Lesson Plan

Date: 9/21/2016 Class Start/End Times:

Name: Logan Caywood
Cooperating Teacher: Julie Disbrow School: Eisenhower Middle
Subject/level: General Music- Middle Classroom Building & Room Number:
Lesson Title: Hip Hop Lit.

Standard, Benchmark, Indicator
Lesson Goal
Lesson Objective
Essential Question(s)
New & Guarded Vocabulary
Assessment and Criteria
Furniture/Materials/Technology
Set-up
Resources (books, articles, video
links, etc.)
Standard 2: The teacher of PK-12 music has skills in creating, arranging and
improvising. Standard 3: The teacher of PK-12 has skills in reading and
writing music.
Students will create in an alternative music lesson, combining language arts
with music, through the tool of self-expression.
Students will be creating a small slogan or theme for themselves, to create a
small self expression rap within their group.
What are some specific words in the lyrics that connect to your life?
Hip Hop, Phrase, Hook
The students in groups will have the opportunity to create lyrics pertaining
to their personal narrative and personal lives.
Spotify - Non-Stop - Hamilton 0:54 - 1:50
Lose Yourself - Eminem. 1:00 - 1:42
Laptop, Speaker for Audio. Drum track
https://www.youtube.com/watch?v=G4qmiwoDgdE&index=1&list=FLApfCP
CzUZzaH8_OpA34k-g

Est. Lesson Activities

Time
of Task 45 min.

B 10 We will begin the lesson by giving a brief outline of what the lesson will hold for the day,
e including listening, phrase recognition, creation of the phrases, and then putting it all together in
g
i
an example. There will be a short introduction on what the hip hop (especially the language)
n began as. We will discuss how it was used more as an expression tool than a showmanship tool.
n We will play two recording examples, providing students with lyric sheets to underline phrases
i that stand out to them. The students will underline important lines of expression within the two
n examples, and discuss why they chose those lines.
g
M 20 We will show an example of a rap we created, while also explaining why we picked the phrases
i we did and how we made the personal connection. Then, we will have the students create their
d
d
own rap by establishing a personal statement and making it into a rap. Every student will rap
l everyone's line during the performance so that everyone is participating - 512 people will be in
e each group to help lead the discussion and guide the questions.
E 15 We will then perform as a class, and will teach the hook which will tie together the students
n creation of a rap. We will then lead discussion. -Why did you pick the lines you did? -How did
d
your rap the same/different from the ones we listened to? The ones on the radio? -How were
the groups all different?

Adaptations: What could T can reach out to students with further guiding questions, as well as one-on-one
you adapt to help instruction. Also, students can record their voices instead of writing, or vice versa.
students with learning
disabilities, students
with learning
exceptionalities, &/or
ELL students with this
lesson? (Ex: guided
notes, extended time,
fewer questions, fewer
distractors, alternate
setting, etc.)
Modalities: What Visual: Students are underlining and highlighting important phrases in examples
modalities did you utilize Auditory: Students are creating their own self expression raps to a beat
in this lesson? How? Kinesthetic: Students are underlining, and writing their own phrases
Tactile:
Strategies: What We used various listening example for hip/hop for an aural perspective. We had a
instructional strategies class discussion on the various questions asking: (Why did you pick the lines you
did you utilize in this did? Why is your rap the same/different from the ones we listened to today and on
lesson? (Ex: graphic the radio? How were all the groups different from each other? Technology we used
organizer, cooperative is Spotify, drum track from YouTube.
learning, discussion,
technology integration,
etc.)