Lesson A (8:45-9:42) - B (9:47-10:10) Course ELA 9

Title/Focus SONG ANALYSIS

PROGRAM OF STUDY OUTCOMES

1.1 Express ideas and develop understanding

talk with others and experience a variety of oral, print and other media texts to explore, develop and justify own opinions and points of view
2.1. Use comprehension strategies
identify explicit and implicit ideas and information in texts; listen and respond to various interpretations of the same text
2.2. Experience various texts
experience oral, print and other media texts from a variety of cultural traditions and genres, such as essays, broadcast advertisements, novels,
poetry, documentaries, films, electronic magazines and realistic fiction
2.2 Appreciate the artistry of texts
identify features that define particular oral, print and other media texts; discuss differences in style and their effects on content and audience
impression

LEARNING OBJECTIVES

At the end of the lesson students will be able to:

View different medias of text, and learn to appreciate and acknowledge literature in a variety of forms
Construct their own meaning from said forms of media, and express their meaning in oral and written feedback

MATERIALS AND EQUIPMENT

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

LIBRARY (first 5/10 mins)

Go over the memes that the class created yesterday

Remind the students be be kind

9A - give 5/10 mins to complete Facebook questionnaire

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

WHO sings it (Lukas Graham)

What song made him big? (7 Years, 2016) Commented [1]: Will you direct them to these specific
sites? If so, you may want to set up a Symbaloo (see
Give the students 10-15 mins to research him (on device, can pair up) the one on my website... it is like a collection of apps
but are links to specific websites)
 Sites below on Symbaloo
Website: http://www.lukasgraham.com
Twitter:
https://twitter.com/LukasGraham?ref_src=twsrc%5Egoogle%7Ct
wcamp%5Eserp%7Ctwgr%5Eauthor
Facebook: https://www.facebook.com/LukasGraham/

Ask the students to create a 3-2-1 (display in board):

3 interesting facts, 2 things you didnt know, 1 photo/song
Ask a few students to share

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

ASK the students, some technical stuff:

WHAT are lyrics, WHO makes them, FOR what purpose
Song vs. Poetry vs. Media (since they recently finished a poetry unit)
Ask for examples/parts (attached 1.1)
Any music people in the class?

Go through lyrics as a class, and ask for meaning

Have you ever been singing along to a song, and thought, what is this even mean?!

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

Read over Qs as class

Students work independently for 20, then 10 w/ desk partner (guage time)
Ask some students to share answer, then hand in (formative completion)

Pay attention to K&E students

9B - ask TA to aid w/ this

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

1.1) PARTS OF A SONG

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.

Differences Between Refrain and Chorus

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_________________________________________

Song Analysis Commented [4]: Good worksheet. Will you expect

K&E to complete all parts? (they generally have a more
difficult time with questions that are less logical/literal.
This does not mean they should not try, but if this is for
1. What do you think the song is about? marks, you may want to focus on them as you walk
through the room) If not, which should they focus on.

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
Choose a song that means something to you. Be sure that it is a
song that is appropriate for school (no vulgar or offensive
language or over-emphasis on violent, illegal, drug/alcohol
culture or sexual themes).
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
year, so unless they remember from grade 8, you might
end up with a lot of "cut and paste" type answers
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
Choice Reason for choosing song is
well-stated and thoroughly
supported. Includes all of the
necessary components, as laid
out in the assignment sheet.
8 points
Reason for choosing song is
stated and adequately
supported. Includes most of the
necessary component, as laid
out in the assignment sheet.
6 points
Reason for choosing song
can be inferred, but little or
no support is given. Includes
few of the necessary
component, as laid out in the
assignment sheet.
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)
Either that, or have a sliding scale an "Excellent" (8-10
points - a 10 is WOW) "Proficient" (6-7) "Basic" (4-5)
and Needs work (under 3)
Commented [15]: components

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.

5 points 2 points 1 point

Conventions Mechanics (spelling, Mechanics (spelling, punctuation, Mechanics (spelling,

punctuation, capitalization, etc.)
and usage of (subject-verb
agreement, etc.) have minimal
errors/do not interrupt the
quality/flow of the response.
capitalization, etc.) and usage of
(subject-verb agreement, etc.)
are generally correct, but slightly
interrupt the qulaity/flow of the
response.
punctuation, capitalization,
etc.) and usage of (subject-
verb agreement, etc.) greatly
affect the quality/flow of the
response.

Points Earned: __________/25 = _________%