Your Song Starts Here! Script

Introduction and Warm-Up (10 minutes)

Teacher: "Good morning/afternoon, everyone! Today, we're diving into the exciting world of music production, specifically focusing on how to write songs and lyrics. Has anyone ever tried to write a song before, or even just a poem?"

Pause for responses. Acknowledge and encourage any sharing.

Teacher: "That's awesome! Whether you have or haven't, today is about unlocking that creative potential. We're going to learn how to turn our thoughts, feelings, and stories into powerful lyrics that can be part of a song. By the end of this lesson, you'll be able to identify key parts of a song, brainstorm lyrical ideas, and understand how to use rhymes and structure to build your own lyrics."

Teacher: "To get our creative brains warmed up, let's do a quick 'Rhyme Time' activity. Look at the word on the slide: 'star'. What are some words that rhyme with 'star'? Just shout them out!"

Guide students through the Rhyme Time Warm-Up activity, writing down their suggestions. Repeat with 'dream'.

Teacher: "Great job! See how many words can connect? That's the power of language in songwriting."

What Makes a Song? (15 minutes)

Teacher: "Now, let's think about what makes a song, well, a song. It's like a delicious recipe with different ingredients, and each one plays an important part."

Refer to the Songwriting Slide Deck - Slide: "What Makes a Song a Song?"

Teacher: "We have the melody, which is the main tune you hum or sing. The harmony supports that melody, making it sound fuller. The rhythm is the beat that makes you want to tap your foot or dance. And then we have the lyrics – the words that tell the story, express the emotions, and give the song its meaning."

Teacher: "Think about some of your favorite songs. What makes them memorable? Is it the catchy tune, the powerful beat, or the words they sing? Turn to a partner and discuss for one minute: What's one song you love, and what about its lyrics stands out to you?"

Allow 1-2 minutes for partner discussion, then bring the class back together for a few shared examples.

Teacher: "Wonderful examples! It's amazing how words can make us feel and think."

Brainstorming Ideas (20 minutes)

Teacher: "So, where do all these amazing song ideas come from? The answer is: everywhere!"

Refer to the Songwriting Slide Deck - Slide: "Where Do Song Ideas Come From?"

Teacher: "Songwriters often draw from their own feelings – whether happy, sad, excited, or even bored. They use their experiences – a great day, a challenging moment, a funny memory. They can tell stories, real or imagined, inspired by books or movies. And they pay attention to observations – what they see, hear, or notice in the world around them."

Teacher: "Today, we're going to start brainstorming for your own song idea. I'm handing out a Lyric Writing Worksheet. Please take one and find the section titled 'Theme and Ideas'."

Teacher: "Your task right now is to think about a topic you care about, or a message you want to share. Don't worry about rhyming yet, just focus on the core idea. What are some things on your mind? What makes you feel strongly? Spend the next 10 minutes writing down as many ideas as you can in that section. Think broadly first, and then try to narrow down one or two that you feel most connected to."

Circulate and assist students as they brainstorm. Encourage them to be open and not self-censor.

Teacher: "Okay, let's pause. Does anyone want to share one idea they're exploring? No pressure, just a general theme."

*Allow a few students to share.

Rhyme Schemes and Poetic Devices (20 minutes)

Teacher: "Now that we have some ideas, let's talk about how to make our words sound good and interesting. Rhyme schemes are like patterns that give songs a musical feel."

Refer to the Songwriting Slide Deck - Slide: "The Art of Rhyme: Rhyme Schemes"

Teacher: "The simplest is AABB, where lines rhyme in pairs, like in 'Twinkle, twinkle, little star / How I wonder what you are.' The 'A' indicates the first rhyme, and if the next line rhymes, it's also an 'A'. Then if the next two lines rhyme, they are 'BB'. Another common one is ABAB, where alternating lines rhyme, like 'Roses are red / Violets are blue / Sugar is sweet / And so are you.'"

Teacher: "Now, let's make our lyrics really pop with poetic devices!"

Refer to the Songwriting Slide Deck - Slide: "Making Words Pop: Poetic Devices"

Teacher: "Alliteration is when you repeat beginning sounds, like 'Sally sells seashells'. Metaphor is saying something is something else, like 'Life is a highway' – it's not literally a highway, but it helps us understand life's journey. Simile is similar, but it compares two things using 'like' or 'as', such as 'strong as an ox'. And imagery is using words that create clear pictures in our minds, appealing to our senses."

Teacher: "On your Lyric Writing Worksheet, find the 'Rhyme and Devices Practice' section. For the next 10 minutes, try to write a few lines using an AABB or ABAB rhyme scheme, and try to include at least one poetic device. You can use one of your brainstorming ideas or just practice with a random topic."

Circulate and provide assistance and feedback.

Basic Song Structure (15 minutes)

Teacher: "Just like a house has a foundation and rooms, a song also has a structure that helps it flow. Most songs follow a pretty common pattern."

Refer to the Songwriting Slide Deck - Slide: "Song Structure: Building Blocks"

Teacher: "We usually have a Verse, which tells a part of the story and often changes with new details each time it appears. Then there's the Chorus, which is the main message of the song – it's catchy and repeated several times. Finally, a Bridge offers a change of pace, a new perspective, or builds up to the final chorus."

Teacher: "Let's try a quick activity to see this in action. I have some shuffled song sections here. In your small groups, I want you to arrange these sections into what you think is a logical song structure (Verse, Chorus, Verse, Chorus, Bridge, Chorus)."

Distribute the pieces for the Song Structure Activity to small groups and allow 5-7 minutes for them to work.

Teacher: "Okay, let's see what you came up with! How did you arrange them? Why did you put the chorus where you did?"

*Discuss as a class, explaining the common flow of a song.

Wrap-Up and Cool-Down (10 minutes)

Teacher: "Fantastic work today, everyone! You've taken your first steps into the world of songwriting. Remember, becoming a great songwriter takes practice, observation, and a willingness to play with words."

Teacher: "Before we go, I want everyone to think of one word that describes something they learned or created today, or how they feel about songwriting now. We'll go around the room and share just one word."

*Conduct the Cool Down: One Word Song activity.

Teacher: "Excellent! Keep listening to songs with new ears, noticing the lyrics and structure. And don't stop writing down your ideas – your next favorite song might just be inside your head right now!"

Rhyme Time Warm-Up

Instructions: With your teacher, brainstorm as many words as you can that rhyme with the following words.

Word 1: STAR

Rhyming words:

Word 2: DREAM

Rhyming words:

Lyric Writing Worksheet: Your Song Starts Here!

Part 1: Theme and Ideas (Brainstorming)

Think about what you want your song to be about. What feelings, experiences, stories, or observations are important to you? Write down as many ideas as you can!

Brainstorming Ideas:

My Top Song Idea/Theme:
(Choose one or two ideas from above that you feel strongest about)

Part 2: Rhyme and Devices Practice

Let's play with words! Use one of your ideas from Part 1, or just practice with a fun topic.

Rhyme Scheme Practice

Write 4 lines using either an AABB or ABAB rhyme scheme. Circle the rhyming words.

Example (AABB):

I went to the store, and saw a big cat,

It was wearing a funny little hat.

Then it jumped on a chair,

And floated in the air.

Your turn (AABB or ABAB):

Poetic Devices Practice

Try to write 1-2 sentences using one of the poetic devices below. Underline the device you used.

• Alliteration (repeating beginning sounds, e.g., Sammy swims swiftly)
• Metaphor (saying something is something else, e.g., "My room is a zoo")
• Simile (comparing two things using "like" or "as", e.g., "He eats like a horse")

My sentence using a poetic device:

Song Structure Activity: Put the Pieces Together!

Instructions: Your teacher will give you several slips of paper, each with a different section of a song (Verse 1, Chorus, Verse 2, Bridge, Outro). As a group, discuss and arrange these sections in the order you think they would appear in a typical song.

Once you have your order, write it down below and be prepared to explain why you chose that structure.

Song Section Slips (Teacher will cut these out for students):

Slip 1: Verse 1

• The sun was bright on Monday morn,
• A brand new week, a day just born.
• My backpack heavy, full of dread,
• Another math test in my head.

Slip 2: Chorus

• Oh-oh-oh, the rhythm takes control!
• Oh-oh-oh, it stirs my very soul!
• With every beat, I feel so free,
• Music is the key for me!

Slip 3: Verse 2

• Then in the hall, a sound I heard,
• A catchy tune, each perfect word.
• My shoulders started to sway and tap,
• Forgot the test, forgot the trap.

Slip 4: Bridge

• Sometimes life feels upside down,
• A frown can take over any town.
• But then a melody, a chord so strong,
• Helps me sing my happy song.

Slip 5: Outro

• Yeah, music is the key...
• For you and me...
• (Fade out...)

Cool Down: One Word Song

Instructions: Think about today's lesson on songwriting and lyric writing. What's ONE word that comes to mind? It could be something you learned, how you feel about songwriting, or an idea you had.

Be ready to share your word with the class!

My word: