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SKILLS

(EFL 5.2.2): Identify the main ideas and details of extended recorded spoken texts on abstract and concrete topics.
(EFL 5.3.2): Find specific information and understand main ideas in complex authentic texts (like song lyrics).
(EFL 5.4.10): Apply stylistic devices and creative writing techniques to produce original texts.

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REAL-LIFE APPLICATION

Analyzing music lyrics allows students to deconstruct cultural narratives, understand emotional nuances, and recognize rhetorical devices used in modern media. In the real world, these critical thinking and linguistic skills translate directly into media literacy, advanced advertising analysis, and creative communication industries.

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LEARNING ACTIVITIES

SESSION 1 (80 min) ANTICIPATION

Part 1 ( 15- 20 min)

Introduction & Foundation

Anticipation Learning Activity

• Activity: “The Mystery Verse”
• Instructions: Display a stanza of a complex, poetic song lyric on the digital board without music or artist names (e.g., songs by Florence + the Machine, Hozier, or Taylor Swift).
• Task: Have students spend 3 minutes writing down what they think the “poem” is about and what mood it evokes. Reveal the audio track, play a 30-second clip, and discuss how melody changes or enhances their interpretation of the text.

CONSTRUCTION

Part 2: Vocabulary Development (15 min)

The teacher explicitly introduces key vocabulary needed for the lesson, ensuring students clearly understand meaning and use. The phrases include:

Alliteration: The repetition of initial consonant sounds (e.g., “double, double, toil and trouble”).

Assonance: The repetition of vowel sounds within closely placed words.

Metaphor: A direct comparison between two unrelated things without using “like” or “as.”

Idiom: An expression whose meaning is not predictable from its literal elements.

Allusion: An indirect reference to a famous person, place, event, or literary work.

Hyperbole: Exaggerated statements not meant to be taken literally.

Part 3: Grammar Review using Presentation (20 min)

Grammar Introduction: Inversion for Emphasis

• Concept: Using negative/limiting adverbials at the beginning of a sentence to create dramatic effect, typical in high-level literature and song lyrics.
• Formula: Negative Adverbial + Auxiliary Verb + Subject + Main Verb
• Examples:
  • Standard: I have seldom heard such a beautiful lyric.
  • Inverted: Seldom have I heard such a beautiful lyric.
  • Standard: The music didn’t start until the lights went out.
  • Inverted: Not until the lights went out did the music start.

Part 4: Guided Practice (25 min)

Grammar Practice Activity (25 mins)

Grammar Practice Activity

• Activity: “Rewrite the Pop Song”
• Instructions: Provide students with 5–6 well-known, simple pop lyrics.
• Task: In pairs, students must rewrite those lines using inversion to make them sound more dramatic, poetic, and C1-level.
• Example Prompt: “I never knew you were trouble.” $\rightarrow$ Answer: “Never did I know you were trouble.” Pass the best ones to the class chat for peer review.

SESSION 2: CONSTRUCTION – REINFORCEMENT (40 min)

“The Lyricist’s Studio” (Creative Writing)

Instructions: Students act as songwriters. They must select a theme (e.g., digital isolation, climate change, or future ambitions).

Task: Write a 2-verse song lyric or poem (minimum 12 lines) that strictly incorporates:

• At least two items from the Day 1 vocabulary list.

Submission: Students post their verses to a collaborative digital wall (like Padlet) and leave feedback on one classmate’s piece, identifying the grammar and vocabulary used.

SESSION 3: CONSOLIDATION (80 min)

Part 1 – ( 2 x 40min)

Assessment Class (2 Periods × 40 mins)

Format: Digital Portfolio & Presentation

• Period 1 (40 mins) – Analysis & Prep: Students are given a choice between three pre-approved, complex songs. Using a digital graphic organizer, they must independently analyze the song, citing examples of metaphors, allusions, or idioms, and write a 150-word synthesis explaining the song’s deeper subtext.
• Period 2 (40 mins) – Pitch & Defence: In small breakout groups or to the class, students deliver a 2-minute “Digital Pitch” presenting their lyrical analysis. They must defend why the song qualifies as literature, answering one spontaneous question from the teacher using C1 level fluency.

NEE – Agregar el tipo de adaptaciones curriculares

Principio II: Pautas 6.1 – 6.3 – 6.4 
Principio III: Pautas 7.1 – 8.1 – 9.1
ALUMNO 1: Constante monitoreo. Dar tiempo adicional para el desarrollo de la actividad y se reduce el número de ejercicios o se modifican los ejercicios con un nivel de dificultad reducido, de acuerdo con sus necesidades académicas. 
ALUMNO 2: Constante monitoreo, Dar tiempo adicional para el desarrollo de la actividad y se reduce el número de ejercicios o se modifican los ejercicios con un nivel de dificultad reducido, de acuerdo con sus necesidades académicas.
ALUMNO 3: Constante monitoreo. Corroborar que el contenido entregado en clase haya sido comprendido por la estudiante mediante retroalimentación.