Musical Identity Creation

Grade Level: 8th Grade

Duration: 45 Minutes

Class Size: 30 Students

Unit: Exploring Musical Identity (Lesson 4 of 5)

Standards Alignment

This lesson aligns with the Common Core State Standards (CCSS) by integrating literacy, technology, and critical thinking skills through multimedia project development, as detailed below:

CCSS.ELA-LITERACY.W.8.6
Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.
CCSS.ELA-LITERACY.W.8.3.B
Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters.
CCSS.ELA-LITERACY.SL.8.5
Integrate multimedia and visual displays into presentations to clarify claims and findings and emphasize salient points.
CCSS.ELA-LITERACY.L.8.1
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
ISTE Standards for Students (aligned with Common Core)
1.6 Creative Communicator – Students communicate clearly and express themselves creatively using multiple digital tools and platforms.

Learning Objectives

By the end of this lesson, students will be able to:

Organize and curate images and textual content that represent their musical identity effectively.
Use Google Slides to create a structured slideshow draft for their musical identity project.
Draft clear, engaging blurbs describing their chosen songs reflecting personal musical identity using proper grammar and narrative techniques.
Demonstrate beginning proficiency with WeVideo for future multimedia integration.
Collaborate and provide peer feedback on initial project outlines to refine expression and organization.

Materials Needed

Chromebooks or computers with internet access (1 per student or pair)
Google Slides access (via Google Classroom or equivalent)
WeVideo accounts (educational version with student logins)
Headphones for focused work
Printed project rubric and instructions sheet
Whiteboard and markers for instructor notes
Personal music playlists or list of chosen songs from previous lessons

Lesson Breakdown

Time	Activity	Description
0–5 min	Warm-Up and Review	Recap previous lessons/meets with “Exploring Musical Identity” focusing on song choices and why they represent us. Quick open discussion: “What makes a song part of your identity?”
5–12 min	Introduction to Project Tools	Instructor-led mini demo on Google Slides (creating, adding slides, inserting images & text) and brief overview of WeVideo interface and basic use. Project expectations and rubric overview.
12–25 min	Organizing Musical Identity Content	Students brainstorm and select 4-5 images that symbolize each chosen song’s themes, feelings, or personal meaning. They use graphic organizers (digital or printed) to map their ideas and draft blurbs for each song. Teacher circulates to guide language use and narrative style.
25–38 min	Google Slides Draft Work Time	Students begin to create their slideshow drafts: uploading images, inserting draft blurbs, arranging slide order to tell their musical story. Partner work encouraged for feedback: “Does your partner understand your musical identity from your slides?”
38–43 min	WeVideo Exploration Intro	Students log into WeVideo and explore the dashboard, attempting to upload a photo from their device or Google Drive to gain familiarity (no editing required yet). Teacher highlights how they will add videos, narration, & transitions in lesson 5.
43–45 min	Exit Ticket and Wrap-Up	Students write a 2-3 sentence reflection: “What part of your musical identity are you excited to share, and what do you want to improve in your project next class?” Collect via Google Classroom or paper.

Differentiation Strategies

Provide sentence starters and phrase banks to support writing blurbs for English Language Learners or students with writing difficulties.
Pair less tech-savvy students with peers who can assist during Google Slides and WeVideo introductions.
Allow use of voice-to-text tools for drafting blurbs as needed.
Encourage students to use images they find or create original artwork to represent their songs for artistic expression and engagement.

Assessment

Formative Assessments:

Observation during brainstorming and slide drafting phase.
Peer feedback conversations monitored by teacher.
Reflection exit tickets to assess understanding and engagement.

Summative Assessment (Post-Unit):

Final slideshow or video presentation evaluated using rubric emphasizing organization, clarity of personal musical identity, use of multimedia, and narrative quality aligning with CCSS W.8.3 and SL.8.5.

Extensions & Homework

Ask students to find one additional song or image that could extend their musical identity and bring a note explaining the choice for next class discussion.
Students practice writing a short blurb at home using proper grammar conventions (CCSS L.8.1) for one song they may add to their final project.

Teacher Reflection

Note student engagement with technology tools and identify who may require additional tech support for project completion.
Evaluate whether time allocation sufficiently balances direct instruction with hands-on work and peer collaboration.
Adjust scaffolding for writing based on student outputs to better support narrative development in Lesson 5.

This lesson plan is specifically designed to integrate multimodal literacy development, personal expression, and technology fluency, aligned with Common Core standards and preparing students for a meaningful final project presentation.

Teaching Instructions