Fans have known explicitly that Wolf Haley is an alter ego of Tyler, but the true reveal is at the end of his song "Golden": Tyler, the Creator plays with it on the song "The Tape Intro":
What did we learn?
Would you rather write lyrics over and over again or define a chorus? Do you think it's possible to make multiple choruses for the same song? Does it make sense to make a new chorus for every time it's needed in a song?
Lesson Tip Flash Chat questions are intended to spark big-picture thinking about how the lesson relates to the greater world and the students' greater future. Use your knowledge of your classroom to decide if you want to discuss these as a class, in groups, or with an elbow partner.
Assessment 5 min Hand out the assessment worksheet and allow students to complete the activity independently after the instructions have been well explained. This should feel familiar, thanks to the previous activities.
Extended Learning Use these activities to enhance student learning. They can be used as outside of class activities or other enrichment.
Create Your Song Start by creating a chorus together, then repeat it between verses of a song that you develop around it. Make a change to the chorus, and ponder how much easier it is to change in just one place. Change the chorus again, making it much longer than it was originally.
Add a second chorus and alternate between them in your verses. Songwriting a Program What if we acted out songs instead of singing them? All of a sudden, our chorus would be a function of repeated actions, rather than words. Use the concepts of the arrows from the Graph Paper Programming lesson and create a program with lots of repeating instructions.
Circle those repeating actions so that the class can see where they are. Define a function called "Chorus" above the program. Cross out everywhere the repeating actions appear in the program and write "Chorus" instead.
Repeat until the class can go through this process with little direction. Functional Suncatchers Functional Suncatchers This activity shows functions from a different perspective.
Once those skills are defined, they will be called from a main program and the whole beautiful process of creation will be recorded on a single sheet of paper.
Connections and Background Information 1 a - Apply existing knowledge to generate new ideas, products, or processes. Construct a program as a set of step-by-step instructions to be acted out.
Use the basic steps in algorithmic problem solving to design solutions. Describe and analyze a sequence of instructions being followed. Represent data in a variety of ways: Use visual representations of problem states, structures, and data.
Use abstraction to decompose a problem into sub-problems. Explain how sequence, selection, iteration, and recursion are building blocks of algorithms. Examine connections between elements of mathematics and computer science including binary numbers, logic, sets, and functions.
Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem. Common Core Mathematical Practices 1. Make sense of problems and persevere in solving them.
Reason abstractly and quantitatively.Cluster 4: Range of Writing The text in standardized tests and traditional textbooks frequently falls into one or another of these text structures.
reading activity. 4. Teach the signal words for each text structure. Prior to reading, skim and scan passages and make. Upendran () proposes the following in the teaching of phrasal verbs using the song Students are asked students to fill in the blanks.
Through this activity, Upendran () concludes using songs provides an ideal context for. Thinking Outside the Box: A Misguided Idea The truth behind the universal, but flawed, catchphrase for creativity. Posted Feb 06, Next Time Self-Doubt Has You in a Death Grip, Remember This.
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Also, they should include the song lyrics with their paper. Conclusion This activity provides an opportunity for students to think about the meaning of songs.
This “digging deeper” seems to connect closely with one of the major purposes of college: to get students to think more critically about the world around them.