Beruflich Dokumente
Kultur Dokumente
Cycle 2 Secondary IV
In cycle two, students begin to develop a more focused and structured language,
and develop new rhetorical strategies to communicate and learn in more formal
contexts. These skills are to be developed through daily poetry readings and group
discussions.
In group discussions, students will interact with peers by assuming the stance of
a critical listener and develop meaning through an objective approach to
differing perspectives.
The main objective this competency aims to develop is the ability for students to
adjust the register to meet the demands of a specific context. Because students
are used to informal settings when communicating (i.e. student-teacher, peer to
peer), the shift to informal contexts (i.e. speeches, debates) requires new
rhetorical strategies.
(QEP, 18)
2. Reads and listens to written, spoken, and media texts.
Delving into the expressive and affective facets of song lyrics will allow students
to recognize the many ways that meanings and messages are designed to
influence readers. Further, by acknowledging the social concerns addressed in
song lyrics, students will recognize the sociocultural values and beliefs
presented by the writer/producer and how these values and beliefs are intended to
inform and persuade the reader.
By examining the social, cultural, historical, and political contexts in which these
lyrics were written, students will exercise critical judgment while interpreting
lyrics.
Teachers will foster a love of reading amongst students by allowing them to
choose song lyrics of their own interests.
In their reflective journals, students are asked to address the specific social
concern(s) presented in their song lyrics. Students are also asked to reflect on any
possible solution or course of action one may take to address and/or solve these
social concerns.
Discussion groups will also allow students to asses their own and others
strategies and determine which might be the best solution.
The aim of this competency is to foster within students an ability to look
critically and objectively at their own and others solutions to specific social
concerns. Students should also draw on a broader range of resources and
determine the most effective strategies to solve problems.
(QEP, 11)
2. Uses Creativity
Students will develop this competency while producing their own song lyrics.
Producing song lyrics can allow a student to approach a social concern from
different points of view by employing different voices.
In their reflective journals, students may be asked to respond to specific song
lyrics from someone elses perspective. Managing emotions that may sometimes
be contradictory to ones own fosters the creative capacities of a student.
The main purpose of this competency is to broaden students cultural lenses. By
addressing social concerns and issues presented in song lyrics and approaching
them creatively from different perspectives, students will develop a sense of
social and cultural awareness.
(QEP, 16)
3. Communicates Appropriately
Students will develop this competency through poetry readings, group discussion,
and reflective journals.
Students are expected to know and observe the rules and conventions of written
and/or spoken communication. They are expected to develop more focused and
structured language and new rhetorical strategies to communicate in different
environments and contexts.
The culminating evaluation will assess students ability to use an appropriate
mode of communication suited to the context and purpose of communication.
(QEP, 26)
(QEP, 8)
2. Citizenship and community life
(QEP, 28-29)
Lesson Plan 1
(Situated in week 1)
Subject: English Language Arts
Cycle/Grade level: Cycle 2 Secondary IV
Unit: Poetry Unit: Social concerns in song lyrics.
Time: One 75-minutes period
Rationale: This lesson is situated during the first week of this six-week poetry unit. As
an introductory lesson, this class will introduce students to the notion of social
concerns/issues (addiction, technology, racism, bullying, etc..) I will present a
PowerPoint with images that represent and comment on a social concern. Any questions
will be addressed during this discussion to elucidate any concerns amongst the students.
After the presentation, students will get together in their discussion groups and chose one
social issue, present it to their class, and explain why it is important to address this issue.
To conclude the class, students will individually write about a social issue that was
presented in class by their peers that they believe was most pertinent. Students will also
have to write a potential and considerable solution to this issue.
Objectives: At the end of this lesson, students should understand what a social issue,
why it is important to address such issues, and how art can be used to comment on a
social issue.
Material
Reflective journals.
Writing materials (pen, pencil, and paper).
Laptop/Projector/PowerPoint
Classroom computer (for research)
What is a social issue? Why is it important to address social issues? How can art
be used to comment on a social issue?
Development
I. PowerPoint Presentation (15 minutes)
Using PowerPoint I will present the class with a series of pictures that represent
and comment on a specific social issue/concern. The purpose of this presentation
is to familiarize students with the notion of social issues and how art (pictures,
literature, etc) can comment on such issues. A spirit of collaboration and
inquiry will be fostered in the classroom rather than simply lecturing the students.
Based on experiences, these discussions can often easily carry on for an entire
class period, so its important to stay within the time frame allotted for this section
of the lesson.
In their groups, students will discuss amongst each other and decide on a social
issue that they think is important and will present it to the class. They must
present the social issue to the class and explain why it is important to address.
Culmination (15minutes)
Individually, students will reflect on the social issues that were presented by each
group and elect one that they think is most pertinent to them. They must explain
why they think it is important to address and also provide a potential and
considerable solution to this issue.
Assessment:
Rationale: Situated in week 3 of this 6-week unit, this particular lesson will focus on the
basic elements of poetry. Students at this point have been discussing the notion and ideas
of social issues and why they are important. Students are also aware that forms of art
(such as pictures, poetry, short stories) can be used in order to forward a comment on a
Reflective journals.
Writing materials (pen, pencil, and paper).
Laptop/Projector/PowerPoint
Classroom computer (research)
What is poetry? What are some of the formal elements of poetry and how can
poetry be used to comment on a social issue?
Development
I. Hand-out: Elements of poetry (20 minutes)
Students will be given a handout with a list of some of the formal elements of
poetry. These will be individually addressed during the class discussion.
In their groups, students will have to chose one formal element of poetry and
write it down on a blank sheet of computer paper. They will write down a
definition and also provide their own example of their chosen formal element.
These mini posters will be posted around the classroom for students and serve as
an accessible reminder.
Lesson Plan 3
(Situated in week five)
Subject: English Language Arts
Cycle/Grade level: Cycle 2 Secondary IV
Unit: Poetry Unit: Social concerns in song lyrics.
Time: One 75-minute period
Rationale: This lesson is situated during week five of the six-week poetry unit. In this
class, students will have been asked to bring in their song lyrics and reflective journals.
Students will get together in their discussion groups to examine and address their journal
responses. Poetic elements and social issues in their song lyrics will be shared amongst
group members and subsequently shared with the class. These group and class
discussions will prepare students for their final poetry analysis and/or creative writing
assignment.
Objectives: Students will elicit mastery in recognizing formal elements of poetry in song
lyrics. Students will understand the ability of song to address specific social issues and
concerns.
Material
Hook (5 minutes)
Group discussions based on the following guiding questions:
What is the social concern/issue addressed in your song lyrics? Can you propose a
solution to such a concern/issue?
What poetic elements have you identified? How are they effective in addressing
the specific social concern?
Development
I. Class discussion (20 minutes)
Using his/her own chosen song lyrics the teacher will go over the formal elements
of poetry, how they are used in song lyrics, and how they are effective in
expressing the central social concern of the song. This discussion is meant to
exemplify the teachers expectancies for the final culminating assignment.
Discussion groups will elect one member from the group to present his/her song
lyrics and explain its social concern and use of poetic elements to the class.
In their reflective journals, students will write about one of their peers
presentations and how another song composer might have approached the specific
social issue(s) addressed. Would he/she have used the same poetic elements to
elucidate their social concern? Why or why not?
Culmination (15minutes)
Assessment:
Appendix
L.E.S. Culminating Assignments Assessment Rubrics
Poetry Analysis Assignment Evaluation Rubric
Criteria/Range
5
4
Recognizes
Student displays
Student
formal elements
a mastery of
recognizes
of poetry
recognizing
most of the
poetic elements
formal
within song
elements of
lyrics.
poetry in song
lyrics.
Interprets formal Student clearly
Student
elements of
understands the
understands
poetry
effectiveness of
that an artist
artists use of
may use poetic
poetic
conventions
conventions
when writing
when conveying
song lyrics,
a message or
technically
addressing a
enriching their
social concern in verse.
song lyrics.
Identifies social
Identifies and
Student
concern in
makes acute and
identifies the
song / Makes
substantiated
social concern
connections
connections to
and relates it to
social concerns
personal
and issues within observation and
the song. Student experience.
relates the issue
to personal
experience and
recognizes the
issue in society.
Expression
Student displays
a high level of
ability in
expressing
his/her thoughts,
ideas, and
concerns about
his/her chosen
song lyrics.
Student clearly
and efficiently
communicates
his/her
thoughts and
ideas.
3
Student
identifies
obvious formal
elements of
poetry in song
lyrics (i.e.
rhyme).
Student
recognizes that
an artist may
resort to using
poetic
conventions in
song lyrics.
2
Student confuses
and incorrectly
identifies formal
elements of
poetry in song
lyrics.
1
Student fails to
identify any
formal element
of poetry in
song lyrics.
Student shows
difficulty in
understanding
the use of poetic
conventions in
song lyrics.
Student is
unable to
interpret the use
of formal
elements of
poetry within
song lyrics.
Student
misinterprets the
social concern,
but still
identifies its
social
significance and
relates to
personal
observation and
experience.
Student
identifies social
concern.
Student fails to
identify social
concern, and
may not
understand
what a social
concern is.
Student
communicates
his/her thoughts
and ideas.
Students
thoughts and
ideas are
scattered and do
not follow a
cohesive order.
Student
displays
difficulty in
communicating
thoughts, ideas,
and opinions.
Responses are
factual.
Student makes
nearly no
mistakes in
writing. Minor
errors are not
distracting.
Writing is lucid
and expressive
(and the personal
voice is used
very effectively
throughout)
Student makes
some mistakes
throughout, but
are mostly not
distracting.
Writing is clear
and to the poin
Student displays
a high level of
ability in
expressing
his/her thoughts,
Student clearly
and efficiently
communicates
his/her
thoughts and
Student makes
some mistakes
throughout, and
can be
distracting to
read. Writing is
unclear at times
Student make
many mistakes
and can detract
from the
meaning of the
article. Writing is
often unclear
Student shows
very little
knowledge of
English
grammar and is
unable to
express ideas
clearly
3
Student makes
use of basic
elements of
poetry (i.e.
rhyme), but does
not serve to
enrich the social
concern.
2
Student uses
little to no
formal elements
of poetry when
writing their
lyrics. The social
concern is still
present.
1
Song lyrics
display none of
the elements of
poetry and
lacks the
address of a
social concern.
Some formatting
issues (i.e. font is
too big,
explanatory
paragraph is
stapled first), but
not enough to
hinder the over
all message of
the poem and
paragraph.
Student hands in
assignment on
dirty/wrinkled
paper, writing is
illegible and the
overall
presentation is
aesthetically
unappealing.
Student hands
in assignment
late.
Student includes
a social concern
in song lyrics.
Student includes
a social concern
that is not
relevant to ones
realistic
social/cultural/hi
storical and/or
political
positioning (i.e.
too many
dragons in the
city)
Student fails to
include a social
concern and
may not
understand
what a social
concern is.
Student
communicates
his/her thoughts
and ideas.
Students
thoughts and
ideas are
scattered and do
not compliment
Student
displays
difficulty in
communicating
thoughts, ideas,
Grammar/Langu
age
ideas, and
concerns in
his/her song
lyrics.
ideas in song
lyrics.
Student makes
nearly no
mistakes in
writing. Minor
errors are not
distracting.
Writing is lucid
and expressive
(and the personal
voice is used
very effectively
throughout)
Student makes
some mistakes
throughout, but
are mostly not
distracting.
Writing is clear
and
understandable.
Student makes
some mistakes
throughout, and
can be
distracting to
read. Writing is
unclear at times
Student makes
many mistakes
and can detract
from the
meaning of the
poem. Writing is
often unclear
and opinions
through the
medium of
poetry as song
lyrics.
Student shows
very little
knowledge of
English
grammar and is
unable to
express ideas
clearly.