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Lesson

Title:

Author:

Grade 7:

Hamilton Right Hand Man

Bill Marshall

Social Studies/ELA


Learning Objective:
I can identify and analyze figurative language in a song.
I can recognize and discuss factual, historical information that is referred to in a song.

Curriculum Connection:

After watching selections from the latest episode of Liberty, students were able to apply the
knowledge they gained about the Battle of Long Island and apply it to the song, Right Hand Man,
from the Broadway musical, Hamilton. Students were able to use the figurative language analysis
skills that they have learned in their poetry unit and apply them to finding deeper meaning from
the song. The song is filled with historical references and figurative language that directly connect
to the work we have been doing in multiple disciplines.

Standards:
CCSS.ELA-LITERACY.RL.7.4
Determine the meaning of words and phrases as they are used in a text, including figurative
and connotative meanings; analyze the impact of rhymes and other repetitions of sounds
(e.g., alliteration) on a specific verse or stanza of a poem or section of a story or drama.

E1 Historical Knowledge, Concepts, Themes, and Patterns
b. Identify and analyze major historical eras, major enduring themes, turning points, events,
consequences, and people in the history of Maine, the United States and various regions of
the world.

Knowledge of Students:
Overall, the class has engaged with the material. I think that the consistency of the
narrative, along with the class discussion, has allowed students to follow the story of the
Revolution. Knowing that the class may start to get bored if there is too much repetition, though,
has made me aware of the fact that I need to switch things up a little bit. The summative
assessment for this unit is going to consist of creating a song or poem that uses the figurative
language and content skills they have learned to produce an interdisciplinary, performance based
project. This class will be a great chance to model what I am looking for so the students will have
an understanding of their expectations in the coming weeks. Being 7th graders, it is much more
entertaining to use a model with an upbeat song rather than taking them through a dense poem.
The modern rap song, which correlates perfectly with the content they learned yesterday, will be a
great way to keep them connected and focused.
There are some students in my focus group with IEPs and 504 plans:
BW has an IEP that lists high levels of restlessness, impulsiveness, inattentive and
emotional responses, and anxiety. His written and oral comprehension is below average, so
he needs extra adult support and check-ins. He is in my advisory group and I have a
positive relationship with him. He may struggle to process the lyrics quickly and find
examples. Being sure to check in with him and give individual attention will be a must.

TK is emotionally distressed and struggles with work completion. He need regular checkins to keep him on task, and also needs a lot of positive reinforcement to keep him engaged.
He is easily frustrated with his work and is quick to completely shut down and disengage
with his work. Again, focusing on his strengths will continue to encourage him. Checking in
and making sure he is finding examples while we work through the song will help to keep
him motivated and on task.
JC is in referral and has a 504 plan that focuses on making sure he is provided extra
support. I will be sure to check in with him frequently and give oral assessments to check
for understanding. Ill need to check in with him to make sure he understands the content
and allow him the opportunity to explain it to me.

Assessment:
Students will be walked through the entire song and we will discuss various historical
references and examples of figurative language. Students will then be expected to find six different
examples of figurative language, using three different types. Since there are so many examples in
the song, they can only use onomatopoeia once.

Instructional Strategies:
Classroom discussion
Small group discussions
Handout with lyrics and questions
Individual brainstorm
Direct instruction

Lesson Procedure:

Key Questions:
What are examples of figurative language in the song?
What are examples of historical references in the song?
How does the delivery of the material impact the meaning?

Time
Activity
Student Action
Teacher Action
Explain missed
5 minutes
Entry Slip Review
Listen/ask questions
questions from Entry
Slip.
Introduce Alexander
Explain who these
5 minutes
Hamilton and Aaron
Listen/ask questions
characters are.
Burr
Recap Battle of Long
Elicit answers from
5 minutes
Explain battle
Island
students
Introduce Right Hand
Explain the context of
5 minutes
Listen/ask questions
Man
the song.
Look for figurative
Actively listen to song
30 minutes
Right Hand Man
language and
with the students.
historical references
Frequently pause to

1 minute

Explain homework

Listen

start conversations
and discuss various
aspects of the song.
Lead class discussion
about figurative
language and
historical references,
as well as having
students work in small
groups to find their
own examples.
Explain homework.


Alternative Plans:
If students are being immature during the song, have them find figurative language and
historical references from the lyrics without listening to the music.

Materials, Equipment:
Spotify
Schoology
Macbook
Handout with lyrics and homework
assignment

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