Professional Documents
Culture Documents
LEARNING OBJECTIVES
SONG LYRICS x 50
WORKSHEET x50
ASSIGNMENT SHEET x50
Laptop cart
PROCEDURE
Introduction time
10-20
Welcome students to class mins
Attendance
Take off hats, turn off cellphones
Body
Topic 1: 40-60
Pass out the lyric sheets (w/o title - attached below) mins
Have the lyrics displayed on the board as well
Ask the students if they recognize what this is?
Song - Mama Said
Listen to the song (via. Google Play), ask the students to follow along w/ their lyrics
Show video (if feel necessary, or wait until later on) Commented [2]: Wow, good choice!
https://www.youtube.com/watch?v=HdAkYCyCZv8
Ask for student's response
Why the focus on him smoking
FOCUS ON VERSES: 1, 2, 3, 5
Have displayed on Smartboard to underline/write
Invite students up to acknowledge words/lines
Ask the students to pick their favorite line, jot down why, and share with their
partner/partners
Ask a few students to share, w/ reasoning
Topic 2: 30-40
Handout WORKSHEET (attached below) mins
More of a personal response
Topic 3: 1-2
classes
Ask the students to retrieve a laptop for work
period Commented [3]: If you want them to type answers,
you can also post this on Classroom (I've shared both
Handout ASSIGNMENT SHEET classes with your lrsd email account to do what you
want with!)
Read over as a class, ask if there is any Qs
Give time limit to research song
If you have to question if it is appropriate, probably isn;t
Little leeway since they are in grade 9
Walk around and inquire about their song choice
WORK TIME
Circulate, inquire
Encourage peer review, I am willing to look over (before/after school lunch)
Conclusion
5 mins
Visual idiom - last 5 minutes of class
Assessment
FORMATIVE: 3-2-1, Song Analysis Worksheet
SUMMATIVE: Song Analysis Response - rubric attached
Song Title: The title of the song is very important; think of yourself as a salesperson who needs to
pitch a product and the title as the name of that product. You would want your title to be memorable
and fitting to the theme of the song. You should also highlight your title by placing it within the lyrics of
the song.
Refrain
A refrain is a line (also can be the title) that is repeated at the end of every verse.
Chorus: The chorus is the part of the song that often sticks to the mind of a listener because it
contrasts with the verse and is repeated several times. The main theme is expressed in the chorus;
the title of the song is usually included in the chorus too. Coming back to our salesperson analogy,
think of the chorus as the slogan, the words that effectively summarizes why consumers should buy
your product.
There is some confusion as to the function of the refrain and chorus. Although both have lines that
are repeated and may contain the title, the refrain and chorus vary in length. The refrain is shorter
than the chorus; often the refrain is composed of 2 lines while the chorus can be made up of several
lines. The chorus is also melodically, rhythmically and lyrically different from the verse and expresses
the main message of the song.
Coda: Coda is an Italian word for "tail," it is the additional lines of a song which brings it to a close.
The coda is an optional addition to a song.
NAME_________________________________________
What will you have Ezra (no writing) do? You could
have the TA discuss with him, however you will get
more of her guiding his answers. If you give him
multiple choice questions for some, (and clarify that the
TA is not to give her own opinion), you may get some
idea of his understanding.
Instead of a paragraph, you may want him to find an
image or a group of images to represent the message?
2. What emotional response does the song evoke? Commented [5]: They may need some clarification on
this word... keep it in, but be sure to check for
understanding.
3. Write a few sentences that describe the message, viewpoint or lesson the songwriter was trying to
convey. Share examples from the song in your explanation, include line numbers! Commented [6]: In poetry, they quoted lines and line
numbers. If you want them to include line numbers,
they know how to figure this out!
4. Do you believe the message of the song is relevant today? If so, is it relevant in your school, your
community, the nation, the world, or all of them? If not, why not?
5. What words, lines or phrases in the song do you personally relate to?
6. Conduct research to learn the actual message of the song. There are several online sites you could use
such as www.wikipedia.org, www.songfacts.com, and www.lyricinterpretations.com. Summarize what Commented [7]: Again, if you are picky about where
they research, a symbaloo helps. If not, be sure they
you learn below. cite their sources (URL)
7. What might be an alternate title for the song? And give a short reasoning behind your choice. Commented [8]: cool question... do you want to know
why they chose that title?
Song Analysis Response Commented [9]: Be sure to have a conversation about
plagiarism at some point... clarify what is acceptable
and what is not. We have not done much research this
Choose a song that means something to you. Be sure that it is a year, so unless they remember from grade 8, you might
end up with a lot of "cut and paste" type answers
song that is appropriate for school (no vulgar or offensive
language or over-emphasis on violent, illegal, drug/alcohol
culture or sexual themes). Commented [10]: drug/ alcohol culture
Provide a copy of the lyrics. You may download them from an Internet source, and/or type
them, or write them out. Be sure to include the performers/groups name.
Include your personal notes on the lyrics (like we did in class with Mama Said - Lukas
Graham)
Write a 2 paragraph response that address the following aspects of the song you chose. The 2
paragraphs should focus on:
1. Choice answer all the following questions:
Identify the song and performer/composer.
Why do you like this song?
Out of all the songs you listen to, what is it about this song that made you choose
it for analysis? Do you admire the performer?
Do you like other songs by the same performer? Commented [11]: for many of our kids, a "checklist
format" helps them not to miss parts of assignments.
Stress that they are answering in a paragraph, however
2. Meaning/Theme answer at least 3 of these questions, and provide reasoning beyond possibly list these questions as bullets so they can be
sure they have them all.
just yes or no.
What is the songs deeper meaning (not just the surface meaning)?
What is the songwriter trying to tell the audience?
What is the authors purpose for writing it?
Does the song tell a story?
Does it address certain emotions or issues?
Whats the theme?
Be sure to pay attention to organization, word choice, format, etc. Your paragraphs should have Commented [12]: When they see this, they will ask
at least 6 sentences each. Take advantage of peer editing, and/or spell-check and grammar- "Are we presenting this in front of the class?" lol
check!
Song Analysis Response Rubric Commented [13]: Is this for the "Song Analysis
Response"?
Name: ______________________________________
SongAnalyzed: _______________________________________________
10 points 8 points 6 points Commented [14]: Why not include the 4 and 2 point
sections? oh, that gives you 5 points (odd numbers on
rubrics are not good... we teachers tend to pick the
middle one)
Choice Reason for choosing song is Reason for choosing song is Reason for choosing song
Either that, or have a sliding scale an "Excellent" (8-10
well-stated and thoroughly stated and adequately can be inferred, but little or points - a 10 is WOW) "Proficient" (6-7) "Basic" (4-5)
supported. Includes all of the supported. Includes most of the no support is given. Includes and Needs work (under 3)
necessary components, as laid necessary component, as laid few of the necessary
out in the assignment sheet. out in the assignment sheet. component, as laid out in the Commented [15]: components
assignment sheet.
Meaning Songs meaning is fully Songs meaning is fully analyzed Songs meaning is analyzed
analyzed with in-depth probing with some discussion of literal on a superficial level.
of the literal and figurative and/or figurative interpretations.
interpretations.