⁣⁣Lesson Plan: Unveiling the Irony: 5 Rappers Convicted of Murder by Their Own Song Lyrics

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⁣⁣Lesson Plan: Unveiling the Irony: 5 Rappers Convicted of Murder by Their Own Song Lyrics

Grade Level: 10-12

Objective: To examine the power of words and the legal implications of song lyrics, exploring the cases of five rappers who were convicted of murder based on the content of their own songs. This lesson aims to foster critical thinking, analyze the relationship between art and reality, and promote discussions on freedom of expression.

Common Core Standards:
- CCSS.ELA-LITERACY.RI.11-12.8: Delineate and evaluate the reasoning in seminal U.S. texts, including the application of constitutional principles and use of legal reasoning.
- CCSS.ELA-LITERACY.SL.11-12.1: Initiate and participate effectively in a range of collaborative discussions.

- Access to resources and articles discussing the cases of rappers convicted of murder based on their song lyrics
- Worksheets for note-taking and reflection
- Legal documents related to the cases (optional)


1. Introduction (10 minutes)
- Begin the lesson by discussing the importance of freedom of expression and the power of words in art, specifically in the context of music and rap.
- Ask students if they are familiar with any cases where song lyrics have been used as evidence in criminal trials.
- Introduce the topic of five rappers convicted of murder by their own song lyrics, emphasizing the ethical and legal implications.

2. Presentation and Analysis (30 minutes)
- Present the cases of the five rappers, providing relevant information about each case (such as the artists involved, the lyrics used as evidence, and the legal proceedings).
- Divide the class into small groups and assign each group a specific rapper's case to analyze in-depth.
- Instruct groups to take notes on the key details, the lyrics in question, and any legal arguments presented during the trials.

3. Group Discussion (20 minutes)
- Have each group present a summary of their assigned rapper's case, including the lyrics that were used as evidence and the arguments made by the prosecution and defense.
- Encourage open discussions about the ethical considerations surrounding the use of song lyrics as evidence and the potential impact on freedom of expression.

4. Individual Reflection (15 minutes)
- Distribute worksheets that require students to individually reflect on the cases discussed and their personal opinions on the use of song lyrics as evidence.
- Instruct students to write an informative/explanatory text discussing the legal reasoning behind the convictions, the potential conflicts between artistic expression and criminal liability, and their own stance on the issue.

5. Peer Review and Feedback (10 minutes)
- Pair students up and have them exchange their written responses.
- Instruct students to provide constructive feedback on each other's analysis, suggesting ways to strengthen their arguments or consider alternative perspectives.
- Emphasize the importance of respectful and thoughtful feedback.

6. Revision and Final Draft (15 minutes)
- Provide time for students to revise their written responses based on the feedback received.
- Encourage students to incorporate the suggestions and strengthen their analysis with additional details or counterarguments.
- Instruct students to create a final draft of their written responses.

7. Conclusion (5 minutes)
- Summarize the main points discussed in the lesson, emphasizing the complexity of the relationship between art and the legal system.
- Encourage students to continue exploring and engaging in discussions about freedom of expression and the boundaries of artistic representation.

Common Core Labels Correlations:

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