CBUP Lesson Plan Template: EDIS 5401

Unit Working Title: Adversity: Universally Experienced, Individually Overcome

Unit “Big Idea” (Concept/Theme): Overcoming Adversity

Unit Primary Skill focus: memoir writing

Week ___2___ of 4; Plan #____6____ of 12; [90 mins.]

Plan type: ____Full-Detail __x__Summary

Content Requirement Satisfied:

(Note: Refer to the list in the document called “Concept Unit Lesson Plans”)

Unit Learning Objectives (numbered) [from my Backwards Design Unit Document],

followed by Specific lesson objectives (lettered) being taught in this lesson:

Cognitive (know/understand):
1. Students will understand that adversity is an inevitable part of life and a universal

experience (U1)

2. Students will know strategies for listening actively and respectfully (K7)

Performance (do):
1. Students will relate their own adversity to someone else’s (D8)

Affective (feel/value) and/or Non-Cognitive:

1. Students will listen actively and respectfully to their peers

Lesson Objectives:

1. Students will understand that music is and historically has been a platform to discuss

adversity

2. Students will know that an artists’ lyrics is a way of expressing themselves

3. Students will analyze songs and their lyrics in the context of overcoming adversity

Methods of Assessment:
[How will you know if the intended learning occurred?] List all methods of assessment used in
this lesson or which are related to this lesson and come in a future lesson. After each assessment,
indicate in brackets the number(s) and letter(s) of the unit objective and the related lesson
objectives that the assessment is evaluating.

Diagnostic Formative Summative

 Title of assessment tool: Do- Title of assessment tool: Title of assessment tool: Exit
Now Graphic Organizer Slip Reflection

Students will demonstrate
what they already know
about adversity in music by
answering the do-now
questions.
Criteria: The questions will
activate students’ prior
knowledge of adversity in
music. What songs do they
know that sing about
adversity? Overcoming it?
What kinds of adversity
mostly get sung about?
How data will be used: This
data will be used to gauge
student interest and
knowledge on the topic at
hand
How students will receive
feedback: Students will
receive feedback orally
during our debrief of the do-
now afterwards.
Students will show their
progress toward analyzing
songs’ lyrics by completing
the graphic organizer
Criteria: The graphic
organizer asks students to
listen to and think about three
songs as well as to find a song
of their own that deals with
adversity
How data will be used: The
data will be used to gauge
student’s progress in
analyzing the songs
How students will receive
feedback: Students will
receive minor written
feedback and a check for
completion
Students will ultimately be
assessed (today or in a future
lesson) on their analysis of
their own song by reflecting on
the experience of analyzing
songs’ lyrics
Criteria: Students will reflect
on the lesson today,
specifically the component
where they found their own
song
How data will be used: I will
use the data to inform future
instruction. Did the students
like the lesson? Dislike it?
How students will receive
feedback: Students will receive
written feedback from me

Differentiated Instruction to accommodate one or more of my profiled students:

(This is where you identify specific aspects of this lesson which have been differentiated in order
to address the needs of one or more of your profiled students—identify them by name)

What have you done (visible in the lesson plan procedures) that differentiates for the a)
readiness, b) interests, and/or c) learning environment for your profile students.

Student Name Readiness Interest Learning

Environment
J. D. I will model the first
song with the whole
F. F. class. This will better
prepare students to
examine the other songs
independently.
Procedures/Instructional Strategies
Each step should have bolded heading that identifies the activity, and then is followed by the
teacher scripting, student and teacher actions, and a description of the activity.
[Note: Any words that represent what I would say directly to students appear in italics.]

Beginning Room Arrangement:

[Changes in this arrangement that become necessary later will be noted in the plan]

1. [__10_mins.] Welcome/Do-Now

Here I will explain that we will be using music in our lessons today, and I will instruct
them to complete the do-now’s on their desks. They will have five minutes. We will then
debrief on their answers.

2. [_15__mins.] Graphic Organizer and First Song Together

I will explain the activity we are doing today, which is listening to song, and analyzing
their lyrics in the context of overcoming adversity. The first song is “Mercy” by Dave
Matthews Band. After reviewing our active listening norms, I will play a video clip of the
song and ask students to just listen to the lyrics. Then I will pass out a handout of the
lyrics and play the clip again, this time asking students to follow along and annotate the
lyrics for instances of adversity and overcoming it. I will also annotate the lyrics. After
the second playing, we will discuss our findings, and fill out the “Mercy” section of the
graphic organizer together

3. [_30__mins.] Next Two Songs

For the next two songs, which are “All the Above” by Maino and “Float On” by Modest
Mouse, we will repeat the above process, except I will ask students to independently fill
out the graphic organizer. After each song they will have a chance to discuss their
findings with a partner

4. [_20__mins.] Independent Example

The final space on the graphic organizer is for an independent example. For this part of
the lesson, I will ask students to pick a song of their choosing and complete a similar
process. I will be walking around ensuring students pick songs that are relevant to the
assignment

5. [_10__mins] Closure and Exit Slip/Reflection

After students finish the independent work, we will take two minutes to have a few
students briefly share which song they chose and what they found. To wrap up the lesson,
 I will ask students to reflect on the whole experience of today as well as the component
of choosing their own personal song to analyze

Materials Needed (list):

Graphic Organizer
Video clip links to songs: “Mercy” ; “All the Above” ; “Float On”
Lyrics sheets for all three songs
Do now half sheet
Exit slip half sheet

Materials Appendix: (e.g., supplementary texts, Ppts, overheads, graphic organizers,

handouts, etc.)