Lesson Plan Template for Content-Based Instruction

Teachers Name: Raffa and Akira

Grade/Class/Subject:

Date: 6/20-6/24

EB Conversational English 3b and 2a

Time Period: (NA)

Unit/ Topic: Music

Lesson Context & Title: Popular American Music &

Small Talk

Content Objectives: By the end of the lesson, students will (know and do): be able to engage in
small-talk about music and musical tastes.

Language Objectives:
Function

Form

1) Identify parts of a song such as beat,

melody, lyrics, etc..

Musical vocabulary

2) Be able to describe the parts of a song

Adjectives to describe songs and singers

3) Small talk about music

Review Vocabulary
(previously taught vocabulary that
students likely need review of)

Genre
Melody
Lyrics
Beat

Useful Phrases for talking about music:

My favorite singer/genre/song is ______
I like it because ________
Signal Words
New Vocabulary
(new vocabulary to be explicitly taught
that is critical to an understanding of the
content)

Upbeat
Cheerful
Energetic
Melancholy
Somber
Depressing
Chill

(vocabulary that may need to be taught or

emphasized that link concepts in
meaningful ways, such as conjunctions and
time markers)

What is your favorite?

Who is your favorite?
Why?
My favorite is
I liked it because.
My partners favorite is.

By the end of the lesson, students will:

Identify parts of a song and make small talk about music using adjectives to describe music vocabulary in the
context of music charts and rankings.

Special Cross-Cultural Considerations: Include here anything relevant to culture that you will either
incorporate as part of your lesson or that you need to be attuned to in terms of your students background
to ensure a lesson that is culturally responsive.

The students may only know very popular American music, or may not be familiar with any American
music. We will begin by introducing internationally known songs, then slowly introduce popular but
lesser known American music.

Materials: Include here all the materials that you need, including the authentic texts, both written
and oral, that you will use to provide input (provide the links to them, besides adding the texts
themselves as attachments.)
Korean and American Music Charts (in attached ppt), audio clips via Youtube (linked below), dialogues
(in attached ppt), and a worksheet (attached to email)
First activity w/ fly swatter (only first 30 seconds of audio maximum; we do not show the videos):
https://www.youtube.com/watch?v=ru0K8uYEZWw
https://www.youtube.com/watch?v=fRh_vgS2dFE
https://www.youtube.com/watch?v=OPf0YbXqDm0
https://www.youtube.com/watch?v=y6Sxv-sUYtM
https://www.youtube.com/watch?v=09R8_2nJtjg
https://www.youtube.com/watch?v=e-ORhEE9VVg
https://www.youtube.com/watch?v=QJO3ROT-A4E
https://www.youtube.com/watch?v=9h0Arg_-380
https://www.youtube.com/watch?v=uxpDa-c-4Mc
Last activity with new American music (approximately 1 minute of audio and video):
https://www.youtube.com/watch?v=pXRviuL6vMY
https://www.youtube.com/watch?v=HdobynnfKQE
https://www.youtube.com/watch?v=ghb6eDopW8I
https://www.youtube.com/watch?v=ifCWN5pJGIE
https://www.youtube.com/watch?v=GmozNfyjAjo

Lesson Sequence: This may be adjusted as necessary to accommodate unique lesson plan features.
For each step, explain what the teacher will do, the expectation of what the students will do, and how
long the stage should take.
I.
MOTIVATION/
WARM-UP: Describe how you will build content background and introduce the specific language
functions/forms that you will target.
TIME: _____10-12 min_________

The teacher will

The teacher will begin by asking the students to
identify the Korean music chart, then the American
one.
The teacher will ask if the students know any of
the top American songs/singers.
Then the teacher will shift to a game where the
teacher will play audio clips of popular american
songs for the students.

The students will

The students will identify the charts.

The students will shout out who/what they know (or

do not know).
The students will split up into two teams and one
member of each team will go to the front of the class.
The students will listen to the audio clips and use a fly
swatter to hit the corresponding singer and song on
the screen.

Formative Assessment (How will you gauge whether or not students are connecting to the background the teacher
is providing?):
Students will actively participate in class activities and will successfully be able to identify the
projected topic (music).
II.
PRESENTATIO
N (Listening and/or Reading): Describe the specific techniques you will use to make your presentation of
new content and linguistic material comprehensible to students, to provide opportunities for interaction through
appropriate questioning, to engage learner strategies, and to assess whether or not students are getting it.
TIME: _____ 15 min________

The teacher will

The teacher will pass out vocabulary and key
phrase worksheet to all students.

The students will

The students will look over worksheet while waiting
for teacher to begin speaking

The teacher will go through worksheet with

class (using ppt) to review known vocabulary
and introduce new vocabulary with audio files to
emphasize meaning. The teacher will then
introduce key phrases that will be used in the
upcoming dialogue.

The students will follow along with worksheet

repeat words and phrases after teacher when
prompted

Formative Assessment (How will you gauge whether or not students are comprehending/using the targeted
language forms as presented?): Students pay attention, follow along, and repeat words when prompted

III.

PRACTICE/APPLICATION (Controlled Writing and/or Speaking): Describe the activities you will use to allow for
meaningful practice targeting the lessons objectives, the learner strategies you will engage, and the formative
assessment you will provide to gauge whether or not students practice is moving them along closer to the target)
TIME: _____15 min_________

The teacher will(specifically what the teacher

does)
The teacher will model a dialogue using key
phrases and vocabulary.

The students will (specifically what the students

should do in response to what the teacher does)
The students will watch and listen to sample
dialogue.

The teacher will leave dialogue projected on

screen and ask students to practice dialogue in
pairs. The teacher will also ask students to write
down favorite genre and singer/song of their
partner.

The students will pair off and practice dialogue. The

students will also write down partners responses
for future use.

The teacher will monitor students while they

practice the dialogue and assist when
necessary.
The teacher will call on randomly selected
students to present new information received
from partner.

Students will practice dialogue.

Students will stand and present partners favorite

genre and song/singer to the class when selected.

Formative Assessment (How you will gauge whether or not students practice is moving them closer toward
achieving the objective in a meaningful way?)

Students will be able to complete dialogue and present partners replies at random

EXTENSION (Open-ended Writing and/or Speaking): Describe the student-centered activities you will use
for students to further apply language skills toward greater mastery of the targeted content and language
objectives, either independently or with a group. This should be an opportunity for developing higher-order
thinking skills and using language in communicative ways.
The students level is not high enough for open-ended writing and speaking extensions.
Rather, our cool-down exercise will focus more on additional input and controlled output by
way of specific questions.
TIME: ______10 min________

The teacher will(specifically what the teacher

does)

The students will (specifically what the students

should do in response to what the teacher does)

The teacher will play new American music

(youtube videos) and ask students to listen.

The students will listen to the songs being played

Between each song, teacher will draw student

numbers at random to answer one question out
of three: Have you heard this song before?
What is the genre of this song? Do you like
this song?

When called, the students will answer the question

based on personal opinion.

The teacher will repeat until the last few

minutes of class.

The students will repeat activity.

Students will rank the songs from 1 to 4.

Then, the teacher will have students rank the
new songs from 1 to 4 (1 being the best).
Summative Assessment (Describe the ways in which you plan to determine whether or not students achieved the content and
language objectives for the lesson. Be specific in terms of not only what the students will do to demonstrate their knowledge and
skills, but how you will evaluate what they produce.):
There is no real way to assess whether or not the students achieved the content and language objectives for this lesson outside of
participation in activities.