Emergency Lesson Plan for Mr. McCall
Hello! This is an emergency lesson plan for secondary English. If you are substituting for my class (Mr. McCall) and you can't locate my current plan, this page is provided as a back-up plan.
First, check with my team teacher Ms. Nakawatase in room P3 to check on the current lesson plan. When I am out she will function as your lead teacher and she will handle both lesson plans and attendance.
There are podium computers and projectors in both rooms. They are set up for daily lessons and activities. While current sign in instructions are on the whiteboard near the screen, there is always a 'podium' account with the password 'Knights2015'. At each podium, on the computer desktop there are links to the daily lesson plan provided by SpringBoard.
Link to classroom homepage and current Springboard Assignments: http://mccallschs.weebly.com/
My current teaching schedule is as follows:
Period 1: Prep
Period 2 English/Language Arts 2 - room P3 (Teamed with Ms. Nakawatase)
Period 3 English Lab - room 23
Period 4 English/Language Arts 2 - room P3 (Teamed with Ms. Nakawatase)
Period 5 English Lab - room 23
Period 6 English/Language Arts 2 - room P3 (Teamed with Ms. Nakawatase)
Period 7 Prep
Period 8 PTP (Personal Transition Plan) - room 23
The following generic lesson plan is provided in case of an emergency in which you are not able to use or access our SpringBoard lessons.
Emergency Lesson Plan:
Music Interlude: Using Popular Music Lyrics to Teach Literary Elements
Introduction: Literary elements and terminology are the vocabulary of literary analysis, and fluency with them is crucial to a student’s ability to enter the conversation about literature. This is a short unit on literary elements that can be used in a wide variety of English classrooms. It is more effective if it can be further connected to literature the students are currently reading.
Learning Objectives:
After completing the lessons in this unit, students will be able to:
Define and recognize literary elements
Interpret and Analyze use of literary elements as used in Popular Music and Poetry
Identify literary elements in use in literature
Describe the authorial intent of figurative language
Step 1: Activate Prior Knowledge. Discuss how songs are literature because they are poetry. They have a rhythm, they often rhyme and they are a great place to find examples of literary elements and terms. Most songwriters would be ecstatic if they knew that you were looking at their songs this way, instead of just letting the words float in and out of your head randomly. You honor music when you view it this way.
Think/Pair/Share
Ask students to do a quick brainstorm on "Literary Devices' (this can include both poetic and rhetorical devices) --rhey should make a quick bulleted list.
Next pair students up to Share -- they should expand their list and try to add short definitions.
Last-- pass out dry erase markers and have students post brainstorm up to board. Briefly discuss definitions
Step 2: Show the following video (If you double click video will go to full size and remember to turn on the sound.) As video plays, add any elements missed to the brainstorm on the whiteboard. Discuss additions afterwards as needed!
First, check with my team teacher Ms. Nakawatase in room P3 to check on the current lesson plan. When I am out she will function as your lead teacher and she will handle both lesson plans and attendance.
There are podium computers and projectors in both rooms. They are set up for daily lessons and activities. While current sign in instructions are on the whiteboard near the screen, there is always a 'podium' account with the password 'Knights2015'. At each podium, on the computer desktop there are links to the daily lesson plan provided by SpringBoard.
Link to classroom homepage and current Springboard Assignments: http://mccallschs.weebly.com/
My current teaching schedule is as follows:
Period 1: Prep
Period 2 English/Language Arts 2 - room P3 (Teamed with Ms. Nakawatase)
Period 3 English Lab - room 23
Period 4 English/Language Arts 2 - room P3 (Teamed with Ms. Nakawatase)
Period 5 English Lab - room 23
Period 6 English/Language Arts 2 - room P3 (Teamed with Ms. Nakawatase)
Period 7 Prep
Period 8 PTP (Personal Transition Plan) - room 23
The following generic lesson plan is provided in case of an emergency in which you are not able to use or access our SpringBoard lessons.
Emergency Lesson Plan:
Music Interlude: Using Popular Music Lyrics to Teach Literary Elements
Introduction: Literary elements and terminology are the vocabulary of literary analysis, and fluency with them is crucial to a student’s ability to enter the conversation about literature. This is a short unit on literary elements that can be used in a wide variety of English classrooms. It is more effective if it can be further connected to literature the students are currently reading.
Learning Objectives:
After completing the lessons in this unit, students will be able to:
Define and recognize literary elements
Interpret and Analyze use of literary elements as used in Popular Music and Poetry
Identify literary elements in use in literature
Describe the authorial intent of figurative language
Step 1: Activate Prior Knowledge. Discuss how songs are literature because they are poetry. They have a rhythm, they often rhyme and they are a great place to find examples of literary elements and terms. Most songwriters would be ecstatic if they knew that you were looking at their songs this way, instead of just letting the words float in and out of your head randomly. You honor music when you view it this way.
Think/Pair/Share
Ask students to do a quick brainstorm on "Literary Devices' (this can include both poetic and rhetorical devices) --rhey should make a quick bulleted list.
Next pair students up to Share -- they should expand their list and try to add short definitions.
Last-- pass out dry erase markers and have students post brainstorm up to board. Briefly discuss definitions
Step 2: Show the following video (If you double click video will go to full size and remember to turn on the sound.) As video plays, add any elements missed to the brainstorm on the whiteboard. Discuss additions afterwards as needed!
Step 3 -- use the following video as a quick formative --ask students to write a short response to each music selection. Collect the written responses and check for accuracy. Again, as needed, add to and review definitions of various elements on the brainstorm list!
100 Years
Step# 4
| 100_years_-_cornell_notes_.doc |
Divide the class into groups of 4, and pass out the lyrics worksheet. Instruct the students to closely read the lyrics to the song "100 Years" by Five for Fighting. Ask them to take notes on any literary devices that they recognize. Allow students 6-8 minutes to pre-read and take notes.
Next, redirect students focus to they screen to play they following video. Instruct students to play close attention to the text as it is sung and take notes on any literary element they recognize. (STOP VIDEO AT 3:48)
Step # 4 Tell students that the next repetition of this video includes some short response questions that they are to write in on thier lyric worksheets. Play the video again from 3:48 forward pausing at each question to give time for written responses.
Next, redirect students focus to they screen to play they following video. Instruct students to play close attention to the text as it is sung and take notes on any literary element they recognize. (STOP VIDEO AT 3:48)
Step # 4 Tell students that the next repetition of this video includes some short response questions that they are to write in on thier lyric worksheets. Play the video again from 3:48 forward pausing at each question to give time for written responses.
Please note that 1-11 are on the video itself and that 12-15 are for after the video ends.
12) What is the theme? (One of several possibilities) (Every day is a new day – a new moment, live every single day with the joy and wonder you had as a child.)
13) Knowing the theme, who do you think the audience for this message is?
14) Notice that there is a plot. What do you think is the inciting incident?
15) Is this a ‘coming-of-age story’ (a bildungsroman)? If so, what is the shift from boy to man?
Step #5 Discuss possible answers to the 15 questions as a class making sure to review the uses of literary elements in these lyrics. Allow students time to complete written responses and collect work product.
Step #6 Students individually explore music lyrics. Pass out the following worksheet. Instruct students to follow directions on the sheet, and to try to choose songs that have lyrics that they believe could be viewed on thier own as poetry.
12) What is the theme? (One of several possibilities) (Every day is a new day – a new moment, live every single day with the joy and wonder you had as a child.)
13) Knowing the theme, who do you think the audience for this message is?
14) Notice that there is a plot. What do you think is the inciting incident?
15) Is this a ‘coming-of-age story’ (a bildungsroman)? If so, what is the shift from boy to man?
Step #5 Discuss possible answers to the 15 questions as a class making sure to review the uses of literary elements in these lyrics. Allow students time to complete written responses and collect work product.
Step #6 Students individually explore music lyrics. Pass out the following worksheet. Instruct students to follow directions on the sheet, and to try to choose songs that have lyrics that they believe could be viewed on thier own as poetry.
| analyzeyourmusic.docx |
Step #7 Have students copy out (or print) the lyrics from a website. (Laptops/smartphones) Instruct students to do a close reading. Find the literary elements that make these lyrics stonger. Identify themes, plots, hooks, inciting incidents, alegories, anaphora ...
Step#8 Final written response: Choose what literary elements the author used for greatest impact on the reader. In a short written response analyze and explain how the author uses these tools to communicate the theme.
Step#8 Final written response: Choose what literary elements the author used for greatest impact on the reader. In a short written response analyze and explain how the author uses these tools to communicate the theme.
