Short description
This lesson uses a PowerPoint and worksheet to teach vocabulary from “Somewhere Over the Rainbow” through listening, speaking, writing, and singing activities, encouraging active participation and collaborative learning. The topic of the songs provide opportunity to work with social and emotional learning.
Competence aims LK20
- learn words and phrases and acquire cultural knowledge through English-language literature
- learn words and phrases and acquire cultural knowledge through English-language literature
Core elements
Learning the pronunciation of phonemes, and learning vocabulary, word structure, syntax and text composition gives the pupils choices and possibilities in their communication and interaction.
Pupils listen to the song and write the missing word (a CLOZE exercise).
Interdisciplinary topic: Health and Life Skills
Health and Life Skills: the ability of the pupils to express themselves in writing and orally in English. This forms the basis for being able to express their feelings, thoughts, experiences and opinions.
Learning objectives
The pupil(s) shall be able to
- recognize and use key vocabulary words from the songs “You are my Sunshine” and “Somewhere Over the Rainbow.”
- listen to, speak, write, and sing the target vocabulary words in context.
Resources
- PowerPoint with vocabulary words
- Appendix 1_Worksheet for songs
- Song: You are my Sunshine
- Song: Somewhere over the Rainbow
- The Official Site of Israel Kamakawiwo‘ole
Plan for lesson
Step 1
Handout Appendix 1 to pupils to complete during the PowerPoint.
Step 2
Use PowerPoint to review/learn vocabulary words. Suggested steps for teaching the vocabulary words:
- Teacher says the word, pupils repeat.
- Teacher asks pupils to point to the picture.
- Teacher points to the picture to reinforcement – saying the word.
- Pupils say the word together one last time.
- Continue to next word.
Step 3
Listen to the first two sentences of the song three times.
Step 4
Using learning partners as support, pupils fill in the missing words in the cloze activity on the worksheet - Appendix 1. The pupils have now, listened, spoken and written the words, providing plenty of opportunity for reinforcement and learning.
Step 5
Ask pupils to share the whole sentences either individually, in partners, or as a group reading.
Step 6
Once pupils have the correct words for the first sentences, continue to the next two sentences following the same procedure.
Step 7
When pupils have completed filling in the blanks for the entire song, play song again and invite pupils to sing along.
Use this process for the song “Somewhere over the Rainbow.”
Reflection and assessment
Observation: Watch for correct use of vocabulary in speech, writing, and group activities; note engagement and participation.
Formative assessments: Use worksheets, gap-fill activities, oral responses, and singing to check understanding in real time.
Questioning: Ask pupils to explain or use new words in sentences, or to point to pictures representing the words.
Peer and self-assessment: Encourage pupils to check each other’s work or reflect on their own learning.
Anecdotal notes and checklists: Record observations on students’ progress and participation for ongoing assessment.
Performance tasks: Have students present or perform the song, demonstrating vocabulary use in context
Comments and follow-up that may lead to deeper learning
Have students present or perform the song, demonstrating vocabulary use in context.
Create a Music Video
In groups, students plan and film a simple music video for one of the songs, using props, drawings, or role-play to illustrate the lyrics. This fosters creativity, teamwork, and deeper engagement with the song’s message.
Parts of Speech or Verb Tense Hunt
Give students printed lyrics and ask them to highlight or identify nouns, verbs, adjectives, or different verb tenses. Discuss why certain words or tenses are used in the song, reinforcing grammar in context.
Drawing and Visual Storytelling
After listening, pupils draw a picture that represents the mood, message, or imagery of the song. They then present and explain their artwork, connecting visual expression to language learning.
Lyrical Reading and Reflection
Read the lyrics aloud as a poem, without music. Pupils write down words or phrases that stand out, discuss their impressions, and compare how the meaning changes when the melody is added. This activity deepens comprehension and highlights the emotional impact of music.
Idea developed by:
Lynda LeBlanc, Roving Scholar to Norway 2024-25, © Fremmedspråksenteret