The Star Spangled Banner
Date of Lesson: Nov. 5th Teacher: Erika Calhoon
Grade Level: 4-5 grade Subject Area: History/Music
Time Needed:60 minutes Topic: Star Spangled Banner
Standards:
· Wisconsin DPI Grade 4 Social Studies Standard
o B.4.6 Explain the significance of national and state holidays, such as Independence Day and Martin Luther King, Jr. Day, and national and state symbols, such as the United States flag and the state flags
· Music Content Standard 9: Understand Music in relation to history and culture
o C. Identify various uses of music in their daily experiences and describe certain characteristics that make certain music suitable for each use
o E. Demonstrate audience behavior appropriate for the context and style of music performed
· Music Content Standard 1: Sings with others, a varied repertoire of music
o D. Sing in groups, blending vocal timbre, matching dynamic levels, and responding to the cues of a conductor.
Materials Needed:
· Recordings of the Star Spangled Banner (vocal)
· Computer speakers
· Star Spangled Puzzle Envelopes with phrases of the SSB, cutout and in mixed order
· Possible PowerPoint visual
Objectives:
· Students will share their knowledge of the SSB, about when and where it is played and its importance, given a pre-activity discussion.
· Given different recordings of the SSB, students will hear different versions and speeds of the song.
· Students will learn a brief history of the SSB, given a short lecture/discussion by the instructor.
· Given an envelope with separate phrases from The Star Spangled Banner, students will arrange the pieces in the correct, lyrical order.
· Students will discuss and implement what correct behavior to display during the playing of our national anthem.
· Students will perform the singing of the SSB after listening to the song repeatedly, given their lyrics they put together.
Lesson Context:
This will be an introductory lesson about the Star Spangled Banner and its history. Learning the song and the words is the first step. After, more of the song/poem/history will be explored, and students will be able to sing it from memory and be able to recite all the words. The vocabulary of the SSB will also be a focus of one lesson, highlighting words that students are unfamiliar with in the song, so they are able to get a clear picture about what our national anthem represents. But this first lesson focuses on learning the words and identifying where our national anthem is used and heard, include a brief, introductory history.
http://www.si.edu/encyclopedia_Si/nmah/starflag.htm
http://en.wikipedia.org/wiki/The_Star-Spangled_Banner
http://americanhistory.si.edu/starspangledbanner/
Lesson Opening: Play the Star Spangled Banner for the students, asking them just to listen. Afterward, ask students these questions: Where have you heard this song? Where is this song played? What do you know about this song? Teacher could make a list on the board of the responses given.
Procedures:
· Instructor will talk about how this song is an important part of our identity as a country and history. Instructor will briefly discuss the history of the song and its historical context. (A PowerPoint may be used for visuals)
o Written as a poem entitled “The Defense of Fort McHenry” by Francis Scott Key during the War of 1812. Key was a lawyer who was sent to secure the release of an American prisoner.
o Wrote it after witnessing the flag being flown after a large battle, the Battle of Baltimore.
o War of 1812 was fought between the British and the United States.
o Key had the poem published and designated that it be sung to a popular British tune, called “Anacreon in Heaven.” Later titled “The Star Spangled Banner.”
o Gained popularity, especially during the Civil War, but was not our nation’s anthem until 1931.
· Divide students up by important words used in the history portion, like “Francis Scott Key” or “War of 1812” or “Baltimore, Maryland.” They should move around the room finding the matching envelope to their word or phrase. Students will be told to not open their envelopes.
· Once in their groups, instructor will tell students they will be listening to a recording of “The Star Spangled Banner.” During this time, they will try to construct the SSB in front of them, putting the phrases in the correct order.
· Instructor will give time for students to take the pieces out of the envelope before playing the song.
· The song will be played the first time, and students will arrange their pieces. 4/5 grade students will probably not get all the pieces in the right place the first time.
· The instructor will ask students to check their answers and make changes during the second playing of the SSB.
· The instructor will walk around the room during the recording and assess what groups have gotten their lyrics in the correct order.
· Instructor will the play the song until everyone has the lyrics in the correct order.
· Instructor will tell students that they will be joining in with the recording and practice singing the SSB.
· But before singing, ask students what their bodies to during the national anthem, what is proper etiquette during the playing of the national anthem.
· Students may answer in certain ways, and the instructor will verify or add to the proper behaviors to pay respect to our country’s anthem.
o Take off headwear
o Place right hand at heart or stand at attention
o Sing along or stand quietly
· Tell students to follow the lyrics of their puzzle if they forget some words.
Closure: Have students join in as the recording plays of the SSB. Students should be practicing the behavior that was discussed earlier, and should be following along with the words that they arranged with their groups earlier.
Special Considerations: For students who need or benefit from visual cues during the history portion of the lesson, a PowerPoint slide can be made to view images pertaining to the lesson.
Assessment: Assessment will be made during class; every group should correctly complete their Star Spangled Banner Puzzle. Students will also be assessed for participation and behavior during the singing of the national anthem together as a class. If there is time, students can complete a worksheet with some of the words of the SSB missing, which they will have to fill in and turn in by the end of class, or the end of the day.
Why is it important that students learn my lesson?: The Star Spangled Banner is music which represents our nation, in which students should take pride in and be proficient in singing. This lesson is the beginning of an exploration of the song in our countries history and its significance now. Hopefully it will show how powerful a song can be and how it can unite thousands of people in a stadium, or bring tears at military ceremonies. This lesson and unit would also give students insight to the significance and meaning of words that are so common to them. It is also a great way to introduce the lesser known War of 1812 in the United States’ history.
Date of Lesson: Nov. 5th Teacher: Erika Calhoon
Grade Level: 4-5 grade Subject Area: History/Music
Time Needed:60 minutes Topic: Star Spangled Banner
Standards:
· Wisconsin DPI Grade 4 Social Studies Standard
o B.4.6 Explain the significance of national and state holidays, such as Independence Day and Martin Luther King, Jr. Day, and national and state symbols, such as the United States flag and the state flags
· Music Content Standard 9: Understand Music in relation to history and culture
o C. Identify various uses of music in their daily experiences and describe certain characteristics that make certain music suitable for each use
o E. Demonstrate audience behavior appropriate for the context and style of music performed
· Music Content Standard 1: Sings with others, a varied repertoire of music
o D. Sing in groups, blending vocal timbre, matching dynamic levels, and responding to the cues of a conductor.
Materials Needed:
· Recordings of the Star Spangled Banner (vocal)
· Computer speakers
· Star Spangled Puzzle Envelopes with phrases of the SSB, cutout and in mixed order
· Possible PowerPoint visual
Objectives:
· Students will share their knowledge of the SSB, about when and where it is played and its importance, given a pre-activity discussion.
· Given different recordings of the SSB, students will hear different versions and speeds of the song.
· Students will learn a brief history of the SSB, given a short lecture/discussion by the instructor.
· Given an envelope with separate phrases from The Star Spangled Banner, students will arrange the pieces in the correct, lyrical order.
· Students will discuss and implement what correct behavior to display during the playing of our national anthem.
· Students will perform the singing of the SSB after listening to the song repeatedly, given their lyrics they put together.
Lesson Context:
This will be an introductory lesson about the Star Spangled Banner and its history. Learning the song and the words is the first step. After, more of the song/poem/history will be explored, and students will be able to sing it from memory and be able to recite all the words. The vocabulary of the SSB will also be a focus of one lesson, highlighting words that students are unfamiliar with in the song, so they are able to get a clear picture about what our national anthem represents. But this first lesson focuses on learning the words and identifying where our national anthem is used and heard, include a brief, introductory history.
http://www.si.edu/encyclopedia_Si/nmah/starflag.htm
http://en.wikipedia.org/wiki/The_Star-Spangled_Banner
http://americanhistory.si.edu/starspangledbanner/
Lesson Opening: Play the Star Spangled Banner for the students, asking them just to listen. Afterward, ask students these questions: Where have you heard this song? Where is this song played? What do you know about this song? Teacher could make a list on the board of the responses given.
Procedures:
· Instructor will talk about how this song is an important part of our identity as a country and history. Instructor will briefly discuss the history of the song and its historical context. (A PowerPoint may be used for visuals)
o Written as a poem entitled “The Defense of Fort McHenry” by Francis Scott Key during the War of 1812. Key was a lawyer who was sent to secure the release of an American prisoner.
o Wrote it after witnessing the flag being flown after a large battle, the Battle of Baltimore.
o War of 1812 was fought between the British and the United States.
o Key had the poem published and designated that it be sung to a popular British tune, called “Anacreon in Heaven.” Later titled “The Star Spangled Banner.”
o Gained popularity, especially during the Civil War, but was not our nation’s anthem until 1931.
· Divide students up by important words used in the history portion, like “Francis Scott Key” or “War of 1812” or “Baltimore, Maryland.” They should move around the room finding the matching envelope to their word or phrase. Students will be told to not open their envelopes.
· Once in their groups, instructor will tell students they will be listening to a recording of “The Star Spangled Banner.” During this time, they will try to construct the SSB in front of them, putting the phrases in the correct order.
· Instructor will give time for students to take the pieces out of the envelope before playing the song.
· The song will be played the first time, and students will arrange their pieces. 4/5 grade students will probably not get all the pieces in the right place the first time.
· The instructor will ask students to check their answers and make changes during the second playing of the SSB.
· The instructor will walk around the room during the recording and assess what groups have gotten their lyrics in the correct order.
· Instructor will the play the song until everyone has the lyrics in the correct order.
· Instructor will tell students that they will be joining in with the recording and practice singing the SSB.
· But before singing, ask students what their bodies to during the national anthem, what is proper etiquette during the playing of the national anthem.
· Students may answer in certain ways, and the instructor will verify or add to the proper behaviors to pay respect to our country’s anthem.
o Take off headwear
o Place right hand at heart or stand at attention
o Sing along or stand quietly
· Tell students to follow the lyrics of their puzzle if they forget some words.
Closure: Have students join in as the recording plays of the SSB. Students should be practicing the behavior that was discussed earlier, and should be following along with the words that they arranged with their groups earlier.
Special Considerations: For students who need or benefit from visual cues during the history portion of the lesson, a PowerPoint slide can be made to view images pertaining to the lesson.
Assessment: Assessment will be made during class; every group should correctly complete their Star Spangled Banner Puzzle. Students will also be assessed for participation and behavior during the singing of the national anthem together as a class. If there is time, students can complete a worksheet with some of the words of the SSB missing, which they will have to fill in and turn in by the end of class, or the end of the day.
Why is it important that students learn my lesson?: The Star Spangled Banner is music which represents our nation, in which students should take pride in and be proficient in singing. This lesson is the beginning of an exploration of the song in our countries history and its significance now. Hopefully it will show how powerful a song can be and how it can unite thousands of people in a stadium, or bring tears at military ceremonies. This lesson and unit would also give students insight to the significance and meaning of words that are so common to them. It is also a great way to introduce the lesser known War of 1812 in the United States’ history.
