Professional Documents
Culture Documents
Name
Lesson #, Lesson Title
Date (including day of
week)
Grade Level & Class Title
Period or Block (# of
minutes)
Samantha Schips
Songs of a decade
English 11
40 minutes
Instructional Context
o What do I know about my students that will inform this lesson?
Are there any particular student strengths, interests, background
needs related to the lesson?
This grade eleven English class in made up of 23 students. This group
is eager to learn and is highly engaged in the world around them. They
are often heard talking about the upcoming election, and debating
social issues before the bell rings. Some are tentative to share their
opinion but when asked are open to participating in the discussion.
o How does this lesson connect with and build on the previous
lessons? What prior knowledge have students acquired?
This lesson is included in a unit focused on the similarities and
differences between the revolution, political unrest and pop culture in
the 1960s and today. Coming into this lesson students have prior
knowledge of analysis, drawing connections, and annotation in
response to the text. They have also recently received a mini lesson on
design elements and their impact on the message of a text. This lesson
will provide them with an outlet to apply these skills, and knowledges
and share them with their classmates. It will also provide them with
more historical context that they can use in their culminating research
assignment.
Essential Question(s)
o Which of your essential questions is/are relevant to this lesson
plan?
How are texts used in response to social, economic, and political
tensions in a society?
Central Focus
o What is the central focus for the content in the learning
segment?
Students will find and analyze a song from the 1960s in order to
determine its position in the time period, and the work that it does
1
Apply the understanding that usage is a matter of convention, can change over
time, and is sometimes contested.
CCSS.ELA-LITERACY.L.11-12.3
Interpret figures of speech (e.g., hyperbole, paradox) in context and analyze their
role in the text.
Learning Objectives and Assessments
List the specific content learning objectives for the lesson. What do
I want my students to know, understand and do? How will I assess
these objectives?
Learning Objectives (Students will Assessments (Informal and/or
be able to)
Formal)
Long-term objectives/unit objectives
Journal Prompt
Exit Ticket
assessments papers/portfolios-rubrics,
checklists, written feedback; reading
assessments-poems, diagrams, concept
maps, textual annotations, rubrics for socratic
seminars, dramas, and literature circle
products; oral/visual assessments-rubrics for
presentations, powerpoints, prezis,
performances, etc.)
Group presentation
Annotated note sheet
Syntax:
Discourse:
15 min