1. Warm-Up (five minutes)
   1. Ask students to think about their favorite song(s). What do they like about the song?
   2. Allow students to share with a peer, and have a whole class share out. Teachers can list out common themes on the board (i.e: the beat of a song, catchy lyrics, the instrumentals, etc.) 
2. Introduce the lesson questions and lesson objectives to students.
   1. It would be helpful for teachers to go over the lesson background and invite students to share prior knowledge that they have gathered from learning about the Vietnam War and Vietnamese refugee experiences.
3. Multiple interactions with source: Composer 1: Anh Bằng (20–30 min)
   1. Teacher will model a song analysis of music from composer Anh Bằng. 
      1. Song: Căn Gác Lưu Đày (Attic of Exile) found in page one of handout (https://app.box.com/file/1545536063227?s=32al46smta4rb29xarpqhc5qy2sv3lcu). Each student should have a copy of the lyrics (in Vietnamese or English).
   2. As a class, read the biography of the composer. 
   3. First Interaction
      1. The teacher will play the music video to students. Teachers can use the video with or without subtitles.
      2. As students listen along, have them annotate for words or lines that stand out to them emotionally or visually. For example, teachers can model annotating the line, “my two shoulders sweating and shivering”. In an annotation note, teachers can jot down that this line gives off a sense of anxiety, nervousness, or stress. Teachers can also explain how the lyrics are helpful in visualizing the subject of the song.
      3. Allow students to share with a peer the lines that stood out to them. 
4. Second Interaction
   1. Remind students of these two lesson questions: How is the refugee experience expressed through popular culture and music in the Vietnamese American community? How is music an important means of expressing and coping with the trauma of war, separation, and exile?
   2. Have students annotate for lyrics that may directly address the questions. 
   3. Students can also summarize stanzas in the margins that address the lesson questions.
   4. Have a whole class discussion about their annotations.
      1. Invite students to share new learning that they hadn’t considered when studying about the Vietnamese refugee experiences.

Part 1: Introduction of Project and Analysis of Refugee Songs

1. Teachers will introduce the music video project: Create a music video expressing the emotions of Vietnamese refugees while showcasing some of the most prominent songs related to the refugee experience. 
   1. The video should be between 3–6 minutes and encompass at least one song.
   2. The video should not just be a music video with lip-syncing, but should depict the story and life of the composer, or a real-life Vietnamese refugee during that time. See list of composers and song lyrics in handouts.
   3. The video should include the audio of their song overlayed in the video.
      1. This audio must have proper subtitles over the lyrics in the video (directions on how to overlay will be explained in another lesson).
      2. Option 1: The students can either lip-sync that section of the video with the audio, or have background images and acting that are in sync with the lyrics of the song.
      3. Option 2: Students could also edit the English lyrics of the song provided to make their own English version with the song in the music video.
   4. Videos should show creativity and an accurate depiction of the lyrics and the pain, longing, and/or separation expressed in the lyrics due to the refugee experience.
2. The teacher will provide a list of 16 composers and their songs, all of which make up some of the most well-known songs about the refugee experience in the Vietnamese American community. Students are welcome to explore Vietnamese composers and songs that are not on the list; students should seek teacher approval for those not on the handouts.
3. The teacher will have students get into groups (eight groups)
   1. Since there are 16 composers, the teacher will assign two composers/songs (some sections will have three songs) to each group. Or, teachers can have a first come, first serve sign up process.
   2. The list of all 16 composers/songs can be found in handouts.
4. Each group will first briefly read the biographies of the two composers that they were assigned.
5. After reading, the teacher will hand out a worksheet with a series of questions on how to prepare for the music video. The worksheet will include:
   1. Questions and wonderings about the lyrics.
   2. Context: Historical event or experience that the lyrics are depicting (with evidence from the lines to show it).
   3. Significance of the lyrics (theme of the song).
   4. Two-paragraph story that the group makes together based on the lyrics that students will base their script of their music video on.
6. At the end, each group will turn in their worksheet, and the teacher will provide feedback on ideas for their script and what additional historical details, emotions, or themes they could add to better understand the song and make a more accurate video.

Part 2: Writing a Script

1. Based on the feedback given by the teacher, students will write a script of their music video.
   1. The script should include actions, plot story, and scenes for each part of the audio of the lyrics.
   2. Outside of the audio (before and after the period the song is playing in the video), the script should also have some dialogue that gives proper setting and background of a Vietnamese refugee’s life to tell a unique story.
      1. Students have creative freedom to move away from the composer’s own life and use the lyrics to write a script to tell any refugee story that accurately portrays the emotions of the lyrics.
2. Students can have one or several periods to work on their script to be turned into the teacher after one to two weeks.

Part 3: Making the Music Video

1. Teachers will give time both inside and outside of class to record their music videos with multiple scenes. Alternatively, students can create a poem, book or album cover that includes the lyrics of their song. 
2. Optional: A number of technology literacy skills can be taught as well before music videos are edited:
   1. Teachers will teach students (or allow for student exploration) on how to use Youtube Downloader: https://ssyoutube.com/en777PJ/ in order to download the audio for the songs to be overlaid onto their music videos.
   2. Teacher will also teach students (or allow for student exploration) on how to download English subtitles from the Youtube video using Downsub: https://downsub.com/
   3. Teacher will teach students (or allow for student exploration) to shift the subtitles to the timestamp in their music video where the audio of the song starts using SubShifter: https://subshifter.bitsnbites.eu/
3. Student options on software for video editing: iMovie, CapCut, Adobe, Canva, YouTube.
4. See rubric below for music video criteria. Teachers are able to modify rubric to best fit student groups.
   1. Concept Development - Students have concept or performance style videos. Music video has plot flow and makes sense in relation to the time period.
   2. Audio - Audio has accurate levels, is clear, properly synced with performance, and free of distracting noises (hissing, buzzing, or other).
   3. Visual - Video is exposed properly and all required elements are visible in scenes.
   4. Final Product - Editing enhances and complements the music video. Two to three minutes in length. Music video is captivating and evokes true emotions that are relative to refugee experiences and historical time periods.
   5. Originality - Audience is engaged and the project shows complexity of thought. Theme of the song is prevalent and clear and reflects realistic themes of refugee experiences. 
5. Note: This editing and filming process should have several lessons in class so that the teacher can guide students using technological literacy regarding video editing, subtitle editing, and filming.

Part 4: Presenting the Music Video

1. After two to three weeks of filming and editing, the groups will present their music videos in class.
2. Options for music video sharing:
   1. Whole class presentation
   2. Gallery Walk of videos on classroom computer devices
   3. Upload links or videos onto sharing platform and open for comments (i.e: Padlet)
3. After the showcase, have students reflect on the lesson question: How do we understand the pain of separation and loss, as well as the resiliency of Vietnamese Americans who chose to flee their homeland? This can be a written or oral response.