Music; Tone and Voice

Introduction
• Tone and voice
• 90 minutes
• 8.5: The student will read and analyze a variety of narrative and poetic forms.
c) Describe how authors use characters, conflict, point of view, and tone to create
meaning.
d) Compare and contrast the use of the poetic elements of word choice, dialogue, form,
rhyme, rhythm, and voice.

Cognitive Objectives
1. Students will analyze the printed and performed versions of a song in order to
differentiate between written versus performed tone and voice.
2. Students will evaluate the song in order to distinguish differences in tone and voice if it
were written in a different style and/or performed by a different artist.
3. By the end of the unit, students will construct an altered song in Macintosh GarageBand
by creating a new tone and voice in a popular song of their choice.

Materials/Technology and Advanced Preparation

• Lyrics: “I Want You Back” by Jackson 5 with group name removed
• MP3 Recording: “I Want You Back” by Jackson 5
• iPod and iPod dock with speakers
• Genre/performer drawing slips (Female singer, Older singer, Country, Rap, Rock)
• Written descriptions for project
 Configure in class/project groups before class starts

Teaching and Learning Sequence

Introduction/Anticipatory Set
• SW complete Daily Oral Language (DOL) warm-up activity and share
• TW ask for student volunteers to briefly define tone in order to establish and/or
reestablish understanding of the literary element. TW assist as necessary with
establishing definition/understanding.
• TW pass out lyrics to “I Want You Back” by Jackson 5 with group name removed. TW
ask students who recognize the song not the share details about the performers with the
rest of the class.
• TW ask students to get in groups to pick out key words in the lyrics that establish the tone
of the song. How do the words convey the meaning of the song?
• TW walk around the room to evaluate and assist students as they work.

Lesson Development
• SW reconvene as a large group and share key words. TW write them on the board and the
class will come up with the overall tone of the written lyrics.
 • TW reveal the performers of “I Want You Back” as the band Jackson 5. Remind students
the pop icon Michael Jackson was the lead singer of this song when he was just 11 years
old.
• TW play “I Want You Back” for the class. SW follow along with their lyrics sheets.
• SW volunteer to the larger classroom group how the song changed for them after hearing
it.
• TW introduce/reintroduce voice.
• T & SW discuss the performance voice of Michael Jackson and Jackson 5 as a large
group.
• SW reconvene in small groups and draw a genre/performer: Female, Older/Mature
Singer, Country, Rap, or Rock.
• SW spend time in their groups analyzing and writing down how the tone and
performance voice of the song would change if it were performed by the “new”
performer or in the “new” genre. SW back-up their ideas with specific reasons.
• TW observe students as they work by circulating the room to provide guidance and
assistance.

Closure
• SW reconvene as a large group and share their ideas.
• TW make a connection between the tone and voice of this particular song/performer and
the tone and voice students have control over in their own writing.
• TW introduce the project students will complete over the next two weeks via handout.
• TW briefly show examples of similar/past projects to give students a more meaningful
understanding of the task at hand.
• TW explain a tutorial on Macintosh GarageBand will be given during the next class
meeting in the library. There will also be scheduled library visits four times over the next
two weeks. All other work must be done outside of class time except in special
circumstances.
• TW ask students to have a group song picked out by the next class meeting.
• TW assign groups for the project.
• With any remaining time, students will meet with their groups to begin brainstorming
which song they will choose and how they will alter it.

Homework
SW agree upon a song to use by the next class meeting.

Assessment
• Formative – TW assess students as they work in small and large groups by observing the
key words they use to describe tone and voice in both the original and “altered” versions
of the song.
• Summative – The GarageBand project will be graded at the end of the unit based on proof
of team effort, creativity and use of technology, apparent attention to tone and voice, and
a written synopsis of the changes made.

References
"JACKSON 5 - I WANT YOU BACK LYRICS." Lyrics. Web. 21 Mar. 2011.
<http://www.metrolyrics.com/i-want-you-back-lyrics-jackson-5.html>.