SUPPLY LESSON PLAN

Course Code:
[Any English or Humanities course for Grades 912]

Date:

Unit (Title): [This lesson could be adapted for essay writing, literature/media analysis, etc.]
Overarching Inquiry/Idea: How might experiences affect the ways in which explicit and
implicit meanings are drawn?
Curriculum Expectation(s):
[Adapted according to the grade level and
course being taught.]

Tim
e
10
min

15
min

Before: Minds On
Ask students whether they know what explicit and implicit
means. Students write definitions in their notes.
PowerPoint instruction: Using explicit examples from a text or
media from which implicit meaning is drawn by asking analytical
questions about the examples (ex. Why did this happen? What
does it mean? How might this affect the story being told?). Few
examples provided in the PowerPoint.
Students create a chart consisting of two columns, with the left
column titled Explicit and the right column titled Implicit.

10
min

Tim
e

Materials
- Screen projector
- PowerPoint
- YouTube video
- Quotes from
Kendrick
Lamars
interviews about
his life

Media Example: Students are shown the music video called

Never Catch Me by Flying Lotus, featuring Kendrick Lamar. The
music video is played a 2nd time, except students record in their
Explicit vs Implicit chart 2 images they observed (i.e. Explicit
examples).
Think-Pair-Share: Students write in their chart what they perceive
is the implicit meaning of the 2 images they observed. Students
pair with a partner and share their findings. Findings are taken up
in class.
Class discussion: Is everyones interpretations and observations
the same? Why or why not? [Cultural and personal
differences.] Would our interpretations and observations remain
the same if the video did not have lyrics how so? [Text vs
media.] How might our interpretations be different from
Kendrick Lamars? [Kendrick Lamars lived experiences
versus our own, etc. Share some of Kendrick Lamars
personal story from his interviews.]

During: Action!

1015
mins

Learning Goal(s):
Students learning the distinctions between
explicit and implicit meaning through
interpreting media
Students developing media literacy skills

Group work: In groups of 3-4, students are tasked with drawing

ONE scenario related to the topic of education. Students
interpret the word education and draw their interpretation on
the chart paper provided.

Materials
- Chart paper
- Markers
- Tape

- Sticky paper

10
mins

Tim
e

Gallery Walk: Students post their scenarios on the classroom

walls and walk around the classroom to observe. Students use
sticky paper to post their questions and inferences about the
groups scene.

After: Consolidation and Connection

Discussion:

10
mins

Referring back to overarching inquiry: How might experiences influence

the ways in which the scenarios were drawn and how implicit meanings
were derived from such drawings? What should we be mindful of when
reading the world?

Materials