or a slightly slower and clearer version
Play the song as the students are entering the classroom and are not yet focusing on lesson, the song or you. This is a good time to see how many of the students know or even like the song and depending on what I see, I decide how far I need to go into the lyrics. For the purpose of this lesson, they will only need to understand the lyrics of the chorus anyway, so if I see the students singing along at this part, it should be ok.
At the beginning of the actual lesson, without replaying the song, ask them if they know it and what it is about. This is a good speaking practice for those who know the song and at the same time a good listening practice for those who do not. If you see that they do not know the song well enough or have troubles understanding the words, play the chorus of the song with on screen lyrics. Something like this:
Most of my students (including me when I first read it) will not know the word Ricochet. I let them search for the definition through their phones or computers and those who are faster in this task always like to explain it to the rest. Then talk about how they can understand the lyrics and the fact that they do not need to only consider the obvious literal meaning.
Invite them to share some situations for which the chorus would be appropriate.
Put the students into groups of 3 to 5 and have groups come up with a story that ends with a character singing this chorus at the end of it.
They share the stories either orally or in writing, depending on what they need to practice more. If you have access to a computer for each group, have them write the stories in a Gdoc, so that they can do the reading for homework or share the stories online as well.
This lesson is easily adaptable to the different levels, it draws on students’ experiences and imagination and in my experience, almost everybody will be included and active during such a class. The use of technology is optional and again depending on what is available and how skilled the students are in using the resources available. I monitor and help wherever needed, either pointing out problem areas or encouraging them to find better vocabulary in dictionaries or online or use the structures we covered earlier.