Music Station – Four Days
(I would either burn these songs onto CDs and let the students listen on players, or have them listen on the computer using the links)
1. Over the next four days you will listen to five songs mentioned in the book Freedom Train:
Didn’t My Lord Deliver Daniel http://www.kididdles.com/lyrics/d039.html;
Go Down, Moses http://www.mamalisa.com/?t=es&p=2549&c=12;
Hushaby Lullaby http://www.lullaby-link.com/all-the-pretty-little-horses.html;
Gospel Train http://www.learnnc.org/lp/multimedia/7409 ;
Steal Away to Jesus http://www.lullaby-link.com/steal-away.html .
After listening to each song, please write an explanation (75 word minimum) of:
What is the song about? What are the two meanings of the song?
2. Rank the songs in order 1-5 (One being the most important, Five being the least important) of the spirituals/slave songs. Include an explanation why you placed each song where you did.
3. Create your own spiritual/slave song. Remember that it should sound like a Bible song, but really represent freedom. Your song should fit the following requirements:
Follow ABAB, ABBA, or AABB format
75 word minimum
Be set to the ABC song/Twinkle, Twinkle Mary Had a Little Lamb London Bridge is Falling Down
Your song explanation and original song will be graded with the following rubric:
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| CATEGORY | 4 | 3 | 2 | 1 | Score | |||||
| Song Choice | Writer uses vivid songs that linger or draw pictures in the reader's mind, and the choice and placement of the songs seems accurate, natural and not forced. | Writer uses vivid songs and that linger or draw pictures in the reader's mind, but occasionally the words to the songs are used inaccurately or seem overdone. | Writer uses songs that communicate clearly, but the songs lack variety, punch or flair. | Writer uses songs that do not communicate strongly or capture the reader's interest. The songs do not fit in as dialogue. |
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| Flow & Rhythm (Sentence Fluency) | All sentences sound natural and are easy-on-the-ear when read aloud. Each sentence is clear and has an obvious emphasis. | 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. | Most sentences sound natural and are easy-on-the-ear when read aloud, but several are stiff and awkward or are difficult to understand. | The sentences are difficult to read aloud because they sound awkward, are distractingly repetitive, or difficult to understand. |
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| Focus on Topic (Content) | There is one clear, well-focused topic. Main idea stands out and is supported by detailed information. | Main idea is clear but the supporting information is general. | Main idea is somewhat clear but there is a need for more supporting information. | The main idea is not clear. There is a seemingly random collection of information. |
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| CATEGORY | 4 | 3 | 2 | 1 |
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| Identifies important information | Student lists all the main points of the article without having the article in front of him/her. | The student lists all the main points, but uses the article for reference. | The student lists all but one of the main points, using the article for reference. S/he does not highlight any unimportant points. | The student cannot important information with accuracy. |
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| Identifies details | Student recalls several details for each main point without referring to the article. | Student recalls several details for each main point, but needs to refer to the article, occasionally. | Student is able to locate most of the details when looking at the article. | Student cannot locate details with accuracy. |
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| Identifies facts | Student accurately locates at least 5 facts in the article and gives a clear explanation of why these are facts, rather than opinions. | Student accurately locates 4 facts in the article and gives a reasonable explanation of why they are facts, rather than opinions. | Student accurately locates 4 facts in the article. Explanation is weak. | Student has difficulty locating facts in an article. |
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| Summarization | Student uses only 1-3 sentences to describe clearly what the article is about. | Student uses several sentences to accurately describe what the article is about. | Student summarizes most of the article accurately, but has some slight misunderstanding. | Student has great difficulty summarizing the article. |
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