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The plan builds essential questions, key terms, and practice presenting lyrics, aligned to music, language arts, social studies, and SEL competencies.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/exam/","Exam",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/rap-libs-lesson-plan-grade-6-12/425174/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/rap-libs-lesson-plan-grade-6-12/425174.png","ImageObject",300,407,{"name":42,"@type":43},"Aldword","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-29","2026-09-28",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",9,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What is the main goal of the RAP-LIBS group exercise?","Question",{"text":63,"@type":64},"Students work to fill missing words in a well-known rap song using new wording that fits sound and meaning, while keeping the original syllable count, parts of speech, and rhyme scheme.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"What rules must students follow when replacing words or phrases?",{"text":68,"@type":64},"Students must maintain the exact syllable count and part of speech and keep the rhyme scheme when applicable, so the new lines fit the established rhythm.",{"name":70,"@type":61,"acceptedAnswer":71},"What kinds of standards and skills does the lesson align with?",{"text":72,"@type":64},"The plan aligns rap-related composing, improvisation, and evaluation skills to music standards, writing and language conventions to English Language Arts standards, cultural and identity themes to social studies, and self-management and relationship skills to SEL competencies.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},425174,1790694078,{"code":4,"msg":82,"data":83},"success",[84,88,92,95,100,105,110,115,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":93,"slug":94},70,"exam",{"id":96,"doc_module":4,"doc_module_name":25,"category_name":97,"show_sort_weight":98,"slug":99},5,"Comic",60,"comic",{"id":101,"doc_module":4,"doc_module_name":25,"category_name":102,"show_sort_weight":103,"slug":104},6,"Technology",50,"technology",{"id":106,"doc_module":4,"doc_module_name":25,"category_name":107,"show_sort_weight":108,"slug":109},7,"Healthcare",40,"healthcare",{"id":111,"doc_module":4,"doc_module_name":25,"category_name":112,"show_sort_weight":113,"slug":114},8,"Research & Report",30,"research-report",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":96,"slug":129},19,"General","general",{"code":4,"msg":82,"data":131},{"doc_id":79,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":33,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":96,"language":139,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":12,"update_tm":143,"read_time":144,"preview_page_count":4},2336478940917,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","RAP-LIBS  \nLESSON PLAN  \nLESSON INFORMATION  \nGrade Levels: 6-12  \nSubject Area: Language Arts/Music  \nDuration: 20-30 minutes  \nLEARNING  \nRapping is hard to do. Perhaps the best way to help students realize that is to invite them to try it for themselves. How do rappers keep to the rhythm, stay on theme, and devise compelling figurative language all while making sure to rhyme? It may be too much to ask students to begin with a blank page, so instead, this exercise gives them a template upon which they can invent rap language of their own in the context of a famous rap song.  \nEssential Questions:  \n● What tools do rappers use to write rhymes?  \n● What is the relationship between rules and creative freedom?  \n● What are the most challenging aspects of writing and performing a rap?  \nLearning Objectives:  \n● Evaluate how rap is the product of both imagination and rules, freedom and constraint.  \n● Demonstrate that learning the rules of grammar and usage isn’t a punishment but a preparation for their creative expression.  \n● Practice presenting–and maybe even performing–a lyric in front of the group.  \nMedia and Materials Needed:  \n● Scratch paper and a writing implement  \n● “RapLib” Pages  \nKey Terms:  \n● Craft: The skillful and practiced execution of an artistic or creative discipline, honed through experience, technique, and dedication to mastery.  \n● Imagination: The quality of mind that enables us to form mental images, concepts, or ideas that are not immediately present to the senses; reliant on rules as well as freedom.  \n● Syllable: Basic sound units of speech that help shape rhythm and language, consisting of one or more vowel sounds with or without consonants.  \n● Cypher: The collaborative and competitive space in which rappers exchange lyrics with one another.  \nSTANDARD ALIGNMENT  \nCalifornia Arts Standards, Music (Grades 8–12):  \nProf. MU:Cr1 . 1: Compose and improvise ideas for melodies, rhythmic passages, and arrangements for specific purposes that reflect characteristics of music from a variety of historical periods or cultures.  \nProf. MU:Cr2 . 1: Select and develop draft melodic, rhythmic, and harmonic ideas or motives that demonstrate understanding of characteristic(s) of music or text(s) studied in rehearsal.  \nProf. MU:Cr3 . 1: Evaluate and refine draft compositions and improvisations based on knowledge, skill, and teacher-provided criteria.  \nNational Core Arts Standards – Music:  \nMU:Cr1 .1. E. IIa: Compose and improvise ideas for melodies, rhythmic passages, and arrangements for specific purposes that reflect characteristics of music from a variety of historical periods or cultures.  \nMU:Cr2 .1. E. IIa: Select and develop draft melodic, rhythmic, and harmonic ideas or motives that demonstrate understanding of characteristic(s) of music or text(s) studied in rehearsal.  \nMU:Cr3 .1. E. IIa: Evaluate and refine draft compositions and improvisations based on knowledge, skill, and teacher-provided criteria.  \nNational English Language Arts Standards:  \nStandard 4: Students adjust their use of spoken, written, and visual language (e.g. , conventions, style, vocabulary) to communicate effectively with a variety of audiences and for different purposes.  \nStandard 5: Students employ a wide range of strategies as they write and use different writing process elements appropriately to communicate with different audiences for a variety of purposes.  \nStandard 6: Students apply knowledge of language structure, language conventions (e.g. , spelling and punctuation), media techniques, figurative language, and genre to create, critique, and discuss print and non-print texts.  \nNational Social Studies Standards:  \nTheme 1: Culture: Social studies programs should include experiences that provide for the study of culture and cultural diversity.  \nTheme 4: Individual Development and Identity: Social studies programs should include experiences that provide for the study of individual development and identity.  \nCASEL Social-E","cbCaidBpvmShYleP","https://ap.wps.com/l/cbCaidBpvmShYleP","pdf",67288,"English","# Lesson Information\n## Learning\n## Essential Questions\n## Learning Objectives\n## Media and Materials Needed\n## Key Terms\n## Standard Alignment\n## Instructions\n## Alternative Version/Expansion Pack","[{\"question\":\"What is the main goal of the RAP-LIBS group exercise?\",\"answer\":\"Students work to fill missing words in a well-known rap song using new wording that fits sound and meaning, while keeping the original syllable count, parts of speech, and rhyme scheme.\"},{\"question\":\"What rules must students follow when replacing words or phrases?\",\"answer\":\"Students must maintain the exact syllable count and part of speech and keep the rhyme scheme when applicable, so the new lines fit the established rhythm.\"},{\"question\":\"What kinds of standards and skills does the lesson align with?\",\"answer\":\"The plan aligns rap-related composing, improvisation, and evaluation skills to music standards, writing and language conventions to English Language Arts standards, cultural and identity themes to social studies, and self-management and relationship skills to SEL competencies.\"}]","RAP-LIBS Lesson Plan - Grade 6-12 | PDF",1790636466,13]