Detailed Lesson Preparation Guide

Elementary Education
Name: Adair Sheppard

Title: Colonial Karaoke

Grade: 5th

Concept/Topic: Revolutionary War/King George's relationship with the colonists.

Time Needed: 1 hour

Backward Design Approach: Where are you going with your students?
Identify Desired Results/Learning Outcome/Essential Question:

Students will analyze the position of King George, then create a piece of music with
supporting details to support the position of the colonists and justify the American Revolution.

What is King George message to the colonists through this song? What do you think the
colonists would say back to him and why?

Ensuring Lesson supports district and state goals

NCSCOS Standards:
5.CR.1.2: Understand the relationships between music and concepts from other areas.

5.CR.1.1: Understand how music has affected, and is reflected in, the culture, traditions, and
history of the United States.

5.H.2 Understand the role of prominent figures in shaping the United States.

5.H.1.2 Summarize the political, economic and social aspects of colonial life in the thirteen
colonies.

Assessment Plan:
Walk around to listen to students conversations/monitor if students are correctly filling out
graphic organizers and listing supporting details for their argument.

Collect graphic organizers for each student, and song lyrics written by each group.

Have students rate themselves on their speaking and listening skills from the presentation of
their songs.

Meeting the student where they are:

Prior Knowledge/Connections:
Students will have studied the Revolutionary War for a week and a half prior to this lesson.
They will have prior knowledge about King George, The Boston Tea Party, and Stamp Act and
other events pertaining to the war. The graphic organizers will be given to help students
scaffold what they already know into a song.
Lesson Introduction/Hook:

Play the song Youll Be Back from the musical Hamilton for students to hear. They will each
have a copy of the lyrics to look at while they listen to the song and complete their work.

Heart of the Lesson/Learning Plans

Differentiation/Same-ation:

This lesson is inherently differentiated because students could know absolutely nothing
about King George before this activity, or they could know everything there is to know about
him and still participate. Students who are ELLs will work in groups with students who are
strong english speakers and can help them with the wording. All students are able to
participate in this activity.

Lesson Development:
Provide a detailed description of how the lesson will progress. What will you do as the
teacher? This should be a detailed step by step account of how a lesson unfolds from
beginning to end.

1) Start by playing Youll Be Back from the musical Hamilton. Give a little bit of
background information about the Musical, what character is singing, and the context
(but not too much because after listening we will fill out graphic organizer with that
information in detail.
2) Fill out graphic organizer as a class pertaining to King George. On this organizer
students will list information about to context such as: who, when & where, prior
knowledge, audience, main idea/message, what can we learn from this? Also take this
time to define words from the song students may not know but are helpful for
understanding the main idea.
3) Explain to students that we are going to write a response to King George from the
perspective of the colonists by creating a song to sing back to him. To help us do that
we are going to fill out the same graphic organizer but with the information they will
need to write their song.
4) After students spend a few minutes working on this graphic organizer and coming up
with information and supporting details on their own, they will work in teacher made
groups to write a song together that is a response to King George. This will be to the
tune of a song that is familiar to them Twinkle twinkle little star (but we will
practice that song altogether so that students who may not know it have a chance to
hear the tune). Students can refer to books in the class to use as resources and check
their information as they work. They will turn in one set of lyrics per group and
perform their song as a group for the class. After each group performs, someone from
the class to give that group a compliment about their song.
5) After every group has gone we will do a blind vote to vote for the best song. Before
the vote we will decide as a class what kind of criteria we will consider when voting
for the best (has the best supporting details).

Specific Questioning:
1) Are there any words in this song we dont know? Can we use context clues to help us?
Lets look up words we dont know to help us better understand what King George is
saying.
2) What are some pieces of evidence King George uses in the song that help us
understand his message/main point he is defending?
New Vocabulary:
Estrangement: The fact of no longer being on friendly terms

Battalion: A considerable body of troops organized to act together

Subject: A person or thing that is being discussed, described, or dealt with.

Submissive: Ready to conform to the authority or will of others; meekly obedient or passive.

Mad: 1) Angry 2) Mentally ill

We will discuss/define these terms altogether as a class as we discuss the song/King Georges
perspective.

Concluding the Lesson/Closure/Debriefing:

How will you wrap things up and tie together the ideas presented? How will you help
students make meaning from their experiences?

As a class we will go over take-aways, the main ideas of King George and the colonists.

Materials/Resources:
Youll Be Back - Song written and produced by Lin-Manuel Miranda, performed by Jonathan
Groff, from the musical Hamilton

Graphic Organizers adapted from http://www.ncpublicschools.org/docs/curriculum/

socialstudies/scos/organizers/ss-apparts.pdf

What Was the Boston Tea Party by Kathleen Krull

Magic Tree House Fact Tracker: American Revolution by Mary Pope Osborne and Natalie Pope
Boyce

White board/white board markers

Teaching Behavior Focus:

Monitors learning activities. -Making sure all students/members of the groups are engaged and
participating in the activity.

Follow-Up Activities/Parent Involvement

To continue learning about King George and the American Revolution, students could read
King George: What Was His Problem? The Whole Hilarious Story of the American Revolution
by Steve Sheinkin. Copies of this book are available in the classroom.

Students could also continue to listen to songs from Hamilton the musical with parent
permission/guidance because some of the songs contain explicit content.