Teacher: Kayla Hardy (preservice teacher)

Subject: English
Semester: 1

Major Topic(s): Song lyric analysis

Context Statement:
This class consists of 27 students with a range of abilities and learning styles. 20 students are male and 7 are female. Literacy and numeracy levels are varied, for
example, results for 2019 show students within a range of 8 to 16+ years based on SA Spelling Test spelling age. 4 students identify as Aboriginal or Torres Strait
Islander and 2 students have a verified learning disability. One student has a physical disability with limited mobility and may access a laptop for all written tasks.
One student accesses full time 1:1 SSO support. The assessment tasks have been designed to be differentiated to suit a range of readiness, interests and
learning styles.

*This Teaching and Learning Plan is a preservice teacher’s plan. The remainder of the term will be on Imogen Knight’s plan.*

Topic &
Achievement
WK Learning Learning Activities Literacy & Numeracy Focus Assessment
Standards
Goals
Learning block 1 Comprehending Texts: Working towards: Students will submit
Students will: Preassessment: Individual informal task: Students will be listening to and Receptive modes: the Mass Destruction
• What does music/songs mean to you? responding to texts Students evaluate scaffold at the end of
Understand • How does music/songs make you feel? Students will also be interpreting how text structures can the week.
why music is • What are your favourite/most listened to and analysing music. be used in innovative
an important songs? ways by different
aspect in the • Why are they your favourite/most listened to Grammar Knowledge: authors. They explain
society we live songs? Students will express their how the choice
in. • What do you think the purpose of music is? opinions and point of view of of language features,
Class discussion about the above. music they enjoy. images and vocabulary
Be able to Write notes on the board for students to see. contributes to the
contribute to development of
1
class Individual informal task: individual style.
discussions. • Can you think of any particular song lyrics that They develop and justify
have a deeper meaning to them, than to just their own interpretations
Be able to entertain us? Provide an example. of texts.
listen to and • How does music serve a different role in your They listen for ways
find words in life depending on your mood, who you are with features within texts can
lyrics that may or what you are doing? be manipulated to
have a deeper achieve particular
• Does music ever cause you to think differently,
meaning. effects.
to feel a part of something larger or make you
want to rise up and take action?
Class discussion about the above.
Productive modes:
 Be able to Students explain
analyse some different viewpoints,
song lyrics. Learning block 2 attitudes and
The song we are going to listen to is Mass Destruction perspectives through
by faithless. What do you think it is going to be about? the development of
cohesive and logical
Listen to Mass Destruction as a class, then listen with arguments.
the lyrics. They demonstrate
Print off song lyrics to Mass destruction and listen as a understanding
class. Determine the lyrics that evoke change. of grammar, vary
Highlight what lyrics are the most powerful and most vocabulary choices for
moving. impact, and accurately
use spelling and
As a class, we will go through the Mass Destruction punctuation when
scaffold, which goes through all of the words students creating and editing
previously highllighted. Throughout the scaffolding texts.
sheet, students analyse what the author intended on
portraying through their lyrics.

Be able to Learning block 1 Comprehending Texts: Working towards: Students will submit
contribute to Students listen to Same Love by Macklemore and Students will be analysing song Receptive modes: the Same Love
class highlight the words that promote change. Students will lyrics by navigating through the Students evaluate scaffold at the end of
discussions. circle the words that they do not understand and we lyrics and analysing what they how text structures can the week.
will go through them as a class. mean. be used in innovative
Be able to ways by different
listen to and Students are provided with a scaffold with these words Grammar Knowledge: authors. They explain
find words in and they will fill in the scaffold individually. Students will be demonstrating how the choice
lyrics that may their understanding of words of language features,
have a deeper Learning block 2 and word groups that are images and vocabulary
meaning. Introduce the assessment task for students to go on presented in lyrics. Students will contributes to the
with when they complete and submit the Same Love be expressing their opinions development of
Be able to task. about what particular lyrics individual style.
analyse song mean. They develop and justify
2
lyrics If not completed, students will go on with the same their own interpretations
individually. love task for the remainder of the lesson. of texts.
They listen for ways
Be able to The assessment task will have a planning sheet features within texts can
share their attached to the task sheet, which will include all be manipulated to
ideas and aspects of the task required. This task sheet is achieve particular
believes on accessible to all students on DayMap or as a physical effects.
specific social copy. Students will be supported by the teacher
issues in a talking to individual students about what song they
text. have chosen and why. Productive modes:
Students explain
By the end of this lesson, students are expected to at different viewpoints,
least have a chosen song. In order to do so, students attitudes and
perspectives through
 will be asked why they have decided on their chosen the development of
song and what meaning it has behind it. cohesive and logical
arguments.
If they have completed this step, they may move They demonstrate
forward to the next step; which is describing the song understanding
and its context. The song choice process involves of grammar, vary
listening to music and looking at the lyrics to vocabulary choices for
understand the message the artist is trying to portray impact, and accurately
or get across. use spelling and
punctuation when
creating and editing
texts.

Be able to Learning block 1 Comprehending Texts: Assessing: Students will submit

listen to and Students will be continuing with their assessment task. Students will be demonstrating Receptive modes: the work they have
find words in Students will be expected to complete sections of the their understanding of words Students evaluate achieved within that
lyrics that may planning sheet, which will be: the context of the song, and word groups that are how text structures can lesson as a
have a deeper the highlighting and underlining lyrics and definitions of presented in lyrics. Students will be used in innovative checkpoint for the
meaning. those lyrics. be expressing their opinions ways by different success criteria.
This will help them with the assessment task, as about what particular lyrics authors. They explain
Justify the students will create a poster or powerpoint on a mean. Students will be listening how the choice
meaning musician of choice that presents their lyrics and to their own music or music they of language features,
behind song discusses the messages behind them. research to decide what they images and vocabulary
lyrics and would like to analyse. contributes to the
explain why it development of
3
is important of Learning block 2 Grammar Knowledge: individual style.
people to Students will go on with assessment task. By the end Students will be demonstrating They develop and justify
analyse lyrics. of this lesson, they should be beginning their their understanding of words their own interpretations
powerpoint, poster or prezi. In order to do so, they are and word groups that are of texts.
Be able to provided a scaffolding sheet as mentioned above, presented in lyrics. Students will They listen for ways
analyse song which will help them form points to discuss during their be expressing their opinions features within texts can
lyrics analysis. Students will be supported by the teacher about what particular lyrics be manipulated to
individually. talking to individual students about what song they mean. achieve particular
have chosen and helping the students to collate their effects.
Be able to knowledge into sentences.
share their
ideas and Productive modes:
 believes on Students will be asked to submit their work on DayMap Students explain
specific social after this lesson to ensure they are on the right track different viewpoints,
issues in a with their work. This will also help the teacher attitudes and
text. intervene if needed. perspectives through
the development of
By the end of this lesson, it is expected that students cohesive and logical
will have completed the planning sheet and will be arguments.
ready to begin their final copy of the task by next They demonstrate
lesson. understanding
of grammar, vary
vocabulary choices for
impact, and accurately
use spelling and
punctuation when
creating and editing
texts.

Justify the Learning block 1 Comprehending Texts: Assessing: The assessment task
meaning Students will go on with assessment task until they are Students will be demonstrating Receptive modes: being submitted and
behind song ready to hand in a draft. Students will need to put the their understanding of words Students evaluate graded will be how
lyrics and information gathered for the planning sheet onto a and word groups that are how text structures can this is assessed.
explain why it powerpoint, poster or prezi to display their knowledge presented in lyrics. Students will be used in innovative
is important of and understanding. be expressing their opinions ways by different
people to Assessment task draft is due. about what particular lyrics authors. They explain
analyse lyrics. mean. Students will be listening how the choice
Learning block 2 to their own music or music they of language features,
Be able to The teacher will have feedback available for students research to decide what they images and vocabulary
analyse song by the beginning of the lesson. Feedback will be given would like to analyse. contributes to the
lyrics to all students, who will apply feedback from draft and development of
individually. submit final copy of assessment. Grammar Knowledge: individual style.
Students will be demonstrating They develop and justify
Be able to their understanding of words their own interpretations
4 share their and word groups that are of texts.
ideas and presented in lyrics. Students will They listen for ways
believes on be expressing their opinions features within texts can
specific social about what particular lyrics be manipulated to
issues in a mean. achieve particular
text. effects.

Productive modes:
Students explain
different viewpoints,
attitudes and
perspectives through
the development of
cohesive and logical
arguments.
 They demonstrate
understanding
of grammar, vary
vocabulary choices for
impact, and accurately
use spelling and
punctuation when
creating and editing
texts.

Develop an Learning block 1 Comprehending Texts: Working towards: Students will fill out a
understanding Class discussions on the different techniques in music Students will be interpreting and Receptive modes: scaffold with the
of techniques and lyrics. Students will also be finding examples of analysing techniques used in Students explain how techniques and
used in songs. various techniques. music. the choice of language include examples of
The techniques that will be explored are: features, images and the techniques.
Create and Metaphors Composing Texts: vocabulary contributes
edit lyrics to Imagery Students will be creating a verse to the development of Students will also
suit chosen Repetition or a song of lyrics that have individual style. create a verse of
techniques. Alliteration meaning behind them. They develop and justify lyrics which will be in
Rhyme their own interpretations a written format.
Word Knowledge: of texts.
Students, in a group, will be asked to find examples of Students will be exploring
one of the techniques in a song they have heard or techniques and thus expanding
know of. their understanding and Productive modes:
As a class, listen to the songs each group came up vocabulary around music and Students create a wide
with and determine what technique was used the most lyrics. range of texts to
by the artist. As it is a formative task, students will be articulate complex
able to chose whether they would like to write a whole Text Knowledge: ideas.
song or a verse of a song, which provides the students Students will be using their
5
with differentiation. knowledge of text structures in Students show how the
order to create their verse. selection of language
Learning block 2 features can achieve
Students will begin writing their own lyrics about Grammar Knowledge: precision and stylistic
something they are passionate about. They will be Students will be using their effect.
given images to help prompt them on things they could knowledge of sentence Students explain
write about and they will need to use one of the structures and word groups in different viewpoints,
techniques we explored within their verse or song. order to create their verse. attitudes and
perspectives through
Students will be given a template of a verse and song the development of
if they wish to use it in order to create a verse or song. cohesive and logical
arguments. They
develop their own style
by experimenting
with language features,
stylistic
devices, text structures
and images.
 Demonstrate Learning block 1 Composing Texts: Working towards:
an Students will be continuing to write lyrics for a song. Students will be creating a text Receptive modes:
understanding They will be supported through the template provided that interests them and follows a Students explain how
of techniques and the images as prompts. chosen technique used in the choice of language
used in songs. songs. features, images and
Learning block 2 vocabulary contributes
Create and This lesson, students will be refining their song verse. Word Knowledge to the development of
edit lyrics to We will discuss as a class what everyone has decided Students will be using different individual style.
suit chosen to write about and what technique they focussed on. words within their vocabulary to They develop and justify
techniques. create the lyrics. their own interpretations
of texts.
6
Productive modes:
Students develop their
own style by
experimenting
with language features,
stylistic
devices, text structures
and images.