We are creating a playlist inspired by our Classroom Champion Josh Sweeney. Every hero needs a theme song, and we are building a soundtrack that defines who we are as leaders in room 207. Music tells our story.
Comparing Song And Poems
Song Comparison Essay
Analyzing The Song What Its Like
Music Content Comparison
Music Comparison Essay
Essay About Song Lyrics
Comparative Essay-Music
Garner 1 Experiencing Music MUNM 1743 26 November .docxshericehewat
Garner 1
Experiencing Music
MUNM 1743
26 November 2012
Soundtrack of My Life: Outline
Infant/Toddler
Pat-a-Cake
Twinkle, Twinkle Little Star
ABC song
Where is Thumbkin?
Starlight, Starbright
Most of these songs were taught to me by my mom or my older sisters, but I also learned
some at preschool. Two of these songs helped me learn the ABC’s and the differences
between my fingers and thumb. Pat-a-Cake helped me to develop my coordination when I
was a baby. I still remember my mom singing, “Twinkle, Twinkle” and “Starlight, Starbright”
as lullabies.
Elementary School
James Taylor
John Denver
Billy Joel
The River of Dreams (from River of Dreams, 1993)
The Monkees
Phil Collins
Shania Twain
Backstreet Boys
Larger Than Life (from Millennium, 1999)
These artists/bands are the ones that I remember most from my elementary days. My mom
is a music teacher, so music has always been a very important part of my life, and I’ve
always been exposed to an extremely wide variety of music. During this time, I feel that a
lot of the music I listened to involved music functioning as movement. I still vividly
remember dancing around the house with my mom to Billy Joel or The Monkees.
Middle School
Michael Jackson
The Eagles
Judy Garland
The Man That Got Away (from A Star Is Born, 1954)
Elton John
Jonas Brothers
Aerosmith
Rag Doll (from Permanent Vacation, 1987)
Led Zeppelin
During middle school is when I feel I started to branch out and find some of my own music.
Obviously I still listened to a lot of the music my parent’s did (especially Michael Jackson,
Elton John, and The Eagles), but this was the time that I discovered my own love for classic
rock. Led Zeppelin and Aerosmith became two of the biggest musical obsessions that I’ve
had, and I still listen to the frequently. Judy Garland is one of my all-time favorite
performers, and it was in middle school that I discovered the movie A Star Is Born and
totally fell in love. Some of this music functioned as ritual for my family, I don’t remember a
road trip where we didn’t absolutely have to listen to every Michael Jackson or Elton John
CD.
High School
Led Zeppelin
Thank You (from Led Zeppelin II, 1969)
The Real Group
Jamie Cullum
Rajaton
Butterfly (from Boundless, 2001)
Jason Mraz
Sara Bareilles
Ben Rector
In high school I continued listening to most of the classic rock bands I had discovered,
especially Led Zeppelin. I had been involved in choirs my entire life, but high school is
when it became a huge part of my life. I was in Chorale and Jazz Choir, and Jazz really got
me into acapella groups like The Real Group and Rajaton. The song Butterfly, by Rajaton, is
one of my favorite pieces that I’ve ever sung and I feel very emotionally connected to it.
These were also the years that I discovered Jason Mraz, Sara Bar ...
IS HAPPINESS A CHOICE? AN LP FOR C1 – TEACHING ENGLISH CREATIVELY WITH SONGS ...Marcia Bonfim
Description:
This song-based STEP-BY-STEP LESSON PLAN for ENGLISH language TEACHING features the lyrics for 26 by Lauv. Students SPECULATE about a photo, CHOOSE an appropriate quote for it, READ the first verse of a song and match it to a chorus from a choice of 3, DISCUSS their choices, TALK about what kind of song it might be, WATCH the music video, comment on it and for homework, WRITE an essay in the style of C1: Advanced, Cambridge English: Advanced (CAE).
OBS: This lesson plan was made for ONLINE TEACHING, but it can be modified for face-to-face instruction, as well.
Language level: B2+/C1
Learner type: All ages
Skills: speaking, reading, listening and writing
Topic: Lyrics (verse, chorus, meaning)
Language/grammar:speculating, giving opinions
Materials: YouTube Video, genial.ly presentation
Duration: 50 - 60 min
Song lyrics assignment # 8 is due by 500p.m. You are to choose .docxwilliame8
Song lyrics assignment # 8 is due by 5:00p.m. You are to choose one song from this song packet. Choose one question from that one song. Answer everything next to that one question in paragraph form. Type the name of the song and the number of the question you answer. Your answer must have at least five different sentences in it. These songs begin with the song, “Crazy Love” and end with the song, “Last Year’s Man.” This assignment is worth a maximum of 50 points. You might want to find these songs if you are able to do this on YouTube videos by the original artists and listen to them. These songs follow this paragraph in my syllabus. You will also be writing a five paragraph essay using these same songs a little later in the semester.
Song Lyrics Assignment # 8
Song # 1: “Crazy Love”-Poco
Verse !: Tonight I’m gonna break away
Just you wait and see.
I’ll never be imprisoned by
A faded memory.
Verse 2: Just when I think I’m over her,
This broken heart will mend.
I hear her name and I have to cry,
The tears come down again.
Chorus 1: It happens all the time.
This crazy love of mine,
Wraps around my heart
Refusing to unwind.
Ooo Ooo Crazy love
Ahh ha
Verse 3: Count the stars in a summer sky,
That fall without a sound.
And then pretend that you can’t hear
These tear drops coming down.
Chorus 2: It happens all the time.
This crazy love of mine,
Wraps around my heart
Refusing to unwind.
Ooo Ooo Crazy love
Ahh ha
Verse 4: Tonight I’m gonna break away
Just you wait and see.
I’ll never be imprisoned by
A faded memory.
Chorus 3: It happens all the time.
This crazy love of mine,
Wraps around my heart
Refusing to unwind.
Ooo Ooo Crazy love
Ahh ha
Chorus 5: Tonight I’m gonna break away.
Questions:
1. Describe the type of love the songwriter had when he wrote this song. Is this more of a healthy love, or is it more of an unhealthy love? Explain. Use quotes from the song to illustrate your points.
2. What are the triggers that are causing so much misery in the songwriter’s feelings for this woman? How can he break out of this sadness and misery and move into a better space in his life? Explain. Use quotes from the song to support your ideas.
3. In your opinion, is the songwriter imprisoned by a faded memory of the love that he once had and does not have right now? Explain how he might be imprisoned in this way. Use quotes from the song to illustrate your points.
Song Lyrics Assignment # 8
Song # 2: “Lodi.
This is the latest version of our One Word Project. Every year when we return from break I ask my students to set goals and define a vision to finish the year strong. This is part of that project.
Cate we are all language teachers by dr. jeff bonine and janet ilkoJanet Ilko
A presentation on integrating English academic language with content. Creating an equitable classroom for all learners, with a focus on language learners.
HSMS honors each scholar by writing something unique about everyone on campus. Thank you Andrew Kurka and Classroom Champions for helping us realize the importance of every person on campus.
Classroom champions presentation april 2017 calgaryJanet Ilko
Classroom Champions mentors make a difference in the lives of my students. This presentation shares ideas on how we integrate these mentors into our civics and social activism work in our classroom.
This year HSMS will have a CIvic Engagement Honors Program. Students will select a community based issue, research the topic and develop and implement a plan to resolve the issue.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
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Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
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The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
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2. Every Leader Needs a
Theme Song!
Inspired by men like…
our Classroom Champion
Josh Sweeney
We are creating a Leadership
soundtrack! Music makes us
awesome!
Kid President inspires us all to
dance, but we need a
soundtrack!
3. Select a Soundtrack
Have you ever noticed in movies
or TV shows there is rarely
silence? There are usually sound
effects, or songs playing in the
background. Music helps to tell
the story.
In this project, you are going to
create a soundtrack of 5 songs
that define different events from
your life. One of which will
become your theme song!
4. Tell Your Story
We will begin by thinking about
our favorite songs.
Make a list of the top three
songs you are listening to at the
moment.
Why do you like them?
What speaks to you?
What do the lyrics really mean?
5. When an artist puts out a song, they are telling a story. They have a message
they want to convey to their audience.
But as with every story, people take away different messages from the same
song. We have events in our own lives that we bring to the table when we
listen to songs.
Here are three versions of the first song in my own soundtrack.
Let’s check it out.
Songs Have Meaning
6. Here is Sara’s
original video.
After you watch it,
what message is
she trying to share?
Brave by Sara Bareilles The Artist Version
7. Here is the lyric version
created by some young ladies
to tell a different story
using the same lyrics.
What is this message?
Brave by Sara Bareilles: A Youth Lyric Mix
8. Brave at University of Minnesota
Masonic Children's Hospital
This mix of music and images
tells a different story.
What is this message?
Brave by Sara Bareilles: Another Mix
9. Brave by Sara Bareilles
Mrs. Ilko’s version I picked this song and lyrics
because I want to inspire my
students to be BRAVE.
“Say what you want to say, and
let the words FALL OUT!
Honestly, I want to see you be
brave!”
If you leave my classroom
knowing that written and spoken
words have power, and you can
use them with confidence, then
my work is done.
10. Next to each event, write a short
description about what happened
and why it was important to
you.
Then, think about songs that
connect you to that event.
For example, a special song that
you played at a birthday party
Bring it to class tomorrow.
Your Turn!
Make a list of 8-10 important
events in your life.
● First day of school (e.g., preschool, kindergarten,
first grade, middle school, high school)
● A special family trip or vacation
● A family event or milestone
● A personal achievement (e.g., first place in a
competition)
● A personal loss
11. Choose 5 songs that define
major events in your life.
Listen to each of these songs and
study the lyrics. What is the
message? How does it speak to
you? Why is it important?
Write a description about each
song in your journal.
This is your soundtrack!
Choose The Top 5
12. We are going to create a class
soundtrack.
After reviewing your song lists,
choose one you want to share with
our class. (Your theme song)
Download the lyrics, a video or
mp3 and two images that enhance
the song.
Write a letter to the class telling
what the song means and why it is
important to you.
Choose Your Theme
Song!
13. Create a slide that includes:
Your song title and artist
Two images
Quote part of the lyrics and why
they are important to you.
Provide a link to the song on
your page (school appropriate)
I will put the slideshow and
create a room 207 playlist.
Final Project