Lesson Plan for Viva La Vida

Lesson Plan for “Viva la Vida” (Teacher Version)

Introduction

Context

· A university-level advanced ESL conversation class

· 18-24 students from diverse countries and language groups

· 3 hour-long class sessions per week

Materials

· A computer with access to the internet and audio capabilities

· A projector attached to the computer with a screen for the students to see

· Desks arranged in small groups of 3-4

· One copy for each student of the accompanying packet, which includes:

o “Viva la Vida” Lyrics (pages 2-3)

o Reaction Tracker Sheet (pages 4-5)

o Fan Interpretations (pages 6-12)

o Coldplay Biography (page 13)

o Sentence-Level Stress in American English (pages 14-15)

o Stress Activities (page 16)

o “Viva la Vida” Lyrics for the second time (pages 17-19)

Objectives

· To engage students in a discussion of a popular song (which may or may not be familiar to them already)

· To discuss the issues that such a song raises (political, global, historical, etc.)

· To continue covering the topic of stress in American English

o The class has already covered segmental pronunciation and word-level stress.

o This will be an introduction to suprasegmentals, sentence-level stress, major sentence stress, and informational stress in our stress-timed language

· To encourage community-building through group work

· To incorporate many levels of possible participation so that all students can meaningfully and comfortably participate in class

Outline of Class Period

Meaning

· Have them watch the music video for Coldplay’s “Viva la Vida” (http://www.youtube.com/watch?v=dvgZkm1xWPE) without the text or sound

o Ask who is familiar with this song

o Brainstorm ways to describe their guesses/knowledge about the mood, content, and topic of this video (write on board). This will help activate their background knowledge.

· Hand out the student packets

o Have them divide into groups of 3 or 4 and ask each group to read the lyrics (pages 2-3) together and to respond to questions 1-4 on the reaction tracker sheet (page 4)

· Watch the music video with the lyrics and the sound

o Ask them to listen and follow along

o Have them answer questions 5-6 on the reaction tracker sheet (page 4) in their groups

· Ask the groups to read the fan interpretations (pages 6-12) together

o Then, ask them to discuss and answer questions 7-9 on the reaction tracker sheet (page 5)

· Ask a student to reach each paragraph of the biography (page 13), stopping if there are any questions

o Have them think about and discuss questions 10-11 on the reaction tracker sheet (page 5) in their groups

· Class discussion

o Ask each group to write on the board what they think the main message was

§ Discuss the similarities and differences between groups, ask groups to defend their answers

o Ask students why their opinions about the song changed or did not change with each new source of information

o Ask them if they feel they need more information to decide what the song is about

o This should optimally be a time of student-initiated and student-centered conversation and discussion

Stress Practice

· On the lyrics pages (pages 2-3), ask students to underline the syllables they think would be stressed in normal conversation (consulting with their group)

o Ask them to try to find a pattern with their group – why are some stressed and others not? Have them come up with a theory and write it down for their group.

o Have them report back to the large group with their theories and present the reasons why they think theirs is correct.

Introduction to Stress on the Sentence Level

· Go over sentence-level stress worksheet (pages 14-15), answering any questions students raise and making especially sure that the distinction between normal major stress and informational stress is clear

· Ask students to turn to page 16 of their packets (stress activities).

o Ask them what the difference between informational stress and musical stress might be. Why would a songwriter make a distinction? What would be the motivations for each type? What characteristics would be different? This should be a class discussion.

· Have them answer the questions on page 16 by marking (on pages 17-19) what would be normal major sentence stress in their groups (see Teacher Reference 1 in this document, page 7).

· Have them listen to the song again and mark (on pages 17-19) where the song stress is different from the normal major sentence stress (see Teacher Reference 2 in this document, page 9).

o Ask them to fill out the chart found on page 16 and think of reasons why they think each difference falls into one category or the other.

o Open it back into a class discussion. Were they able to find any that they think were both musical and informational? What made them think this? What evidence do they have from their interpretation of the meaning of the song?

· An extra activity if there is leftover time:

o Introduce the skit (page 16), give students several minutes to come up with one that uses at least three instances of information stress. Have them perform for the class.

Lesson Plan for “Viva la Vida” (Student Version)

Introduction

Materials

· A computer with access to the internet and audio capabilities

· A projector attached to the computer with a screen for the students to see

· Desks arranged in small groups of 3-4

· One copy for each student of the accompanying packet, which includes:

o “Viva la Vida” Lyrics (pages 2-3)

o Reaction Tracker Sheet (pages 4-5)

o Fan Interpretations (pages 6-12)

o Coldplay Biography (page 13)

o Sentence-Level Stress in American English (pages 14-15)

o Stress Activities (page 16)

o “Viva la Vida” Lyrics for the second time (pages 17-19)

Objectives

· To engage in a discussion of a popular song (which may or may not be familiar to you already)

· To discuss the issues that such a song raises (political, global, historical, etc.)

· To continue covering the topic of stress in American English (we have already covered word-level stress and this will be an introduction to sentence-level stress)

· To encourage community-building through group work

· To incorporate many levels of possible participation so that all of us can meaningfully and comfortably participate in class

Outline of Class Period

Meaning

· We’ll first watch the music video for Coldplay’s “Viva la Vida” (http://www.youtube.com/watch?v=dvgZkm1xWPE) without the text or sound

o Are you familiar with this song?

o What are your guesses/knowledge about the mood, content, and topic of this video?

· Now you’ll each get a student packet

o Please divide into groups of 3 or 4 and read the lyrics (pages 2-3) together and to respond to questions 1-4 on the reaction tracker sheet (page 4)

· Now we’ll watch the music video with both the lyrics and the sound

o After listening, please answer questions 5-6 on the reaction tracker sheet (page 4) in your group

· Next, read the fan interpretations (pages 6-12) together and think about what ideas they offer

o Please discuss and answer questions 7-9 on the reaction tracker sheet (page 5)

· I’ll ask one of you to read each paragraph of the biography (page 13), and please stop me if you have any questions

o Please think about and discuss questions 10-11 on the reaction tracker sheet (page 5) in your group

· Class discussion time

o Please write your interpretation of the main message on the board

o What are the similarities and differences between our interpretations?

o Why does your group believe that yours is right?

o Why did your opinions about the song change (or why did they not change) with each new source of information?

o Do you feel you need more information in order to decide what the song is about?

Stress Practice

· Turn back to pages 2 and 3 of your packet. Which syllables would be stressed in normal conversation? Please mark them, in consultation with your group.

· Why are some stressed and others not? What is the pattern? Write your group’s theory on the board.

· How do our theories compare? Are there any similarities?

Introduction to Stress on the Sentence Level

· Now let’s look at the sentence-level stress worksheet (on pages 14-15). [Explanations of the terms and characteristics]. What are your questions?

· Please turn to page 16 of your packet (stress activities).

o What might the difference between informational stress and musical stress be?

o Why would a songwriter make a distinction like that?

o What would be the motivations for each type?

o What characteristics would be different?

o What would be one example you can think of?

· Please answer the questions on page 16 by marking (on pages 17-19) what would be major sentence stress in your groups.

o Listen to the song again and mark (on pages 17-19) where the song stress is different from the major sentence stress.

o Please work with your groups to fill out the chart on page 16. What are reasons why they each place of difference falls into one category or the other?

o Were you able to find any that were both musical and informational?

o What clues did you get from the song that made you think this?

o What evidence do they have from their interpretation of the meaning of the song?

· If we have enough time:

o Please look at the bottom of page 16. Now you have several minutes to come up with a skit that uses at least three instances of informational stress. You’ll be performing for your classmates, who will be trying to guess what the instances are, so make them as complicated or simple as you’d like!

Teacher Reference 1:

“Viva la Vida” – Normal Stress

by Coldplay, 2008

I used to rule the world
Seas would rise when I gave the word
Now in the morning I sleep alone
Sweep the streets I used to own

I used to roll the dice
Feel the fear in my enemies eyes
Listen as the crowd would sing
"Now the old king is dead! Long live the king!"

One minute I held the key
Next the walls were closed on me
And I discovered that my castles stand
Upon pillars of salt and pillars of sand

I hear Jerusalem bells are ringin’
Roman cavalry choirs are singin’
Be my mirror, my sword, and shield
My missionaries in a foreign field
For some reason I can’t explain
Once you’d gone there was never

Never an honest word
That was when I ruled the world
(Ohhh)

It was a wicked and wild wind
Blew down the doors to let me in
Shattered windows and the sound of drums
People couldn’t believe what I'd become

6.
Revolutionaries wait
For my head on a silver plate
Just a puppet on a lonely string
Oh who would ever want to be king?

I hear Jerusalem bells are ringin’
Roman cavalry choirs are singin’
Be my mirror, my sword and shield
My missionaries in a foreign field

For some reason I can’t explain
I know Saint Peter won't call my name
Never an honest word
But that was when I ruled the world
(Ohhhh Ohhh Ohhh)

Hear Jerusalem bells are ringin’
Roman cavalry choirs are singin’
Be my mirror, my sword and shield
My missionaries in a foreign field

For some reason I can’t explain
I know Saint Peter won't call my name
Never an honest word
But that was when I ruled the world
(Ooooh Ooooh Ooooh)

Teacher Reference 2:

“Viva la Vida” – Stress as Sung in the Song