Grade+5

=__Term 1 Focus: Music Lyrics __= //Preview music lyrics by popular bands to find examples that are school appropriate and invite discussion. A good example is// //John Mayer's Waiting On the World to Change://

**Waiting On The World To Change lyrics**

me and all my friends we're all misunderstood they say we stand for nothing and there's no way we ever could now we see everything that's going wrong with the world and those who lead it we just feel like we don't have the means to rise above and beat it

so we keep waiting waiting on the world to change we keep on waiting waiting on the world to change

it's hard to beat the system <span style="font-family: 'Comic Sans MS',cursive;">when we're standing at a distance <span style="font-family: 'Comic Sans MS',cursive;">so we keep waiting <span style="font-family: 'Comic Sans MS',cursive;">waiting on the world to change <span style="font-family: 'Comic Sans MS',cursive;">now if we had the power <span style="font-family: 'Comic Sans MS',cursive;">to bring our neighbors home from war <span style="font-family: 'Comic Sans MS',cursive;">they would have never missed a Christmas <span style="font-family: 'Comic Sans MS',cursive;">no more ribbons on their door <span style="font-family: 'Comic Sans MS',cursive;">and when you trust your television <span style="font-family: 'Comic Sans MS',cursive;">what you get is what you got <span style="font-family: 'Comic Sans MS',cursive;">cause when they own the information, oh <span style="font-family: 'Comic Sans MS',cursive;">they can bend it all they want

<span style="font-family: 'Comic Sans MS',cursive;">that's why we're waiting <span style="font-family: 'Comic Sans MS',cursive;">waiting on the world to change <span style="font-family: 'Comic Sans MS',cursive;">we keep on waiting <span style="font-family: 'Comic Sans MS',cursive;">waiting on the world to change

<span style="font-family: 'Comic Sans MS',cursive;">it's not that we don't care, <span style="font-family: 'Comic Sans MS',cursive;">we just know that the fight ain't fair <span style="font-family: 'Comic Sans MS',cursive;">so we keep on waiting <span style="font-family: 'Comic Sans MS',cursive;">waiting on the world to change

<span style="font-family: 'Comic Sans MS',cursive;">and we're still waiting <span style="font-family: 'Comic Sans MS',cursive;">waiting on the world to change <span style="font-family: 'Comic Sans MS',cursive;">we keep on waiting waiting on the world to change <span style="font-family: 'Comic Sans MS',cursive;">one day our generation <span style="font-family: 'Comic Sans MS',cursive;">is gonna rule the population <span style="font-family: 'Comic Sans MS',cursive;">so we keep on waiting <span style="font-family: 'Comic Sans MS',cursive;">waiting on the world to change

<span style="font-family: 'Comic Sans MS',cursive;">we keep on waiting <span style="font-family: 'Comic Sans MS',cursive;">waiting on the world to change

<span style="font-family: 'Comic Sans MS',cursive;">//Others songs with a positive message include:// <span style="font-family: 'Comic Sans MS',cursive;">//Hannah Montana's The Climb// <span style="font-family: 'Comic Sans MS',cursive;">//Katie Perry's Fireworks// <span style="font-family: 'Comic Sans MS',cursive;">//Justin Bieber's Never Say Never//

<span style="font-family: 'Comic Sans MS',cursive;">//An interesting comparison can be made between the American and Canadian Winter Olympics 2010 theme songs:// <span style="font-family: 'Comic Sans MS',cursive;">//The Champion in Me (Three Doors Down)// <span style="font-family: 'Comic Sans MS',cursive;">//I Believe (Nikki Yanovsky)//

<span style="font-family: 'Comic Sans MS',cursive;">Teacher prompts to guide discussion about Waiting on the World to Change (may be adapted for other song):
<span style="font-family: 'Comic Sans MS',cursive;">Who is this song meant for? What evidence in the song lyrics tells you that? (identify purpose and audience, 1.1)

<span style="font-family: 'Comic Sans MS',cursive;">What are the overt and implied messages in the following lyric? <span style="font-family: 'Comic Sans MS',cursive;">//and when you trust your television// <span style="font-family: 'Comic Sans MS',cursive;">//what you get is what you got// <span style="font-family: 'Comic Sans MS',cursive;">//cause when they own the information, oh// <span style="font-family: 'Comic Sans MS',cursive;">//they can bend it all they want// <span style="font-family: 'Comic Sans MS',cursive;">overt: you can't always believe what you learn from television <span style="font-family: 'Comic Sans MS',cursive;">implied: the news media is powerful because it owns information

<span style="font-family: 'Comic Sans MS',cursive;">Is the implied message more powerful than the overt message? (use overt and implied messages, 1.2) <span style="font-family: 'Comic Sans MS',cursive;">Follow up: How can information be "bent"? Why would news media want to bend the truth? (use of overt and implied messages, 1.2)

<span style="font-family: 'Comic Sans MS',cursive;">Do you think this song sends a positive message to young people like yourself? Do you think that young people need to wait until they can vote (and have political power) to change the world? (express opinions, 1.3)

<span style="font-family: 'Comic Sans MS',cursive;">As a blog entry: How might young voters respond to the song's message? (explain different audience responses, 1.4)

<span style="font-family: 'Comic Sans MS',cursive;">Whose point of view is reflected in this song's lyrics? Whose point of view is missing? (identify point of view, 1.5)

<span style="font-family: 'Comic Sans MS',cursive;">What are the main elements of song lyrics? (See the article [|The Parts of a Song]) Give an example of each part from the song lyrics of Waiting on the World to Change. (describe main elements, 2.1)

<span style="font-family: 'Comic Sans MS',cursive;">Compare Waiting on the World to Change with another song with lyrics about changing the world. Examples include: //<span style="font-family: 'Comic Sans MS',cursive;">If I Could Change the World (Eric Clapton) // //<span style="font-family: 'Comic Sans MS',cursive;">What Kind of World Do You Want? (Five for Fighting) // //<span style="font-family: 'Comic Sans MS',cursive;">A Change is Gonna Come (Sam Cooke) // <span style="font-family: 'Comic Sans MS',cursive;">In what ways are these songs similar? In what ways are they different? Suggest some reasons for the similarities and differences. (identify techniques, 2.2)

<span style="font-family: 'Comic Sans MS',cursive;">Creating a media text (3.4):
<span style="font-family: 'Comic Sans MS',cursive;">Students will write lyrics to their own songs about changing the world. As they write, they will be prompted to consider the following:

<span style="font-family: 'Comic Sans MS',cursive;">Describe in detail the topic, purpose and audience for your song. (3.1) <span style="font-family: 'Comic Sans MS',cursive;">What genre of music will you choose for your song? (pop, rock, country, etc...) How will choice of genre help communicate your song's message to the intended audience? (3.2) <span style="font-family: 'Comic Sans MS',cursive;">Consider the parts of a song when writing your lyrics. How will you make your chorus have the most impact? (3.3)

<span style="font-family: 'Comic Sans MS',cursive;">Extension Activities:
<span style="font-family: 'Comic Sans MS',cursive;">Use Windows Paint to design a CD cover, include your lyrics inside and the titles of 9 other songs. <span style="font-family: 'Comic Sans MS',cursive;">Create a slide-show depicting images that represent the lyrics of a selected song (your own or another song discussed in class) <span style="font-family: 'Comic Sans MS',cursive;">[|Money and Music] is a PBS Kids Don't Buy It online activity in which students learn about the use of popular songs in commercials. <span style="font-family: 'Comic Sans MS',cursive;">[|Create a Pop Star] is another PBS Kids Don't Buy It online activity in which students become the manager of an up-and-coming pop star. They make decisions to try and further his career while learning about music promotion and celebrity. A lesson plan is available on the website's Teacher's Guide ([|Create A Pop Star Lesson Plan)]

<span style="font-family: 'Comic Sans MS',cursive;">Teacher prompts for metacognition:
<span style="font-family: 'Comic Sans MS',cursive;">Reflect on the music lyrics you wrote. What did you learn from the process? How will this influence your next efforts? (4.1) <span style="font-family: 'Comic Sans MS',cursive;">How did your language skills (in reading, writing, listening and speaking) help you to make sense of the lyrics you listened to and create your own? How can your strengths in one skill help you in another? How can these skills help you in creating media texts? (4.2)

=__<span style="font-family: 'Comic Sans MS',cursive;">Term 2 Focus: Newspapers __= //<span style="font-family: 'Comic Sans MS',cursive;">Collect a variety of newspapers for comparison, include local newspapers and national newspapers with different themes (business, sensational news). Guelph Mercury Classroom Connection is the Guelph Mercury's Newspapers In Education program. Call 822-4310 ext 239 for more information. //

<span style="font-family: 'Comic Sans MS',cursive;">Teacher prompts to guide discussion about newspapers:
<span style="font-family: 'Comic Sans MS',cursive;">Who is this newspaper intended for? What evidence on the front page tells you that? (identify purpose and audience, 1.1)

<span style="font-family: 'Comic Sans MS',cursive;">What sorts of advertisements appear in different newspaper sections? Can you explain why they differ? (interpret media texts, 1.2)

<span style="font-family: 'Comic Sans MS',cursive;">After reading two articles (from two different newspapers) about the same event: Which newspaper article was more interesting to read? Which newspaper seems like a more reliable source of information? Explain your thinking. (express opinions, 1.3)

<span style="font-family: 'Comic Sans MS',cursive;">Find an editorial and a letter to the editor responding to the article from a later newspaper: How do the editor and letter writer's opinions about the topic differ? Who might agree or disagree with their opinions? How might gender/age, culture seem to influence their opinions? (explain different audience responses, 1.4) <span style="font-family: 'Comic Sans MS',cursive;">After watching the Arthur episode [|Citizen Frensky]: What is a journalist's role in creating messages in the newspaper? How did Francine bend the truth in reporting about her friends? (identify point of view, 1.5) <span style="font-family: 'Comic Sans MS',cursive;">What are the different professions involved in producing a newspaper? How much would it cost to produce a newspaper? How could we find out? (identify producers, 1.6)

<span style="font-family: 'Comic Sans MS',cursive;">Compare the elements of a news broadcast about a particular event to a newspaper article about the same event. What would you look for in a television news broadcast that you wouldn't find in a newspaper? (describe main elements, 2.1).

<span style="font-family: 'Comic Sans MS',cursive;">Compare two local newspapers (Guelph Mercury and KW Record; Guelph Mercury and Guelph Tribune) In what ways are the layouts of these two local newspapers similar? In what ways are they different? How many sections are there in each newspaper? (identify conventions and techniques, 2.2)

<span style="font-family: 'Comic Sans MS',cursive;">Creating a media text (3.4):
<span style="font-family: 'Comic Sans MS',cursive;">Students will become reporters and editors of a classroom newspaper. A series of lessons in [|Creating a Classroom Newspaper]from [|www.readwritethink.org] uses online interactives such as the Printing Press to help students complete a section of a classroom newspaper. As they write their articles, students will be prompted to consider the following: <span style="font-family: 'Comic Sans MS',cursive;">What do you want to say in your newspaper article? Who is your audience? How do you want to influence your audience? (3.1) <span style="font-family: 'Comic Sans MS',cursive;">In the computer lab, have students access the Internet Public Library website and explore newspapers from around the world. They should pay particular attention to the design and layout elements. For example, some articles may include graphics (e.g., photos, charts, graphs). What patterns of layout design did you notice? Using the Printing Press online interactive, how will you design the layout for your section of the newspaper? (3.2) <span style="font-family: 'Comic Sans MS',cursive;">Using the Newspaper Story Format sheet to help you, identify the 5 Ws and less important details to include in your article. What piece of information will you choose to lead your article? What headline will you choose to capture your audience? (3.3)

<span style="font-family: 'Comic Sans MS',cursive;">Extension Activities (from the Media Awareness Network Lesson Library):
<span style="font-family: 'Comic Sans MS',cursive;">[|Newspaper Ads] introduces students to advertising in newspapers. It begins with a discussion about the differences between display and classified advertisements. Students will also look at why newspapers need advertising and how it may influence newspaper content. In groups, students explore the "tricks" used by advertisers to attract consumers. They then create their own ads, take a print advertising campaign and apply it to television, and look at the differences between print ads and advertising on the Internet. <span style="font-family: 'Comic Sans MS',cursive;">[|Elections and the Media] helps students to reflect upon, understand and filter the many media messages within political platforms and around political personalities. Students begin by collecting, and then discussing and deconstructing, examples of campaign materials from a wide range of media. Understanding of the importance of the media in the political process is further developed through a series of activities, including the creation of a school-based election campaign. <span style="font-family: 'Comic Sans MS',cursive;">[|News and Newspapers: Across the Curriculum] offers a selection of questions and activities for integrating newspaper studies into a wide range of subject areas and grade levels. Subject areas include: Social Studies, Science/Technology, Math, Art, Language Arts, Home Economics and French.

<span style="font-family: 'Comic Sans MS',cursive;">Teacher prompts for metacognition:
<span style="font-family: 'Comic Sans MS',cursive;">Reflect on the newspaper article you wrote. What did you learn from the process? How will this influence your next efforts? (4.1)

<span style="font-family: 'Comic Sans MS',cursive;">How did your language skills (in reading, writing, listening and speaking) help you to make sense of the articles presented and help you to write your own? How can your strengths in one skill help you in another? How can these skills help you in creating media texts? (4.2)