I have chosen to write a reflection based on an activity in lesson 4: Students’ Oral Intercultural Communicative Competences: Phonetics & Childrens’ Poetry on the 23rd of February 2018.
We had to make a teaching sequence working with phonetics and poetry (or lyrics) and chose to plan a lesson for a 7th grade using the lyrics from the song Part of Your World from Disney’s The Little Mermaid.
Part of Your World
Maybe he’s right. Maybe there is something the matter with me
I just don’t see how a world that makes such wonderful things could be bad…
Look at this stuff, isn’t it neat?
Wouldn’t you think my collection’s complete?
Wouldn’t you think I’m the girl, the girl who has everything?
Look at this trove, treasures untold
How many wonders can one cavern hold?
Looking around here you think, “Sure, she’s got everything”
I’ve got gadgets and gizmos a-plenty
I’ve got whozits and whatzits galore
You want thingamabobs? I’ve got twenty!
But who cares? No big deal, I want more
I wanna be where the people are
I wanna see, wanna see them dancin’
Walking around on those – what do you call ’em? Oh – feet!
Flippin’ your fins, you don’t get too far
Legs are required for jumping, dancing
Strolling along down a – what’s that word again? Street
Up where they walk, up where they run
Up where they stay all day in the sun
Wanderin’ free – wish I could be
Part of that world
What would I give if I could live out of these waters?
What would I pay to spend a day warm on the sand?
Bet’cha on land they understand
Bet they don’t reprimand their daughters
Bright young women sick of swimmin’
Ready to stand
And ready to know what the people know
Ask ’em my questions and get some answers
What’s a fire and why does it – what’s the word? Burn?
When’s it my turn?
Wouldn’t I love, love to explore that shore up above?
Out of the sea, wish I could be part of that world
For the students’ to be able to identify and make arguments for hidden themes within lyrics
- The students listen to the song whilst they have lyrics
- Initial thoughts on the text
- Working with the difficult language and introducing the glossary list with difficult words (bolded in the text) + the “nonsense”/silly words are marked in blue
- In groups they take turns to read it the lyrics out loud (we have marked the nonsense words and the glossary is on the bottom of the page).
- One student is reading the lyrics to the song out loud, the others are marking the spoken-like language (bet’cha, the missing ‘g’ wanderin’)
- Students find themes hidden in the lyrics
- In plenum: discuss what they found and write on the board. Teacher can add themes and ask the student where that could be interpreted:
- Materialism, to always want more (Look at this stuff, isn’t it neat?… But who cares? No big deal, I want more)
- Doubt (maybe he’s right (..) there is something wrong with me)
- Family troubles; lack of freedom (Bet they don’t reprimand their daughters)
- Body dysmorphia (Legs are required for jumping, dancing)
- Reading with ‘feeling’; reading verses according to the found theme(s)
- Summary of the themes and relevance to contemporary issues
We tested the sequence with a different group, recording the presentation/introduction, the activity itself and the feedback. Afterwards, we listened to the recording together and commented on each other’s feedback (along with pronounciation).