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Lesson Plan
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\n\"Life\n\n
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\nCurated OER\n
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\nLife Reflections in Songwriting and Poetry\n

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\n\nFor Teachers\n\n6th - 11th\n
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\nStudents analyze, discuss and compare sources of inspiration, use of words and imagery, and other differences in writing styles between two featured songwriters. This is an introductory lesson to a creative project unit.\n
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Unit Plan
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\n\"Project-Based\n\n
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\nJohnny Mercer Foundation\n
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\nProject-Based Songwriting\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nProject-based learning in a music theory class? Take note. Young songwriters compose, record, copyright, and promote their original songs. They even design their own CD cover.\n
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Lesson Plan
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\n\"Songwriting\n\n
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\nHoughton Mifflin Harcourt\n
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\nSongwriting Skill - Elaboration: Jesse McCartney - “How Do You Sleep?”\n

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\n\nFor Teachers\n\n5th - 10th\n
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\nThe practice of developing lyrics by elaborating with sensory details and examples continues in the third lesson on songwriting. This time class members examine Jesse McCartney's \"How Do You Sleep?\" Using procedures established in the...\n
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Lesson Plan
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\n\"Songwriting\n\n
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\nHoughton Mifflin Harcourt\n
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\nSongwriting Skill - Finding Your Voice: The Academy Is - “About A Girl”\n

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\n\nFor Teachers\n\n5th - 10th\n
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\nThe seventh in a series of nine exercises focusing on songwriting models for young lyricists on how to find and develop their unique voice. Class members suggest songs that they feel sound authentic and contrast the wording with songs...\n
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Lesson Plan
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\n\"Songwriting\n\n
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\nHoughton Mifflin Harcourt\n
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\nSongwriting Skill - Choosing a Tone: Jordan Pruitt - “One Love”\n

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\n\nFor Teachers\n\n5th - 10th\n
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\n\"Tone means attitude.\" Or so says this resource that uses Jordan Pruitt's \"One Love\" to model for songwriters how to develop an attitude in their lyrics. Class members engage in a number of exercises designed to give them direct and...\n
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\n\"Songwriting\n\n
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\nCurated OER\n
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\nSongwriting\n

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\n\nFor Teachers\n\n3rd - 8th\n
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\nYoung scholars watch the \"The Greatest TV Moments: Sesame Street Music A to Z\" video and brainstorm what the songs may be about. They choose a theme for a song, write a short topic-related poem, and compose music for it.\n
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Lesson Plan
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\n\"Songwriting\n\n
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\nHold McDougal\n
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\nSongwriting Skill - Finding Your Style: Elisa Victoria - “No Surprise”\n

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\n\nFor Teachers\n\n5th - 10th\n
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\nHip Hop? Country? Punk? R and B? So many styles. Young song writers consider the emotional effects of various style options before selecting the style best suited to the emotions they want to express in their song. The sixth in a...\n
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Lesson Plan
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\n\"100\n\n
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\nCurated OER\n
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\n100 Greatest Women of Rock & Roll - Lesson 4\n

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\n\nFor Teachers\n\n7th - 12th\n
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\nYoung scholars analyze the genres of folk and country music and the importance of the singer/songwriter. They compose their own lyrics based on an inspiring event.\n
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Activity
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\n\"Behind\n\n
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\nWordpress\n
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\nBehind the Music Project\n

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\n\nFor Teachers\n\n6th - 10th\n
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\nAuthors write about what they know, and that does not exclude songwriters. Invite partners to explore the story behind a song. They analyze and discuss the lyrics, conduct research online, create a poster, and put together a two-minute...\n
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\n\"The\n\n
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\nPrestwick House\n
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\nThe Poetry of Bob Dylan\n

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\n\nFor Teachers\n\n9th - 10th\n\nStandards\n
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\nBob Dylan's selection as the 2016 winner of the Nobel Prize for Literature, the first songwriter ever to receive the honor, has focused the attention of a new generation on the work of the legendary artist. Class members...\n
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Instructional Video5:15
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\n\"Hazel\n\n
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\nEducation Development Center\n
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\nHazel Dickens\n

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\n\nFor Teachers\n\n7th - 12th\n
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\nYoung writers will get a chance to see into the world of a real-life singer/songwriter. Country singer Hazel Dickson discusses her process, writing, inspiration, music, and self expression. A wonderful way to showcase the many avenues...\n
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Instructional Video5:44
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\n\"Toshi\n\n
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\nEducational Development Center, Inc.\n
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\nToshi Reagon\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nSinger songwriter Toshi Reagon says that if the music is the car, the words are the fuel. Have kids see what the collaborative writing and music process looks in action. Toshi shares her process, issues she faces, and how she writes...\n
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Lesson Plan
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\n\"Publishing\n\n
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\nPace University\n
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\nPublishing Writing\n

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\n\nFor Teachers\n\n2nd - 4th\n\nStandards\n
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\nScholars become familiar with tagline literature with the help of the story, Alexander and the Horrible, No Good, Very Bad, Terrible Day by Judith Viort. After a read-aloud and whole-class discussion, leveled groups complete...\n
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Lesson Plan
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\n\"Free,\n\n
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\nPBS\n
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\nFree, but Not Free: Life of Free Blacks Before the Civil War\n

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\n\nFor Teachers\n\n9th - 11th\n\nStandards\n
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\nUsing the family stories of a famous comedian and singer-songwriter, learners consider what life was like for African Americans who were enslaved and free before the Civil War. To complete a concluding activity, they write about the...\n
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Lesson Plan
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\n\"Folk\n\n
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\nCurated OER\n
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\nFolk Rock Singers and Songwriters\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nStudents listen to and analyze songs of folk rock musicians of 1970 and then compose and perform a song in a popular or folk style for acoustic guitar and voice or for two acoustic guitars.\n
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\n\"Be\n\n
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\nCurated OER\n
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\nBe An Incredible Songwriter\n

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\n\nFor Teachers\n\n3rd - 6th\n
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\nStudents write songs about something incredible they have experienced or know about. They consider topics of events, dreams, ideas, feelings, or animals. They accompany themselves with small musical instruments while performing the songs...\n
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Worksheet
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\n\"The\n\n
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\nCurated OER\n
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\nThe Amazing Joan Armatrading\n

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\n\nFor Students\n\n7th - 12th\n
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\nJoan Armatrading may be an unfamiliar name in your classroom, but after some research, your class will find that she is an amazing musician. Use this worksheet to test their new-found knowledge. There are 10 multiple-choice...\n
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Worksheet
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\n\"Composing\n\n
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\nCurated OER\n
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\nComposing Your Own Melody\n

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\n\nFor Students\n\n5th - 8th\n
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\nGet the songwriters in your class started early with an engaging music composition activity. After experimenting with an existing melody, class members improvise in a given range of notes and create their own melodies.\n
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Lesson Plan
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\n\"Guantanamera:\n\n
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\nCurated OER\n
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\nGuantanamera: A Poem and a Song\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nStudents compare revolutionary actions of Jose Marti and Pete Seeger. In this Cuban folk song lesson, students listen to the song \"Guantanamera\" and discuss the content. Students read articles on the poet and the songwriter and create a...\n
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Lesson Plan
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\n\"A\n\n
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\nCurated OER\n
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\nA Songwriter Not Silenced - Lesson 2\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nStudents discuss how a musician's message can influence society and government. They debate if political viewpoints should be publicized in music.\n
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Lesson Plan
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\n\"Writing\n\n
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\nCurated OER\n
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\nWriting Lyrics\n

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\n\nFor Teachers\n\n6th - 12th\n
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\nStudents examine the themes and structure of a bluegrass song and identify the common themes in bluegrass music. They practice songwriting by rewriting the lyrics of \"Oh! Susanna\" as a bluegrass tune.\n
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Activity
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\n\"A\n\n
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\nA Multi-Media Approach to Teaching The Grapes of Wrath\n

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\n\nFor Teachers\n\n10th - 12th\n
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\nIntegrate history, math, and art into a study of The Grapes of Wrath with a series of activities that ask learners to investigate the social, political, economic, and environmental factors at play during the 1930s. Designed to be used...\n
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\n\"Comet\n\n
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\nCurated OER\n
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\nComet And Rain Timbres\n

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\n\nFor Teachers\n\n2nd\n
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\nSecond graders engage in a lesson that uses folk instruments in an accompaniment while listening to a song about a comet. They make a cross-curricular connection to Halley's Comet. Students discuss the qualities of a singer-songwriter.\n
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Lesson Plan
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\n\"H1\n\n
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\nCurated OER\n
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\nH1 Classic Presents: Paul McCartney: Chaos and Creation in the Backyard, Lesson 2\n

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\n\nFor Teachers\n\n7th - 12th\n
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\nStudents are introduced to the various songwriting techniques of Paul McCartney. They explore and compare the basic melodic, harmonic, and lyrical tendencies of the different types of pop music.\n
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