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I Protest Song Project

Page history last edited by Jean Bomeisl 9 years, 2 months ago

I Protest! Individual Song Project   - Two Parts

For this project, you will choose a topic of your choice that you can protest – that is formulate an argument against its practice.  You may choose any song format in order to best communicate your argument: folk, rap, rock, blues, etc., or you may create a slam poem as an alternative.

 

If you can't think of a melody, here are a few you can use:

http://onlinekaraoke.tv/assets/songs/82000-82999/82525-greensleeves-jeff-beck--1411588438.mp3

http://www.rwillfitness.com/music/music.mp3

http://heftone.com/recordings/yankee_doodle.mp3

2001-01-3380-america-the-beautiful-instrumental-192k-eng.mp3

Some examples of SLAM:

https://www.youtube.com/watch?v=bo3KFUzyMUI#t=67

https://www.youtube.com/watch?v=RxsOVK4syxU#t=62

https://www.youtube.com/watch?v=OonDPGwAyfQ

 

Model protest poem:

I Am the People, the Mob 

Carl Sandburg (from Chicago Poems, 1916)

I am the people—the mob—the crowd—the mass.
Do you know that all the great work of the world is done through me?
I am the workingman, the inventor, the maker of the world’s food and clothes.
I am the audience that witnesses history. The Napoleons come from me and the Lincolns. They die. And then I send forth more Napoleons and Lincolns.
I am the seed ground. I am a prairie that will stand for much plowing. Terrible storms pass over me. I forget. The best of me is sucked out and wasted. I forget. Everything but Death comes to me and makes me work and give up what I have. And I forget.
Sometimes I growl, shake myself and spatter a few red drops for history to remember. Then—I forget.
When I, the People, learn to remember, when I, the People, use the lessons of yesterday and no longer forget who robbed me last year, who played me for a fool—then there will be no speaker in all the world say the name: “The People,” with any fleck of a sneer in his voice or any far-off smile of derision.
The mob—the crowd—the mass—will arrive then.

 

 

Part 1: The Protest Song

Choose an easily recognized song, preferably one that is recognized as a patriotic or a protest song to utilize for the melody such as the ones provided above. Include a link to the original song (almost any song can be found as an mp3 or on YouTube).  If doing a rap or hip-hop, you must provide be certain that a beat is easily identifiable. (The second mp3 is a 50 Cent beat.)  If creating a completely original song and score, provide a sound file with the musical accompaniment or record a performance of the song.

 

Note: If you choose to do a poem, substitute the words song and lyrics on the rubric with poem. It works the same for assessing the work. 

 

Write lyrics/poem that can be analyzed using Protest Song project chart.docx ; the lyrics must contain a claim, at least three reasons, evidence for each reason, and have a warrant that fits your audience.   

 

You must have at least three stanzas/verses for your song/poem. 

 

Your song will be assessed using the rubric below:

 

Protest Song Rubric

Score

Writing Standards: Presentation of Ideas

4.0 

In addition to score 3.0 performance, the student demonstrates in-depth inferences and applications. The student will be able to:

 

· The student composed an original song with a clear theme and put forth a strong argument.

· The song lyrics are outstanding. The words memorable. The song lyrics are enthusiastically received by the audience.

· The writer expressed factual information and incorporated a claim with at least three reasons with evidence in a creative manner.

· The writer clearly organized information, used tone and style effectively.

· The writer demonstrates a clear sense of audience and uses the appropriate vocabulary for that audience.

· The song contains few, if any, errors in the conventions of the English language, understanding that slang may be used in song or rap.

3.0

· The student composed an original song with a clear theme.

· The song lyrics are good. The words memorable. The song lyrics are enthusiastically received by the audience.

· The writer expressed factual information (evidence) in a creative manner and incorporated a claim with three reasons with evidence.

· The writer clearly organized information.

· The writer demonstrates a general sense of audience and uses some vocabulary for that audience.

· The essay contains some errors in the conventions of the English language not meant for effect.

2

· The song composed is not very original or lacks a clear theme.

· The song lyrics are somewhat coherent. The song lyrics are well received by the audience.

· The writer incorporated a claim but expressed factual information (evidence) in manner that showed little effort.

· The writer lacked a clear organizational structure.

· Song does not have at least three stanza/verses.

· The writer demonstrates little sense of audience and does not adjust the vocabulary for an audience.

· The essay contains numerous errors in the conventions of the English language that are not for effect and interfere with the understanding.

1

· The song composed is not very original. The message is not conveyed.

· The song lyrics are not coherent. The words not memorable.

· The writer’s claim was not clear and factual information (evidence) was presented in manner that showed no effort.

· There is no recognizable structure/organization to the song.

· The writer demonstrates little sense of audience and does not adjust the vocabulary for an audience and/or some language is inappropriate.

· The essay contains serious errors in the conventions of the English language which are not for effect and interfere in the understanding.

 

 

 

Part 2: Analysis of your song:

Utilizing the protest music arguments chart, deconstruct your song into the appropriate parts of the chart which is Google docs friendly to copy and paste Protest Song project chart.docx .  Then write an analysis of your song, explaining the meaning of the lyrics as well as how you have put forth your argument. 

 

Your analysis will be scored using the rubric below:

 

 

Protest Song Analysis

Score

Writing Standards: Text Types and Purposes

4.0 

In addition to score 3.0 performance, the student demonstrates in-depth inferences and applications. The student will be able to:

 

·  create an protest song that establishes an issue and its significance for the audience

·  clearly acknowledges and identifies warrants

·  employ precise transitions and techniques that gracefully move the reader from one idea to the next (for example: repetition of key words, refrains)

·  employ vivid or unusual diction, including figurative language, to enhance meaning or effect

·   create a lively, engaging, or subtle tone, effective for a specific audience and purpose

3.0

The student will:

11-12.W.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

a.  Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), and create an organization that logically sequences claim(s), reasons, and evidence.

b.  Develop claim(s) thoroughly, supplying the most relevant evidence for each while anticipating the audience’s knowledge level, concerns, values, and possible biases.

c.   Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence.

d.   Establish and maintain a formal style and tone while attending to the norms and conventions of the discipline in which they are writing.

e.   Provide a concluding statement or section that follows from and supports the argument presented.

 

Learning Goals:

 

I can:

·       Develop a complex claim that fulfills the purpose and controls the entire piece.

·       Support ideas with relevant, specific, varied, and accurate examples and details chosen to be credible to the specific audience.

·       Follow an overall organization plan with an effective, strategic sequence.

·       Use a variety of strategies appropriate to the audience to introduce examples and details.

·       Effectively argue the significance of details and examples.

·       Select, create, and maintain an effective tone for specific purpose and audience.

2

The student will perform basic processes, such as:

o   create an protest songn that identifies a claim and establishes a logical organizational structure

o   support claim with relevant, specific, and accurate evidence;

o   use words, phrases, and clauses to identify major sections of the text and distinguish between claims and reasons, between reasons and evidence

o   use language appropriate to the topic (domain specific) in order to clearly communicate ideas

o   create and maintain consistent tone

o   provide a concluding statement related to claim

·       The student will recognize or recall specific vocabulary/terminology, such as:

claim, counterclaim

 

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