Transcript AL 8

SUBJECT AREA/ SUGGESTED GRADE LEVEL: Language Arts / High School
Page 1 of 8
Major Art Modality Utilized: Artistic Language / Music
Standards Addressed in
this Lesson:
AKS & GPS
LA11_A2010-1: participate
in student-to-teacher,
student-to-student, and
group verbal interactions
LA11_A2010-3: deliver
and respond to focused,
coherent, and polished
presentations in ways that
convey a clear and distinct
perspective,
demonstrate solid
reasoning, and combine
traditional rhetorical
strategies of narration,
exposition, persuasion,
and description
Multiple Intelligences Addressed: Linguistic, Musical, Body-kinesthetic
Lesson Abstract: In groups, the students will develop a song or rap that communicates the
same message as Jonathan Edwards’ famous sermon Sinners in the Hands of an Angry
God. They will then engage in a discussion about the outcome of modernizing Edwards’
sermon.
Materials Needed: Scoring Guide, Discussion Guide, Assignment Page
Procedures:
This lesson can be done with any piece of literature. Regardless of the literature used,
you will need very specific goals with which to assess the students’ performances
because the quality of the performance itself cannot be assessed. For “Sinner,” Edwards’
ten “considerations” make a perfect learning objective. (See the Scoring Guide on the
third page of this lesson.)
Once the assignment is distributed and understood, assign their teams. “Folding the Line”
provides a good distribution of students with related skills and interests.
Area for Teacher Notes:
Next, Distribute the scoring guide
The students will be
required to bring in their
own sound producing
items. The lesson works
best when the students do
not use recorded music.
Circulate, making the resource of your experience available to the students. Encourage
them in the writing process. Suggest tunes. Question the students about the songs that
they like and how they could be applied. Most importantly, have them verify that they are
including the ten considerations.
Set a time frame that works for your students. 20 minutes of class time should work well.
SUBJECT AREA/ SUGGESTED GRADE LEVEL: Language Arts / High School
Page 2 of 8
Procedures continued
Standards Addressed in
this Lesson:
AKS & GPS
LA11_B2010-4: identify
evidence (e.g., examples
of diction, imagery, point of
view, figurative language,
symbolism, plot, and main
ideas) in a
variety of texts
representative of different
genres (e.g., poetry, prose
[short story, novel, essay,
editorial, biography],
technical
writing, satire, parody, and
drama) and use this
evidence as the basis for
interpretation
LA11_B2010-12: relate a
literary work to primary
source documents of its
literary period or historical
setting
Have them draft independently at home and return the next day to continue drafting
collaboratively. Another 20 minutes of class time with your guidance and encouragement
should be enough for them to complete their lyrics .
On the third day, have the students bring in any sound making props that they will need
for the rehearsal and performance.
Dismiss the class to a long stretch of hallway where they can spread out and grant them
the period to rehearse. Continue to encourage and make suggestions.
On the fourth day of the lesson, assign a performance order.
Have the students perform their songs or raps. Record them if you are able. The
performances take all period. If you have the scoring guides pre-printed, grading is very
fast.
On the day following the performances, distribute the “Sinner’s in the Hands of an Angry
God” Presentation Reflection questions. Allow them to see their performances if you
recorded them, and if time allows. (Complete grading them while viewing the recording if
needed) Use the four thought provoking questions as a stepping off point for a class
discussion for them to voice their thoughts and views of the literature and the experience
of the assignment.
Resources/ Links:
Jonathan Edwards’ famous sermon Sinners in the Hands of an Angry God.
SUBJECT AREA/ SUGGESTED GRADE LEVEL: Language Arts / High School
Standards Addressed in
this Lesson:
AKS & GPS
LA11_B2010-13: compare
and contrast specific
characteristics of different
genres as they develop
and change over time for
different purposes (e.g.,
personal, meditative
Colonial writing vs. public,
political documents of the
Revolutionary era, or
replication of traditional
European styles
(Bradstreet, Taylor) vs.
emerging distinctive
American style (Dickinson,
Whitman) in poetry)
LA11_D2010-28: write
texts of a length
appropriate to address the
topic or tell the story
Area for Teacher Notes:
Allowing them to see their
own performance
enhances the final phase
of the lesson.
Assessment:
Sinners in the Hands of an Angry God
Song / Rap Performance
Scoring Guide
Page 3 of 8
Student’s Name: _____________________
Musical Group’s Name: _______________
Date: ____________ Period: ___________
Most of the sermon's text consists of ten “considerations.” Include at least one reference
for each of the following considerations in your song or rap. Each person needs to be
singing, rapping, playing an instrument, or otherwise making sound that contributes to the
performance to earn credit.
__ 10%: God may cast wicked men into hell at any given moment.
__ 10%: The Wicked deserve to be cast into hell.
__ 10%: The Wicked, at this moment, suffer under God's condemnation to Hell.
__ 10%: The Wicked, on earth - at this very moment - suffer the torments of Hell.
__ 10%: At any moment, God shall permit Satan to fall upon the Wicked and seize them.
__ 10%: God restrains the wickedness in men that would break out in sin and hellfire.
__ 10%: Though death is not apparent, the Wicked should not feel secure.
__ 10%: Men should not think themselves safe from God's wrath.
__ 10%: Wicked men will not avoid Hell's pain if they continue to reject Christ.
__ 10%: Except for those in Christ’s Grace, God never promised to save us from Hell.
_____% Total
Performance Observations:
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
Page 4 of 8
Sinners in the Hands of an Angry God Song / Rap Performance Assignment
Now that we have studied Jonathon Edwards’ message in Sinners in the Hands of
an Angry God, you and a team of three other classmates will write a song or rap that
communicates Edwards’ message.
In your lyrics include at least one reference to each of Edwards’ “considerations”
from the text. The inclusion of these “considerations” will determine your overall grade.
You will have 20 minutes in class to draft you lyrics, 20 minutes the following day to
edit them, and the entire period on the third day to rehearse your performance. The
performances will be on the fourth day and should run from between 3 – 5 minutes.
To earn credit, each member of the group needs to be singing, rapping, playing an
instrument, or otherwise making sound that contributes to the quality of the performance for its
entire duration.
You may use know tunes for your song / rap, but the music must be performed by
you and your team mates.
This performance counts as a project grade.
Page 5 of 8
Folding the Line
In a long hallway, have the students arrange themselves in a shoulder to shoulder line with
students who like to perform at one end, and those who do not at the other.
Love to Perform
Hate to Perform
Fold the line so that student #20 is standing opposite student #1, #19 opposite #2, #18 opposite
#3, etc…
Fold both of the newly formed lines in toward the center with students #10 & 11 coming all the way
forward to stand between students #1 & 20.
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The groups should posses a fair distribution of performance skills.
Group A
Group B
Group C
Group D
Group E
Page 7 of 8
Sinners in the Hands of an Angry God
Song / Rap Performance
Scoring Guide
Student’s Name: _____________________
Musical Group’s Name: _______________
Date: ____________ Period: ___________
Most of the sermon's text consists of ten “considerations.” Include at least one reference for each
of the following considerations in your song or rap. Each person needs to be singing, rapping,
playing an instrument, or otherwise making sound that contributes to the performance to earn
credit.
__ 10%: God may cast wicked men into hell at any given moment.
__ 10%: The Wicked deserve to be cast into hell.
__ 10%: The Wicked, at this moment, suffer under God's condemnation to Hell.
__ 10%: The Wicked, on earth - at this very moment - suffer the torments of Hell.
__ 10%: At any moment, God shall permit Satan to fall upon the Wicked and seize them.
__ 10%: God restrains the wickedness in men that would break out in sin and hellfire.
__ 10%: Though death is not apparent, the Wicked should not feel secure.
__ 10%: Men should not think themselves safe from God's wrath.
__ 10%: Wicked men will not avoid Hell's pain if they continue to reject Christ.
__ 10%: Except for those in Christ’s Grace, God never promised to save us from Hell.
_____% Total
Performance Observations:
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
Page 8 of 8
“Sinners in the Hands of an Angry God”
Presentation Evaluation
Name: ____________________________
Date: _____________________________
Period: ____________________________
What themes came through the presentation that reflect Edwards’ philosophy?
How did modernizing the message from his sermon change its meaning?
How has your opinion of Edwards’ sermon changed?
Explain how you think Edwards would react to your presentations.