Song (lyric poetry)
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This lesson plan outlines a literature lesson on lyric poetry that involves student participation. The lesson will begin with preliminary activities like prayer, attendance, and reviewing classroom standards. Students will then play a game to act out song titles without speaking, which will motivate a discussion on how song relates to poetry. Students will analyze lyrics from a class video and share how the message connects to their lives. For evaluation, students will creatively interpret and present their analysis of the text through a performance like dance, drama, or spoken poetry. The lesson concludes with a short assignment for students to analyze the meaning of one of their favorite songs.
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Designing Curriculum Instruction and Assessment
Assignment
1. Make the corrections in the highlight area of your instructional plan.
2. Create assessment data from instructional plan. Highlight area.
Setting/Grade Level: Grade 6
Subject(s): Reading/Language Arts School: Florida
Theme/Title: Poem- Lincoln the Leader
1. PLANNING
Standards Addressed
This lesson Address the History of United States of America and the poem that describes President Abraham Lincoln.
1. The National Center For History in Schools- the student gets the opportunity to engage in historical study and interpretation hence is able to understand diverse historical information.
2. NCTE Standards for English Language Arts- Students read widely to develop their understanding of texts, themselves and the cultures of the United States and other countries of the world, to gain knowledge on how to respond to various needs of the society and for personal fulfillment.
3. Florida State Standards: Students will use primary and secondary information sources to study and interpret the history of United States, to describe important events in the past and to interpret different perspectives.
LAFS.6.L.3.5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
a) LAFS.6.RL.1.1: Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
b) LAFS.6.RL.2.6: Explain how an author develops the point of view of the narrator or speaker in a text.
c) LAFS.6.SL.2.4: Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation.
d) LAFS.6.RL.2.4: Determine the meaning of words and phrases, as they will; be used in a text including figurative and connotative meanings; analyze the impact of a specific word choice on meaning and tone.
e) LAFS.6.W.3.9 Draw evidence from literary or information texts to support analysis, reflection and research. (a) Apply grade 6 reading standards to literature.
1. PLANNING
Learning Outcomes/SMART Goals
Instructional Time: 4 hours.
Make corrections: Add smart goals in this lesson.
What should students know and be able to do because of this lesson?
· Using the poem “Lincoln Walks at midnight,” students will understand that poet depicts the ghost of Lincoln pacing the streets of Springfield, Illinois his hometown tormented by the dreadful slaughter of the war.
· Student will be able to identify how figurative language, vocabulary and imagery affect the mood and tone of the poem.
· Using the poem, student will be able to visualize the events that formed Lincoln.
· Using the poem students will be able to write a position paper using textual evidence to support their claim about Lincoln in the poem.
1. PLANNING
Learning Objectives (at least two)
a) Students will understan.
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Song (lyric poetry)
- 1. Semi- Detailed Lesson Plan in 21st Century Literature I. Objectives At the end of the lesson, the students will be able to: a. present an interpretation of the text in terms of literary elements and tradition. II. Subject Matter Topic: Song (Lyric Poetry) References: wwww.academia.edu Materials: PowerPoint and Visual aids III. Procedure A. Preliminary Activities 1. Prayer The student will be requested to lead the prayer. 2. Greetings 3. Checking of Attendance The students will simply look at their seatmates to check if there are absentees. 4. Setting of Classroom Standards The teacher will show pictures of celebrities on the board and the students will relate it to their classroom standards. Picture no.1 ? Picture no.2 Picture no. 3 Picture no.4 5. Passing of Assignment The students will pass their assignment. 6. Review 1. What does “Bottoms Up” mean? B. Motivation Who loves to sing? What song do you like? C. Activity The students will be grouped into four(4). They will play the game entitled “MINUTE TO GUESS IT”. Each team will choose one(1) representative to act the given words and the members of the group will be the one to guess it. The words to be guessed are title of popular songs. Each team will be given one-minute to portray the words. The group with the shortest time-consumed and guess the words correctly will be the winner.
- 2. D. Analysis 1. How will you relate the activity to our lesson today? 2. Do they have connections? 3. Can we consider song as poetry? E. Abstraction 1. What is your feeling upon watching the song video? 2. What does it mean when someone says one day? 3. What is the message conveyed in the verse one, refrain, chorus and bridge? 4. How will you relate the song to your experiences in life? 5. Why being positive in life is important? 6. As a student, how can you help the world? What can you contribute? 7. How are elements of poetry highlighted in the song? F. Application The students will choose lyrics/verse that struck their attention and share it to the class. IV. Evaluation Directions: Present a short but creative interpretation of the text in terms of literary elements and tradition. Choose among the following: Interpretative dance Pageant Spoken poetry Drama RURICS Criteria 5 10 15 20 Points Organization Presentation has no sequence of information. Audience has difficulty following presentation Information is presented in logical sequence. Information is presented in logical and interesting sequence Content Knowledge Student does not have grasp of information Students are able to answer only rudimentary questions Students are ease with content, but fails to elaborate Students demonstrate full knowledge Presentation Students portrayed/ performed the given task incorrectly. Students incorrectly portrayed/ performed the given task Audience members have difficulty understanding Students portrayed/ performed well the given task Students portrayed/ performed very well the given task.
- 3. the presentation V. Assignment Direction: in a one-half sheet of paper, choose one among your favorite songs. Write your interpretation about the song.