Students will use the rubric to guide self- and peer-feedback. With feedback, students will revise their writing and incorporate feedback and elements on the rubric.
Students will listen to longer selections of new music, and determine the overall mood as well as mood changes of smaller sections, writing it in their journals, using as many adjectives as possible. They will then write musical descriptions in their journals, making sure to annotate each section within the music. Using those musical descriptions, students will begin to write well-developed paragraphs that contain both opinion (the mood) and evidence (musical descriptions) to support the opinion. In addition, models will be presented by the teacher so that students may see how to transition from one section of the music to the next within the paragraph. Students will self-assess and peer-assess their paragraphs using the rubric.
Students will listen to the selection of music heard on Day 1 with the same prompt, “Describe the mood, using as much detail as possible.” Using the rubric, compare student responses with Day 1 responses.