Learning Evaluation Situation

Cycle 2 Secondary IV

Learning Evaluation Situation - Rist 1

Index
Learning Evaluation Situation Overview .....p.2
Lesson Plan 1 (Secondary 4 I.B week 1)..p.5
Lesson Plan 2 (Secondary 4 I.B week 3)..p.7
Lesson Plan 3 (Secondary 4 I.B week 5)..p.9
Appendix.p.11
L.E.S. Culminating Assignments Assessment Rubrics.p.11-12

Learning Evaluation Situation - Rist 2

Learning Evaluation Situation
Subject: English Language Arts
Cycle/Grade level: Cycle 2 Secondary IV
Unit: Poetry Unit: Social concerns in song lyrics. This unit is intended for a Secondary
IV class that would meet three times a week for seventy-five minutes a class over the
course of six weeks.
Learning Objectives

Identifies formal elements of poetry (rhythm and meter, figurative language,

genre, tone and musical devices, and diction) in song lyrics.
Demonstrates an ability to apply such devices while producing texts.
Understands the social, cultural, historical, and political positioning of writers and
how these are reflected in their song lyrics.
Identifies characteristics of the writer and how this influences the
meaning(s)/message(s) of the text (i.e. social/cultural/historical/political
influences/perspectives)
Recognizes the expressive faculties of song lyrics in addressing social concerns
and how writers use elements of poetry to elucidate their message(s).
Draws conclusions based on idea(s) and meaning(s) in the text.
Cultivates a sense of cultural and social awareness and an ability to express ones
opinions through the medium of poetry.
Guiding Questions

Is song poetry? Do lyrics provide a legitimate approach in exploring literature from a

poetic standpoint? How and why are song lyrics used to communicate social concerns?
Are they effective?
Cumulative Assignment
Students will have the choice between a poetry analysis and a creative writing
assignment. The poetry analysis assignment will have students select 16 lines or more of
song lyrics of their choice. In a 500 word minimum response, students will identify the
formal elements of poetry employed by the writer/producer and one or more social
concern addressed in the song. Students will elaborate on how the uses of specific
elements of poetry are used affectively to communicate the writer/producers message(s)
and perspective(s). The creative writing assignment will require students to write song
lyrics. By employing formal elements of poetry, students will demonstrate an ability to
express idea(s) and perspective(s) on a specific contemporary social concern. Along with
their poem, students will attach a 250 word or more summary of their poem, identifying
what poetic elements they used, how they are effective in communicating their
perspective, and why their social concern is important.

Learning Evaluation Situation - Rist 3

Competencies developed in this L.E.S

Subject Specific Competencies
1. Uses language/talk to communicate and learn.

In cycle two, students begin to develop a more focused and structured language,
and develop new rhetorical strategies to communicate and learn in more formal
contexts. These skills are to be developed through daily poetry readings and group
discussions.
In group discussions, students will interact with peers by assuming the stance of
a critical listener and develop meaning through an objective approach to
differing perspectives.
The main objective this competency aims to develop is the ability for students to
adjust the register to meet the demands of a specific context. Because students
are used to informal settings when communicating (i.e. student-teacher, peer to
peer), the shift to informal contexts (i.e. speeches, debates) requires new
rhetorical strategies.

(QEP, 18)
2. Reads and listens to written, spoken, and media texts.

Delving into the expressive and affective facets of song lyrics will allow students
to recognize the many ways that meanings and messages are designed to
influence readers. Further, by acknowledging the social concerns addressed in
song lyrics, students will recognize the sociocultural values and beliefs
presented by the writer/producer and how these values and beliefs are intended to
inform and persuade the reader.
By examining the social, cultural, historical, and political contexts in which these
lyrics were written, students will exercise critical judgment while interpreting
lyrics.
Teachers will foster a love of reading amongst students by allowing them to
choose song lyrics of their own interests.

3. Produces texts for personal and social purposes.

This competency will be developed through reflective journals and creative

writing. The aim of this competency is to make students aware that by producing
texts, whether prose, verse, or lyric, we become cultural producers in our own
right. Creative writing is an efficient tool for personal and social expression.
In their reflective journals, students are expected to explore expected
conventions of the genre of poetry, and how these conventions are effective in
communicating social, cultural, and political values and beliefs.
Students are expected to express themselves in unique and powerful ways,
while applying and developing writing strategies.

Learning Evaluation Situation - Rist 4

(QEP, 53)
Cross Curricular Competencies
1. Problem Solving

In their reflective journals, students are asked to address the specific social
concern(s) presented in their song lyrics. Students are also asked to reflect on any
possible solution or course of action one may take to address and/or solve these
social concerns.
Discussion groups will also allow students to asses their own and others
strategies and determine which might be the best solution.
The aim of this competency is to foster within students an ability to look
critically and objectively at their own and others solutions to specific social
concerns. Students should also draw on a broader range of resources and
determine the most effective strategies to solve problems.

(QEP, 11)
2. Uses Creativity

Students will develop this competency while producing their own song lyrics.
Producing song lyrics can allow a student to approach a social concern from
different points of view by employing different voices.
In their reflective journals, students may be asked to respond to specific song
lyrics from someone elses perspective. Managing emotions that may sometimes
be contradictory to ones own fosters the creative capacities of a student.
The main purpose of this competency is to broaden students cultural lenses. By
addressing social concerns and issues presented in song lyrics and approaching
them creatively from different perspectives, students will develop a sense of
social and cultural awareness.

(QEP, 16)
3. Communicates Appropriately

Students will develop this competency through poetry readings, group discussion,
and reflective journals.
Students are expected to know and observe the rules and conventions of written
and/or spoken communication. They are expected to develop more focused and
structured language and new rhetorical strategies to communicate in different
environments and contexts.
The culminating evaluation will assess students ability to use an appropriate
mode of communication suited to the context and purpose of communication.

(QEP, 26)

Learning Evaluation Situation - Rist 5

Broad Areas of Learning

1. Media Literacy

Developed through an understanding of song lyrics potential to communicate

social concerns. Students will also learn that a writer/producers social, historical,
cultural, and political positioning may affect the message(s) being presented in a
specific song.
Students should be able to sift through and analyze the message(s) that are
communicated to us everyday through song lyric

(QEP, 8)
2. Citizenship and community life

Developed through the understanding that song lyrics can be used to

communicate specific social concerns and issues. Group discussions and class
participation also contributes to the development of this area of learning.

(QEP, 28-29)

Learning Evaluation Situation - Rist 6

Lesson Plan 1
(Situated in week 1)
Subject: English Language Arts
Cycle/Grade level: Cycle 2 Secondary IV
Unit: Poetry Unit: Social concerns in song lyrics.
Time: One 75-minutes period
Rationale: This lesson is situated during the first week of this six-week poetry unit. As
an introductory lesson, this class will introduce students to the notion of social
concerns/issues (addiction, technology, racism, bullying, etc..) I will present a
PowerPoint with images that represent and comment on a social concern. Any questions
will be addressed during this discussion to elucidate any concerns amongst the students.
After the presentation, students will get together in their discussion groups and chose one
social issue, present it to their class, and explain why it is important to address this issue.
To conclude the class, students will individually write about a social issue that was
presented in class by their peers that they believe was most pertinent. Students will also
have to write a potential and considerable solution to this issue.
Objectives: At the end of this lesson, students should understand what a social issue,
why it is important to address such issues, and how art can be used to comment on a
social issue.
Material

Reflective journals.
Writing materials (pen, pencil, and paper).
Laptop/Projector/PowerPoint
Classroom computer (for research)

Hook (15 minutes)

Class discussion based on the following guiding questions:

What is a social issue? Why is it important to address social issues? How can art
be used to comment on a social issue?

Development
I. PowerPoint Presentation (15 minutes)

Learning Evaluation Situation - Rist 7

Using PowerPoint I will present the class with a series of pictures that represent
and comment on a specific social issue/concern. The purpose of this presentation
is to familiarize students with the notion of social issues and how art (pictures,
literature, etc) can comment on such issues. A spirit of collaboration and
inquiry will be fostered in the classroom rather than simply lecturing the students.
Based on experiences, these discussions can often easily carry on for an entire
class period, so its important to stay within the time frame allotted for this section
of the lesson.

II. Group Discussions / Group Work (15 minutes)

In their groups, students will discuss amongst each other and decide on a social
issue that they think is important and will present it to the class. They must
present the social issue to the class and explain why it is important to address.

III. Group Presentation (15 minutes)

Students will present their social issues to the class.

Culmination (15minutes)

Individually, students will reflect on the social issues that were presented by each
group and elect one that they think is most pertinent to them. They must explain
why they think it is important to address and also provide a potential and
considerable solution to this issue.

Assessment:

Students will be assessed on their reflective journal entries as well as their

participation in group and class discussions based on the criteria outlined in each
subject specific competency.
________________
Lesson Plan 2
(Situated in week 3)
Subject: English Language Arts
Cycle/Grade level: Cycle 2 Secondary IV
Unit: Poetry Unit: Social concerns in song lyrics.
Time: One 75-minutes period

Rationale: Situated in week 3 of this 6-week unit, this particular lesson will focus on the
basic elements of poetry. Students at this point have been discussing the notion and ideas
of social issues and why they are important. Students are also aware that forms of art
(such as pictures, poetry, short stories) can be used in order to forward a comment on a

Learning Evaluation Situation - Rist 8

specific social concern. The purpose of this lesson is to introduce the students to the art of
poetry and its basic concepts and key elements. Students in secondary four should have
already been exposed to some of these elements of poetry. This lesson will thus serve as a
sort of refreshment but also expand on the notion of how poetry can comment on specific
social issues.
Objectives: Students will familiarize themselves with some of the basic formal elements
of poetry. Students will understand the art of poetry as a tool to communicate a social
message.
Material

Reflective journals.
Writing materials (pen, pencil, and paper).
Laptop/Projector/PowerPoint
Classroom computer (research)

Hook (15 minutes)

Class discussion based on the following guiding questions:

What is poetry? What are some of the formal elements of poetry and how can
poetry be used to comment on a social issue?

Development
I. Hand-out: Elements of poetry (20 minutes)

Students will be given a handout with a list of some of the formal elements of
poetry. These will be individually addressed during the class discussion.

II. Poetic element posters (15 minutes)

In their groups, students will have to chose one formal element of poetry and
write it down on a blank sheet of computer paper. They will write down a
definition and also provide their own example of their chosen formal element.
These mini posters will be posted around the classroom for students and serve as
an accessible reminder.

Culmination (20-25 minutes)

In their reflective journals, students will write a brief poem (of no less then 12 lines) that
addresses a social concern. They must make use of at least two formal elements of poetry
addressed in class.
Assessment:
The written poems will not be assessed. I will read each individually and provide
commentary as to clear out any issues/concerns with their application of poetic elements
and/or social issues.

Learning Evaluation Situation - Rist 9

Lesson Plan 3
(Situated in week five)
Subject: English Language Arts
Cycle/Grade level: Cycle 2 Secondary IV
Unit: Poetry Unit: Social concerns in song lyrics.
Time: One 75-minute period
Rationale: This lesson is situated during week five of the six-week poetry unit. In this
class, students will have been asked to bring in their song lyrics and reflective journals.
Students will get together in their discussion groups to examine and address their journal
responses. Poetic elements and social issues in their song lyrics will be shared amongst
group members and subsequently shared with the class. These group and class
discussions will prepare students for their final poetry analysis and/or creative writing
assignment.
Objectives: Students will elicit mastery in recognizing formal elements of poetry in song
lyrics. Students will understand the ability of song to address specific social issues and
concerns.
Material

Chosen song lyrics

Reflective journals.
Writing materials (pen, pencil, and paper).

Hook (5 minutes)
Group discussions based on the following guiding questions:

What is the social concern/issue addressed in your song lyrics? Can you propose a
solution to such a concern/issue?
What poetic elements have you identified? How are they effective in addressing
the specific social concern?

Development
I. Class discussion (20 minutes)

Learning Evaluation Situation - Rist 10

Using his/her own chosen song lyrics the teacher will go over the formal elements
of poetry, how they are used in song lyrics, and how they are effective in
expressing the central social concern of the song. This discussion is meant to
exemplify the teachers expectancies for the final culminating assignment.

II. Class discussion (Continued 20 minutes)

Discussion groups will elect one member from the group to present his/her song
lyrics and explain its social concern and use of poetic elements to the class.

III. Journal Entry (15 minutes)

In their reflective journals, students will write about one of their peers
presentations and how another song composer might have approached the specific
social issue(s) addressed. Would he/she have used the same poetic elements to
elucidate their social concern? Why or why not?

Culmination (15minutes)

Class discussion based on the following guiding questions:

Are song lyrics effective in addressing specific social concerns? Why or why not?
How can our own social, cultural, historical, and political positioning affect our
own understanding of the social concern communicated by the writer/producer of
a song

Assessment:

Students will be assessed on their reflective journal entries as well as their

participation in group and class discussions based on the criteria outlined in each
subject specific competency.

Learning Evaluation Situation - Rist 11

Appendix
L.E.S. Culminating Assignments Assessment Rubrics
Poetry Analysis Assignment Evaluation Rubric
Criteria/Range
5
4
Recognizes
Student displays
Student
formal elements
a mastery of
recognizes
of poetry
recognizing
most of the
poetic elements
formal
within song
elements of
lyrics.
poetry in song
lyrics.
Interprets formal Student clearly
Student
elements of
understands the
understands
poetry
effectiveness of
that an artist
artists use of
may use poetic
poetic
conventions
conventions
when writing
when conveying
song lyrics,
a message or
technically
addressing a
enriching their
social concern in verse.
song lyrics.
Identifies social
Identifies and
Student
concern in
makes acute and
identifies the
song / Makes
substantiated
social concern
connections
connections to
and relates it to
social concerns
personal
and issues within observation and
the song. Student experience.
relates the issue
to personal
experience and
recognizes the
issue in society.
Expression

Student displays
a high level of
ability in
expressing
his/her thoughts,
ideas, and
concerns about
his/her chosen
song lyrics.

Student clearly
and efficiently
communicates
his/her
thoughts and
ideas.

3
Student
identifies
obvious formal
elements of
poetry in song
lyrics (i.e.
rhyme).
Student
recognizes that
an artist may
resort to using
poetic
conventions in
song lyrics.

2
Student confuses
and incorrectly
identifies formal
elements of
poetry in song
lyrics.

1
Student fails to
identify any
formal element
of poetry in
song lyrics.

Student shows
difficulty in
understanding
the use of poetic
conventions in
song lyrics.

Student is
unable to
interpret the use
of formal
elements of
poetry within
song lyrics.

Student
misinterprets the
social concern,
but still
identifies its
social
significance and
relates to
personal
observation and
experience.

Student
identifies social
concern.

Student fails to
identify social
concern, and
may not
understand
what a social
concern is.

Student
communicates
his/her thoughts
and ideas.

Students
thoughts and
ideas are
scattered and do
not follow a
cohesive order.

Student
displays
difficulty in
communicating
thoughts, ideas,
and opinions.
Responses are
factual.

Learning Evaluation Situation - Rist 12

Grammar/Langu
age

Student makes
nearly no
mistakes in
writing. Minor
errors are not
distracting.
Writing is lucid
and expressive
(and the personal
voice is used
very effectively
throughout)

Student makes
some mistakes
throughout, but
are mostly not
distracting.
Writing is clear
and to the poin

Creative Writing Assignment Evaluation Rubric

Criteria/Range
5
4
Employs formal
Student
Student
elements of
creatively
employs formal
poetry
employs many
elements of
formal elements
poetry in their
of poetry in their song lyrics, and
song lyrics. The
their social
elements of
concern is
poetry lend in
clear.
enriching the
social
issue(s)/concern(
s) evoked in the
lyrics.
Format /
Students
Student
Aesthetics
culminating
presents the
assignment is
culminating
clean, organized, assignment in
and visually
its required.
appealing.
Student uses
creative and
artistic
approaches when
formatting the
assignment.
Identifies social
Identifies and
Student
concern in
makes acute and
includes a
song / Makes
substantiated
social concern
connections
connections to
in song lyrics
social concerns
and relates it to
and issues within personal
their written
observation and
song lyrics.
experience.
Student relates
the issue to
personal
experience and
recognizes the
issue in society.
Expression

Student displays
a high level of
ability in
expressing
his/her thoughts,

Student clearly
and efficiently
communicates
his/her
thoughts and

Student makes
some mistakes
throughout, and
can be
distracting to
read. Writing is
unclear at times

Student make
many mistakes
and can detract
from the
meaning of the
article. Writing is
often unclear

Student shows
very little
knowledge of
English
grammar and is
unable to
express ideas
clearly

3
Student makes
use of basic
elements of
poetry (i.e.
rhyme), but does
not serve to
enrich the social
concern.

2
Student uses
little to no
formal elements
of poetry when
writing their
lyrics. The social
concern is still
present.

1
Song lyrics
display none of
the elements of
poetry and
lacks the
address of a
social concern.

Some formatting
issues (i.e. font is
too big,
explanatory
paragraph is
stapled first), but
not enough to
hinder the over
all message of
the poem and
paragraph.

Student hands in
assignment on
dirty/wrinkled
paper, writing is
illegible and the
overall
presentation is
aesthetically
unappealing.

Student hands
in assignment
late.

Student includes
a social concern
in song lyrics.

Student includes
a social concern
that is not
relevant to ones
realistic
social/cultural/hi
storical and/or
political
positioning (i.e.
too many
dragons in the
city)

Student fails to
include a social
concern and
may not
understand
what a social
concern is.

Student
communicates
his/her thoughts
and ideas.

Students
thoughts and
ideas are
scattered and do
not compliment

Student
displays
difficulty in
communicating
thoughts, ideas,

Learning Evaluation Situation - Rist 13

Grammar/Langu
age

ideas, and
concerns in
his/her song
lyrics.

ideas in song
lyrics.

Student makes
nearly no
mistakes in
writing. Minor
errors are not
distracting.
Writing is lucid
and expressive
(and the personal
voice is used
very effectively
throughout)

Student makes
some mistakes
throughout, but
are mostly not
distracting.
Writing is clear
and
understandable.

the evoked social

concern.

Student makes
some mistakes
throughout, and
can be
distracting to
read. Writing is
unclear at times

Student makes
many mistakes
and can detract
from the
meaning of the
poem. Writing is
often unclear

and opinions
through the
medium of
poetry as song
lyrics.
Student shows
very little
knowledge of
English
grammar and is
unable to
express ideas
clearly.