GMcGee,+Round+2

=Expand on Bias - Looking at Personal Song Lyrics and Examining Documents=

2) Students take their SOAPSTone handout and examine a primary source of my choice. The students should be familiar with the process and can work with a partner to go through each idea Please identify opportunities for differentiation. || 1. Overall, I feel like the students enjoyed watching the videos and discussing how the SOAPS acronym can be used to analyze sources. The AP students, I encouraged them to dig deeper and push the boundaries by making more inferences. 2. We compared two different sources too, because after we watched the Toby Keith video and discussed together as a class by asking questions, we watched a second, Black Eyed Peas. The students did this on their own. Some struggled with identifying the significance of the pieces, but that is something we will work on. 3. One of the frustrations that I have as a teacher are students who want to know, "is there a grade for this." I heard it almost right away in my AP class, but not in my academic. I was a little ticked because it was fun going through the music, but someone isn't getting interested. So I could make changes to so that they are bringing in their own music right away or even suggest videos to youtube. Or they could get on the netbooks and ipads to do the same. || [|Toby Keith music video - Courtesy of the Red, White, and Blue] [|Black Eyed Peas music video - Where is the Love?] ** SOAPSTone ** ** Who is the ** __** ? **__ __ ** The voice that tells the story. ** How do the attributes of the speaker influence the meaning of the piece? __
 * **Title**: ||< Analyzing Sources ||
 * **Subject**: ||< US History ||
 * **Grade**: ||< High School ||
 * **Time Frame**: ||< homework time for personal song lyrics; documents examined in class for 20 minutes ||
 * **Summary:** ||< Based on in class modeling from last time, students will examine song lyrics that are interesting to them at home and we will model in class, using the same technique to primary sources connected to the content we are currently studying. ||
 * **Tasks**: ||< 1) Students take their SOAPSTone handout and examine a song they currently listen to. I will encourage them to pick a song that has a "message" to the listener.
 * Given as a homework assignment.
 * Students need to print or write out the music lyrics.
 * Students who bring in "outside" information need to give the sources.
 * When students go through each - we will reinforce the idea that background information will be helpful in understanding WHY the writer has written said primary source.
 * Question students as they report how they examined each.
 * Give a writing prompt and ask the student to respond using the primary source as evidence and have them explain one of the elements of SOAPSTone to prove their point. ||
 * Objectives: ||< * What TEKS or other objectives does this activity/lesson project meet? ||
 * Assessment: ||< How will you assess the students learning?
 * Resources: ||< * What resources will be needed? ||
 * **Teacher**
 * Reflections:** || So what went well and improvements later.
 * **Examples**: ||< Here are videos we watched - just so you have an idea. And the SOAPSTone outline I gave my students. I couldn't insert the file.

__ ** What is the ** __** _ **** ? ** ** The time and the place of the piece; the context that prompted the writing **. Writing does not occur in a vacuum. All writers are influenced by the //larger occasion//: an environment of ideas, attitudes, and emotions that swirl around a broad issue. Then there is the //immediate occasion//: an event or situation that catches the writer's attention and triggers a response.

** Who is the ** **_** __** ? **__ __ ** The group of readers to whom this piece is directed. ** Who is the audience is that they intend to address? It may be one person or a specific group. This choice of audience will affect how and why a writer creates a particular text. __

__ ** What is the ** __** ? ** ** The reason behind the text. ** Consider the purpose of the text in order to develop the thesis or the argument and its logic.

** What is the ** __** ? **__ __ ** Students should be able to state the significance in a few words or phrases **. This step helps them to focus on the larger historical context of the piece and how it affected the outcome of events. __

__ ** What is the ** __** ? ** ** The attitude of the author. ** The spoken word can convey the speaker's attitude and thus help to impart meaning through tone of voice. With the written word, it is tone that extends meaning beyond the literal, and students must learn to convey this tone in their diction (choice of words), syntax (sentence construction), and imagery (metaphors, similes, and other types of figurative language). ||

Discussion:
include component="comments" page="GMcGee, Round 2" limit="10" Use the Embed Widget tool to add a Discussion Area widget. Bump the number to 100. This will take the comments from the discussion tab and add them to the bottom of the page. This will encourage teacher reflection and modification.