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Name: Tim Smith Date: 3/28/19

Grade: 11 Class Type: Hip-Hop

1. Measurable Objective(s):
- Students will be able to distinguish different eras of hip-hop music through active
- Students will be able to explain the differences in each era of hip-hop through
conversation and note taking

2. Required Prior Knowledge and Skills: N/a

3. Review Needed: N/a

3. Materials, Repertoire, Equipment needed:
- Note taking device
- Listening ears
- Speakers
- Playlist of songs
- List of rap albums from the 80s
- Pieces of paper
- Pencil/pen

4. Agenda:
- Intro
- Different Eras of Hip-Hop
- Listening
- Conversing
- Guess the Era?
- Exit

6. Lesson Sequence (be sure to list time in the pacing section) Pacing

A. Brief Opening: Welcome to Hip-Hop 101. This is a massive class. There is a
ton to learn and we will be delving into every aspect of hip hop that we can
in a year’s time. This of course is not really possible; however, I hope to give
you a good insight into the genre with famous names you will and won’t
recognize, the equipment used, terminology, and tons of songs. This class
can turn you into a hip-hop head. To start this class, though, we have to start
with the basics. I think a good place to start, because starting from the

beginning is a feat in it of itself, is to give an overview and talk about the
eras or time periods in hip hop.
B. Learning Activities: (What learning experiences and instruction will enable
students to achieve the desired results – have more learning activities than you

1. Show listening examples to emphasize each genre. Briefly go into detail about
each eras sound
- start with the 80s, give listening examples from N.W.A, Beastie Boys, Run DMC
- go to the 90s, give listening examples of Wu Tang, Biggie, Nas,
- go to 2000s, give listening examples of Eminem, Kanye West, 50 cent, Lloyd Banks
-go to late 2000s, Give examples of Soulja Boy, T-Pain, Lil Wayne, Drake,
- go to the present (2012-2019) give examples of Drake, J Cole, XXXtenacion,
Kendrick Lamar,
- Students will be actively listening and writing down characteristics of the

2. During each era, allow students to converse amongst each other to talk
about differences in the eras.

Walk around and listen to their comments and interject as needed.

3. Give students a chance to test their new knowledge by playing different rap
songs from different eras. “Guess That Era”
- do not allow students to talk and do not play the eras in order

4. Allow students to pick from a list which album they would like to listen to for next
class to start talking about Hip-Hop in the 80s
- List is prepared and either projected or passed around

C. Assessment:
- Informal through listening to conversations being had
- Formal through the small listening “thing” (quiz) at the end

D. Closing/Wrap-up: have students chose a hip-hop album

E. Assignment: Go home and listen to 1 hip-hop album (assigned through a
list in class) from the ‘80s. See you next class.

7. Accommodations:
- Explicit language: play the clean version.
- Allow students to discuss the music, however, be wary and do not allow the conversation to turn
into a political debate over the songs.

8. Teacher Reflection/Self-Evaluation:

I think that a few things went very well in my high school lesson plan. I thought
the lesson plan touched on everything that I wanted to touch on for an
introductory lesson. It got the class thinking about the different time periods and

had them connect certain sounds to a certain era. Students also seemed at least
somewhat attentive as they never knew when I would call on them to answer a
question. For me, this topic is a personal enjoyment for me so I believe I could get
the students excited about the topic because I was excited. I could have had
students actively taking notes on an iPad, computer or a piece of paper. I
especially believe I should’ve during the examples. The students were listening to
music and listening to me lecture. This approach does not always click with all
students. I could add an activity for the kinesthetic learners. I also started some
huge topics and then said we would get to that later; I would then not go into any
more detail about that topic. This was criticized for not following up and I
understand why. Naturally you want to know more once someone says we will get
there. This was meant to be an introductory lesson to a course. This lesson would
start a school years’ worth of content. Overall, vvvvvI believe this lesson went
much better than my first and that should be expected as I have had more
experience teaching for long periods of time since then.

9. National Standards:

Describe a personal interpretation of contrasting works and explain how creators’
and performers’ application of the elements of music and expressive qualities,
within genres, cultures, and historical periods, convey expressive intent

Classify and explain how the elements of music and expressive qualities relate to
the structure of contrasting pieces

10. State Standards:

Students will apply their knowledge of the arts to the study of English language
arts, foreign languages, health, history and social science, mathematics, and
science and technology/engineering.