Integrated Arts Lesson Template
by Jeff Pierson (#780929)
Grade
10
Content Areas Being Integrated
Music & ELA
Arts Discipline
Standards
Music 9-12 proficient 2.8 & 4.2
Addressed in the
Integrated
Lesson/Activity
Student
Students will create a rhythmic composition and
Objectives in
evaluate how meter affects mood and tone.
Each Discipline
Other Content Area
CCSS RL.9-10.4 & RL.9-10.5
Students will select words in a sonnet with strong
figurative meaning and connotation and identify the mood
and tone they create.
Integrated
Student
Objective
What is the objective of the integrated activity? Look at connections being made between the two content areas.
Essential
Question
What is the question you want the students to be able to answer at the end of this lesson?
Students will connect the concepts of tempo (music) and diction / tone (poetry) by selecting an appropriate tempo
for the sonnet they are analyzing.
How does the rate at which you read a metrical poem affect the way your audience perceives its tone and mood?
Materials/Resources
Slow swing music to learn the music part, a collection of sonnets, highlighters, bean bags, metronome (apps), & students.
Lesson/Activity Description
This lesson is based on an activity we learned in the seminar. We passed bean bags around a circle to learn the different time
signatures. This one is based on 4/4 time.
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In large groups, students practice the bean bag pass while listening to songs.
Integrated Arts Lesson Template
by Jeff Pierson (#780929)
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The song stops.
The teacher will read a sonnet in a medium slow tempo. The students will pass the bean bags based on the rhythm of the
reading. (Sonnets have ten beats per line. The students will count 3 measures of 4 beats. The last two beats will be a “rest.”)
Students will break into small groups of about 4.
Each group will receive their own sonnet.
Students will highlight words that carry the mood and tone of the piece.
Students will choose 2 or 3 words that describe the mood and tone.
Using a metronome (app), students will choose an appropriate meter to match the tone.
Students will practice reading the sonnet in meter, and then smoothing out their delivery.
Students will perform their sonnet for the class to analyze.
Shall I compare thee to a summer’s day?
Thou art more lovely and more temperate:
Rough winds do shake the darling buds of May,
And summer’s lease hath all too short a date;
Sometime too hot the eye of heaven shines,
And often is his gold complexion dimm'd;
And every fair from fair sometime declines,
By chance or nature’s changing course untrimm'd;
But thy eternal summer shall not fade,
Nor lose possession of that fair thou ow’st;
Nor shall death brag thou wander’st in his shade,
When in eternal lines to time thou grow’st:
So long as men can breathe or eyes can see,
So long lives this, and this gives life to thee.
This sonnet has a bright tone and cheerful mood. The speaker of
this poem is in love with its subject. It deserves to be read at a
faster tempo of about 144 beats per minute.