BHH READING When you read, think about what is IN THE BOOK o What s this about? o Who s telling the story? o What does the author want me to know? IN YOUR HEAD o What surprised me? o What does the author think I already know? o What changed, challenged, or confirmed my thinking o What did I notice? IN YOUR HEART o What did I learn about me? o How will this help me to be better?
DOK Question Stems DOK 1 Can you recall? When did happen? Who was? How can you recognize? What is? How can you find the meaning of? Can you recall? Can you select? How would you write? What might you include on a list about? Who discovered? What is the formula for? Can you identify? How would you describe? DOK 2 Can you explain how affected? How would you apply what you learned to develop? How would you compare? Contrast? How would you classify? How are alike? Different? How would you classify the type of? What can you say about? How would you summarize? What steps are needed to edit? When would you use an outline to? How would you estimate? How could you organize? What would you use to classify? What do you notice about? DOK 3 How is related to? What conclusions can you draw? Justify your conclusion with text evidence. How would you adapt to create a different? How would you test? Can you predict the outcome if. Justify your conclusion with text evidence. What is the best answer? Why? What is your interpretation of this text? Support your rationale. How would you describe the sequence of? What facts would you select to support? Can you elaborate on the reason? What would happen if? Justify your conclusion with text evidence. Can you formulate a theory for? Can you elaborate on the reason? DOK 4 Write a thesis, drawing conclusions from multiple sources. Design and conduct an experiment. Gather information to develop alternative explanations for the results of an experiment. Write a research paper on a topic. Apply information from one text to another text to develop a persuasive argument. What information can you gather to support your idea about? DOK 4 would most likely be the writing of a research paper or applying information from one text to another text to develop a persuasive argument. DOK 4 requires time for extended thinking. From Depth of Knowledge Descriptors, Examples and Question Stems for Increasing Depth of Knowledge in the Classroom Developed by Dr. Norman Webb and Flip Chart developed by Myra Collins
Paula the Predictor She dresses like a fortune teller, uses a crystal ball and a Russian accent and looks for clues from the text or illustrations to predict what will happen next. Her action is to wave your hands over an imaginary crystal ball. I think because I ll bet because I suppose because I think I will learn because Quinton the Questioner He acts like a newscaster with a hat and toy microphone. He asks questions as you read. Some are answered in the book and others are inferred. His action is to hold an imaginary microphone. I wonder Who? What? When? Where? Why? How? Why do you think? He uses text evidence to give his answers. Clara the Clarifier She dresses with a fancy hat and glasses. She uses an English accent. Her action is to make circles with your thumb and pointer fingers and look through them like glasses. She uses a remote control to stop you so you can clarify ideas or meanings by rereading, decoding words, visualizing etc. I didn t get the (word, idea, part) so I (reread, read on, sounded it out, etc.). I didn t understand the part where This doesn t make sense, this is a tricky word because and to clarify, I can reread, read on, sound out, look for parts I know, blend the sounds together, think of another word, make a picture in my head, talk to a friend. Sammy the Summarizer He wears a cowboy hat and carries a lasso so that it can show how summarizing is like lassoing text and condensing, or roping up the important parts, categories or ideas into an itty bitty space. The most important ideas are (First, Next, Then, finally), In the (beginning, middle, end), The story takes place the main characters are A problem occurs when From Reciprocal Teaching at Work by Lori D. Oczkus
National Standard: 8a, 8b, 9a, 1a Music Targets 5th: Sing confidently in a broad vocal range differentiating between chest and head voice Identify and respond to the element of contrasting and repeating musical phrases Music Targets 6th: Sing a variety of songs in both major and minor keys with sensitivity to the expressive qualities within the music Sing two-part harmonies by adding parallel thirds and sixths Objective: The student will learn to sing the wide vocal range of the national anthem in tune, accurately, and in a light head voice. Students will learn and understand the meaning and the historical setting of the lyrics. Lesson Resources: Web Sites and Videos: 1. a description of the people, the history and the battle sequence can be found at Fort McHenry s official website at www.bcpl.net/~etowner/anthem.html, and the Smithsonian Institute of American History website http://americanhistory.si.edu/ssb/2_home/fs2.html and http://www.si.edu/resource/faq/nmah/starflag.htm 2. The History Channel has videos about the War of 1812 (lots of interesting, humanizing facts), and an historic video about the Star Spangled Banner and its recent restoration. These videos are for your information --because they would bore the elementary students-- but you can adapt any of the information into something fun for your lesson plan. Save Our History: Star Spangled Banner, DVD: 1 Volume Set, 50 Minutes. Available at www.thehistorychannel.com The History Channel Presents: The War of 1812 DVD set: 2 Volume Set 280+ Minutes. Available at www.thehistorychannel.com Suggested Books: Miller, N. (1965) The Story Of The Star-Spangled Banner. Chicago: Children s Press Sedeen, M. (1993) Star-Spangled Banner, Our Nation And Its Flag. Washington D.C.: National Geographic Society Spier, P. (1973) The Star-Spangled Banner. New York: Picture Yearling Book Day 1: Materials Needed: a recording of the Star-Spangled Banner - See Silver Burdett 5th Grade, p. 472, CD 18-13, also see Silver Burdett 6th Grade, p. 470, CD 19-13 for music and recordings a two-foot wide strip of red and/or white butcher paper about 8-10 feet long a star from white butcher paper measuring two feet across, mounted on blue poster board a lyric sheet with four verses of the Star-Spangled Banner for each student have a picture of an actual Star-Spangled Banner flag to display in the classroom like the one that flew over Ft. McHenry cards with unfamiliar words from the first verse of the song:
dawn s early light hailed twilight s last gleaming broad stripes and bright stars perilous ramparts gallantly streaming rocket s red glare dawn twilight star-spangled o er banner proof land of the free and the home of the brave A separate set of cards or puzzle pieces with the definitions: early in the morning protective barrier of earth, stone, or rocks around a fort with great approval and honor splendidly and bravely last light before darkness flowing or blowing in the wind our flag bright light from rockets dangerous evidence showing something is true morning evening our flag over the United States Lesson Procedures: 1. Have the students sing The Star-Spangled Banner. Ask the class how many questions there are in the first verse of the song. What are those questions? How many statements? Give time for responses. (Most of the first verse is a question.) 2. Have the word and the definition cards posted on opposite sides of the board. Sing the song again, this time stopping on each of the words listed on the cards. Ask the class to match each word with its definition. 3. Once a word has been defined, sing the definition: Oh, say can you see by the just-as-thesun comes-up in-the-early-morning light. What so proudly we held-in-great-esteem-andhonor as the last-light-before-darkness came last night. (Don t be afraid to laugh!) 4. Continue until all words are defined. In this process, the students will discover there is a fight, or war going on, what time of day it is, and that it happened long ago. 5. When you get to broad stripes and bright stars, unroll the big red stripe of butcher paper and explain that every stripe on the flag was two feet wide, and every star was two feet from tip to tip (show the size of each star), and that the flag had 15 stars and 15 stripes, one for each state at that time. 6. Math connection: If every stripe was 2 feet wide, how tall was the flag? The flag measured 30 X 42 feet. 7. As you define more of the words, fill in details about the Battle of Baltimore and the War of 1812. Show pictures of Ft. McHenry, and find the ramparts. Show overhead pictures of the actual flag, now housed in the Smithsonian Institute, and paintings of the battle. Make the
battle come alive for the students. Tell the story of Francis Scott Key and how he came to be on a British warship, watching the battle from far off, and the feelings he must have had during that time. 8. Once the words have been defined, sing the first verse of the song again with the students. 9. Introduce and sing the words of the other verses, explaining that the second verse further describes the battle in poetic verse. The third verse is not sung today because of its anti-british sentiment (the British are now our friends), but describes the feelings toward the British during the War of 1812. The fourth verse, written so long ago, still has meaning today. Day 2: Materials Needed: Melodic contour cards (see below) These cards represent the melodic contour of the song. These could be large chart cards for the front of the room to work on as a class, or could be made into smaller puzzle cards for each student. The arrows should be in the lower left-hand corner pointing up, to assure the diagram is facing the right way. Each box is a separate pattern to be cut out. These cards could also be given in envelopes to cooperative groups of students for this exercise. Be sure and mix the cards up before presenting them to students. Let the students find the correct order of words and melody through discovery.
Word strips of the lyrics to the melodic phrases for the first verse of the National Anthem: O, say! Can you see by the dawn s early light, What so proudly we hailed at the twilight s last gleaming? Whose broad stripes and bright stars, through the perilous fight, O er the ramparts we watched were so gallantly streaming? And the rocket s red glare, the bombs bursting in air gave proof through the night that our flag was still there. O, say, does that Star-Spangled Banner yet wave O er the land of the free And the home of the brave? A picture or drawing to represent the phrase: And the rockets red glare, the bombs bursting in air gave proof through the night that our flag was still there. (Example below) The written music of The Star Spangled Banner to follow while singing, and to identify harmonies of thirds and sixths. (6th grade target) Lesson Procedure: 1. Sing, in tune, the melody of the first short phrase on a beautiful, light loo sound (head voice). 2. Sing it again, listening carefully while shaping the melodic contour with your hands. After getting a sense of the direction of the melody, find the chart that follows the melodic
contour of the first phrase, O say! Can you see. 3. Place the word strip O say! Can you see under the melodic contour card that it matches. 4. Sing the second phrase on a loo. Find the matching contour chart, and put the words to the second phrase underneath the chart. 5. Continue until you have sung all the phrases, and have placed all the word strips under a matching melodic chart or picture. 6. Ask the students to identify the melodic phrases that are repeated. 7. Discuss the slurs that appear in the final puzzle pieces and see if the children can explain why they are there. (Two notes on one syllable) 8. Help the students identify the AABC form of the song. 9. Sing the entire song on a light, high loo, then add the words. Have the students try to sing the words as freely and in the head voice as they sang the loo, without forcing the voice or straining on the high notes. Model good head-voice singing, and demonstrate poor chestvoice singing. The high notes, especially, need to be light and unforced. Keep the sound out of the chest to avoid straining. 10. 6th grade extension: Have some of the students sing parallel thirds below the melody to create harmony on the words, And the rockets red glare, the bombs bursting in air. There are also parallel sixths on the words Banner yet wave, and home of the brave. 11. Go over the proper etiquette and protocol for singing the national anthem: The Code for the National Anthem of the United States of America Adopted by the National Anthem Committee, April 2, 1942 Reprints of this material may be obtained from Music Educator s National Conference (M.E.N.C), 1806 Robert Fulton Drive, Reston, Virginia, 20191, And at http://www.menc.org/guides/patriotic/osaycan.html The Star-Spangled Banner will be presented only in situations, programs, and ceremonies where its message can be effectively projected. Since the message of the music is greatly heightened by the text, it is of paramount importance that emphasis be placed upon the singing of the National Anthem. The leader will address himself to those assembled, as an invitation for their participation. If announcement of the National Anthem is necessary, it will be stated as follows: We shall now sing our National Anthem, or So-and-so will lead you in singing our National Anthem. On all occasions, in singing the National Anthem, the audience will stand facing the flag, or the leader in an attitude of respectful attention. Outdoors, the men will remove hats. Musicians playing the National Anthem in an orchestra or band will stand when convenient to do so. Our National Anthem is customarily sung at the opening of any program, but special circumstances may warrant the placing of it elsewhere. If only a single stanza of the National Anthem is sung, the first will be used. In publishing the National Anthem, the melody and harmony and syllable divisions of the Service Version of 1918 will be used. In publishing for vocal groups, the voice-parts of the Service Version will remain unchanged. It is inappropriate to make or use sophisticated concert versions of the National Anthem. For usual mass singing of adults and for band or instrumental performances, the key of A-flat will be used. For treble voices, the key of B-flat may be used. If an instrumental introduction is used, the last two measures are most appropriate.
When the National Anthem is sung unaccompanied, care should be taken to establish the correct pitch. The National Anthem should be sung at a moderate rate of speed. (The metronome indications in the Service Version are crotchet 104 for the verse and crotchet 96 for the chorus.) [q = 104 and q = 96] The slighting of note values in the playing or singing of the National Anthem will seriously impair the beauty and effectiveness of both the music and the lyric. Conductors should painstakingly rehearse both the instrumental and vocal groups in the meticulous observance of correct note values. The statements herein relate to every mode of civilian performance of our National Anthem and apply to the publication of the music for such modes of performance. Conduct during playing or during a rendition of the National Anthem: (Taken from U.S. Code, Title 10, Chapter 36, Sec. 171. Conduct during playing.) During rendition of the national anthem when the flag is displayed, all present except those in uniform should stand at attention facing the flag with the right hand over the heart. Men not in uniform should remove their headdress with their right hand and hold it at the left shoulder, the hand being over the heart. Persons in uniform should render the military salute at the first note of the anthem and retain this position until the last note. When the flag is not displayed, those present should face toward the music and act in the same manner they would if the flag were displayed there. Day Three: Curriculum Extensions: History/Social Studies/Drama (See Resources at the beginning of this lesson plan for historical information about the flag, the battle sequence, and Francis Scott Key.) The History of The Star-Spangled Banner in Drama Rationale: This lesson is designed so students can re-create the historical setting and events that inspired our National Anthem. This will be a loosely scripted improvisational acting exercise for students to actually take part in the events that led up to the Battle of Baltimore at Fort McHenry, and the birth of our National Anthem. Students will not read scripted lines, but will improvise actions as the story is told that brings their character to life. Use as much or as little of the material as you see fit. This is a suggested dramatic activity. Use your own imagination, creativity, and style to make this come alive for your students. Previous Learning: Students have examined the words, vocabulary, and meaning of the words to the 1st verse of the National Anthem, and have learned how to sing the song.
Room Setup, Props, and Outline Possible Room Setup: 1. Prepare a banner of colored butcher paper with outlines of several houses and streets, and label it Baltimore. Hang it on one wall of the room. 2. Prepare another banner on white (for the white house) butcher paper and label it Washington on a wall close to, but away from Baltimore. 3. Then, in a corner next to Baltimore, label Fort McHenry. Display an American flag, if possible. A replica of the one that flew over the fort, The Star-Spangled Banner with 15 stars and 15 stripes, would be best. The fort was star-shaped, and guards the entrance to the city of Baltimore by water. 4. The water and land are distinguished by occasional masking tape strips on the floor. The British Ships are identified by British soldiers sitting in the water in the bay facing Fort McHenry. Character Props: 1. A bonnet, or mop hat for Mary Pickersgill, and maybe a shawl of some kind for her and/or her daughter. 2. An admiral s hat or something similar, for General Armistead. 3. A vest or jacket for Francis Scott Key. 4. A distinguished looking hat for Dr. Beanes.
5. 4X10 inch name cards (labeled with character names listed below) with string attached to hang around the neck of the students. There should be enough cards for every student in the class to play a character. a. Francis Scott Key b. Dr. Beanes c. Col. John Skinner d. General George Armistead e. Mary Pickersgill f. Mary s daughter, Caroline g. Dolly Madison h. British Soldiers (many) i. American Solders (many) Procedure: (You may choose to write a scripted play for this drama. This is just one suggested way to bring the story to life for students.) 1. As students enter the room, give each a name card. Randomly hand out the main character s names with props (optional), and give everyone else a name card as a British or an American Soldier. 2. Instruct a few of the British troops to form and board imaginary British Ships in the bay, and tell the others to congregate on one side of the room a little way from Washington. 3. Instruct a few of the Americans to go to Washington, and the rest to go to Ft. McHenry to prepare to wage war against the British. 4. Mary Pickersgill, Mary s daughter Caroline, Francis Scott Key, and Dr. Beanes are to go to their respective homes in Baltimore. 5. Instruct the students to act out the action of the story as it is told to them. They may use body language and facial expressions, but NO words to bring their character to life. This is acting out a war without words. Background, the War of 1812 (America s forgotten war) On June 18, 1812, the United States declared war on England, then the greatest power on earth, to preserve Free Trade and Sailors Rights. The British, while at war with France, had interfered with our trade and had boarded American ships, kidnapping and pressing our sailors into service on their ships. It was not until 1814, after England had defeated Napoleon that the British would test a stubborn, determined people in Baltimore. To attack the city successfully, the British first had to seize the key to the city s defense, Fort McHenry. General Armistead, Commander of Ft. McHenry, and Mary Pickersgill Summer of 1813: Baltimore was preparing for war. Everyone knew the British would attack America again, and it was just a matter of time. General George Armistead was busy preparing Ft. McHenry to withstand the coming British attack.
General Armistead went to Mary Pickersgill, a flag maker in Baltimore, and commissioned a flag,...a flag so large that the British would have no difficulty seeing it from a distance... This flag had 15 stars and 15 stripes, one for each of the fifteen states. Dimensions: each stripe was to be 2 feet wide, each star about 2 feet from tip to tip. He also commissioned a smaller storm flag. Gen. Armistead then went back to Ft. McHenry to get ready for war. The Americans also sank many small sailing vessels, barges, and ships about a mile and a half out in the bay, so no British troops could sail up to the shore and take the fort. Mary Pickersgill, her daughter, Caroline, and two nieces started working on the flag. Everyone knew the British would attack Baltimore, so she worked as quickly as she could to get the flag ready for Ft. McHenry. Of course, all the work was all done by hand, one stitch at a time. Soon the flag became too large to work on in her small home. The women moved the flag-making to the floor of a local brewery, which was the only building in Baltimore big enough to spread the flag out on the large floor. Mary had a total of twelve other women help her complete the flag. The women worked all day, and by candlelight often until 12:30 a.m. It took almost two months to finish the flags, but in August 1813, the flags were done. General Armistead paid Mary Pickersgill $405.90 for making the Star-Spangled Banner and $168.54 for making a smaller storm flag. (That was a lot of money back then.) Dr. William Beanes and Francis Scott Key Dr. Beanes was a respected physician in Baltimore, with a love of poetry. Francis Scott Key, 35 years old, was known as one of the best attorneys in Baltimore, and an amateur poet. Dr. Beanes: Had a flourishing medical practice in Baltimore. He often, to assure the British would not harm his property and business, would provide food and overnight lodging for British troops and officers who were starting to show up in town. This worked well, until one night a small group of British soldiers stayed in town after their company left, got inebriated, and caused problems in the town. Dr. Beanes, disliking their actions, reported their drunken and malicious behavior, and they were arrested. When word reached the British command that Dr. Beanes had turned on the British troops, angry British officers came into town, dragged Dr. Beanes from his home, and held him captive on one of the British warships which was on its way to Baltimore. Francis Scott Key: Was hired to secure the release of Dr. Beanes, who had been taken by the British. Went to Washington and asked President Madison if he could take a government prisoner-of-war negotiator named Col. John Skinner with him, to try and secure the release of Dr. Beanes.
Lt. Col. Skinner and Francis Scott Key then boarded a small truce ship flying a white flag, and sailed several miles out into the bay of the Patapsco River until they found the approaching British warships. They peacefully boarded a British command ship, and began negotiations for the release of Dr. Beanes. In the Meantime: British troops had marched on Washington and burned much of the city, including the Executive Mansion (where President Madison lived). Washington was not prepared for this attack. Dolly Madison, President Madison s wife, had planned a formal state dinner that night, but was forced to flee quickly because of the approaching British troops. Al though there was still food on the table, she bravely grabbed some important government documents and a portrait of George Washington before she fled the city. She was one of the last to leave the Executive Mansion. The British troops marched in, ate the food, and ransacked the building before setting it ablaze. They burned the Capitol Building, many other government buildings, and the home of the President. The flames in Washington were so huge that they could be seen in Baltimore, and the people of Baltimore knew they were next. Although Dr. Beanes was to be released, Francis Scott Key, Dr. Beanes, and Lt. Skinner were told by the British command they could not return to Baltimore at this time, because the assault on Ft. McHenry was about to begin. They were put back on to their small vessel, which was tethered to one of the British ships, and were forced to watch the battle helplessly eight miles from shore. The Battle of Baltimore The Battle of Baltimore began on the morning of September 13, 1814, at dawn, as British began bombarding the Fort with rockets and mortar. [Special fact: the British offensive to take Baltimore actually started on September 11, 1814, and the direct attack on Ft. McHenry started on the morning of the 13th.] The battle raged for almost 26 hours, all day and all night long. There was a terrible storm that night. Hurricane force winds and drenching rain added to the dreadfulness of the battle. General Armistead probably ordered the smaller storm flag be raised during the night because of the storm. British artillery had a range of about two miles. Rounds were fired from the British ships a mile and a half to two miles out from the shore. The rockets created a red glare in the night sky as they flew toward the fort, and exploding bombs lit up the night. The Americans at the fort were at a disadvantage, because their guns and artillery had a range of only a mile and a half. General Armistead gave the command to fire only when the ships drifted close enough to be within range of the fort s guns. Only four Americans died that night, and only 24 were injured in the battle. Detained far away from shore, Francis Scott Key and the others watched helplessly as Ft. McHenry came under fire. No one could sleep. The Americans were very worried and wondered if Fort McHenry could withstand the British attack.
As the sun came up on the 15th of September, The British realized their ships could not come ashore, and the ground troops that were supposed to support the attack by land did not make it to Baltimore. [If you want to learn more about why the ground troops didn t come, research Gen. Robert Ross of the British command, how he died, and what happened to this offensive.] Without the ground troop support, the British had no choice but to make the decision to withdraw. The Americans stopped firing at 4 a.m. The British ships stopped firing at 7:00 a.m., dawn, and turned away in defeat. General Armistead commanded the big Star-Spangled Banner flag to be raised in triumph over the fort. Francis Scott Key peered anxiously over the ramparts of the fort from his small vessel out in the water to see what had happened during the night. (Key s vessel, name un known, was eight miles out in the water below the fort during the bombardment, under the watchful care of a British warship. It was from this site that he witnessed the British attack on Fort McHenry, after which he was inspired to write the words to The Star-Spangled Banner.) Soon after the firing stopped, Francis Scott Key saw the large Star-Spangled Banner flying in the early light of dawn over the battered fort. He knew the Americans had won! He was so moved, he began to write a poem on an envelope he was carrying about his experience even before he got back to Baltimore. The first verse of his poem asks the question, Oh say, can you see by the dawn s early light, what so proudly we hailed at the twilight s last gleaming...oh say, does that Star-Spangled Banner yet wave o er the land of the free and the home of the brave? Key and the others were taken back to Baltimore and released on September 16th. He finished writing the other verses about the experience over the next few days. He called the poem Defence of Fort McHenry. (spelling is correct) The words of the poem fit a well-known tune at the time called Anaecron in Heaven, and by September 30th a handbill with the words of the poem had been printed and distributed throughout Baltimore. Soon, people in Baltimore were enthusiastically singing the song, and it was soon printed by a music store and renamed The Star-Spangled Banner. How did the National Anthem become popular throughout the United States? During the 19th century, The Star-Spangled Banner became one of the nation s best-loved patriotic songs. It gained special significance during the Civil War, a time when many Americans turned to music to express their feelings for the flag and the ideals and values it represented. By the 1890s, the military had adopted the song for ceremonial purposes, requiring it to be played at the raising and lowering of the colors. In 1917, both the army and the navy designated the song the national an them for ceremonial purposes. Meanwhile, patriotic organizations had launched a campaign to have Congress recognize The Star-Spangled Banner as the U.S. national anthem. After several decades of attempts, a bill making The Star-Spangled Banner our official national anthem was finally passed by Congress and signed into law by President Herbert Hoover on March 3, 1931. http://americanhistory.si.edu/ ssb/6_thestory/6b_osay/fs6b.html (Retrieved from http://www.si.edu/resource/faq/ nmah/starflag.htm)
OTHER INFORMATION: What happened to the original flag, and why is it all cut up? Original size: 30 feet by 42 feet Current size: 30 feet by 34 feet In the late 1800s, souvenirs, or relics, of important events and people in American history became highly prized and collectible objects. The Star-Spangled Banner, historic and celebrated, was subjected to this practice. The Armistead family [who had kept the flag] received frequent requests for pieces of their flag, but reserved the treasured fragments for veterans, government officials, and other honored citizens. As Georgiana Armistead Appleton noted, had we given all that we have been importuned for little would be left to show. Despite efforts to limit the practice, however, over two hundred square feet of the Star-Spangled Banner was eventually given away, including one of the stars. By giving away snippings, the Armisteads could share the Star-Spangled Banner with others who loved the flag. The citizens who received these mementos treated them with reverence and pride. Some framed and displayed these pieces of history in their homes; others donated them to museums. (Retrieved from http://www.si.edu/resource/faq/nmah/starflag.htm ) Adaptations: Part One: Use a book that has the lyrics to the national anthem, like the Spier book listed in references above, to sing the book as you turn the pages and look at the illustrations. Model proper singing and a good head voice for the students. Part Two: Have the students simply follow the melodic contour cards, placed in the right order, with their hands while singing the song instead of putting them in order, and have the word strips already in place. Part Three: Have the teacher dress up as Francis Scott Key, and tell the story in first person. Assessments: Music: Art: Record the class singing the national anthem, and play it back for them to hear. Have students comment on what was good, and what needs improvement about their singing. Was it in tune and on pitch? Was the sound light and free (head voice)? What could they try to make it better? Re-record. Have the students draw their favorite part of the history of the writing of the anthem, or their favorite lyrics. Have them each show the pictures and explain what it means to them. Language Arts: Have the students write a paragraph or poem about what they have learned. Have a fun game or puzzle on the facts in the story of the writing of The Star-Spangled Banner.
The Star-Spangled Banner Oh, say can you see by the dawn s early light, What so proudly we hailed at the twilight s last gleaming, Whose broad stripes and bright stars through the perilous fight, O er the ramparts we watched, were so gallantly streaming? And the rockets red glare, the bombs bursting in air, Gave proof through the night that our flag was still there; Oh, say does that star-spangled Banner yet wave, O er the land of the free, and the home of the brave? On the shore dimly seen through the mists of the deep, Where the foe s haughty host in dread silence reposes, What is that which the breeze, o er the towering steep, As it fitfully blows, half conceals, half discloses? Now it catches the gleam of the morning s first beam, In full glory reflected now shines in the stream, Tis the star-spangled banner, Oh, long may it wave O er the land of the free and the home of the brave. And where is that band who so vauntingly swore That the havoc of war and the battle s confusion, A home and a country, shall leave us no more? Their blood has washed out their foul footsteps pollution. No refuge could save the hireling and slave, From the terror of flight or the gloom of the grave, And the star-spangled banner in triumph doth wave, O er the land of the free, and the home of the brave. O! thus be it ever when freemen shall stand, Between their loved home, and the war s desolation, Blest with vict ry and peace, may the Heav n rescued land, Praise the Pow r that hath made and preserved us a nation! Then conquer we must, when our cause it is just, And this be our motto-- In God is our trust; And the star-spangled banner in triumph shall wave, O er the land of the free, and the home of the brave.