Secondary Lesson Plan: Lyric Writing Competition for KS3 Students
Mulbarton Community
Choir lyric-writing
competition
Lesson plan
(secondary: aimed primarily at KS3)
Lesson notes
•
This lesson is similar to the primary lesson; differences
are:
•
less scaffolding and modelling
•
slightly more graphic pictures and blunt depictions of war.
•
You may prefer to use the primary slides to support less
able pupils to develop their ideas, or those who may be
sensitive to discussing issues surrounding the topic of
war.
•
Students are encouraged to collect together words at
various points in this lesson – nouns, adjectives, verbs.
They could create magpie tables to help support them
when they begin to write their own choruses.
A template is included on slide 3.
Curriculum links
•
SMSC and citizenship: war and peace;
remembrance
•
Literacy/English: magpie tables and poetry-writing
•
Music: music appreciation and lyric-writing
•
History: war and peace
•
Numeracy/maths: rhythms and syllables
•
What ideas and feelings do you associate with war?
•
What about remembrance?
•
Challenge: can you include
nouns
,
verbs
and
adjectives
in your lists of words?
Starter
Let’s listen to the music
•
What emotions do you feel when you listen to the
music?
•
Can you use any
adjectives
to describe the music?
Start by choosing some from the list below:
sad
rousing
gentle
light
romantic
unpredictable
soaring
serious
Task
•
You are going to write the words to the chorus of a
song which is set to the music we have listened to.
•
The theme is peace and remembrance.
•
If you are the winner, your words will be sung to
the music by the choir at their next concert.
•
You will be invited along to hear it.
•
You will also win some money and a book for the
school library.
‘
A
l
l
m
e
n
m
u
s
t
b
e
f
r
e
e
.
’
•
What does this phrase mean to you? Does it make
a difference that it is from a song about war?
•
What do you think the writer was trying to say?
Which words from the sentence show the writer’s
feelings the best? Why?
•
People have to fight in wars so that all men can be
free – does that make war ok?
Let’s listen to the song now
– it is set
the music we have already listened to
•
As you listen to the song, write down some of the
words you can hear.
•
Discussion questions to choose from:
•
‘Never say the fight is done, Make the world a better
one!’ – does the writer think war is a good thing? Why?
•
What does the
sound
of the music suggest the writer
thinks?
•
Do people have the same views today? Why might we
think differently?
Planning your own chorus: ideas.
Discuss with a partner and fill in your
magpie tables with your key words
•
What message would you like to send about war,
peace and remembering people who died?
•
What words could you use to send this message?
Can you use any words from our starter?
Make sure your chorus fits to our music!
•
Chorus 1:
•
Line 1 (5 syllables)
•
Line 2 (7 syllables)
•
Line 3 (5 syllables)
•
Line 4 (5
syllables
)
•
Line 5 (7 syllables)
•
Line 6 (5 or 6 syllables)
•
Line 7 (7 syllables)
•
Line 8 (5 syllables)
•
Line 9 (5 syllables)
•
Line 10 (7 syllables)
•
Line 11 (6 syllables)
•
Chorus 2:
•
Line 1 (5 syllables)
•
Line 2 (7 syllables)
•
Line 3 (5 syllables)
•
Line 4 (5
syllables
)
•
Line 5 (7 syllables)
•
Line 6 (5 or 6 syllables)
•
Line 7 (7 syllables)
•
Line 8 (5 syllables)
•
Line 9 (5 syllables)
•
Line 10 (7 syllables)
•
Extra line 1 (8 syllables)
•
Extra line 2 (6 syllables)
•
Line 11 (6 syllables)
The choruses
should be the
same, except
for the extra
two lines in
chorus 2.
Why is rhyme
important in a song?
•
Can you put these reasons in order of importance?
•
to make the ideas memorable
•
to make the song flow
•
to make them easy to learn
•
our ears like to hear rhyming sounds
•
it is a fun way to play with words
Should you make your chorus lyrics rhyme? There are
11 lines in Chorus 1 and 13 lines in Chorus 2, so you are
going to have to think about your rhyme scheme.
Now look at the words you have
written down during this lesson
•
Can you think of any
rhymes
for the words on your
list, that you could use in your writing?
•
Can your friends think of any?
Writing your chorus
•
You now have time to write your chorus.
•
Why not listen to the music as you work?
– it might
give you some inspiration!
Sharing and
improving your chorus
•
Share your chorus with each other in small groups.
•
Can you make any suggestions about how your
friends can improve their writing? Can you use any
of their suggestions about your writing?
•
Remember: this is a COMPETITION and you want
to do your very best to win!
Secondary lesson plan focusing on a lyric writing competition for KS3 students, with a theme of peace and remembrance. The lesson includes activities like creating magpie tables, exploring emotions through music, and writing a chorus for a potential choir performance. Multiple curriculum links are integrated, encouraging students to reflect on war, peace, and the power of words in songwriting.
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Presentation Transcript
Mulbarton Community Choir lyric-writing competition Lesson plan (secondary: aimed primarily at KS3) Lyric-writing competition
Lesson notes This lesson is similar to the primary lesson; differences are: less scaffolding and modelling slightly more graphic pictures and blunt depictions of war. You may prefer to use the primary slides to support less able pupils to develop their ideas, or those who may be sensitive to discussing issues surrounding the topic of war. Students are encouraged to collect together words at various points in this lesson nouns, adjectives, verbs. They could create magpie tables to help support them when they begin to write their own choruses. A template is included on slide 3.
Magpie table: for collecting together words you could include in your chorus Nouns Verbs Adjectives
Curriculum links SMSC and citizenship: war and peace; remembrance Literacy/English: magpie tables and poetry-writing Music: music appreciation and lyric-writing History: war and peace Numeracy/maths: rhythms and syllables
Starter What ideas and feelings do you associate with war? What about remembrance? Challenge: can you include nouns, verbs and adjectives in your lists of words? Lyric-writing competition
Lets listen to the music What emotions do you feel when you listen to the music? Can you use any adjectives to describe the music? Start by choosing some from the list below: sad romantic rousing unpredictable gentle soaring light serious Lyric-writing competition
Task You are going to write the words to the chorus of a song which is set to the music we have listened to. The theme is peace and remembrance. If you are the winner, your words will be sung to the music by the choir at their next concert. You will be invited along to hear it. You will also win some money and a book for the school library. Lyric-writing competition
All men must be free. All men must be free. What does this phrase mean to you? Does it make a difference that it is from a song about war? What do you think the writer was trying to say? Which words from the sentence show the writer s feelings the best? Why? People have to fight in wars so that all men can be free does that make war ok? Lyric-writing competition
Lets listen to the song now it is set the music we have already listened to As you listen to the song, write down some of the words you can hear. Discussion questions to choose from: Never say the fight is done, Make the world a better one! does the writer think war is a good thing? Why? What does the sound of the music suggest the writer thinks? Do people have the same views today? Why might we think differently? Lyric-writing competition
Planning your own chorus: ideas. Discuss with a partner and fill in your magpie tables with your key words What message would you like to send about war, peace and remembering people who died? What words could you use to send this message? Can you use any words from our starter? Lyric-writing competition
Make sure your chorus fits to our music! Chorus 1: Line 1 (5 syllables) Line 2 (7 syllables) Line 3 (5 syllables) Line 4 (5 syllables) Line 5 (7 syllables) Line 6 (5 or 6 syllables) Line 7 (7 syllables) Line 8 (5 syllables) Line 9 (5 syllables) Line 10 (7 syllables) Line 11 (6 syllables) Extra line 1 (8 syllables) Extra line 2 (6 syllables) Line 11 (6 syllables) Chorus 2: Line 1 (5 syllables) Line 2 (7 syllables) Line 3 (5 syllables) Line 4 (5 syllables) Line 5 (7 syllables) Line 6 (5 or 6 syllables) Line 7 (7 syllables) Line 8 (5 syllables) Line 9 (5 syllables) Line 10 (7 syllables) The choruses should be the same, except for the extra two lines in chorus 2. Lyric-writing competition
Why is rhyme important in a song? Can you put these reasons in order of importance? to make the ideas memorable to make the song flow to make them easy to learn our ears like to hear rhyming sounds it is a fun way to play with words Should you make your chorus lyrics rhyme? There are 11 lines in Chorus 1 and 13 lines in Chorus 2, so you are going to have to think about your rhyme scheme. Lyric-writing competition
Now look at the words you have written down during this lesson Can you think of any rhymes for the words on your list, that you could use in your writing? Can your friends think of any? gore before war deplore ignore roar no more Lyric-writing competition
Writing your chorus You now have time to write your chorus. Why not listen to the music as you work? it might give you some inspiration! Lyric-writing competition
Sharing and improving your chorus Share your chorus with each other in small groups. Can you make any suggestions about how your friends can improve their writing? Can you use any of their suggestions about your writing? Remember: this is a COMPETITION and you want to do your very best to win! Lyric-writing competition
