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Lesson 7

We will continue to explore the following question: How will I use primary and secondary sources to create an original work? Following our research, we will closely analyze one of the previously studied songs in order to guide our writing of lyrics for our own original song or writing new verses to an existing song from the musical using our research and the influence of primary sources.

Lesson Goals

  • Can I actively focus my attention on independent and collaborative tasks?

  • Can I work productively in various roles with other participants?

  • Can I pay attention to and acknowledge others while thoughtfully considering their ideas?

  • Can I generate and develop ideas, questions, and positions related to my research topic, products, and solutions to problems?

  • Can I explore a variety of credible sources to answer questions about my research topic or solve a problem, using an organized and dynamic process of inquiry?

  • Can I gather and organize relevant and sufficient evidence to demonstrate an understanding of texts and topics, support claims, and develop ideas?

  • How well do I gather and organize relevant and sufficient evidence to demonstrate an understanding of texts and topics, support claims, and develop ideas related to my topic?

  • Can I revisit, refine, and revise my understanding, knowledge, and work based on discussions with others and feedback and review by myself and others?

  • Can I finish short and extended tasks?

Texts

Core

  • Tradebook
    • Hamilton: The Revolution, Lin-Manuel Miranda and Jeremy McCarter, Grand Central, 2016

Materials

Question Sets

Editable Google Docs

Activity 1: Read

We will look back at a song written by Lin-Manuel Miranda to use as a guide in writing lyrics for our own original songs.

As a class, select one of Lin-Manuel Miranda’s songs to examine. Then, reread the lyrics and discuss to the following questions:

  1. Where does Miranda introduce the problem, situation, or observation about the person or event?

  2. How does he use dialogue and description to develop the events or characters?

  3. How does he use precise words and phrases, literary and rhetorical devices, and sensory language to convey a vivid picture of the experiences, events, or characters?

  4. How does Miranda conclude the song?

Activity 2: Discuss

We will review songs written by Lin-Manuel Miranda to use as a guide in incorporating certain words and phrases from primary sources to help tell a story.

As a class, use the same song and your notes related to the song to reread the lyrics and identify and mark the primary source words and phrases.

Then, consider the following questions and discuss them with the class:

  1. How are the primary source words and phrases used?

  2. Do they rhyme with other words?

  3. Are they repeated throughout the song?

  4. Does Miranda only use a few phrases from a primary source or many?

  5. What else do you notice about Miranda’s use of phrases from primary sources?

Activity 3: Read

We will analyze a second song in small groups.

In your group, select one of Lin-Manuel Miranda’s songs that you previously worked with. Then, with the teacher facilitating, reread the lyrics and respond to the following questions:

  1. Where does Miranda introduce the problem, situation, or observation about the person or event?

  2. How does he use dialogue and description to develop the events or characters?

  3. How does he use precise words and phrases, literary and rhetorical devices, and sensory language to convey a vivid picture of the experiences, events, or characters?

  4. How does Miranda conclude the song?

Then, consider the following questions and discuss them with your group:

  1. How are the primary source words and phrases used?

  2. Do they rhyme with other words?

  3. Are they repeated throughout the song?

  4. Does Miranda only use a few phrases from a primary source or many?

  5. What else do you notice about Miranda’s use of phrases from primary sources?