Activity – Analyzing Lyrics: Women’s Suffrage in Music
Time: 1 class period (40 minutes)
Objectives:
Students will analyze song lyrics written about the women’s suffrage movement to determine meaning and mood behind the words. They will discuss, as a group, the relation of the lyrics to the current events of the time (1800’s and early 1900’s) and formulate a group summary of ideas and sentiments.
Standards:
Reading Standards for Literature Grades 11-12
Craft and Structure
4. Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful.
Range of Reading and Level of Text Complexity
11. Interpret, analyze, and evaluate narratives, poetry, and drama, aesthetically and philosophically by making connections to: other texts, ideas, cultural perspectives, eras, personal events, and situations.
Speaking and Listening Standards 11-12
Comprehension and Collaboration
1. Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11–12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.
Language Standards Grades 11-12
Vocabulary Acquisition and Use
5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
Description of Activity:
1. Students read a collection of songs, by Henry W. Roby, about the women’s suffrage movement
· song book link
· Show the example video of a women's suffrage song being performed
· Students are assigned to one of the songs for an analysis (song assignment will eventually determine groupings)
· Analyze lyrics to determine the author’s sentiments and purpose
· Make connections between lyrics and the events of the 1800’s and early 1900’s
2. Students meet in small groups to discuss their ideas about the song lyrics
· Share thoughts and ideas, speaking and listening to other’s view points
· As a group, record a summary of the group’s discussion and interpretation of the lyrics (making sure to include tie-ins
to the events of the women’s suffrage movement) to share with the rest of the class and hand-in
Assessment of Student Learning:
1. Monitor student group discussions, looking for active participation and support of other’s shared ideas. Watch for
collaboration on the group summary, making sure that everyone is contributing and students are cooperating.
2. Evaluate the small group summaries, looking for interpretation and analysis of lyrics and the connections made to the women’s suffrage events of the 1800’s and early 1900’s.
Enhancing Literacy Awareness in Student Learning:
1. Students will grow in their literacy experience as they analyze the meaning behind song lyrics’ words and develop a connection in their prior knowledge to enhance their understanding of the word analysis.
2. The collaborative nature of student discussions regarding their comprehension surrounding the lyrics will work to benefit their skills of speaking and listening with peers, as well as developing their conversational cooperation strategies.
Time: 1 class period (40 minutes)
Objectives:
Students will analyze song lyrics written about the women’s suffrage movement to determine meaning and mood behind the words. They will discuss, as a group, the relation of the lyrics to the current events of the time (1800’s and early 1900’s) and formulate a group summary of ideas and sentiments.
Standards:
Reading Standards for Literature Grades 11-12
Craft and Structure
4. Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful.
Range of Reading and Level of Text Complexity
11. Interpret, analyze, and evaluate narratives, poetry, and drama, aesthetically and philosophically by making connections to: other texts, ideas, cultural perspectives, eras, personal events, and situations.
Speaking and Listening Standards 11-12
Comprehension and Collaboration
1. Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11–12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.
Language Standards Grades 11-12
Vocabulary Acquisition and Use
5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
Description of Activity:
1. Students read a collection of songs, by Henry W. Roby, about the women’s suffrage movement
· song book link
· Show the example video of a women's suffrage song being performed
· Students are assigned to one of the songs for an analysis (song assignment will eventually determine groupings)
· Analyze lyrics to determine the author’s sentiments and purpose
· Make connections between lyrics and the events of the 1800’s and early 1900’s
2. Students meet in small groups to discuss their ideas about the song lyrics
· Share thoughts and ideas, speaking and listening to other’s view points
· As a group, record a summary of the group’s discussion and interpretation of the lyrics (making sure to include tie-ins
to the events of the women’s suffrage movement) to share with the rest of the class and hand-in
Assessment of Student Learning:
1. Monitor student group discussions, looking for active participation and support of other’s shared ideas. Watch for
collaboration on the group summary, making sure that everyone is contributing and students are cooperating.
2. Evaluate the small group summaries, looking for interpretation and analysis of lyrics and the connections made to the women’s suffrage events of the 1800’s and early 1900’s.
Enhancing Literacy Awareness in Student Learning:
1. Students will grow in their literacy experience as they analyze the meaning behind song lyrics’ words and develop a connection in their prior knowledge to enhance their understanding of the word analysis.
2. The collaborative nature of student discussions regarding their comprehension surrounding the lyrics will work to benefit their skills of speaking and listening with peers, as well as developing their conversational cooperation strategies.