DUE PRESENTED BY ___________________________.
Name That Tune!
We are going to come up with our own version of American Revolution Music by taking a song that already exists and changing the lyrics to be about the causes of the Revolution. The goal is to show a deep understanding of the causes of the American Revolution while creating something unique and entertaining.
STEP 1: Each group/person will come up with 3 tunes they would like to re-write the lyrics and make their own. While re-writing, the song must follow the same beat yet use 10_number of terms from the vocabulary list. The goal is to show a depth of knowledge, not just list words that deal with the topic.
The song must be historically accurate for credit.
The past has proven that the slower the tune the easier it is to stay as a group and sing.
STEP 2: Take your three songs and begin to decide which would work better by beginning to change over the lyrics. Then make a decision about which will work best and focus on that one.
STEP 3: Rewrite ALL the lyrics to the song. This means all verses and chorus. (You don’t have to keep the chorus the same for the whole song) You will then have your lyrics checked off by Ms. Kasper.
You will need to turn in a copy of the original lyrics and the song lyrics together at this point. LYRICS are due by_________________
STEP 4: Record your group singing the song with garageband or other option. You can do this on a smart phone, an IPAD borrowed from Mr. D, or with a school laptop.
STEP 5: Plan out your music video using the planning tools from Mr. D and Ms. Kasper. These tools should be extremely specific and include per a shot. You should include close up shots, still shots, repeating images, and long shots. Your video should NOT be one long shot of you singing in front of the camera. It should end up looking like a real music video! Your tools must be shown to Ms. Kasper and Mr. D before you are allowed to use his green screens, IPADS, cameras, etc.
STEP 6: Videotape your music video. Remember that it should include a variety of shots and NOT one long shot of you standing in front of the camera. You can divide and conquer, requiring different group members to shoot different parts, still shots, the repeating shots, close ups, etc. Once you have recorded all the pieces you will edit the video into one file. Mr. D and his broadcasting kids will show you how to do this as needed. Ms. Kasper prefers your lyrics to be closed captioned at the bottom or top of the screen.
STEP 7: You will play your video in class, uploading your file onto Ms. Kasper’s computer, putting it on youtube, or emailing it to her from google drive.
Vocabulary List: Must use_____ terms.
Sons of Liberty
Treaty of Paris
Proclamation of 1763
John Hancock (P)
George Washington (P)
Paul Revere (P)
Crispus Attucks (P)
Benjamin Franklin (P)
Patrick Henry (P)
Thomas Paine (P)
King George III (P)
Samuel Adams (P)
Committees of Correspondence Boston Tea Party Boston Massacre Concord/Lexington
Stamp Act Tea Act Intolerable Acts Townshend Acts
Boston Tea Party Boston Massacre Tar and Feather Effigy
Tax Collector East India Tea Co. protest treason
Intolerable Acts Coercive Acts rights Parliament
English Bill of Rights Magna Carta petition charter
Citizen Common Sense French and Indian War Ohio Valley
Representation taxation Townshend Acts Quartering Act
Red coats French Hessians Colony
British Empire Duty Lord North General Thomas Gage
Boston, Massachusetts Continental Congress Lexington Concord
Independence Declaration of Ind. Petition Continental Army
Battle of Bunker Hill Siege at Boston Olive Branch Petition Thomas Jefferson
Natural Rights mercenaries General Howe Victory in Trenton
Strategy Winter at Valley Forge General Cornwallis
Guerrillas Treaty of Paris French Revolution Create your own
GROUP SIGN OFF
TEACHER SIGN OFF
STEP 1 3 song options brought in
STEP 2 choose song
STEP 3 rewrote lyrics-turned in
STEP 4 record song-turned in
STEP 5 plan music video
STEP 6 video completed—turned in
STEP 7 shown to class
LYRICS RUBRIC: 100 PTS:
Comments to explain how it is beneath the standards.
Comments to explain how it exceeds the standards
facts are credible and shows an understanding of the content with a clear perspective.
Focus on Topic (Content)
Main idea is clear and well focused. It is supported by detailed information
Adding Personality (Voice)
The writer seems to be drawing on knowledge and has made the ideas sound like their own.
Details are placed in a logical order, and mostly keeps the interest of the reader/listener.
Flow & Rhythm (Sentence Fluency)
Almost all sentences sound natural and are easy-on-the-ear when read aloud, but 1 or 2 are stiff and awkward or difficult to understand.
Grammar & Spelling (Conventions)
Writer makes 1-2 errors in grammar or spelling that distract the reader from the content.
Used the terms effectively using them in context. They mostly fit into the “song” and add to the main idea.
MUSIC VIDEO RUBRIC: 100 PTS
Comments to explain how it is below the standards.
Comments to explain how it exceeds the standards.
Title slide and end credits have all necessary information, but lack extra visual appeal.
The pictorial representations of the song last the entire song.
Presentation has a theme and story line though images with only minimal deviations in color or font.
Match Song Content
Images selected match the content of the song. Images are repeated when ideas are repeated in the song.
All images are appropriate for the classroom.
Each picture has a transition. Less evident that group considered impact, but the effect is still visually appealing. Shots are somewhat varied, but many last for too long. There is some variety of close, medium, and long shots.
Lyrics and Sound
Lyrics are mostly understandable and can be heard. The lyrics are in closed captioning at the bottom of the screen.
They lyrics show an understanding of the revolution and the ideas and events mainly flow in a logical order.
Adapted from Rubistar.