2.7 guided lesson form.pdf - Name: _ Block _ LESSON 2.7...

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LESSON 2.7 Hamilton - The Performance "Most lyrics are by their very nature banal-it's the way they're expressed that makes them soar." -Stephen SondheimWhile the previous lesson focused on the narrative of Hamilton's life and the language Miranda used to tell that story, this lesson asks students to consider how Miranda's performance takes those words and makes them soar. LESSON GOALS Students will: understand how punctuation provides cues for readers and performersanalyze how speakers use volume, tempo, and pitch for effectand demonstrate understanding through: complex sentences with textual evidenceacademic conversationsPART 1: CLOSE READING THE FIRST FOUR LINESOPENING WRITING PROMPT Take a minute and reread the opening four lines to Lin-Manuel Miranda's song "The Hamilton Mixtape" by whispering them to yourself. Then rewrite the lines, adding punctuation and capitalization where you think they are needed. how does a bastard orphan son of a whore and a scotsman dropped in the middle of a forgotten spot in the caribbean by providence impoverished in squalor grow up to be a hero and a scholar 1Name:___________________________________________Block_______
EXPLORING THE RELATIONSHIP BETWEEN PUNCTUATION AND DELIVERY Visit a text-to-speech website such as Text To Speech Rec.1der (ttsreader.com/) and copy and paste the lines without punctuation into the platform and click the play button to hear them read aloud by the software. What do you notice about the delivery of the unpunctuated text. Share how you chose to punctuate the lines and read the lines according to those punctuation cues with a partner. Then play your suggested version of the text in the text-to-speech reader. What did you notice about this version? How were commas interpreted by the software? Play one version without the commas in the first line and then another with the commas. What do commas command of the reader? How

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Term
Spring
Professor
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Tags
Miranda, Stephen Sondheim

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