The Week in Rap Lesson Plans - Pearson Online Learning Exchange

The Week in Rap Lesson Plans

Introduction The Week in Rap video is just the starting point for a comprehensive current events study. Using the video as a jumping off point, these lessons will allow your students to delve deeply into the news and become experts on current events. The Week in Rap is new each Friday—but you can choose to do these weekly lessons any day of the week.

Using the Challenge Questions Immediately following the song, test student knowledge with challenge questions. You can access these questions by clicking Challenge in the side menu on Flocabulary.com. The questions test knowledge of current events presented in the video mixed in with a few fun questions about the lyrics. Were your students paying attention?

Using the Missing Lyrics You can remove the key words from the songs by clicking on Missing Lyrics in the side menu of Flocabulary.com. After the students have heard the song a few times, project the missing lyrics onto the board and have students write in the correct word while the song is playing or afterward. As a spelling check, you can make copies for students and have each student write in the correct word while the song is playing. You can also use copies of the missing lyrics as a context clues quiz.

The Weekly Activity Each Week in Rap includes a weekly activity. The activity measures knowledge of current events from the week in a variety of different ways. Assign it immediately following the challenge questions, or for homework that night. You can even have students answer questions before they watch the video to gauge knowledge of current events, and then check their answers afterward.


Current Event Review Use the "Song or Video Note-Taking Chart" to help your students dive deeper into the news stories. You can use the clickable lyrics to learn more about each story. Click on a lyric, and you'll first read a summary of the news story's key points. Then, you can click "Learn More" to read a full news article on the subject. Students can add notes to the chart at any part of this process. In fact, you can even have students use our note-taking chart while they watch the videos.

Name: ____________________________________________________________________ Date: _____________

Song or Video Note-Taking Chart Song Name: _______________________________________________________________ Important word, term or event

1. 2. 3. 4. 5. 6. 7. 8. 9. 10.

Line from song that includes word, term or event

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Definition of word/term or Explanation of event

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Predict the News Get students to guess what topics will be covered in the Week in Rap before they watch. This can easily be turned into a game. Students can also choose one major story or topic and be the class expert on that topic. If a student’s story is mentioned in the Week in Rap, he or she can signal in some way. That student can then explain what was happening previously. You can also preview the headlines before students watch the video and have students fill out the attached KWL chart, listing what they know already.

Name: ________________________________________________________________________ Date: _______________

Flocabulary KWL Chart Topic: __________________________________________________

K

What You Already Know

W

What You Want To Know

L

What You Learned


Debate the News Capitalize on controversy. Debating a news story can help students clarify their understanding of a topic, develop opinions and understand others’ views of current events. Debates can range from formal argumentation to a more casual discussion. In all cases, they encourage interactions and socialization in the classroom. We've provided some guidelines and a worksheet (on the next page) to hold a formal debate, as well as tips for more casual opinionated discussions.

Guidelines for Class Debates 1. Watch The Week in Rap. Select a topic on which to focus the debate. Create a statement related to that topic that is written in the affirmative, and then write the counter point. You can also have students create their own argumentative statements. If so, remind them to write down statements with which a reasonable person might disagree. 2. Divide the class into two or more groups and assign each group a side of the debate. The "pro" group will argue for the statement. The "con" group will argue against it. Explain to students that they don't need to personally agree with the statement in order to argue for it in a debate. 3. Using the clickable lyrics and "Learn More" links, have students research the topic. You may wish to hold a class discussion about the facts if it is a complex topic. You can have students do further internet research as well. Each group should work independently to write down points that will support their argument. Students can use their personal opinions to guide them, but they should back up their opinions with facts whenever possible. You may want to allow students to use lines from the Week in Rap as supporting evidence. 4. Once students have researched their topic, they should come up with a list of points that could support their argument. When finished, ask students to think about what the other side might argue and how they might address those points. 5. After students have filled in their charts, you can have a group discussion or a more formal debate. In a more formal debate, one student from the affirmative side will share points. Then a student from the negative side will share. Each side will have a set time to rebut (or argue against) the other side's arguments before the class declares a winner.

Name: ____________________________________________ Date: _____________

Debate Worksheet General Topic: Statement: Your Team (circle one)

Pro

Con

Arguments that support your side:

Facts or song lines that support each argument:

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➟ Arguments your opponents might make:

Rebuttals to your opponent’s arguments:

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Be the Pundit What’s your opinion? Get students thinking about their opinions on current events. Then they can share their views through a short argumentative piece or a more official editorial. Give students 30 or 60 seconds to give their take on a news story. Use the following handout, "Think About Your Thinking," to help students organize their thoughts.

Name: ________________________________________________________________________ Date: _______________

Think About Your Thinking Song Name: _______________________________________________________________ Details about the event that stand out

Fact/event

What do you think about this fact/event?

Thinking about your thinking

Is it good that it happened?

What or who has influenced your opinion?

Why do you think it happened?

Why do you think you have this opinion?

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News Investigator Reinforce research skills and best practices for 21st-century education. Using the clickable lyrics as a jumping off point, you can divide up the current events stories amongst your students. On the following page, you’ll find a printable worksheet to guide your students’ mini research projects.

Name: ________________________________________________________________________ Date: _______________

Think About Your Thinking Song Name: _______________________________________________________________ Details about the event that stand out

Fact/event

What do you think about this fact/event?

Thinking about your thinking

Is it good that it happened?

What or who has influenced your opinion?

Why do you think it happened?

Why do you think you have this opinion?

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