Lesson Plan by Donna

Lesson Plan

Level / Stream	Secondary 3 Express Students of Mixed Abilities
Learning Environment	ICT Resource Room or Computer Lab. Each student has access to a computer station to facilitate individual work concurrently. These computers should share a network which would allow the sharing of information and to enable the teacher to monitor and guide students’ activities.
Lesson Prerequisites	Prior to the lesson, students need to have knowledge on: 1. Literary Devices 2. Themes
Lesson Objectives	By the end of the lesson, the students/pupils will be able to: 1. Identify at least 2 literary techniques employed in the given and explain the effects of these literary devices on the poem as a whole. 2. Apply the literary devices and themes identified to the creation of their personal poem about their home country.
Lesson Duration	2 periods (60 min)

Description of Instructional Strategies

Time

Description of Activities

5 min 15 min 15 min 10 min 15 min

• Teacher briefly recaps previous lesson on themes and literary techniques like rhythm, rhyme, repetition etc. • Teacher introduces the class to the http://typewith.me platform which is a collaborative text document that the students will use to record and share their responses while watching the videos. • Teacher will show the first version of the song “Empire State of Mind” by Alicia Keys. http://www.youtube.com/watch?v=iYmmh9zkpQM • Students are to record their responses to the song (emotions and thoughts) as they watch the video. • Teacher shows the second video, which is a segment of an episode of the television programme, Glee, where the cast performs the same song. http://www.youtube.com/watch?v=APjJwt7rc6I&feature=related • Students are to record any changes in their response towards the same song performed in a different way: - The first is a sentimental version by Alicia Keys - The second version is a cheerful and vibrant version by the Glee cast • The students can respond to the comments made by their friends on this collaborative platform where they can type simultaneously. • Students get into groups of 4 or 5 students each to prepare for the next group activity. • Teacher hands out the lyrics to the song “Empire State of Mind”. (Appendix A) • Students are to analyse the lyrics of the song, picking out the theme(s) of the lyrics. For example, inspiration, hope and pride etc. • They are also required to identify literary techniques employed in the lyrics and to explain the effects these techniques have on the reader. - Students can also include personal responses to the lyrics especially if they feel that they can connect to what is being illustrated in the song. • Groups briefly share their analyses with the class. • On an individual basis, students will create a short poem about their home country based on the context of the song “Empire State of Mind”. They are to include at least 2 literary techniques and a theme identified in their analysis of the lyrics of the song.

Lesson Rationale

My teaching philosophy is inspired by my strong belief in that every child can be taught. Content knowledge should not be the only focus in education. In fact, learning should take place through one’s experiences because these are the fundamentals that shape a person.

As most of us would be familiar with “nature vs nurture”, the school environment is a social institution which should introduce real-life to students step-by-step, as argued by John Dewey. He also advocated that the “school is a form of community life in which all those agencies are concentrated that will be most effective in bringing the child to share in the inherited resources of the race, and to use his own powers for social ends”. This is the rationale behind my lesson activities. Instead of teaching content knowledge, I employ music as a tool in delivering my lesson. Music is known as a universal language, thus, it provides a platform for discussion which every child can draw connections to. By using a medium – popular culture – that is familiar to them, the students are able to understand the skills taught and commit them to memory.

The activities chosen also reflect Paulo Freire’s belief that dialogue is an existential necessity. He advocates that speech should be the right of every man and not just the privilege of a few men. The individual activity using typewith.me facilitates individual expression of their personal opinions and emotions, allowing those who have problems speaking up in class to voice their thoughts. Predominantly a student-centred lesson, the top-down approach is avoided, allowing more room for students to develop their viewpoints and illustrating Freire’s belief that speech should be the right of every man.

Appendix A

Oooh oooh, New York (2x)

Grew up in a town,

That is famous as a place of movie scenes

Noise is always loud

There are sirens all around


And the streets are mean

If I could make it here


I could make it anywhere


That’s what they say


Seeing my face in lights

Or my name in marquees found down Broadway

Even if it ain’t all it seems


I got a pocketful of dreams


Baby, I’m from

New York, concrete jungle where dreams are made of


There’s nothing you can’t do


Now you’re in New York


These streets will make you feel brand new

Big lights will inspire you

Hear it for New York, New York, New York

On the avenue, there ain’t never a curfew

Ladies work so hard


Such a melting pot on the corner selling rock

Preachers pray to God

Hail a gypsy cab


Takes me down from Harlem to the Brooklyn Bridge

Someone sleeps tonight with a hunger

For more than from an empty fridge

I’m going to make it by any means

I got a pocketful of dreams


Baby, I’m from

New York, concrete jungle where dreams are made of

There’s nothing you can’t do

Now you’re in New York

These streets will make you feel brand new

Big lights will inspire you

Hear it for New York, New York, New York

One hand in the air for the big city

Street lights, big dreams, all looking pretty


No place in the world that can compared


Put your lighters in the air

Everybody say yeah, yeah yeah

New York, concrete jungle where dreams are made of


There’s nothing you can’t do

Now you’re in New York

These streets will make you feel brand new

Big lights will inspire you


Hear it for New York