Lesson 11: A Song of Freedom

What’s on for today and why?

            In this lesson students will contemplate the character of Redemption, what redemption means and its significance to the text through different forms of media and analysis.  The students will listen to music passively then actively, taking a part in a musical experience to find connections to the literature.  The music does not have an exact connection to the literature, but it can be evaluated and compared/contrasted alongside the text.

            Through this form of analysis the students will be using a song to critically evaluate a character. This is meant to open students up to a variant of textual analysis and comparison.  Students will become active listeners to music and make connections between music and other elements of their lives.  This will also prepare them for part of the presentation in which they must choose a song that is representative of the novel in some way and explain why.  Students can also relate more to this book and continue to claim it through music, which is a building block in claiming all literature through personal claims and experiences like listening to a song they like that they can also analyze and connect with a text.

What to do?

1.      Music:

As students enter the classroom and write their journals have Bob Marley’s Redemption Song playing quietly in the background.  Draw no attention to the music, just let it play.

2.      Journal:

Read from page 189, the last line of the section and first paragraph of the next. What does redemption mean?  Draw on all prior knowledge to answer this.  Who needs to be redeemed in Graceland?  How do you think they can do this? Suggestions?  Who is Redemption? 

3.      Active Listening:

Tell the students they will be listening to a song and to take down notes as they listen to it including but in limited to words or phrases that stick out to them, the mood of the song, any emotion it provokes, any ideas the song evokes about Graceland, etc.  Play Redemption Song.  After the song ends just wait, and do not talk.  Give the students a chance to react if they so wish.

4.      Group Work:

Have the students get into groups of 3 or 4 and hand out copies of the lyrics to Redemption Song for each student.  Each group will need to analyze and interpret the song on their own.  They will deconstruct the song, determine what it means, or what possible multiple meanings of the song, and then compare and contrast it to Graceland, Redemption, and Elvis.  Is this relatable to Graceland?  How?  Have the group write up a brief analysis of the song and the relation to Graceland. (Throughout this activity, continue to play the song in the background)

5.      Homework:

The groups are to confer over Internet or at the end of class so that everyone has a copy of the brief analysis. Students are to take that brief analysis and expand on it into a 1-2 page essay.  The students are to hand in both the brief in-class assignment and the essay the following day.  These items will be put in the portfolio.

Read Chapter 19-20

How’d it go?

            If students listened to the song and enjoyed it, or at least listened to the song and thought critically about it they have begun to see how different forms of media can be analyzed.  If students worked diligently in their groups, looking at specific words and phrases and used the text support claims, they have crossed barriers and have become savvy in comparisons of different forms of media.  If students mention any other songs that they feel might fit in with this song or the novel, they are already taking the initiative in doing the song analysis element of the presentation.

            The brief analysis and the write up will be graded and returned for the students’ portfolios.  The pieces will be graded according to the checklist.