Dyad+15

@https://vimeo.com/45535841

Photostories will be in a share folder for peer reviews before each pair of students will determine if they need to be edited before publishing via link on school website.
 * How will you publish your work**: VoiceThread element. Photostories will be in a share folder for peer reviews before each pair of students will determine if they need to be edited before publishing via link on the school website.
 * How are you sharing your work**: VoiceThreads will be published on the Teacher's website via links.


 * Websites and Links for this project:** @http://www.voicethread.com, @http://www.moodle.com (teacher's page could be a Moodle page or a webpage on the school's server), @http://www.tricider.com, and @http://www.photostory.com. Students will also use @http://www.google.com and @http://www.wikipedia.com for image searches and to find information about protest songs.

- research protest songs to determine events/causality of protest, - do a comparative study between multiple protest songs to look for similar characteristics like types of events (war, terrorist activities, etc), imagery within the lyrics, and persuasive lyrics, - develop criteria for a protest song, - evaluate sources to ascertain if they have found a new protest song, and - evaluate events to determine if they will spark protest songs. || whole group discussions, individual work, small group/collaborative group work and some paired activities.
 * **Guiding Questions for your Facilitating Your Project Based Inquiry Process and Developing Your two products of learning (i.e., instructional plan and technology product).** || **Describe learner outcomes, teacher actions, student actions, resources, materials, content, websites, videos, technology as appropriate.** ||
 * I. What is the compelling question you have regarding pedagogy? || HOW DO PROTEST SONGS REFLECT SOCIETY? ||
 * II. How are new literacies featured in your compelling question? || //Students will://
 * III. How will you organize or group your students for the PBI? || //There will be multiple group settings including://

As we will start out with a whole group discussion with visuals and auditory showcasing not only protest songs, but also visual protest art forms, it is important to know this is part of the "hooking" procedure for middle school students. If they see and hear obvious expressions of protest, they will be more engaged in the learning process. The subsequent activities following the whole group discussion incorporate the social aspect that is a large part of middle school education as well as the analysis portion of answering how protest songs reflect the social outlook on events throughout history. || - Basic knowledge of historical events in the 20th century. - Basic understanding/terminology of pop song __#|structure__ (stanza, chorus) and basic understanding of poetry terms (imagery, persuasion). ||
 * IV. What prior knowledge do your students need to have to complete this PBI lesson? What lesson(s) would come before the PBI? || - Prior knowledge of how to use programs like VoiceThread and Photostory
 * V. How will you scaffold and support your students' gathering and analyzing of information? How will you monitor this process? || //__Scaffolding__//: Multiple discussions, whole group brainstorming and decision process for criteria for rubrics and setting deadlines for the monitoring process.

Activities within this PBI are structured so that the overall goal of how protest songs reflect society is answered in a general idea then in an ever expanding and refining definition. After the initial introduction and whole group discussion of how different types of artists express their views on world events, the focus turns specifically to musical artists expressions of protest.

The students work with selected pieces to determine similarities within protest lyrics and meet back within a structured environment to discuss those criteria they have determined. As each activity unfolds, there is a constant shift from individual/paired/small group activity to a whole class discussion to determine understanding and consensus on what new elements, insights, and specific criteria have occurred since our last discussion. That constant rhetoric also allows for misunderstandings and confusion over the criteria to be addressed as a class and individually as the instructor helps students during various other activities.

The Voicethread activity follows multiple paired and small group activities of a similar nature and asks that students be able to identify and back up their selected criteria for protest songs. As it is an analysis and evaluation piece, this activity also helps the instructor in determining which overall elements need to be reiterated or remediated for his/her students.

The final project allows students to determine which event they believe to be something worthy of a protest song/poem and for them to express how they connected with it. Throughout this process, there are multiple graphic organizers and chances for students to meet with the instructor to iron out problems or concerns with their work thus allowing for more structure.

The peer and self reviews at the end also allow the students to look at others and offer constructive feedback as to how to improve themselves and their colleagues. The self-evaluation piece also asks them to point blank answer the compelling question to the best of their ability now that the PBI is complete. || Checklist - peer review || an example of what it is you want students to produce? Or, c) Did you you create two products that do both a) and b)? || The end for the students will be a photostory representation of their poem. Our technology products are:
 * VI. How will you scaffold and support your students' creative synthesis of information in their PBI product? How will you monitor this process? || Submission to peer editor, then secondary submission to instructor and final revision of poems and image selection with deadlines. ||
 * VII. What intellectual elements in students' PBI product will be evaluated. What forms of assessments will you use (e.g. rubrics, checklist, etc). || Rubrics for Voicethread assessment, poem and photo story (final product).
 * VIII. What is the technology product that will accompany your PBI Instructional Plan? Does it a) support your instruction well, and if so, how? Or, b) is it

- A Voicethread assessment, which is an example of one of the products that the students will create midway through the PBI. It requires students to read through given lyrics of protest songs, then identify what elements (previously determined by the students themselves) are present. In order to demonstrate the identification, the students will use the Voicethread technology to underline or circle the specific lyrics that fit their criteria.

- Our second technology product is an example of what the students will create from scratch. It is a Photostory product, which involves the students using their own protest poem/rap/song as audio with pertinent pictures found from online resources. Our example uses a previously-written protest song as an example. We found images on the internet that pertained to the lyrics of the song. ||

Create photostory with their poem as the audio/narration using relevant images. The poem will be concerned with protesting whatever is relevant. Find & research an event within the last five years that merits
 * WHAT WE WANT THEM TO DO:**


 * HOW DO PROTEST SONGS REFLECT SOCIETY?** Protest songs reflect society because we must work to become aware and informed members of society who will make changes for the better. In addition, protest songs rise out of a need for change, according to a portion of society.

The Protest Song unit is geared for 8th grade students in a music appreciation class. The rural school population carries the demographics of over 50% free and reduced lunch and a growing rate of English Second Language learners. The majority of the jobs in the region are in manufacturing and are slowly closing, creating a increasing level of unemployment for the parents of this students. As many of the student population within our region do not travel beyond the county line, the purpose of this unit is to broaden their knowledge base of world events as well as create a connection between themselves and the world at large through music. This unit is meant to be an integrated unit with 8th grade Social Studies in the last 9 weeks of the school year when the 21st century events are being discussed and evaluated. As it also has elements of writing, the goal is to incorporate this unit when poetry is being analyzed in language arts classes. //Essential Question//: How do you express yourself when you are mad?
 * NARRATIVE:**
 * Music Essential Standards Curriculum 8th grade || 8.CR.1 Understand global, interdisciplinary, and 21st Century connections with music. ||
 * Introduction || **Activity 1**: Whole Group Discussion - Students will come into the classroom to see the Essential Question on the board and answer it as a warm-up in preparation for the discussion for the day.

Follow this question with whole group discussion on how their responses are similar and different than if they were P!nk or Jay-Z. This will include a round-robin discussion that allows them to see who within the classroom thinks like they do and who has more radical ideas.

//Possible follow up questions//: How do you make a change? When you see things that you think are unfair, what are some things you can do to make that change?

As you go through these questions, have recorders around the room so that the thoughts of the students will be recorded for use later on as they analyze lyrics.

//Thinking questions//: What in our society makes you mad? Show pictures of protest art, and ask "What do you think the artist is protesting?" Play the song "Dear Mr. President" by P!nk and discuss. Have students examine the Seventeen Protest Movement led by Julie Bluhm on change.org.

Pictures of protest art Protest song - Dear Mr. President (P!nk) Change.org - Julie Bluhm - Seventeen Protest Letter
 * Materials to have on hand:**


 * Journal Entry 1:** How does protest art reflect society? (This is an opinion activity that gives a baseline of what the students' understanding of this question is and can be compared to their final self-reflection at the end of the PBI.) ||
 * Determining Criteria for rubrics for protest art/songs || **Activity 2**: On teacher Moodle/website there will be a list of songs/links for the students. On the site, they will be assigned two songs and asked to find common elements of both. The links to each song have the lyrics so the students can read the lyrics as well as listen to the music/lyrics from the artist. They will be given a graphic organizer to help with this assignment with the stated goal of finding at least three elements that the lyrics have in common.

//Assignment 1:// Post each of their elements on Tricider, if someone has already voted their element, they vote for it and post a comment as to what song shared that element/characteristic.

1. expresses dissatisfaction with the way things are 2. Imagery in lyrics 3. Clear about what is being protested 4. Attempts to persuade the listener to a different point of view.
 * Activity 3**: The entire class then determines from the Tricider results around 4 criteria for a protest song. For our purposes, we came up with:


 * Activity 4**: Post the lyrics of two songs and have the kids work in small groups to determine if one of the two songs assigned is a protest song. Graphic organizer given to help with this process. Copies of lyrics are given as well as a link to the song being performed. Waiting on the World to Change and Student Demonstration Time Lyrics. After groups present their findings, we ask as to whether or not their peers have completely convinced them that this is a protest song.

voicethread.com/share/3240468/ **<-PRODUCT 1** || 2. Between the relationship between societal injustice and the reaction of the public 3. Between multimedia vs just one media (text, audio, or imagery) || ||
 * Assessment 1**: VoiceThread activity - Students will be in pairs (low readers will be paired with higher readers), and asked to look at the lyrics of two songs. They will be asked to determine if the song is a protest song and annotate/comment the lyrics to prove or disprove their choice. They will also be asked to tell what the song is protesting and what might be the event(s) the song is protesting. Assessment link:
 * Comparisons/relationships to build and focus on in discussions || 1. Between the protest songs of the 1960's and the current regime of protest videos
 * The Big Project || **Activity 5**: Choose a topic of social injustice from a list given by instructors or of their choice pending approval of instructors. Research using K-W-L Chart and noodlebib.com for citations. Googlefight.com, xefer.com/twitter and trender.com can be used to find issues that students can use and determine if there will be enough information concerning that topic.
 * Activity 6**: Create a poem either individually or as a pair concerning your issue with rubric that includes elements of poetry including number of minimum stanzas, rhyming patterns, imagery, and the criteria we have determined for protest songs.
 * Final Project/Product**: Create a Photostory that creates the imagery you feel best fits your poetry complete with opening slide that explains the event you wrote about and a bibliography slide at the end. The audio of the Photostory should be the poem created by the team.
 * Activity Summation and Self-Reflection Piece**: Students will do peer reviews of each other's work to determine if their peers have met the criteria. They will also complete a self-evaluation of their overall progress on their understanding of how protest songs reflect society.
 * Project Example || **media type="file" key="PhotoStoryTake 1_1.wmv" width="300" height="300"<- PRODUCT 2** ||