Lesson Plan

Title: Music in Movies

Grades: 6
Subject/Course: Language & The Arts
Strand: Writing & Music
Time: 60 minutes
Lesson Description
In pairs, students will discuss a movie that they enjoy because of the music. Students will then listen to various audio
clips from popular movies. Students will be asked to decide which movie they think the music is from. Students will write
how the music relates with the movie and its characters. Students will also discuss the mood and setting of each audio
clip.
Stage 1: Desired Results
Fundamental Concepts/Skills
• Build on their knowledge of the element of music and related musical concepts;
• Communicate, connect, and represent ideas;
• Learn about the importance of music in movies.
Big Ideas/Essential Question
Big Ideas:
• Understanding musical concepts through listening;
• Build and develop voice to suit their purpose for writing.
Essential Questions:
• How does music impact a movie to make it iconic?
• How can the style of music change the way an audience reacts to scenes in a movie or film?
Ontario Curricular Overall Expectation(s)
Language
• D2. Draft and revise their writing, using a variety of informational, literary, and graphic forms and stylistic
elements appropriate for the purpose and audience.
The Arts (Music)
• C2. Reflecting, Responding, and Analysing: apply the critical analysis process (see pages 23–28) to
communicate their feelings, ideas, and understandings in response to a variety of music and musical
experiences.
Ontario Curricular Specific Expectation(s)
Language
• 2.2 establish a distinctive voice in their writing appropriate to the subject and audience (e.g., use punctuation,
dialogue, and vivid language to create a particular mood or tone);
• 2.5 identify their point of view and other possible points of view; determine, when appropriate, if their own view is
balanced and supported by the evidence; and adjust their thinking and expression if appropriate (e.g., revise
writing focusing on the use of inclusive language, such as police officer instead of policeman).
The Arts (Music)
• C2.1 express detailed personal responses to musical performances in a variety of ways (e.g., write a critical
review of a live or recorded performance; write analyses of works they have listened to in a log or journal; create
a drawing or graphic representation of their initial reaction to a song).
Lesson Goals
• Students will analyze iconic music from popular movies.
• Students will develop an understanding of the impact music has on the setting.
• Students will be able to relate the music they hear to movies, characters, setting, and mood.
Key concepts and/or skills to be learned/applied Background Knowledge
• Using proper sentence structure and • Students should be familiar with iconic music from
vocabulary; movies.
• Express detailed interpretations of iconic music; • This lesson plan is precluded by a lesson that
• Make connections between music and the real involved students to reflect on how music in movies
world. impacts their emotions.

Stage 2: Planning learning experience and instruction

Student Groupings Instructional Strategies
• Pairs • Group discussion
• Individual • Writing and listening
Materials Considerations
Students: • Inform students that the activity must be completed
• Writing materials within the allotted time.
• “Music in Film” Activity Handout
Teacher:
• Speakers
• Computer (with PowerPoint)
• SmartBoard or projector
Accommodations
• Enrichment: Have students find other examples of iconic songs from movies to interpret.
• Enrichment: Students are not given an answer bank for movie options during the activity.
• Provide access to computers.
• Provide extra time to complete task or provide time-management aids.
• Have students demonstrate understanding orally rather than in written form.
• Provide writing prompts.
• Adaptations for students should be on a case-by-case basis.
Stage 3: Learning experience and instruction
Motivational Hook (5 MINS)
• Begin lesson with discussion: Think of your favourite movie… Is there a song that is associated with this movie
(in the opening/closing credits)? Why do you love that movie so much? What makes it so memorable? Is it the
music? What in the music makes you remember and favour it?
• Open discussion for all students to answer the above questions.
• Provide students with your own example (i.e. Titanic).
Open (15 MINS)
• Describe the lesson, and instruct the students of what is required (or… what they need to do).
• Inform students that this activity is done solely and quietly.
• Emphasize time management.
• Have students get ready with their writing instrument and show the teacher that they are ready for the activity to
begin.
Body (20 MINS)
• Teacher will open the PowerPoint file and begin with an audio clip.
• Students will have several seconds to listen to the clip and answer which movie they believe the music is from,
as well as recording their interpretation of the music.
• Once students (the whole class) indicate with a hand motion that they are finished, ask the class which movie
the music is from, and reveal the answer on the PowerPoint.
• Remind students of time management.
Close (20 MINS)
• Class discussion: What they thought of the activity, and how they feel about iconic music in movies? (i.e. what
makes something memorable?)
Link to Future Lessons
• Students will be given a handout in which they will reflect on the music they heard. (i.e. Which one did they like
the most? Which audio was the most memorable? Which had the biggest impact? Etc.)
Assessment
Checklist:
• Use a checklist to assess Music in Movies activity sheet.