MATL Learning Plan (UBD simplified)

Title of lesson
Subject:
Lesson #

Music to My Ears
English
1st lesson of this unit.

Grade level
Secondary 4 Core program
Time frame
75 minutes
Group
404-04 (Oct 6th) or 404-05 (Oct 7th)
Learning activities:
Established Goals:
Homework checking:
This unit will provide students the
Grammar book p 16- 21 the simple past and the simple
information related to music in their
future (Grammar exercises are usually assigned as homework everyday life and enable them to talk about
to allow students to explore the rules themselves. The
music in English.
explanation and correction are immediately offered at the
Relevance:
beginning of the following class to enhance students
Music plays a big role in our lives. Secondary
knowledge on the rules.)
IV students are exposed to and interested in
Hook:
all sorts of music. It would be a good topic to
Have students read the lyrics of The Trees and ask for their trigger students interest in English.
opinions on this poem, possible melodies for it and
Essential Question(s):
appropriate instruments for it.
What role does music play in our lives and
society?
The Trees
How does your music define who you are?
There is unrest in the forest
How do people communicate through
There is trouble with the trees
music/lyrics?
For the maples want more sunlight
Student will know:
And the oaks ignore their pleas
Students will know how to describe the
The trouble with the maples
music they like and what music means to
And they're quite convinced they're right
them.
They say the oaks are just too lofty
Students will understand that:
And they grab up all the light
There are a variety of music genres in the
But the oaks can't help their feelings
world and everyone has their own taste and
If they like the way they're made
preference when it comes to music.
And they wonder why the maples
Cross Curricular Competencies:
Can't be happy in their shade?
Uses information-put information to use.
There is trouble in the forest
Cooperates with others-interacts, showing
And the creatures all have fled
and open mind
As the maples scream 'oppression!'
Communicates appropriately-manages
And the oaks, just shake their heads
his/her communication process.
Broad Areas of Learning:
So the maples formed a union
Media Literacy:
And demanded equal rights
'The oaks are just too greedy
Understanding the elements of media
We will make them give us light'
language (sound, image, movement,
Now there's no more oak oppression
message)
For they passed a noble law
And the trees are all kept equal
By hatchet,
Axe,
And saw

Then, play the song

(https://www.youtube.com/watch?v=UWHEcIbhDiw)
Ask their opinions on the song.
Briefly describe the relation between the lyrics/poems and
the music.

Universal Design for Learning:

Multiple music genres are presented to
studentsstudents can choose their favorite
ones and discuss.
Further considerations:
Students in the core program are not
confident in expressing themselves orally or
in writing. Therefore, they will have
sufficient time to organize their thoughts

Types of music: present different types of music

https://www.youtube.com/watch?v=7uxF9CsxW88
Allow students to get familiar with different types of music

prior to any discussion, including searching

for information at home before class and
extra time in class for their final project.

Audio: What music means to them? Textbook p1-3

Have students listen to others opinions on what music
means to them. Have them briefly describe the content of
the audio and organize the key points of others opinions.

FORMATIVE - Assessment FOR learning:

Monitoring of opinions discussed in class
FORMATIVE - Assessment AS learning:
Their responses to questions in class
SUMMATIVE - Assessment OF learning:
A final project a 3~5-minute group
presentation in about two weeks.
Students in the same group will present
their favorite song and explain how this
song can be a classic.

Ask them to jot down their thoughts on What music means

to them? and allow them to look for more information at
home. They should also think about the best times and
places for music of different types.
Final Project Announcement:
Announce what the final project will be like and tell them
that the date for the presentation will be announced a week
ahead and there will be extra time in class for them to discuss
their final projects with their group members.
Homework:
Review Grammar Book from p1-27 for the evaluation next
time
Think about what music means to them and music for
different occasions for group discussion next time.

MATL Learning Plan (UBD simplified)

Title of lesson
Subject:
Lesson #

Bob Dylan
English
9th lesson of this unit, music

Grade level
Secondary 4 Core program
Time frame
75 minutes
Group
404-05 (November 9th, 2nd period)
Learning activities:
Established Goals:
Homework checking:
This lesson will provide students the
Grammar book p 42-45 prepositions, present and present
information related to Bob Dylan, his legacy
continuous tenses. (Grammar has been assigned as
and music. Students will be able to show
homework in this class. Normally, approximate one third of
their understanding of the texts both from
the students dont do their homework. Hence, the weak
the video and the article related to him.
ones grammar stays bad or even worse, while the strong
Students should be able to use the right
ones grammar gets better. Therefore, some in-class tasks
tenses to describe his past and present and
related to their grammar home practice will be offered in
use the reading strategies: skim and scan.
class to enforce their grammar understanding.)
Relevance:
The Nobel Prize in Literature for 2016 has
Hook: Test students prior knowledge about the Nobel prize by asking been awarded to Bob Dylan. Bob Dylan has
some famous Nobel prize winners and what they think of
been a well-know song writer and singer.
when they hear literature.
Students will be able to make a connection
What is the Nobel prize?
between music and literature.
Who are some Canadian Nobel prize winners you know?
Essential Question(s):
What category did he/she win the Nobel prize in?
What role does music play in our lives?
What do you think of when you hear the word literature?
What can song writers contribute to
literature and society and the value they
possess?

Video: present some information about Bob Dylan and the Nobel
prize. https://www.youtube.com/watch?v=CIc74V3ttGU
Ask questions related to the crucial information from the
video.
What awards has he won?
Why did he win the Nobel prize in literature?

Student will know:

Students will know Bob Dylan, an important
artist, lyricist, and song writer, and be able
to show their understanding of the texts.
Students will understand that:
Music lyrics are also part of literature and
can be considered modern poetry.
Bob Dylan: Briefly describe his music and the lyrics of different songs. Cross Curricular Competencies:
The Hurricane, Blowin in the Wind, Only a Pawn in Their
Uses information-put information to use.
Game. Show part of the videos or links where is relevant.
Communicates appropriately-manages
https://www.youtube.com/watch?v=BG8y0rRYjEI
his/her communication process.
https://www.youtube.com/watch?v=al0N9g1WLOE
Broad Areas of Learning:
https://www.youtube.com/watch?v=gGMSfiH850o
Media Literacy:
https://www.youtube.com/watch?v=vWwgrjjIMXA
Understanding the elements of media
https://en.wikipedia.org/wiki/Bob_Dylan
language (sound, image, movement,
He was a folk singer/writer first and he went on to rock and
message)
roll. No matter what music he does, his lyrics have
Universal Design for Learning:
depth. His songs are mostly topical. He has
Texts both in video and in article are
influenced a lot of musicians to perform their own
presented to studentsstudents can show
music.
their understanding both orally and in writing
Further considerations:
Written text about Bob Dylan (Appendix I): (Handout 2-32)
Students in the core program are not strong
Teach one reading strategy: Skim
in reading and understanding written texts.
--when, what, where, and how
Therefore, a video will be presented before
the written text and a class discussion will
Give them 8 minutes to skim the text and have students circle be offered during their reading to help
the key information and underline the verbs.
students understand the written text better.
Teach one reading strategy: scan
Jeopardy: have students do jeopardy with questions related
to the text. These questions can help students use the
reading strategy, scan, and understand the text

FORMATIVE - Assessment FOR learning:

Monitoring of opinions discussed in class
FORMATIVE - Assessment AS learning:
Their responses to questions in class
SUMMATIVE - Assessment OF learning:
Written Reponses (C2) to questions related
to the written text on a handout.

Reading comprehension (C2) (Appendix II): (Handout 2-33)

During the text skimming and scanning, make sure students
follow the questions and answers so that they can answer the
questions on handout 2-33.
(In order to collect sufficient grades for
students first report card, students have
Have students hand in their handouts for the summative
finished their final projects for the
assessment on their C2.
summative assessment of this unit.
However, the lessons are still ongoing.)

MATL Learning Plan (UBD simplified)

Title of lesson
Subject:
Lesson #

Bob Dylan & Sounds of times

English
10th lesson of this unit, music

Learning activities:

The past continuous tense and the simple tense teaching:

Grade level
Secondary 4 Core program
Time frame
75 minutes
Group
404-08 (November 14th, 1st period)
Established Goals:
This lesson will finish up the previous lessons
related to Bob Dylan and sounds of times

Grammar book p 46-47 Explicit explanations regarding the

use of the past continuous tense will be offered in class.
Immediate practises will come right after the instruction.
Test Announcement: Students will need to take a grammar test on
the past continuous and the simple past in their next class.
Bob Dylan in a nutshellHandout 2-32 & 2-33 (C2)
After the exposure to Bob Dylan in the previous class,
students should have some basic understanding of Bob
Dylan. In order to make sure students understand the text on
handout 2-32, in class questions will be offered and
discussed. Students will then work on their handout 2-33
individually. Hints will be offered due to the difficulty of the
questions. (I have had students in other groups work on
handout 2-33. Approximately, only two to three in each
group could work on it on their own after my explanation in
English. Ten of them gave up right away. The rest of them
struggled with frustration in different levels. Personally, I
think these questions should be for enriched students,
because they require higher-order thinking.)
Sounds of times: Handout 2-28
Students have scanned the texts on p40-42 in their textbooks
to play Jeopardy. Now they need to scan these texts again
for their handout 2-28. I will model it first. Sufficient hints
will be offered as well due to students various levels in
English. Some of them could barely form sentences and the
instruction is only offered in English. The difficulty, therefore,
increases.

(20s, 40s, 60s and 80s). Students will show

their understanding of the texts by
answering relevant questions.
Students will also work on the past
continuous tense and the simple tense to
prepare for a test next time.
Relevance:
Essential Question(s):
Student will know:
Students will understand that:
Cross Curricular Competencies:
Broad Areas of Learning:
Universal Design for Learning:
Further considerations:

FORMATIVE - Assessment FOR learning:

Monitoring of opinions discussed in class
FORMATIVE - Assessment AS learning:
Their responses to questions in class
SUMMATIVE - Assessment OF learning:
Written Reponses (C2) to questions related
to the written texts on a handout and in the
textbook.