SHEther Lesson Plan


First off, do not play the songs without getting permission from your administrators. They have profanity. 





Once you bypass that.... Try this lesson. I am working on a very special project with my students and using these two songs was the perfect way to give them a head start on argumentative writing. Tomorrow we will dive deeper and analyze quotes from our actual unit. 




Learning Target:

I can write an argumentative response that conveys the theme of both songs. 

Steps: 

1. Use pictures of both artists and introduce them to the students. Though many of the students are familiar with both artists, they may not know the history of Nicki's career - from her days as an underground artist to getting signed with Young Money. The students also may not know about Remy's career with Terror Squad and why she was incarcerated. 

2. Give the students the two theme labels that are the focus of both songs: talent and fame. Ask them to think about which is worth more in their eyes... Allow them to share out for a few moments but not too long, you want to have enough time to play both songs. 

3. Play "Make Love" and allow students to jot down resonating lyrics, reactions, and questions. 

Allow them to share out. Trust, they will have a lot to say. Use Implicit v. Explicit from "Soundless Cries Don't Lead to Healing" for extra guidance on using music in the classroom. 

Be sure to warn them not to have too many reactions during the song, or like me, you will have to stop and start over again. They will be excited. 

Ask students to pick new theme labels that may depict the song. 
My students chose: 
Confidence 
Wealth

Have students read the short response I wrote (or you may write your own). 

"To be the queen of rap, you gotta sell records, you gotta get plaques." That line right there is the problem. This is the reason we have more miserable people working 9-5s than joyously fulfilled people who are following their dreams and living in their purpose. The amount of money you make has nothing to do with the how talented you are, yet, people look at other people's numbers and think they aren't good enough. 

Nicki is wrong, in my opinion.

You do not have to sell millions and get awarded for your skill. You should never do it for the fortune. Do it from the heart and be the best at it, without any recognition. The real reward will be felt by you. When you see your passion coming to life, you will know that you won. 

Ask students whether they agree or disagree. 

4. Play "SHEther" and allow students to jot down resonating lyrics, reactions, and questions.

Allow them to share out. Trust, they will have a lot more to say this time. 

Be sure to warn them not to have too many reactions during the song, or like me, you will have to stop and start over again. They will be excited. 

Ask students to pick new theme labels that may depict the song. 
My students chose: 
Confidence 
Empowering 

5. Independently, students should identify the theme of the lines below:

To be the queen of rap you gotta actually rap.
The whole industry know, your whole thing is a wrap. 
To be the queen of rap you cant have a ghostwriter.
And that’s why this is my house, FloRida

Theme: 

Next, students should write an argumentative analysis that conveys the theme and their opinion on whether they agree with the stanza or not.  

Analyze:
To be the queen of rap you gotta actually rap.


For homework, have students practice with the stanza below:

But you point your fingers at me?
I’m the bad girl when she the one out here misleading the black girls?
All these fake a**es influenced by that girl

Theme:

Analysis:





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