Literacy & Writing: Analyzing and summarizing freedom songs

Learning target: I can analyze and summarize songs.

Standards:
Key Ideas and Details
CCSS.ELA-LITERACY.RL.5.2
Determine a theme of a story, drama, or poem from details in the text, including how characters
in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic;
summarize the text.
CraftandStructure
CCSS.ELALITERACY.RL.5.4
Determinethemeaningofwordsandphrasesastheyareusedinatext,includingfigurative
languagesuchasmetaphorsandsimiles.
Materials:
4musicplayerswiththefollowingsongs:
o Hallelujah,ImATraveling
o BusesAreAComin
o AintGonnaLetNobodyTurnMeRound
o CalypsoFreedom
correspondingprintoutsofwords
Graphicorganizer:
o songanalysischart
o summarizing favorite song
MLKsreflectiononfreedomsongs
Activity/Procedure:
Part 1: Listening to songs (40 minutes 10 minutes per station)
Set up four stations with music players and lyrics to songs printed out
Divide students into four groups by assigning them each a number (1-4)
In groups, listen to song
Read lyrics
Record on graphic organizer:
o Song title
o Emotions expressed
o What is this song about?
o Setting: When and where do you think it might have been sung?

Groups share-out: (20 minutes)

o What emotions did you hear?
o Use I agree symbol if students agree
o What do you think the song is about?
o What do you think the setting is?
o Does anyone have a different idea of what they think the setting might be?

Guided discussion:
Explain that activists often changed words of the songs by substituting towns or names of
local politicians. For example, when the Freedom Riders were in Parchman prison, the
guards threatened to take their mattresses away if they did not stop singing. The Freedom
Riders responded by singing the song, but with new lyrics: You can take my mattress, oh
yes! Ill keep my freedom, oh yes!
o Why do you think the activists changed the words?
o Why do you think the activists sang songs?
Read to group: MLKs explanation of the importance of freedom songs
o Keep in mind the role these songs played in the movement. Segway into writing
activity.
Part 2: Writing activity: summarizing (20 minutes)
Pick your favorite song. Pretend you are going to sing this song and must write a pitch
for why it should be sung. Write a summary that addresses the following questions. Use
complete sentences.
o What is the song about?
o Where would you sing this song?
o When would you sing it?
o Why would you sing this song? (Think about why Freedom Riders might sing
this)

Differentiation:
One-on-one check ins
Provide print outs of words in addition to hearing songs
Tailor graphic organizer: separate questions so summarizing your favorite song becomes more
manageable
Homework:
Select 15-20 words and/or short phrases from your song analysis chart and write them down in
your journal. Also re-read your summary of your favorite song. Think about visual images that
come to mind. How do you react to these words and songs when you hear and read them? Write
down any words that immediately come to mind.
If you were going to write a song for the Freedom Riders, what message would you want to
express? Write 5-6 sentences summarizing your message.
Note: This lesson is in preparation for writing haikus the following day. We will discuss
figurative language, including metaphors and similes, and also visual imagery prior to learning
the structure of a haiku.