Group+B+5-A-1+Workspace

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**Discussion Question Responses -- Final Copy -- Michele and Darlene**
The song could be analyzed in terms of the time period in which it was composed.
 * 1. Subject Area: Music (Various Grade Levels):**
 * Students could identify the key features of the song, determine the instruments used in the song, and explain how this is exemplary of the time period.
 * The activity could be extended to having students analyze the sheet music and perform the piece.
 * Students could also speculate on how the song would be performed today. (What changes would be made to the lyrics? What instruments would be used? What changes would be made in the vocals?)
 * Students could then perform their rendition of the song.

Using a Venn diagram, students would **compare** and **contrast** the song with a modern day song. Then students would **create** their own rendition of the song.
 * How does this lesson promote critical thinking skills?**

During their study of Pennsylvania history, students could discuss how schools and education have changed throughout our history.
 * 2. Social Studies (Elementary):**
 * This song could be used to demonstrate the attitude of students during this period of history.
 * Students could then compare and contrast the mischief and punishment the students received in the song to the mischief and punishment we encounter in schools today.

Using a Venn diagram, students would **compare** and **contrast** the disciplinary infractions and the corresponding punishments of the 1920’s with that of the modern day. Students could then **synthesize** their findings and **draw conclusions** regarding education during the two time periods.
 * How does this lesson promote critical thinking skills?**

During their study of vaudeville, this song could be used as an example of that tradition.
 * 3. Social Studies (Secondary):**
 * Students could analyze the song for typical characteristics of vaudeville.
 * Students could then compare and contrast this song with Abbott and Costello’s “Who’s on First?” (another primary source).

Students would **apply** what they have learned about vaudeville as they use a Venn diagram to **compare** and **contrast** the two primary sources.
 * How does this lesson promote critical thinking skills?**

Students could use the song as a springboard to creative writing.
 * 4. Creative Writing (Grades 7-9)**
 * Prior to listening to the song, students could create a KWL Chart regarding education in the 1920’s.
 * After listening to the song, they would fill in the “L” section of the chart and share their responses for each category with a partner or in small groups. (Some of their answers would probably be amusing.)
 * Students could then conduct research on education in the 1920’s.
 * Following the research, students would select one of the following for an original piece of creative writing:

v A letter to a friend that is written from the perspective of a student who lived in the 1920’s v An “if-you-think-you-have-it-bad” letter from a modern-day student written to a student from the 1920’s v A song that captures the student’s own feelings and memories about elementary school. v A letter written from the perspective of a student to a teacher in which he expresses the need for change in education in the 1920’s v A poem in which the speaker of the poem is a student who is contrasting education in the 1920’s with education today.

Students would **analyze** the song, make **compare** and **contrast** education in the 1920’s with education today, and **create** an original piece of creative writing.
 * How does this lesson promote critical thinking skills?**

Students sometimes experience difficulty identifying the tone of a written work (in fact, that's always an Achilles heel on the state assessment). Perhaps this selection could be used in their study of tone. The students could progress from auditory selections (where tonality is more obvious) to written selections (where the clues are more subtle).
 * 5. Reading (Secondary)**
 * Students could use the NARA Worksheet to analyze the song.
 * After analyzing the tone of the piece, students could then conduct research to determine in what respects this song was representative of the 1920’s.
 * Students could then discuss how the tone of the song connects with the cultural climate of the time period.
 * Ideally, this song could be used in connection with a reading selection from the 1920's.

Students would **analyze** the tone of the song and then **make connections** to the climate of the time period.
 * How does this lesson promote critical thinking skills?**

Hi Michele! I'm very happy to be working with you this week! I'm reading through the Module 5 info now. Do you have a preference regarding the recording that we use? I will be attending a family picnic tomorrow; other than that, my schedule is flexible this week. Happy 4th! Darlene

Darlene -- Hello! It is great to be working with you as well! I have a family get together tomorrow too, so most likely I will not be logging on. I am open to any of the sound recordings. Do we want to plan on meeting sometime on Thursday to decide and begin working? Enjoy the 4th!

Michele

Michele, Thursday sounds fine. I will be home correcting papers for the majority of the day. If there is a specific time that works well for you, just let me know. Chat with you after the 4th. Have a great one!

Darlene

Hi Michele,

I hope you had a great 4th! I will be working on the computer off and on today (Thursday), so I will continue to check the wiki to see when you would like to "chat." Whatever works for you!

Have a fantastic day! Stay cool!

Darlene

Darlene --

What time do you want to meet and begin today?

Michele

11:00?

I am here:)

On a humorous note, I was listening to the recordings in our breakfast area and my son finally asked "What in the world are you listening to, Mom?" ;-) Just to kick off a discussion, I thought the following were kinda catchy "tunes":

“Carnival of Venice” “Hungarian Rag” “Kitten on the Keys” “Night Time in Little Italy” “12th Street Rag” And all 3 of the marches

Well at least your son was paying attention! I too liked "The Stars and Stripes Forever March" I think it caught my attention with the holiday yesterday!

Do you have a preference?

That works for me. I've been listening to the selections from the other categories. There are some interesting choices in vocals too (I'm looking ahead to the analysis); however, I think we can work with "Stars and Stripes" if you want to go with that. (Sorry for the delay in my response. For some reason, I couldn't see your response this time until I clicked "Edit.")

Wow the same thing just happened to me! I could not see your response until I clicked edit. I am open to anything. What did you like under the vocals category? I just listened to "In the little red school house" and it was humorous/ :)

OK. This is too weird. I saved a previous message to you regarding what I had found. It showed up as saved, but when I clicked edit again, it disappeared. I'm guessing you didn't see it. "A Baby's Prayer at Twilight" is interesting (as far as analysis is concerned). I'm going to listen to "Red School House" now.

I like "Red School House," too. Want to go with that?

I will listen to "Baby's Prayer"

Yes let's go with it! :)

I like "Red School House" better. More fun, and I think we could do a lot with it. I think you've found a "keeper."

I think our messages "crossed." Which one do you want?

"Red School House" it is!

I have uploaded the worksheet. What is the best way for us both to contribute?

Great! Since the message process seems to be "slow," what do you think about each of us getting some ideas together first and then "meeting" later to merge that info?

Super idea! I have an 8 month old so the best time would be later this afternoon when he goes down for his second nap. :) Most days that is between 3 and 4. How does that sound to you?

Sounds fine! I remember those days very well. ;-) To make it easier for you, I'll just keep checking between 3 and 4 and see when you're on. Chat with you later!

Michele, thanks so much for uploading the worksheet. I compiled some ideas on a work copy so we can "compare notes." I'll try to brainstorm some ideas for the 2nd half of the assignment when I get a chance. Right now my "butt needs a break." ;-)

Michele -- Back and ready to go whenever you are. Some thoughts below: Social studies -- study of Vaudeville -- Students compare and contrast this with an Abbott and Costello routine (another primary source). Reading -- Students often experience difficulty picking up on the tone of a written work (that's always an achilles heel on the state assessment). Perhaps this selection could be used in their study of tone. The students could progress from auditory selections (where tonality is more obvious) to the written selections (where the clues are more subtle).
 * Ideas for use in classroom**: Creative writing -- Secondary -- Students write their version of the song about their elementary school experiences.

Darlene -- I just uploaded my notes and checked out your document. I think we have very similar takes on recording. Take a look at mine and see how we might want to combine!

I will begin thinking of ideas for the second part of the assignment as well. Michele

OK, Michele, I will do that right now. Thanks!

Darlene -- A few ideas for the use in the classroom... Social Studies -- As we study the history of Pennsylvania in my fourth grade classroom, we discuss how schools and education have changed throughout our history. This song could be used to demonstratethe attitude of students during this period of history. We could then compare and contrast the mischief and punishment the students received in the song to the mischief and punishment we encounter in schools today.

Music -- (although I do not teach this subject) The song could re anaylzed for in terms of the time period in which it was composed. Students could identify the features of this song and determine the instruments used in this song. Students could even take it a step farther and analyze the sheet music and perhaps perform the piece. They could adapt the song to make it their own version, and similar to what you suggested, they could discuss their own experiences in school.

Darlene -- That sounds great! I can blend the documents if you would like? I added a few ideas on how to use the song. Did you get those? I was hoping we didn't "cross" edit again and miss something.

Wow! Great ideas, Michele! I included another one (Reading) in my above list. I think we have our 5.

Do you want to split the work? That is, one of us would blend the worksheet/one of us would write the elaborations on how the song could be used and how critical thinking skills come into play.

Darlene -- This sounds great! Do you want to combine our ideas for the classroom and I will blend the 2 NARA worksheets?

Sure. I'll let you know when I'm finished (I'll send an email via "Messages"). That way you can check it before I label it "Final Copy." I don't think we need to worry about that for the worksheet though. We were on the same page.

Time to go hug that baby, Michele. I think we're almost there. Thanks so much! I'll work on this later tonight. Darlene

Okay! I will combine our thoughts for the worksheets, upload it here, and label it "Final Copy." I look foward to seeing the second part of the assignment. Let me know if you need any help compiling it! Yes it is! He is sound asleep! Thank you for being to flexible! I have to work around his schedule all the time in order to get my classwork done! He is a busy baby and will not let me work when he is awake. :)

Darlene --

Disregard my email in the "Messages" section of our class page. I found the document you compiled. I looks great! I uploaded our final NARA worksheet. I think we are ready to submit! It was so nice working with you!

Michele --

Wonderful! I will label this as final copy. We are good-to-go! I thoroughly enjoyed working with you, Michele. Enjoy your day with your "wee one."

Darlene