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The Narrative of the Life of ___________________: Song Edition (your name)As discussed earlier when completing our pre-reading activity of analyzing slavery songs, you will be writing your own song of a “lived experience” that you endured -- of protest, mourning, etc. -- to illustrate the empowering and sustaining effect that this form of creative expression can have. The foundation of your “narrative” song edition will be some type of “lived experience” – a hardship, trying time, and/or difficult event you endured. Just like the slavery songs in Douglass’ era were covert lyrics, you will want to disguise your lyrics somewhat so that outsiders (or maybe just the subjects of your song) won't be able to understand what you are talking about. For example, if you’re composing a song about a time when your parent/guardian grounded you for something you did wrong in their eyes, you would create a lyric where you wouldn’t identify your mom, etc. (the subject of your song), as slaves didn’t overtly identify the subjects of their songs either. Additionally, you will also submit a correlating narrative essay that articulates the meaning of your authentic lyric, recounting the events of your “lived experience,” as well as how this has shaped who you are today. Think of this essay portion as a “translation” of your song in narrative form, a thoughtful interpretation showing this “lived experience’s” place and influence in your life today. ---------------------------------------------------------------------------------------------------------------------------------------Part I: Requirements for your song creation-Contains a “lived experience” unique to you-Uses “code” content (2-3 examples) that is covert and somewhat indecipherable to emulate the cryptic material and hidden messages in slavery songs-Contains at least three stanzas and a chorus (refrain) = 4 stanzas total-Is school-appropriate -Submitted electronically to Part II: Requirements for your narrative -Clearly articulates the meaning of your “lived experience,” including a recollection of the events that took place revolving around this “lived experience,” as well as its place and influence in your life today-Encodes or deciphers the “coded” message or content in the song-Uses MLA format: Is typed in paragraph form using a legible (preferably Times New Roman) font, double-spaced, etc. -2-3 pages-Submitted electronically to **You will submit Part I and II together for both printed and electronic copies. Because of the latter, you will want to compose both song and correlating essay in the same Google document. ----------------------------------------------------------------------------------------------------------------------------You will be assessed on your ability to:-Demonstrate one’s thorough understanding and application of slavery songs in one’s song creation by authentically and creatively including a thematic “lived experience” (R.I.9) -Apply knowledge of language from slavery songs to use “coded” content to be deciphered (L.3)-Compose an authentic and creative lyric that uses correct stanza formatting with a clearly-identifiable “lived experience” threaded throughout one’s song (W.4) -In the narrative, analyze the figurative, connotative, and/or technical meanings of words and phrases (including the “coded” messages) from one’s song to determine how these latter items impact the meaning and tone of one’s lyric (R.I.4)-Clearly and thoughtfully explains the importance and relevance of this expressed “lived experience” in an organized and cohesive narrative essay format, including “decoding” one’s “coded” messages (W.3)-Demonstrates command of the conventions of standard English grammar in one’s narrative (L.1)--------------------------------------------------------------------------------------------------------------------------------------- Instructions: Please ensure you understand that you are submitting BOTH written components (song creation and correlating essay) in one document to Turnitincom. Electronic submission to is the same as the previous formal essays, and will remain the same for the rest of year. Please review the information corresponding to your specific class period to ensure you have submitted your essay appropriately.Class ID Password3rd period: 13366252 english24th period: 13366273 english26th period: 13366292 english2---------------------------------------------------------------------------------------------------------------------Timeline of Events:Step 1: “Lived experience” and “codes” brainstorm, including first draft of song: Compose an outline DUE at the end of the period Friday, February 17th Step 2: Compose your Narrative of the Life of _________________ : Song Edition and (your name)correlating essay: Tuesday, February 21st and Wednesday, February 22nd Step 3: Peer Critique of Parts I (song) and II (narrative essay) written components – Rough drafts of both DUE Thursday, February 23rd Step 4: Final drafts of both Parts I and II DUE TO on Friday, February 24th FD Summative Assessment: The Narrative of the Life of _________________: Song Edition Part I Song CCSSEffective (15-13.5)Adequate (13-12)Inadequate (11.5-10.5)Little Success (10-0) Analyze seminal U.S. documents of historical and literary significance including how they address related themes and concepts. (R.I.9)- Demonstrates one’s thorough understanding and application of slavery songs in one’s song creation by authentically and creatively including a thematic “lived experience” that is threaded throughout the lyric-As illustrated in slave songs, one’s unique “lived experience” is hardship, trying time, and/or difficult event- Demonstrates one’s sufficient understanding and application of slavery songs in one’s song creation by including a thematic “lived experience,” but may be lacking in creativity and/or authenticity -Includes a “lived experience” that is a hardship, trying time, and/or difficult time -May reflect a misunderstanding of slave songs, as one’s “lived experience” is unclear and/or not threaded throughout the song as a theme-One’s “lived experience” may not be a clearly-identifiable hardship, trying time, and/or difficult time-Does not demonstrate any application of slave songs, and/or may fail to include a “lived experience”; one’s song may just be a series of unconnected, haphazardly-created events with no central theme-These events may or may not somehow illustrate hardship, trying times, and/or difficult times Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (W.4)-Uses an authentic, creative, and school-appropriate lyric with a clearly-identifiable “lived experience” threaded throughout one’s song-Correctly and creatively follows the format of at least three effective and cohesive stanzas and a chorus (refrain)-Sufficiently establishes a “lived experience” that is mostly threaded throughout one’s song-May contain three stanzas and a chorus, but they are less than “effective” regarding clarity and organization OR contains two creative and cohesive stanzas with a chorus - May attempt to articulate a “lived experience,” but this may be unclear and unfocused-Contains one creative and cohesive stanza OR a chorus (refrain)OR contains four unorganized, unclear, and unfocused stanzas (including chorus)-Fails to identify a “lived experience” OR is missing completely-One’s song creation reads more like an essay and less like a lyric with little to no attempt at stanza organization Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening. (L.3)-Demonstrates one’s application of slavery songs by creatively and effectively using “coded” content to be deciphered-Effectively uses 2-3 coded messages that correlate to one’s “lived experience” -Demonstrates one’s application of slavery songs by sufficiently using “coded” content to be deciphered-May use 2-3 coded messages, but they are less than “effective” OR uses 1 coded message effectively -Reflects a misunderstanding of slavery songs as one’s expression of hidden messages in the song may be misconstrued or inexact- Attempts to emulate the hidden messages in slave songs, but fails to included coded content effectively and clearly-Fails to reflect one’s understanding and application of slavery songs as coded content is missing= _____ /45FD Summative Assessment: The Narrative of the Life of _________________: Song Edition Part II Narrative CCSSEffective (15-13.5)Adequate (13-12)Inadequate (11.5-10.5)Little Success (10-0)Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (R.I.4) -This essay demonstrates one’s thorough understanding and application of slavery songs in one’s narrative by effectively, creatively, and authentically “decoding” the coded content (2-3 messages that are coded and decoded)- This essay clearly encodes or deciphers the “coded” message in the song. -Effectively analyzes the figurative, connotative, and/or technical meanings of words and phrases from one’s song to determine how these latter items impact the meaning and tone of one’s lyric - This essay contains sufficient “code” content that is covert, but it is less than “effective.” -This essay attempts to encode or decipher the “coded” message in the song, but it may be less than “effective” and/or contains just one “coded” and decoded message-Sufficiently analyzes the figurative, connotative, and/or technical meanings of words and phrases from one’s song to determine how these latter items impact the meaning and tone of one’s lyric, but may be less than “effective.” -This essay reflects a misunderstanding of slavery songs application by not clearly and effectively “decoding” coded messages -May also fail to encode or decipher the “coded” messages in the essay.-May attempt to analyze the figurative, connotative, and/or technical meanings of words and phrases from one’s song to determine how these latter items impact the meaning and tone of one’s lyric, but this is unclear and/or ineffective -This essay is unclear and unfocused, as well as fails to reflect one’s understanding and application of slavery songs -This essay may refrain entirely from discussing “coded” message and their respective meanings as the song did not contains “codes.” -Fails to analyze the figurative, connotative, and/or technical meanings of words and phrases from one’s song to determine how these latter items impact the meaning and tone of one’s lyricWrite narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences (W.3)-Clearly and thoughtfully explains the importance and relevance of this expressed “lived experience” in an organized and cohesive narrative format-Utilizes narrative techniques, such as engaging dialogue, clear plot lines to develop experiences, events, etc., complex reflection and description.-Sufficiently explains the importance and relevance of one’s “lived experience” in a mostly organized and cohesive narrative format, but it may be a little less than “effective.”-Uses mostly narrative techniques, such as dialogue, plot lines to develop experiences, events, etc., reflection and description, but may be less than “effective.” -Somewhat explains the importance and relevance of one’s “lived experience,” but lacks organization, cohesion, and clarity.-Uses some narrative techniques, such as dialogue, description, and reflection that illustrate events, experiences, etc.,but this may be completed ineffectively -This essay does not contain or attempt to identify a “lived experience” OR is missing completely; this essay may also fail to demonstrate any clarity or organization-Lacks narrative techniques and merely retells events and/or experiences. Demonstrates command of the conventions of standard English grammar in essay format (L.1)Although not without flaws, the correlating essay reflects the writer’s ability to control elements of effective writing (language, vocabulary, grammar, MLA format, style, etc.) The narrative demonstrates that the writer’s ability to control elements of effective writing is a little more general, but used correctly.The narrative demonstrates that wide use of elements of effective writing is missing,The correlating essay demonstrates a weakness in writing (syntax) and word choice (diction) that heavily infringes upon meaning.= _____/45TOTAL: _________ /90 ................
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