Names: Jocelyne Ramirez Subject Area(s) : Music Lesson Topic: Grade Level(s) : 11-12

EDSC 330 Strategy Lesson Template
Names: Jocelyne Ramirez Subject Area(s): Music

Lesson Topic: Song of Democracy: Walt Whitman meets Howard Hanson Grade Level(s): 11-12
Standards
Literacy Standard(s):
CCSS.ELA-LITERACY.RL.11-12.2
Determine two or more themes or central ideas of a text and analyze their development over the course of
the text, including how they interact and build on one another to produce a complex account; provide an
objective summary of the text.
CCSS.ELA-LITERACY.RL.11-12.7
Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or
recorded novel or poetry), evaluating how each version interprets the source text. (Include at least one play
by Shakespeare and one play by an American dramatist.)
Content Area Standard(s):

K.MU:Cr3.
Enduring Understanding: 3.1 Musicians evaluate, and refine their work through openness to new
ideas, persistence, and the application of appropriate criteria.
Essential Question(s): How do musicians improve the quality of their creative work?
Process Component(s): Evaluate and Refine
Performance Standard(s):
Evaluate, refine, and document revisions to personal music, applying teacher-provided and collaboratively
developed criteria and feedback to show improvement over time.
K.MU:Re7.2
Enduring Understanding: 7.2 Response to music is informed by analyzing context (social, cultural,
and historical) and how creators and performers manipulate the elements of music.
Essential Question(s): How do individuals choose music to experience?
Process Component(s): Analyze
Demonstrate and explain how responses to music are informed by the structure, the use of the elements of
music, and context (such as personal, social and cultural).
MU:Cn11
Enduring Understanding: Musicians connect their personal interests, experiences, ideas, and
knowledge to creating, performing, and responding.
Essential Question(s): How do musicians make meaningful connections to creating, performing, and
responding?
Process Component(s): Synthesize
Explain and demonstrate how personal interests, experiences, ideas, and knowledge relate to creating,
performing, and responding to music.
English Language Development (ELD) Standard(s):

10. Writing/Emerging 10.b
Write brief summaries of texts and experiences by using complete sentences and key words (e.g., from
notes or graph- ic organizers).
8. Analyzing language choices

Explain how a writer’s or speaker’s choice of phrasing or specific words (e.g., describing a character or
action as aggressive versus bold) produces nuances or different effects on the audience.
Lesson Objectives & Supports
Content objectives:
What was it like to be part of democracy when Whitman was alive? (1874) How is it
like to live in our democracy? What are some differences and similarities?
Literacy objectives:
Understand that the poem is telling us what we need to improve on as a country for
the sake of the next generation and it starts in our schools.
Academic vocabulary:
Tier II (General) Analyze the poem.
Tier III (Domain specific)
Literacy strategies and Integrated ELD Strategies (SDAIE, Specially Designed

Academic Instruction in English):
 Name and provide a brief (1 sentence) description of each literacy and SDAIE
strategy used in the lesson.
 Be sure to include a reference (author, date) for each strategy.
Assessment: How will you know if students met your objectives?

Poetry of this nature is hard to dissect, because is there a right answer. There is an overall
picture, but the assessment will be known when students can see that an old man’s school
of thought is still in fruition.
Instruction: What you’ll teach, and how
Lesson Introduction/Anticipatory Set

Time Teacher Does Student Does
5 minutes Shows the musical context of the piece Talks about the piece
Lesson Body
2-3 minutes
(collaboration Make a bubble map of democracy now. Makes a bubble map of their democracy.
is allowed)
Lesson Closure
2-3 minutes
Make a bubble map of what democracy is to Walt Makes a bubble map of what democracy is to Walt
(collaboration
Whitman. Whitman.
is allowed)
Instructional Materials, Equipment & Multimedia
The whole composition of Song of Democracy doesn’t include every word, but I bolded
what we can go over in a span of five minutes.
I highlighted what we have extra time for.
An Old Man’s School of Thought (1874)
An old man's thought of school;

An old man, gathering youthful memories and
blooms that youth itself cannot,
Now only do I know you!
O fair auroral skies! O morning dew upon the
grass!
And these I see—these sparkling eyes,
These stores of mystic meaning—these young lives,
Building, equipping, like a fleet of ships—immortal
ships!
Soon to sail out over the measureless seas,
On the Soul's voyage.
Only a lot of boys and girls?
Only the tiresome spelling, writing, ciphering classes?
Only a public school?
Ah! more—infinitely more;
(As George Fox rais'd his warning cry, "Is it this
pile of brick and mortar—these dead floors,
windows, rails—you call the church?
Why this is not the church at all—the church is
living, ever living souls.")
And you, America,
Cast you the real reckoning for your present?
The lights and shadows of your future—good or evil?
This Union multiform, with all its dazzling hopes
and terrible fears?
Look deeper, nearer, earlier far—provide ahead—
counsel in time;
Not to your verdicts of election days—not to your
voters look,
To girlhood, boyhood look—the teacher and the
school.
WALT. WHITMAN.
Sail, sail thy best, ship of democracy, (1874)
Sail, sail thy best, ship of Democracy,

Of value is thy freight, 'tis not the Present only,
The Past is also stored in thee,
Thou holdest not the venture of thyself alone, not of the Western
continent alone,
Earth's resume entire floats on thy keel O ship, is steadied by thy spars,
With thee Time voyages in trust, the antecedent nations sink or
swim with thee,
With all their ancient struggles, martyrs, heroes, epics, wars, thou
bear'st the other continents,
Theirs, theirs as much as thine, the destination-port triumphant;
Steer then with good strong hand and wary eye O helmsman, thou
carriest great companions,
Venerable priestly Asia sails this day with thee,
And royal feudal Europe sails with thee.― Walt Whitman
Differentiation:
Indicate how you could adapt this lesson for each of the following groups of students.
Adaptations might include additional literacy supports or scaffolds, texts written at multiple
levels, etc.
English learners: English learners and I would collaborate collectively on the

bubble maps to get an idea of what they see as democracy. We would go through the
poem together. Scaffold by I read first, they read first. If they can find similarities
between what they wrote to what Whitman wrote. They can understand it through
their eyes and Whitman eyes.
Striving readers: Striving Readers would read this on their own. Have the choice to
collaborate or not. See the historical context behind it.
Students with special needs: Students with special needs and I would read this
together. We would underline the important words or words they have questions
on. We would go through it together.
Advanced students: Advanced Students and I would go immediately to the
discussion of democracy and the musical context that Howard Hanson displayed.

Names: Jocelyne Ramirez Subject Area(s) : Music Lesson Topic: Grade Level(s) : 11-12

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Names: Jocelyne Ramirez Subject Area(s) : Music Lesson Topic: Grade Level(s) : 11-12

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EDSC 330 Strategy Lesson Template

Names: Jocelyne Ramirez Subject Area(s): Music

Content Area Standard(s):

English Language Development (ELD) Standard(s):

8. Analyzing language choices

Literacy strategies and Integrated ELD Strategies (SDAIE, Specially Designed

Assessment: How will you know if students met your objectives?

Instruction: What you’ll teach, and how

Lesson Introduction/Anticipatory Set

Instructional Materials, Equipment & Multimedia

An Old Man’s School of Thought (1874)

An old man's thought of school;

Sail, sail thy best, ship of democracy, (1874)

Sail, sail thy best, ship of Democracy,

English learners: English learners and I would collaborate collectively on the

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