Copyright © 2007 by Educational Lyrics, LLC
H.E.L.P. – Lauryn Hill, “Everything Is Everything’Teacher Guide
Created by: Rick Henning, Gabriel BennProject Manager: Dayna EdwardsContributors: Rahaman Kilpatrick, Felicity Loome, Claude Nadir, Selma Woldemichael, Aimee WorshamIllustrator: Phillip SpenceCover Art: Khalil Gill
The purpose of H.E.L.P. exercises is to create teachable moments between student and instructor. Any views expressed herein by the Artist should not be construed as an endorsement by Educational Lyrics or its affi liates of the views contained therein.
All rights reserved. No part of this book may be reproduced or utilized in any form or by any electronic or mechanical means, including photocopying, without permission in writing from the publisher.
ISBN 1-934212-11-3
ContentsIntroduction ................................................................................................................. 5
Artist Biography ........................................................................................................... 6
Song Lyrics .................................................................................................................... 7
Vocabulary .................................................................................................................. 8
Writing Rubric ............................................................................................................... 9
Multiple Intelligences Activities .................................................................................. 10
National Reading Standards ..................................................................................... 11
Studio A Scope and Sequence ................................................................................. 12
Studio B Scope and Sequence ................................................................................. 13
Studio C Scope and Sequence ................................................................................ 14
Studio D Scope and Sequence ................................................................................. 15
Studio A Answer Key ................................................................................................... 16
Studio B Answer Key .................................................................................................... 17
Studio C Answer Key ................................................................................................... 19
Studio D Answer Key ................................................................................................... 21
H.E.L.P. Teacher Guide©2007 Educational Lyrics LLC
Lauryn Hill“Everything Is Everything”
Page 5
Created and designed by educators, H.E.L.P. uses the language and music of the Hip Hop genre to teach reading and writing skills. Based on National Literacy Standards, H.E.L.P. employs Hip Hop lyr-ics to address diff erent learning styles and teach to multiple intelligences. Teachers can use H.E.L.P. to connect with the best and the brightest, as well as those students who have been unmotivated to read or write – in metropolitan and rural settings alike. You, as a teacher, can be confi dent that H.E.L.P. is addressing the fi ve essential components of eff ective reading instruction established by the National Reading Panel in 2000 (fl uency, phonetics, phonemic awareness, vocabulary, and comprehension).
Why Hip Hop?We recognize the challenge to stimulate student interest in learning. An increasing number of studies show that students have diffi culty relating to teachers.1
Hip Hop is your connection to your students. Studies have proven it to be one of the most eff ective tools for communication and instruction in today’s classroom. 2 Hip Hop as an art form is relatively young, just over 30 years old. However, it is now an economic force that transcends all boundaries of culture, race, language, and socioeconomic background. Even Webster’s dictionary recently added several new word entries that come from Hip Hop slang and have become part of our everyday speech.
Some critics say Hip Hop music contains an excess of inappropriate language, content, and images. Th rough careful research we have selected lyrics that address relevant social issues, and convey positive character building messages, and lyrics that have been edited to remove explicit words.
How Does It Work?Within one workbook, H.E.L.P. contains 60 easy-to-use classroom activities for students of various reading levels. Each workbook is based on the lyrics from one Hip Hop song. Use H.E.L.P. to initiate discussions on diffi cult social issues or to diff erentiate instruction within a multi-skill level classroom. In an eff ort to use student-friendly language, each reading level is called a “Studio”:
Studio A (reading level K-2) Studio B (reading level 3-5)Studio C (reading level 6-8) Studio D (reading level 9-12)
Th e student guide includes an artist biography and vocabulary words. Each activity is designed to be completed within 15 to 20 minutes and should be assigned to students based on their independent reading level. Most importantly, use the H.E.L.P. activities to engage and connect with your students.
••••
H.E.L.P. activities include opportunities for students to practice
Phonemic awareness and phonics skills, by identifying, creating, and using rhyming words; studying word families; and reading irregularly spelled words. Fluency skills, by choral and repeated reading, exposure to sight words, and performance of original writing. Vocabulary development, by explicit and implicit exposure to new words, using dictionaries and thesauri, and connecting words in their speaking and listening vocabulary to their reading and writing vocabulary. Reading comprehension, by providing opportunities to read with a purpose, comparing texts, using and analyzing poetic devices such as fi gurative language, identifying explicit and implicit meanings, character studies, and discussion groups. Authentic writing, by providing opportunities to write poems, songs, essays, research synthesis, and biographies. H.E.L.P. dem-onstrates to students how Hip Hop artists play with words and utilize diff erent sounds to make new and interesting rhymes.
•
•
•
•
•
Sources:1 English Journal; “Promoting Academic Literacy with Urban Youth Th rough Engaging Hip Hop Culture,” Ernest Morrell & Jeff rey M.R. Duncan-Andrade, July 2002.
2Lee, Carol D. Signifying as a Scaff old for Literary Interpretation:Th e Pedagogical Implications of an African-American Discourse Genre. Urbana, IL: NCTE,1993.
Carnegie Corporation of New York, “Th e State of Adolescent Literacy Today: Which Adolescents are Most At Risk?”, April 2006.
J.L. Kincheloe & K. Hayes(Eds). City Kids:Understanding, Appreciating, and Teaching Th em.New York: Peter Lang Publishing,
Parmar, P (2004). “Critical thinking and rap music: Th e pedagogy of KRS-One,” In J.L. Kincheloe and D. Weil, (Eds.), Encyclopedia of Critical Th inking, New York: Greenwood Publishing.
Parmar, P & Bain, P (in press). “Spoken word and Hip Hop: Th e power of urban art and culture,” (3-part series). In J.L. Kincheloe & K. Hayes (Eds.). Students in the City. New York: Peter Lang Publishing
Introduction
H.E.L.P. Teacher Guide©2007 Educational Lyrics LLC
Lauryn Hill“Everything Is Everything”
Page 6
Artist BiographyLauryn Noel Hill was born in South Orange, New Jersey,
on May 25, 1975. As a high school student, Lauryn was
an active cheerleader and performer. In 1988, at age 13,
she appeared as an Amateur Night contestant on It’s Showtime at the Apollo. Hill sung her own version of
Michael Jackson’s song “Who’s Loving You?” Although
the audience booed at fi rst, she persisted and fi nished her
song to applause. While she did not win, this was only
the beginning. A few years later, Hill was off ered a role on
the soap opera, As Th e World Turns, and in 1993 she co-
starred with Whoopi Goldberg in Sister Act 2.
Hill joined high school friends Pras Michel and
Wyclef Jean to form Th e Refugee Camp, also known as
“Th e Fugees.” Th eir fi rst album, Blunted on Reality, was
released in 1994, and has since sold over 2 million copies
worldwide. Th e group’s second album, Th e Score, was most
critically acclaimed, winning multiple awards. It sold an
unprecedented 18 million copies worldwide, establishing
Lauryn, Wyclef, and Pras as musical and entertainment
superstars. One of the many hits on the album was Hill’s
powerful rendition of Roberta Flack’s classic song, “Killing
Me Softly.” Lauryn launched her solo career in 1998
by releasing Th e Miseducation of Lauryn Hill, another
critically acclaimed album that garnered 10 Grammy
Awards nominations in 1999, and won Album of the
Year. It was a historic feat, setting a new record for women
in the music industry. In 2002, Hill released MTV Unplugged 2.0, a live album of her most brutally honest,
heartfelt material, most of which featured just Hill’s voice
and an acoustic guitar.
Lauryn Hill has won over 30 awards, including eight
Grammys and three World Best-Selling Music awards,
and has worked with everyone from John Legend (who
plays piano on, “Everything Is Everything”), to Nas,
Aretha Franklin, and most recently, Joss Stone. She is the
mother of four and the wife of Rohan Marley, the son of
the late reggae legend Bob Marley.
Discography
1994 - Blunted on Reality(Fugees)1997 - The Score (Fugees)1998 - Miseducation of Lauryn Hill(solo)2002 - MTV Unplugged 2.0(solo)
H.E.L.P. Teacher Guide©2007 Educational Lyrics LLC
Lauryn Hill“Everything Is Everything”
Page 7
FYI:Abyssinian street Baptist: reference to Abyssinian Baptist Church a Black Baptist church in HarlemFlipping: refers to jumping and bouncing on a mattress that has been disposed of and left outsideCleopatra: “Last Pharoah” of Egypt; Cleopatra ruled Ancient Egypt from 51 to 30 B.C.E.Bomb: as a verb means to write or create graffi ti; as an adjective it means greatNefertiti: Th e wife of the Pharoah Amenhotep IV and considered the most powerful woman of her timeMCs: formally, it is an abbreviation for the Master of Ceremonies; in Hip Hop culture it generally refers to a rap artist or artist(s)Serengeti: a plains and grassland region of Africa that spans the countries of Tanzania and KenyaBetty Shabazz: the wife of slain civil rights leader Malcolm XL-Boogie: nickname for Lauryn HillNassau Coliseum: large stadium and performance venue in Long Island, New York
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Lyrics“Everything Is Everything”by Lauryn Hill
Everything Is EverythingWhat is meant to be, will beAfter winter, must come springChange, it comes eventually(2x)
I wrote these words for everyone who struggles in their youthWho won’t accept deception, instead of what is truthIt seems we lose the gameBefore we even start to playWho made these rules? (Who made these rules?)We’re so confused (We’re so confused)Easily led astrayLet me tell ya that...
Everything Is EverythingEverything Is EverythingAfter winter, must come springEverything Is Everything
[rapping]I philosophyPossibly speak tonguesBeat drums, Abyssinian, street Baptist1
Rap this in fi ne linen, from the beginningMy practice extending across the atlasI begat thisFlipping2 in the ghetto on a dirty mattressYou can’t match this rapper slash actressMore powerful than two Cleopatras3
Bomb4 graffi ti on the tomb of Nefertiti5MCs6 ain’t ready to take it to the Serengeti7My rhymes is heavy like the mind of sister Betty (Betty Shabazz!)8
L-Boogie9 spars with stars and
constellationsTh en came down for a little conversationAdjacent to the king, fear no human beingRoll with cherubims to Nassau Coliseum10
Now hear this mixture, where Hip Hop meets scriptureDevelop a negative into a positive picture
Now Everything Is EverythingWhat is meant to be, will beAfter winter, must come springChange, it comes eventually
Sometimes it seemsWe’ll touch that dreamBut things come slow or not at allAnd the ones on top, won’t make it stopSo convinced that they might fallLet’s love ourselves and we can’t failTo make a better situationTomorrow, our seeds will growAll we need is dedicationLet me tell ya that...
Everything Is EverythingEverything Is EverythingAfter winter, must come springEverything Is Everything
Everything Is EverythingWhat is meant to be, will beAfter winter, must come springChange, it comes eventually
H.E.L.P. Teacher Guide©2007 Educational Lyrics LLC
Lauryn Hill“Everything Is Everything”
Page 8
Vocabulary
Studio Areading level K-2
• begat – to make or produce• spars – argues or fi ghts• slash – a diagonal mark (/) used to separate choices: and/or; rapper/actress• astray – off track; lost• atlas – a book of maps
Studio Breading level 3-5
• youth – early years of life• conversation – talk• everything – the whole thing; all things• eventually – sooner or later; in the end• mixture – blend
Studio Creading level 6-8
• deception – dishonesty or cheating • situation – circumstances or state of aff airs• dedication – commitment; devotion• linen – cloth woven from thread made from the fi ber of the fl ax plant• convinced – sure; certain
Studio Dreading level 9-12
• constellations – a formation of stars perceived as a fi gure or design• adjacent – nearby; bordering• cherubim – small angels, portrayed as children with chubby rosy faces• scripture – the sacred writings of a religion• ghetto – a section of a city occupied by a minority group who live there especially
because of social, economic, or legal pressure
Using the Vocabulary
Th e vocabulary words and defi nitions includ-ed with the H.E.L.P. activites are carefully chosen to support and enhance the activities included in the student guide. In the teacher’s guide, the words have been separated based on their appropriate-ness for each reading level. In the student guide, the words have been listed alphabeti-cally to assist students with scanning and re-search skills. Th e National Read-ing Panel identifi ed vocabulary as crucial to the comprehension process and asserted that students can learn vocabulary through direct instruction and everyday exposure to oral and written lan-guage. Th erefore, the H.E.L.P. vocabulary words can be used by students informally to assist in their under-standing of the song. However, the teacher can also use them to di-rectly teach the mean-ing of each word.
H.E.L.P. Teacher Guide©2007 Educational Lyrics LLC
Lauryn Hill“Everything Is Everything”
Page 9
Mastery Developing Emerging
Spelling, Grammar, and Punctuation
• Th ere are no spelling, grammar, or punctuation errors.
• Th e writer shows control over language conventions that are developmentally appropriate.
• Th e text could be published in its current state.
• Spelling is usually correct on phonetic words and/or common sight words. More diffi cult words are problematic.
• End punctuation is generally correct and the fi rst letter of a sentence is generally capitalized. Internal punctuation (comma, semi-colon, etc.) may be misused or not used at all.
• Errors in grammar are apparent but do not aff ect the meaning of the text.
• Minor editing would be necessary before publishing the text.
• Spelling and grammar are frequently incorrect and/or inconsistent.
• Errors in spelling, grammar, and punctuation aff ect the meaning of the text.
• Th e reader must read once to decode the text and again for meaning.
• Extensive editing would be necessary before publishing the text.
Content and Organization
Th e text is focused with a clear central theme.
• Th e central theme is illustrated with relevant details.
• Th e writer off ers new insight into the theme or topic.
• • Th e text begins to develop a central topic or theme but remains broad and not fully developed.
• Ideas are clear but are not detailed or personalized and not developed beyond the obvious.
• Th e reader is left with questions about the topic and/or theme.
• Th ere is no clear theme or topic.
• Th e text follows no logical sequence.
• Th e length of the text is limited or the ideas are not fully developed.
Creativity, Originality,and Presentation
• Th e writer addresses the prompt using an original voice and/or idea.
• Th e text is personal and engaging and connects with the reader.
• Th e writer’s word choice is creative and descriptive.
• Th e writer’s handwriting is clear and neat or a word processor was used.
• Th e writer attempts to address the prompt but the voice and/or ideas are rote and may have been discussed or used as a class example.
• Th e writer’s word choice is generic but makes sense.
• Th e writer’s handwriting is legible with minimal crossing out.
• Th e text is surface and does not connect with the reader on a personal level.
• Th e style choice does not match the content or ideas.
• Th e text is a simple re-statement of the question.
• Th e writer’s handwriting is illegible at times.
Writing Rubric
Laur
yn H
ill“E
very
thin
g Is
Ever
ythi
ng”
Page
10
H.E.
L.P.
Tea
cher
Gui
de
©20
07 E
duc
atio
nal L
yric
s LLC
Supp
lem
enta
l Act
iviti
esBa
sed
on
The
Mul
tiple
Inte
llige
nces
Visu
al/S
patia
lC
reat
e a
Pow
er P
oint
slid
e sh
ow o
f Anc
ient
Egy
ptia
n ar
t. Be
sure
to in
clude
th
e bus
t of N
efer
titi.
Lear
n ho
w to
spel
l you
r nam
e usin
g hi
erog
lyph
ics.
Visu
aliz
e you
rsel
f ach
ievi
ng yo
ur d
ream
s.
Verb
al/L
ingu
istic
Deb
ate
Laur
yn H
ill’s
asse
rtio
n th
at th
ose
in p
ower
do
not w
ant t
o se
e th
e yo
uth
achi
eve t
heir
drea
ms.
Giv
e an
oral
pre
sent
atio
n ab
out t
he S
eren
geti
desc
ribin
g the
anim
als a
nd th
eir
ecos
yste
m in
det
ail.
Part
icipa
te in
a po
etry
slam
. Per
form
a po
em th
at u
ses a
sim
ilar s
tyle
to L
aury
n H
ill’s r
ap. C
ompa
re yo
urse
lf to
fam
ous p
eopl
e and
pla
ces i
n yo
ur p
oem
.
Logi
cal/M
athe
mat
ical
Cat
egor
ize
the
anim
als
of th
e Se
reng
eti b
ased
on
thei
r ki
ngdo
m, p
hylu
m,
class
, ord
er, f
amily
, spe
cies,
and
genu
s.R
ecre
ate a
thre
e-di
men
siona
l pyr
amid
to sc
ale.
Cre
ate a
tim
e-lin
e sho
win
g th
e eve
nts t
hat t
ook
plac
e in
Anc
ient
Egy
pt fr
om
the t
ime t
hat N
efer
titi r
eign
ed to
the t
ime t
hat C
leopa
tra r
eign
ed.
Mus
ical
Cre
ate a
soun
d co
llage
of y
our f
riend
s sta
ting
the d
ream
s the
y ho
pe to
fulfi
ll.Li
sten
to th
e mus
ic of
the p
eopl
e fro
m th
e Ser
enge
ti.R
ecre
ate a
song
usin
g the
lyric
s fro
m “E
very
thin
g Is E
very
thin
g” ov
er a
diff e
rent
ge
nre o
f ins
trum
enta
l mus
ic (r
ock,
pop
, cou
ntry
, etc
.).
• • • • • • • • • • • •
Kine
sthe
ticC
reat
e an
inte
rpre
tive d
ance
usin
g th
e mus
ic fro
m “E
very
thin
g is
Ever
ythi
ng”.
Act
out
the l
ife ev
ents
of L
aury
n H
ill, B
etty
Sha
bazz
, Nef
ertit
i, or C
leopa
tra.
Use
clay
to c
reat
e a
bust
of y
our f
ace
or y
our f
riend
s fac
e in
the
sam
e st
yle
as
the f
amou
s bus
t of N
efer
titi.
Inte
rper
sona
lTh
ink/
pair/
shar
e. W
rite
dow
n yo
ur in
terp
reta
tion
of L
aury
n H
ill’s
mes
sage
. Th
en, p
air w
ith a
frie
nd to
disc
uss y
our t
wo
inte
rpre
tatio
ns a
nd se
ttle o
n on
e jo
int i
nter
pret
atio
n. L
astly
, sha
re yo
ur in
terp
reta
tion
with
the c
lass
.W
ork
with
a sm
all g
roup
to c
reat
e a
dior
ama
of th
e Se
reng
eti,
a py
ram
id, o
r th
e tom
b of
Nef
ertit
i.In
terv
iew
som
eone
who
you
thin
k is
succ
essf
ul a
nd fi
nd o
ut w
hat s
teps
they
to
ok to
achi
eve t
heir
drea
ms.
Intra
pers
onal
Mak
e a co
llage
that
expr
esse
s how
the s
ong
mad
e you
feel
.C
reat
e a
list
of s
ongs
, boo
ks, a
nd m
ovie
s th
at in
spire
you
to a
chie
ve y
our
drea
ms i
n th
e sam
e way
that
Lau
ryn
Hill
is tr
ying
to in
spire
you.
Laur
yn c
ompa
res
hers
elf
to t
hree
gre
at w
omen
in h
istor
y. W
rite
a lis
t of
w
omen
(or
men
) th
at y
ou s
ee a
s ro
le m
odel
s. Th
en c
reat
e sim
iles
that
co
mpa
re yo
u to
your
role
mod
els.
• • • • • • • • •
Supp
lem
enta
l Re
adin
g
Stud
io A
(read
ing
leve
l K-2
)Yo
u W
ould
n’t W
ant t
o be
C
leop
atra
: An
Egyp
tian
Rule
r You
’d R
athe
r Not
Be
, Pip
e, J
im, D
avid
A
ntra
mSe
reng
eti:
Nat
ural
Ord
er
on th
e A
frica
n Pl
ain,
Iw
ago,
Mits
uaki
Stud
io B
(read
ing
leve
l 3-5
)If
I wer
e a
Kid
in A
ncie
nt
Egyp
t, C
obbl
esto
ne
Publ
ishin
gA
mel
ia to
Zor
a: T
wen
ty-s
ix W
omen
Who
Cha
nged
th
e W
orld
, Chi
n-Le
e,
Cyn
thia
Stud
io C
(read
ing
leve
l 6-8
)C
leop
atra
VII:
Dau
ghte
r of
the
Nile
, Egy
pt, 5
7 B.
C. (
The
Roya
l Dia
ries)
, G
rego
ry, K
ristia
na10
0 W
omen
Who
Sha
ped
W
orld
Hist
ory,
Rol
ka, G
ail
Mey
er
Stud
io D
(read
ing
leve
l 9-1
2)Fa
cing
the
Lion:
Gro
win
g Up
Maa
sai o
n th
e A
frica
n Sa
vann
a, L
ekut
on,
Jose
ph L
emas
olai
D
augh
ters
of I
sis: W
omen
of
Anc
ient
Egy
pt,
Tyld
esle
y, J
oyce
A.
For T
he T
each
erO
utsp
oken
!: Ho
w to
Im
prov
e W
ritin
g an
d
Spea
king
Ski
lls T
hrou
gh
Poet
ry P
erfo
rman
ce,
Holb
rook
, Sar
a, M
icha
el
Salin
ger
Pyra
mid
s: 50
Han
ds-
on
Act
iviti
es to
Exp
erie
nce
Anc
ient
Egy
pt, H
art,
Ave
ry
• • • • • • • • • •
H.E.
L.P.
Tea
cher
Gui
de
©20
07 E
duc
atio
nal L
yric
s LLC
Laur
yn H
ill“E
very
thin
g Is
Ever
ythi
ng”
Page
11
Nat
iona
l Rea
ding
Sta
ndar
ds
Read
ing
for P
ersp
ectiv
e St
uden
ts re
ad a
wid
e ra
nge
of p
rint
and
non
-pr
int t
exts
to b
uild
an
unde
rsta
ndin
g of
text
s, of
them
selv
es, a
nd o
f the
cul
ture
s of t
he U
nite
d St
ates
and
the
wor
ld; t
o ac
quire
new
info
rma-
tion;
to re
spon
d to
the
need
s and
dem
ands
of
soci
ety
and
the
wor
kpla
ce; a
nd fo
r per
sona
l fu
lfi llm
ent.
Am
ong
thes
e te
xts a
re fi
ctio
n an
d no
nfi c
tion,
cla
ssic
and
con
tem
pora
ry w
orks
.
Unde
rsta
ndin
g th
e Hu
man
Exp
erie
nce
Stud
ents
read
a w
ide
rang
e of
lite
ratu
re fr
om
man
y pe
riod
s in
man
y ge
nres
to b
uild
an
unde
rsta
ndin
g of
the
man
y di
men
sion
s (e.
g.,
philo
soph
ical
, eth
ical
, aes
thet
ic) o
f th
e hu
man
ex
peri
ence
.
Eval
uatio
n St
rate
gies
St
uden
ts a
pply
a w
ide
rang
e of
stra
tegi
es to
co
mpr
ehen
d, in
terp
ret,
eval
uate
, and
app
reci
-at
e te
xts.
Th ey
dra
w o
n th
eir p
rior
exp
erie
nce,
thei
r int
erac
tions
with
oth
er re
ader
s and
wri
ters
, th
eir k
now
ledg
e of
wor
d m
eani
ng a
nd o
f oth
er
text
s, th
eir w
ord
iden
tifi c
atio
n st
rate
gies
, and
th
eir u
nder
stan
ding
of t
extu
al fe
atur
es (e
.g.,
soun
d-le
tter
cor
resp
onde
nce,
sent
ence
stru
ctur
e, co
ntex
t, gr
aphi
cs).
Com
mun
icat
ion
Skill
s St
uden
ts a
djus
t the
ir u
se o
f spo
ken,
wri
tten
, and
vi
sual
lang
uage
(e.g
., co
nven
tions
, sty
le, v
ocab
u-la
ry) t
o co
mm
unic
ate
eff e
ctiv
ely
with
a v
arie
ty o
f au
dien
ces a
nd fo
r diff
eren
t pur
pose
s.
Com
mun
icat
ion
Stra
tegi
es
Stud
ents
em
ploy
a w
ide
rang
e of
stra
tegi
es a
s th
ey w
rite
and
use
diff
eren
t wri
ting
proc
ess e
le-
men
ts a
ppro
pria
tely
to c
omm
unic
ate
with
diff
er-
ent a
udie
nces
for a
var
iety
of p
urpo
ses.
App
ly K
now
ledg
e St
uden
ts a
pply
kno
wle
dge
of la
ngua
ge st
ruct
ure,
lang
uage
con
vent
ions
(e.g
., sp
ellin
g an
d pu
nc-
tuat
ion)
, med
ia te
chni
ques
, fi g
urat
ive
lang
uage
, an
d ge
nre
to c
reat
e, cr
itiqu
e, an
d di
scus
s pri
nt
and
non-
prin
t tex
ts.
Eval
uatin
g Da
ta
Stud
ents
con
duct
rese
arch
on
issu
es a
nd
inte
rest
s by
gene
ratin
g id
eas a
nd q
uest
ions
, and
by
pos
ing
prob
lem
s. Th
ey g
athe
r, ev
alua
te, a
nd
synt
hesi
ze d
ata
from
a v
arie
ty o
f sou
rces
(e.g
., pr
int a
nd n
on-p
rint
text
s, ar
tifac
ts, p
eopl
e) to
co
mm
unic
ate
thei
r dis
cove
ries
in w
ays t
hat s
uit
thei
r pur
pose
and
aud
ienc
e.
Deve
lopi
ng R
esea
rch
Skill
s St
uden
ts u
se a
var
iety
of t
echn
olog
ical
and
in
form
atio
n re
sour
ces (
e.g.
, lib
rari
es, d
atab
ases
, co
mpu
ter n
etw
orks
, vid
eo) t
o ga
ther
and
synt
he-
size
info
rmat
ion
and
to c
reat
e an
d co
mm
unic
ate
know
ledg
e.
Mul
ticul
tura
l Un
ders
tand
ing
Stud
ents
dev
elop
an
unde
rsta
ndin
g of
and
re
spec
t for
div
ersi
ty in
lang
uage
use
, pat
tern
s, an
d di
alec
ts a
cros
s cul
ture
s, et
hnic
gro
ups,
geo-
grap
hic
regi
ons,
and
soci
al ro
les.
App
lyin
g N
on-E
nglis
h Pe
rspe
ctiv
es
Stud
ents
who
se fi
rst l
angu
age
is n
ot E
nglis
h m
ake
use
of th
eir fi
rst
lang
uage
to d
evel
op
com
pete
ncy
in th
e E
nglis
h la
ngua
ge a
rts a
nd
to d
evel
op u
nder
stan
ding
of c
onte
nt a
cros
s the
cu
rric
ulum
.
Parti
cipa
ting
in S
ocie
ty
Stud
ents
par
ticip
ate
as k
now
ledg
eabl
e, re
fl ec-
tive,
crea
tive,
and
criti
cal m
embe
rs o
f a v
arie
ty o
f lit
erac
y co
mm
uniti
es.
App
lyin
g La
ngua
ge S
kills
St
uden
ts u
se sp
oken
, wri
tten
, and
vis
ual l
an-
guag
e to
acc
ompl
ish
thei
r ow
n pu
rpos
es (e
.g.,
for l
earn
ing,
enj
oym
ent,
pers
uasi
on, a
nd th
e ex
chan
ge o
f inf
orm
atio
n).
Why
Nat
iona
l St
and
ard
s?
In a
n e
ff or
t to
m
eet
the
nee
ds
of
the
wid
est
ran
ge
of s
tud
ents
an
d
teac
her
s, H
.E.L
.P.
has
ali
gned
its
ac
tivi
ties
wit
h t
he
Nat
ion
al R
ead
ing
Sta
nd
ard
s d
evel
oped
by
the
Nat
ion
al C
oun
cil
of T
each
ers
of
En
glis
h a
nd
th
e In
tern
atio
nal
R
ead
ing
Ass
ocia
tion
. Eac
h
stan
dar
d i
s br
oad
en
ough
to
easi
ly
alig
n w
ith
th
e re
adin
g st
and
ard
s es
tabl
ish
ed b
y an
y st
ate.
Th
e st
and
ard
s ar
e al
so s
pec
ifi c
en
ough
to
len
d
them
selv
es t
o fu
n a
nd
en
gagi
ng
acti
viti
es. W
hil
e th
e st
and
ard
s ar
e th
e sa
me
for
each
rea
din
g le
vel
(kin
der
gart
en
thro
ugh
tw
elft
h
grad
e), t
he
dep
th
at w
hic
h t
he
stan
dar
ds
are
exp
lore
d a
dva
nce
s as
th
e re
adin
g le
vel
incr
ease
s.
Laur
yn H
ill“E
very
thin
g Is
Ever
ythi
ng”
Page
12
H.E.
L.P.
Tea
cher
Gui
de
©20
07 E
duc
atio
nal L
yric
s LLC
Less
on
12
34
56
78
910
1112
1314
15
Read
ing
For P
ersp
ectiv
e
Unde
rsta
ndin
g Th
e Hu
man
Ex
perie
nce
Eval
uatio
n St
rate
gies
Com
mun
icat
ion
Skill
s
Com
mun
icat
ion
Stra
tegi
es
App
lyin
g Kn
owle
dge
Eval
uatin
g Da
ta
Deve
lopi
ng R
esea
rch
Skill
s
Mul
ticul
tura
l Und
erst
andi
ng
App
lyin
g N
on-E
nglis
h Pe
rspe
ctiv
es
Parti
cipa
ting
In S
ocie
ty
App
lyin
g La
ngua
ge S
kills
Th e
char
t bel
ow o
utlin
es th
e N
CT
E N
atio
nal R
eadi
ng S
tand
ards
met
by
each
act
ivity
in S
tudi
o A
of t
he L
aury
n H
ill “E
very
thin
g is
Eve
ryty
thin
g,” a
ctiv
ities
. Th e
st
anda
rds a
re a
lso
liste
d on
the
low
er ri
ght c
orne
r of t
he st
uden
t act
ivity
pag
e. O
ur h
ope
is th
at e
duca
tors
will
use
the
char
t to
fi nd
the
activ
ity th
at m
ost c
lose
ly
mee
ts th
e sk
ill th
ey a
re te
achi
ng.
Stud
io A
Sco
pe a
nd S
eque
nce
Read
ing
Gra
de L
evel
K-2
H.E.
L.P.
Tea
cher
Gui
de
©20
07 E
duc
atio
nal L
yric
s LLC
Laur
yn H
ill“E
very
thin
g Is
Ever
ythi
ng”
Page
13
Stud
io B
Sco
pe a
nd S
eque
nce
Read
ing
Gra
de L
evel
3-5
Less
on
12
34
56
78
910
1112
1314
15
Read
ing
For P
ersp
ectiv
e
Unde
rsta
ndin
g Th
e Hu
man
Ex
perie
nce
Eval
uatio
n St
rate
gies
Com
mun
icat
ion
Skill
s
Com
mun
icat
ion
Stra
tegi
es
App
lyin
g Kn
owle
dge
Eval
uatin
g Da
ta
Deve
lopi
ng R
esea
rch
Skill
s
Mul
ticul
tura
l Und
erst
andi
ng
App
lyin
g N
on-E
nglis
h Pe
rspe
ctiv
es
Parti
cipa
ting
In S
ocie
ty
App
lyin
g La
ngua
ge S
kills
Th e
char
t bel
ow o
utlin
es th
e N
CT
E N
atio
nal R
eadi
ng S
tand
ards
met
by
each
act
ivity
in S
tudi
o B
of t
he L
aury
n H
ill “E
very
thin
g is
Eve
ryty
thin
g,” a
ctiv
ities
. Th e
st
anda
rds a
re a
lso
liste
d on
the
low
er ri
ght c
orne
r of t
he st
uden
t act
ivity
pag
e. O
ur h
ope
is th
at e
duca
tors
will
use
the
char
t to
fi nd
the
activ
ity th
at m
ost c
lose
ly
mee
ts th
e sk
ill th
ey a
re te
achi
ng.
Laur
yn H
ill“E
very
thin
g Is
Ever
ythi
ng”
Page
14
H.E.
L.P.
Tea
cher
Gui
de
©20
07 E
duc
atio
nal L
yric
s LLC
Stud
io C
Sco
pe a
nd S
eque
nce
Read
ing
Gra
de L
evel
6-8
Less
on
12
34
56
78
910
1112
1314
15
Read
ing
For P
ersp
ectiv
e
Und
erst
and
ing
The
Hum
an E
xper
ienc
e
Eval
uatio
n St
rate
gies
Com
mun
icat
ion
Skills
Com
mun
icat
ion
Stra
tegi
es
App
lyin
g Kn
owle
dge
Eval
uatin
g D
ata
Dev
elop
ing
Rese
arch
Sk
ills
Mul
ticul
tura
l Un
der
stan
din
g
App
lyin
g N
on-E
nglis
h Pe
rspe
ctiv
es
Parti
cipa
ting
In S
ocie
ty
App
lyin
g La
ngua
ge S
kills
Th e
char
t bel
ow o
utlin
es th
e N
CT
E N
atio
nal R
eadi
ng S
tand
ards
met
by
each
act
ivity
in S
tudi
o C
of t
he L
aury
n H
ill “E
very
thin
g is
Eve
ryty
thin
g,” a
ctiv
ities
. Th e
st
anda
rds a
re a
lso
liste
d on
the
low
er ri
ght c
orne
r of t
he st
uden
t act
ivity
pag
e. O
ur h
ope
is th
at e
duca
tors
will
use
the
char
t to
fi nd
the
activ
ity th
at m
ost c
lose
ly
mee
ts th
e sk
ill th
ey a
re te
achi
ng.
H.E.
L.P.
Tea
cher
Gui
de
©20
07 E
duc
atio
nal L
yric
s LLC
Laur
yn H
ill“E
very
thin
g Is
Ever
ythi
ng”
Page
15
Stud
io D
Sco
pe a
nd S
eque
nce
Read
ing
Gra
de L
evel
9-1
2
Less
on
12
34
56
78
910
1112
1314
15
Read
ing
For P
ersp
ectiv
e
Und
erst
and
ing
The
Hum
an E
xper
ienc
e
Eval
uatio
n St
rate
gies
Com
mun
icat
ion
Skills
Com
mun
icat
ion
Stra
tegi
es
App
lyin
g Kn
owle
dge
Eval
uatin
g D
ata
Dev
elop
ing
Rese
arch
Sk
ills
Mul
ticul
tura
l Un
der
stan
din
g
App
lyin
g N
on-E
nglis
h Pe
rspe
ctiv
es
Parti
cipa
ting
In S
ocie
ty
App
lyin
g La
ngua
ge S
kills
Th e
char
t bel
ow o
utlin
es th
e N
CT
E N
atio
nal R
eadi
ng S
tand
ards
met
by
each
act
ivity
in S
tudi
o D
of t
he L
aury
n H
ill “E
very
thin
g is
Eve
ryty
thin
g,”
activ
ities
. Th e
stan
dard
s are
als
o lis
ted
on th
e lo
wer
righ
t cor
ner o
f the
stud
ent a
ctiv
ity p
age.
Our
hop
e is
that
edu
cato
rs w
ill u
se th
e ch
art t
o fi n
d th
e ac
tivity
that
mos
t clo
sely
mee
ts th
e sk
ill th
ey a
re te
achi
ng.
H.E.L.P. Teacher Guide©2007 Educational Lyrics LLC
Lauryn Hill“Everything Is Everything”
Page 16
Studio A Answer KeyReading Grade Level K-2
Lesson 1What Can You Do Well?Answers will vary.
Lesson 2Fill in the Blanks1. atlas2. spars3. slash4. astray5. game6. winter7. slow8. tommorow 9. wrote10. fail
Lesson 3Develop a Negative into a Positive1. You can stop this rapper slash actress.2. We can do it. 3. Th ey will make it stop.4. MCs is ready to take it.5. He does want to help.6. I do think I want to.7. She did tell me about it.8. He should help her.
Lesson 4Story BoardsAnswers will vary.
Lesson 5Come Correct1. I wrote these words for everyone who struggles in their youth.2. Everything is everything.3. We can’t fail to make it better.4. It seems we lose the game before we even start to play.5. Who made these rules?6. We’ll touch that dream.7. All we need is dedication.
Lesson 6Nice Nouns1. seed2. stars3. atlas4. mattress5. game6. actress7. king
8. drum9. linen
Lesson 7Wow WomenAnswers will vary.
Lesson 8Bright IdeasAnswers will vary.
Lesson 9The Tomb of NefertitiAnswers will vary.
Lesson 10Senses in the SerengetiAnswers will vary.
Lesson 11What do you know?Answers will vary.
Lesson 12S BlendsSl - slashSt - start, starsSp - speak, sparsSpr - springScr - scriptureStr - street, strugglesAnswers will vary.
Lesson 13Weird WordsAnswers will vary.
Lesson 14Pictures in WordsAnswers will vary.
Lesson 15Rhythm and Rhymered words = seems, dreamblue words= all, fallgreen words=top, stoppurple words= slow, growyellow words= situation, dedication
H.E.L.P. Teacher Guide©2007 Educational Lyrics LLC
Lauryn Hill“Everything Is Everything”
Page 17
Studio B Answer KeyReading Grade Level 3-5
Lesson 1Winter or SpringAnswers will vary.
Lesson 2Write a CritiqueAnswers will vary.
Lesson 3Design a CoverAnswers will vary.
Lesson 4Rhymes and RhythmsAnswers will vary.
Lesson 5Compare and ContrastAnswers will vary; however possible answers are:Cleopatra is diff erent from Nefertiti because:
Cleopatra used her friendships to gain more land for EgyptCleopatra ruled Egypt by herselfCleopatra was defeated and lost power
Nefertiti is diff erent from Cleopatra because:Nefertiti was the wife of a powerful PharoahNefertiti is considered a symbol of beauty
Cleopatra and Nefertiti are similar because:Both women are known for their powerBoth women are still known today and recognized by their im-agesBoth women ruled over Egypt
Lesson 6Poetic ImagesAnswers will vary. Refer to writing rubric.
Lesson 7Edit ItLauryn Hill began the road to stardom with an appearance on Ama-teur Night at the Apollo. although she lost that competition, she won an acting roll on the TV show As the World Turns and the movie Sister Act II. She started singing with the rap group Fugees early in her career, at the age of 13. Th e Fugees became well-known after they released their second album Th e Score. Using her new found fame, Lauryn released a solo album titled Th e Miseducation of Lauryn Hill. Her solo album won fi ve Grammy Awards after be nominated for eleven. Her second solo album, MTV Unplugged No.2, however, did not receive the same warm reception. Since her second album, she has withdrawn from the public eye and lives in New Jersey.
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Lesson 8What Do You Know?Answers will vary.
Lesson 9Dictionary DiscoveryAnswers may vary depending on the dictionary used.youth
defi nition: early years of lifeword before: youseword after: youth crusade
conversationdefi nition: talkword before: conversantlyword after: conversation piece
everythingdefi nition: the whole thing; all thingsword before: everyplaceword after: everywhen
eventuallydefi nition: sooner or later; in the endword before: eventualityword after: eventuate
mixturedefi nition: blendword before: mixtlyword after: Miyazaki
Abyssiniandefi nition: breed of cat of African origin; name of a baptist churchword before: Abyssiniaword after: Abyssinian banana
Lesson 10Wonderful WordsAnswers may vary, however possible answers are:Abyssinian:
basisabyssbiassinany
constellations:tellslateletscalls
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H.E.L.P. Teacher Guide©2007 Educational Lyrics LLC
Lauryn Hill“Everything Is Everything”
Page 18
Studio B Answer Key ContinuedReading Grade Level 3-5
stallseventually
eventallytunelatelyvenue
philosophylipsslipsloppyhopplop
adjacentcenttendjetdentnet
Serengetigetsrentsrestingnestsinger
Lesson 11Multiple Meaningsstar:1. an outstandingly talented performer2. a planet or luminous body visible at nighnegative:1. lacking positive qualities2. having light and dark portions exactly opposite of a photographic imagetop:1. highest position for a person2. a lid or coveringheavy:1. deep or profound2. having great weight
Lesson 12Her-storyAnswers will vary. Refer to writing rubric.
Lesson 13Main Idea and DetailsAnswers may vary, however possible answers are:Detail 1: I wrote these words for every one who has struggled in their youth
•
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•••••
•••••
Detail 2: It seems we lose the game before we even start to playDetail 3: We’ll touch that dreamDetail 4: Tomorrow our seeds will grow, all we need is dedication
Lesson 14Proper NounsNefertitiCleopatraSerengetiNassau ColoseumAbyssinianBaptistBetty ShabazzL-Boogie
1. I knew which words were proper nouns because they all began with a capital letter and named a specifi c person, place, or thing.2. Answers will vary.3. Answers will vary.
Lesson 15Is That A Fact?Facts:1. Th e Serengeti is an area of grassland in Africa that spans two countries and consists of two national parks that protect the animals that live there. 2. During the dry season, the animals of the Serengeti travel north in search of water and food.3. Th e “great migration”, begins when millions of wildebeests, zebras and gazzelles travel several hundred miles across the plain, while lions, hyenas, crocodiles and other dangers await them along the way.
Opinions:1. Th e most interesting event that happens in the Serengeti is the “great migration” (say “my-GRAY-shon”). 2. In my opinion, it is sad that the animals have to travel so far to fi nd food. 3. Everybody should travel to Africa to witness the great migration.
H.E.L.P. Teacher Guide©2007 Educational Lyrics LLC
Lauryn Hill“Everything Is Everything”
Page 19
Studio C Answer KeyReading Grade Level 6-8
Lesson 1Write A LetterAnswers will vary. Refer to the writing rubric.
Lesson 2Interview LaurynAnswers will vary.
Lesson 3Research A Famous FemaleAnsewrs will vary. Refer to the writing rubric
Lesson 4Understanding the Story1. Answers will vary. However answers may include, “the rules of life,” or “the laws that society follows”.2. Answers will vary.3. Answers will vary.4. Answers will vary, but may include, “perserverance, fairness, strong sense of self,” or other positive qualities.5. Answers will vary.6. Answers will vary but may include, “motivated, positive, deep, talented...”
Lesson 5Silly SimilesAnswers will vary. Refer to the writing rubric.
Lesson 6Flipping in the GhettoAnswers will vary.
Lesson 7Roll with CherubimAnswers will vary. Refer to the writing rubric.
Lesson 8Touch the DreamAnswers will vary. Refer to the writing rubric.
Lesson 9Relating to the LyricsAnswers will vary. Refer to the writing rubric.
Lesson 10Compare and ContrastTh e Serengeti is diff erent from Egypt because:
Th e Serengeti consists of grasslands and plainsTh e Serengeti is populated mostly by animals since it has been designated as a national park.
••
Th e Serengeti is best known for the migration of the animals that live there.
Egypt is diff erent from the Serengeti because:Egypt is populated by over 78 million peopleEgypt is mostly desert except around the Nile RiverEgypt is best known for its long cultural history dating back to 6000 B.C.
Th ey are the same because:Th ey are both known throughout the worldTh ey are both located on the continent of AfricaTh ey are both visited by tourists and a source of national pride.
Lesson 11Prefi x or Suffi x - Fix It!Answers will vary based on the prefi x or suffi x chosen. Words are defi ned below.deception – dishonesty or cheating situation – the circumstances or state of aff airsdedication – commitment; devotionconvinced – sure; certain
Lesson 12Who Made These Rules?Answers will vary. Refer to the writing rubric.
Lesson 13Same Message Different MeaningsAnswers may vary but should include some version of the answers below:Th emeSimilarities: Both texts seek to inspire those without power to chal-lenge those who have power. Both texts create a feeling of hope that the situation can change for those who are facing challenges.Diff erences: Jackson is focused on politics while, Hill focuses on the dreams of the youth.Author’s PurposeSimilarities: Both author’s wrote with the intention of inspiring people to make change. Diff erences: Jackson was trying to inspire the Democratic Party while Hill was trying to inspire her listeners, mostly young people.Use of LanguageSimilarities: Both author’s use rhythm, and rhyming to bring atten-tion to their main points. Th ey also both use metaphor and repeti-tion.Diff erences: Jackson’s text is written in prose and written as a speech to be spoken in front of a large live audience. Hill’s text is a rap and is therefore more poetic and meant to be sung and spoken to music.AuthorsSimilarities: Both authors are African American and are interested in
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H.E.L.P. Teacher Guide©2007 Educational Lyrics LLC
Lauryn Hill“Everything Is Everything”
Page 20
uplifting those who are not in power.Diff erences: Jackson is an older male who lived through the civil rights movement of the 1960s. Hill is a younger woman who grew up in the 1980s and 1990s.GenreSimilarities: Both texts are meant to be read out loud to a mass audi-ence.Diff erences: Jackson’s text is a speech and is meant to be read live, while Hill’s text is a song and is meant to be heard with music either live or in the privacy of the listener’s home.
Lesson 14Word WebDedicationAntonyms: disloyalSynonyms: commitment; loyaltyWord Origin: 14th Century EnglishPart of Speech: nounDeceptionAntonyms: truth, honestySynonyms: misrepresentation, deceitWord Origin: Middle English, Old French, LatinPart of Speech: Noun
Lesson 15ExaggerationMy practice extends across the atlas. - Many people know about my music.More powerful than two Cleopatras. - I have power and infl uence in the Hip Hop world.My rhymes is heavy like the mind of sister Betty. - Th e lyrics I write are intelligent.Adjacent to the king, fear no human being. - I am not afraid of most things because I have power.L-Boogie Spars with stars and constellations. - Lauyrn Hill can battle most rap stars successfully.
Studio C Answer Key ContinuedReading Grade Level 6-8
H.E.L.P. Teacher Guide©2007 Educational Lyrics LLC
Lauryn Hill“Everything Is Everything”
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Studio D Answer KeyReading Grade Level 9-12
Lesson 1HyperboleAnswers may vary for the explanations, but the following hyperboles should be included:1. “More powerful than two Cleopatras”2. “Adjacent to the king, fear no human be-ing”3. L-Boogie spars with stars and constella-tions.
Lesson 2Life is a GameAnswers will vary. Refer to writing rubric.
Lesson 3Develop a Negative Into a PositiveAnswers will vary. Refer to writing rubric.
Lesson 4Where Hip Hop Meets ScriptureAnswers will vary. Refer to writing rubric.
Lesson 5The Youth TodayAnswers will vary. Refer to writing rubric.
Lesson 6Theme StudyAnswers will vary.
Lesson 7What and Who?Answers will vary.
Lesson 8The SerengetiAnswers will vary. Refer to writing rubric.
Lesson 9Rules of RhetoricAnswers will vary. Refer to writing rubric.
Lesson 10Word Origin
Vocabu-lary Word
Origins Original Words
constella-tion
Middle English Anglo-French Late Latin
constellaciounconstellationconstellation-, constellatio, com- + stella star
adjacent Anglo-French, Latin
ajesauntadjacent-, adja-cens, present par-ticiple of adjacēre to lie near, from ad- + jacēre to lie; akin to Latin jacere to throw
cherubim Latin, from Greek Hebrew
cheroubkerūbh
scripture Middle English, from Late Latin
scriptura
ghetto Italian, from Venetian Latin jactare
ghèto, ghetàr
jactare
linen Middle and Old EnglishLatinGreek
līnen, from līn fl ax, linum fl axlinon fl ax
convinced Latin convincere “to overcome decisively,” from com- intensive prefi x + vincere “to conquer”
situation Middle EnglishLate Latin
situationem (nom. situatio)situatus, past paritciple of situare
dedication Middle EnglishLate Latin
dedicatededicatus, past participle of dedicare
Lesson 11Keep Hope AliveAnswers will vary. Refer to writing rubric.
Lesson 12You Are an EgyptianAnswers will vary. Refer to writing rubric.
Lesson 13Be Active Not Passive!1. One can fi nd Nefertiti’s tomb next to King Tut’s.2. Th e beautiful constellations in the sky represent a picture3. Cleopatra and Marc Antony had an inter-esting conversation.4. Th e animals in the Serengeti migrated through the grassland.5. Th e youth protested against the war.6. I taught Lauryn Hill everything she knows.
Lesson 14Understanding the Story1. Answers will vary.2. Th e biblical allusions in the song “Every-thing is Everything” are, “after winter must come spring,” “roll with cherubim,” “adjacent to the king,” and “where Hip Hop meets scripture.”3. Answers will vary.
Lesson 15See You on the SerengetiAnswers will vary. Refer to writing rubric.