LESSON PLAN

Learning area: English Year level:10

Unit Title: Song lyrics Time: Week 2,

block 1
Lesson topic: Same Love

AIM:
Understand how language use can have inclusive and exclusive social effects, and can empower or
disempower people (ACELA1564)
Evaluate the social, moral and ethical positions represented in texts (ACELT1812)
Analyse and evaluate how people, cultures, places, events, objects and concepts are represented in texts,
including media texts, through language, structural and/or visual choices (ACELY1749)

STUDENT LEARNING OUTCOMES:

Students will learn how to extract the deeper meaning behind lyrics by using the template provided and
answering the questions individually.

STUDENT ASSESSMENT:
This assessment will be assessed through class discussion and participation. Students will submit

ASSESSMENT:
Receptive (listening, reading, viewing): Students will actively listen to music and determine song lyrics that
evoke political or social change. Students analyse and annotate the chosen class song and determine how
the lyrics evoke change.

KEY REFERENCES & RESOURCES:

Same Love scaffold
TEACHING PROCESS
TIME STEPS COMMENTS
5
1. INTRODUCTION
minutes Complete the roll
State learning intentions

15
2. EXPLICIT TEACHING (whole class)
minutes Introduce the Same Love scaffold and go through what ‘same love’ means as a
term.

55
3. EXPLORATION (individual learning activities)
minutes
Students will either be:

a) Completing the Same Love scaffold

The teacher will go around the room and help individual students.
 20
4. CONCLUSION (whole class share/reflect)
minutes Go through the first two sections of the same love scaffold as a class and ask
students to submit it to DayMap.
Reiterate the learning intentions and discuss if we have met the success criteria for
the lesson.

LESSON PLAN

Learning area: English Year level:10

Unit Title: Song lyrics Time: Week 2,

block 2
Lesson topic: Same Love

AIM:
Understand how language use can have inclusive and exclusive social effects, and can empower or
disempower people (ACELA1564)
Evaluate the social, moral and ethical positions represented in texts (ACELT1812)
Analyse and evaluate how people, cultures, places, events, objects and concepts are represented in texts,
including media texts, through language, structural and/or visual choices (ACELY1749)

STUDENT LEARNING OUTCOMES:

Students will learn how to extract the deeper meaning behind lyrics by using the template provided and
answering the questions individually.

STUDENT ASSESSMENT:
This assessment will be assessed through class discussion and participation.

ASSESSMENT:
Receptive (listening, reading, viewing): Students will actively listen to music and determine song lyrics that
evoke political or social change. Students analyse and annotate their chosen song and determine how the
lyrics evoke change.

KEY REFERENCES & RESOURCES:

Same Love scaffold
TEACHING PROCESS
TIME STEPS COMMENTS
5
2. INTRODUCTION
minutes Complete the roll
State learning intentions

15
2. EXPLICIT TEACHING (whole class)
minutes Introduce the assessment task for people whom have completed the Same Love
scaffold to continue with
 45
5. EXPLORATION (individual learning activities)
minutes
Students will either be:

b) Completing the Same Love scaffold

c) Beginning the assessment task by listening to music and analysing the

lyrics within that music.

30
6. CONCLUSION (whole class share/reflect)
minutes Go through the same love scaffold as a class and ask students to submit it to
daymap.

LESSON PLAN

Learning area: English Year level:10

Unit Title: Song lyrics Time: Week 3,

block 1
Lesson topic: Same Love

AIM:
Understand how language use can have inclusive and exclusive social effects, and can empower or
disempower people (ACELA1564)
Evaluate the social, moral and ethical positions represented in texts (ACELT1812)
Analyse and evaluate how people, cultures, places, events, objects and concepts are represented in texts,
including media texts, through language, structural and/or visual choices (ACELY1749)

STUDENT LEARNING OUTCOMES:

Students will learn how to extract the deeper meaning behind lyrics by using the template provided and
answering the questions individually.

STUDENT ASSESSMENT:
This assessment will be assessed through class discussion and participation. Students will also create a poster,
powerpoint, prezi or word document that analyses an artist and one of their songs, which will be assessed as a
summative assessment.

ASSESSMENT:
Receptive (listening, reading, viewing): Students will actively listen to music and determine song lyrics that
evoke political or social change. Students analyse and annotate their chosen song and determine how the
lyrics evoke change.

KEY REFERENCES & RESOURCES:

Mass Destruction scaffold
Same Love scaffold
Planning sheet
Task sheet
TEACHING PROCESS
TIME STEPS COMMENTS
5
3. INTRODUCTION
minutes Complete the roll
State learning intentions

60
2. EXPLICIT TEACHING (whole class)
minutes Go through the remainder of the same love scaffold as a class and ask
students to submit it to daymap.

20
7. EXPLORATION (individual learning activities)
minutes
Students will be:

d) Choosing a song to analyse

e) Beginning the assessment task by listening to music and analysing

the lyrics within that music.

10
8. CONCLUSION (whole class share/reflect)
minutes Go around the room and ask what song everyone has chosen and assign
chosing a song as homework if necessary.