AEN Lesson Plan Template

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
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AEN Lesson Plan Template

based on its historical context.
Standards
o List Common Core standards addressed in the lesson.
CCSS.ELA-LITERACY.L.11-12.1.A

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

Apply knowledge of language to understand how language functions in different

contexts, to make effective choices for meaning or style, and to comprehend more
fully when reading or listening.
CCSS.ELA-LITERACY.L.11-12.5

Demonstrate understanding of figurative language, word relationships, and

nuances in word meanings.
CCSS.ELA-LITERACY.L.11-12.5.A

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

1. Students will be able to

(SWBAT) demonstrate their
understanding of the
function of different design
principles, word choice,
symbolism, and imagery.
2. SWBAT draw connections
between these functions
and societal values in order
to understand the work that
the text does in its historical
context.

Short-term objectives (scaffolded steps

to help students arrive at long-term)
-

SWBAT demonstrate their

ability to identify and
explain the function of
design principles in a text.
SWBAT demonstrate their
ability to identify and
explain word choice,
symbolism and imagery in a

Informal assessments (free writes,

handouts, revision/editing work, checklists,

rubrics, grammar exercises, reading
exercises, exit slips, etc.)

Journal Prompt
Exit Ticket

Formal assessments (writing

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

AEN Lesson Plan Template

text.
SWBAT draw inferences on
the purpose of these
aspects of the text.
SWBAT discuss the
importance of these aspects
to the overall message of
the text.
SWBAT present their finding
to their classmates.
Academic Language
o List the academic language function for this lesson.
Academic language demands
(e.g. vocabulary, syntax,
discourse)
Vocabulary:

Syntax:

Discourse:

Instructional supports to help

students use the language
function and address language
demands.
Students will come in contact with
language regarding specific
grammar terms, and design
vocabulary. A few common design
principles will be listed and
defined on the board. The teacher
can be used as a support to reword and define these instances
for the student. (name design
vocabulary)
Students will work with the
structure of lyrical verse, and
make inferences regarding the
reasoning behind the design
principles used in performance,
and word choice in the creation of
the songs overall message.
Students will work to determine
the position that their song takes
in relation to a social, or political
tension of the time period, and
make inference about what that
song did for the tension.

Instructional Strategies and Learning Tasks (Procedures & Timelines)

AEN Lesson Plan Template

o Launch/HookHow will you start the lesson to engage and
motivate students in learning?
Time
Instructional Strategies/Learning
Rationale/Research &
Tasks/Questions to Ask
Theory
5 min
Students will answer the following
journal prompt in their writing
notebooks:
Think of a song that you have heard
recently that speaks about a
societal problem. [example:
Formation- Beyonce] Name the
song, and the artist, and then
explain how you know that song is
commenting on a societal problem.
You can use lyrics, tone, or images
created by the music video as
evidence.
2 min

Students will be given the

opportunity to share.
o Middle of the lessonWhat will you do to engage students in
developing understanding of the lesson objectives?
Time
Instructional Strategies/Learning
Rationale/Research &
Tasks/Questions to Ask
Theory
3 min
The teacher will put the song lyrics
up to The Death of Emmett Till by
Bob Dylan, and play the song.
Students will read along, and be
encouraged to write or take note
about specific parts of the song that
strike them.
5 min

The teacher will then put a fully

annotated version of the song up on
the board. Together the class will go
through the annotated version. They
will speak about the points of the
song that stuck out to them, and
explain why those parts were
significant to the song.
The teacher will explain that this

AEN Lesson Plan Template

annotated version of the song is a
model for what they will be doing for
the rest of the class.
10 min

Students will split into groups of two

or three, and log into a computer.
Together they will search for a song
to annotate. The song must be from
the 1960s and be related to a
societal event of the time period.
Students should be encouraged to
look at the timelines that they have
gathered about the time period in
previous classes to help them locate
a topic to search.
The teacher will remind them of the
following search strategies to help
them locate a song more easily;
1. Removing invasive results with
the use of a minus sign.
2. Use of quotes and OR to focus
their search.
3. Using focused keywords to
receive better search results.

15 min

Together each group will locate a

song, and either print it out for use
an online annotation application,
such as Diijo, or A.nnotate.
As a group they should circle or
highlight important aspects of their
song, and note in the margins its
relation to the historical context of
the time period. They should also
make note of the design principles,
symbolism, imagery, and word
choice in the margins.
They should focus these responses
to the text on the following
questions:
1. Where are the most impactful
sections of the song? What
makes them so?
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AEN Lesson Plan Template

2. Where are the areas that call
for change?
3. Which areas of the song
reference a historical issue or
event, and what is this
historical issue or event?
4. When the song is performed,
does the style (including tone,
tempo, beat, and locations of
stress) match the overall
message of the song? How
does it add to or take away
from the message?
5. What do you think the artist
was trying to accomplish in
writing this song?
o Closing the lessonHow will you end the lesson?
Time
Instructional Strategies/Learning
Rationale/Research &
Tasks/Questions to Ask
Theory
5 min
Students will sign up for short
presentation of their annotations.
The sign-up sheet will include who is
in the group and what song they
annotated.
Each group will also hand in their
annotation page as they exit the
room, so that the teacher can look
over them before the presentations.

Materials and Resources

Attach the handouts, notes, books, and other materials you will
need for the lesson.
Computers for each student or each group.
Printouts of songs
Elmo/Projector/Smart Board
Differentiation/Planned Support For Students

How will you differentiate your instruction to connect with a wide

variety of learners? What strategies will you implement for
responding to individual students or groups of students with similar

AEN Lesson Plan Template

learning styles, needs, IEPs or 504, ELL? What alternative
approaches do you have for teaching content to these students?
Instruction will be given verbally and with visual aids.
How will you support students with gaps in their prior knowledge?
The teacher will be readily available for students who need extra
guidance. They have collaborative support from one anothers
literacies, cultural backgrounds, and historical and literary insights.
What strategies will you implement for responding to common
errors and misunderstandings? What alternative approaches do you
have for teaching content if you need it?
Group work offers the opportunity for the teacher to notice common
errors and guide students in the right direction.
Analysis of your teaching
o What worked? What did not? For whom? Why?
o Based on your planned assessment, describe the varying levels
of achievement and student learning in this lesson:
Needs work
On target
Exemplary
o Based on the evidence from your assessment, how would you
improve this lesson?