin DeGraw, October 2004, http://www.rocklibrary.com/Library/Entity.aspx?id=433621ee-2ccd-4fbd-8eb3-9bd8dec07d59

Lyrics Style, http://www.lyricsstyle.com/g/gavindegraw/idontwanttobe.html

Texas Education Agency, Texas Essential Knowledge and Skills for English, Language Arts and Reading, http://www.tea.state.tx.us/rules/tac/chapter110/index.html

Texas Education Agency, Texas Assessment of Knowledge and Skills for English, Language Arts and Reading, http://www.tea.state.tx.us/student.assessment/taks/booklets/index.html

Mid-continent Research for Education and Learning, http://www.mcrel.org/compendium/SubjectTopics.asp?SubjectID=7

National Standards for Arts Education, Kennedy Center Arts Edge, http://www.artsedge.kennedy-center.org/teach/standards.cfm?subjectId-VAR&gradeBandId-3&sortColumn=&x=9&y=8