NML
Convergence Learning Plan:
Music
as Poetry
Angelyn
C. Taylor
University
of Southern California
EDUC
506
May
31, 2012
Dr.
Elizabeth Wellman
Music
as Poetry Learning Plan
While learning itself
is defined a long term change in behavior (Ormrod, 2011, p.180), Twenty-First Century learning is more about
providing students with the necessary tools to ensure that this can take
place. This lesson not only teaches the
students important core subject content, it provides the student with an
opportunity to both collaborate and share their knowledge using new media
literacies. Designed for use in a ninth
grade college placement English course, this lesson plan meets several of the
core standards which are used by South Carolina, as well as standards set forth
by the National Council of Teachers of English and Common Core Standards. This
lesson will use songs/ballads to teach literary elements such a rhetorical
devices and figurative language. The lesson has three parts: as a group,
students will agree upon and choose a song to analyze. They will look for at
least four examples of figurative language or rhetorical devices within the
lyrics of the song. They will then, as a group, put the lyrics into
presentation software, choosing from a Prezi or Glog. The presentation will
include the lyrics, illustrations, and an audio or video clip of the song.
Students will then present the finished product in class. While each group is
presenting their project, students will actively participate by completing an
attentive listening worksheet. Individually, and outside of class, the students
will write a one-page analysis that will include their own interpretation of
the author’s message and the logical reasons they think this. They will also
make connections showing how this song connects to the real world, how it
connects to them, and hopefully how it connects to another text. The analysis
should include an explanation of at least three of the rhetorical devices and
how each adds to the song’s overall message. The students will be
heterogeneously grouped by the teacher to ensure that there are varying levels
of ability among group members. This sociocultural technique will not only
allow for maximum cognitive growth, but by pairing students with different
experiences using technology, help close the digital divide that so often
exists in high needs schools.
Learning Plan Context
Setting
This lesson plan is designed for a ninth grade college placement
English I class at a four year high school in rural South Carolina. The school
serves over 1800 students with a student population that is 64% Caucasian, 23%
African American, 7% Hispanic and 6% other races. 49% of the school receives
free and/or reduced lunches. In this class there are 24 students: 16 Caucasian,
four African American and four Hispanic students. Three of the students are
considered English as a Second or Other Language (ESOL) learners. The lesson
will be implemented in February following a 2 week unit on poetry which
includes a study of twentieth century works.
Standards
South
Carolina Core Content Standards.
English I Writing: The student will write for a
variety of purposes and audiences (Standard E1-5).
E1-5.1: Create informational pieces.
E1-4.4: Use grammatical conventions of written
Standard American English including subject/verb agreement, pronoun/antecedent
agreement, agreement of nouns and their modifiers, verb formation, pronoun
case, formation of comparative and superlative adjectives and adverbs and
idiomatic usage.
E1-4.2: Use complete sentences in a variety of types
(including simple, compound, complex, and compound-complex).
English I: Reading:
E1-1.3: Interpret devices of figurative language
(including extended metaphor, oxymoron, pun and paradox).
E1-1.6: Create
responses to literary texts through a variety of methods (for example, written
works, oral and auditory presentations, discussions, media productions, and the
visual and performing arts).
Core
Content Standards.
W9-10.1: Establish and maintain a formal style and
objective tone while attending to the norms and conventions of the discipline
in which they are writing.
W9-10.2: Write informative/explanatory texts to
examine and convey complex ideas, concepts and information clearly and
accurately through the effective selection, organization and analysis of
content.
RL 9-10.4: Determine the meaning of words and
phrases as they are used in the text, including figurative and connotative
meanings: analyze the cumulative impact of specific word choices on meaning and
tone (e.g. how the language evokes a sense of time and place; how it sets a
formal or informal tone).
SL 9-10.1: Initiate and participate effectively in a
range of collaborative discussions(one-on-one, in groups, and teacher-led) with
diverse partners on grade 9-10 topics, text and issues, building on others’
ideas and expressing their own clearly and persuasively.
NCTE
Standards.
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.
6. Students apply knowledge of language structure,
language conventions, media techniques, figurative language, and genre to
create, critique, and discuss print and non-print texts.
8. Students use a variety of technological and
information resources (e.g. libraries, databases, computer networks, video) to
gather and synthesize information and to create and communicate knowledge
ESOL
Standards.
L2.5: Understand the
figurative language and idiomatic expressions used.
R3: The student will
comprehend instructions written in English.
R3.3: Follow
multiple-step instructions.
Learning
Objectives
There are two learning objectives for this lesson. The
objectives are specific, observable and measurable, and describe what the
student will be able to do at the end of the lesson. They were designed to
drive student performance and aid in student assessment. The learning
objectives for this lesson are: the students will be able to analyze a piece of
music to identify rhetorical devices and/or figurative language and the
students will create a presentation that illustrates rhetorical devices and/or
figurative language found within a chosen piece of music. Both of these
objectives are student centered and focus on the overreaching goal of the
lesson—that is, students will be able to recognize rhetorical devices and/or
figurative language when presented within various works, be it poetry, short
stories, or in this case, music.
Learning
Theory Applications
This
lesson incorporates both Constructivist and Sociocultural Theories. The design
of the lesson is Constructivist in nature. That is, the meaning of the lesson
will not be derived from the environment; instead it will be constructed by the
learner. Working in heterogeneous groups, students are participating in what
Constructivists refer to as social constructivism (Ormrod, 2011, p.181). Some
of the tasks that are required of the students are beyond their level of
proximal development, but with the way the groups are organized, some students
will be able to accomplish these tasks with the help of more accomplished
others. This lesson also relies heavily on what Constructivists refer to as
prior knowledge activation: students are required to think about what they
already know about figurative language and rhetorical devices.
Learning
Accommodations
This lesson allows the teacher to implement both general
and specific accommodations to reach all students. For the value of all
students, the teacher will be explicit in giving directions to the students.
Additionally, this will benefit the ESOL students by providing them with the
clear instructions necessary to complete the project successfully. In order to
specifically accommodate ESOL students, the students will be placed in groups
with other students who are fluent in English. During the time set aside for
the students to work on their projects, the teacher will walk around the room
and make sure that the ESOL students are not being left out of the
collaborative process. The teacher will also follow any IEPs that are
presented.
Resource
Accommodations
This lesson is ideally written for a high tech classroom
with an interactive whiteboard that allows for the motivational activities and
for sharing the presentations once they have been completed. The students are
also using software that will allow them to share their project with a wider
audience outside the classroom. As per a high tech class setting, students will
use the school’s computer lab. As an option, the bulk of the activity could be
done in a mid-tech classroom where students hare several computers and the
students could use software such as PowerPoint instead. While the group project
requires the use of technology, the individual analysis paper is assigned to be
completed outside of class. Students have the option of using word processing
software (if available) or the low tech option of hand-writing the analysis
paper.
Content-Based
Literacy Skills
The
entire purpose of the lesson plan is to promote literate thinking by having the
students identify literary terms. Students must use reading literacies—that is,
they are reading for knowledge and thinking critically about what is written.
Not only must they understand what they have read, they must analyze and
evaluate the ideas within the text, determine the author’s purpose and make
connections with the lyrics—all reading literacy skills. Students will also be
required to use writing literacies as they put together their project and with
the final analysis paper. Students will also incorporate listening, viewing and
speaking literacies as they present and view presentations.
New Media Literacies
There are several new media skills that are seen with this
lesson. Primarily, this lesson addresses the new media skill of collective
intelligence where students will gain knowledge after collaboration towards a
shared goal (Jenkins, 2006, p.39). The lesson plan also relies on networking,
based on Jenkins’ definition that students will “search for, synthesize and
disseminate” information (ibid, p.4) Students must search for a song using
either Google or Youtube, for example, and then produce and share the information.
Learning
Materials
·
For the opening activity, I will need a
Smartboard with access to: http://flocabulary.com/figurative-language/.
Students will need paper and a pen.
·
Students will be given a copy of the
lyrics to the above video (See Attachment 1).
·
Students will use a journal that they
have used the entire year, as well as a black ink pen.
·
The lyrics to “Firework” by Katy Perry
will also be needed. (See Attachment 2).These will be displayed on the
Smartboard and will not be given to the students.
·
The students will be provided with an
assignment guide (See Attachment 3).
·
For the second day’s opening activity, I
will need the Smartboard with access to the song “Number One Spot” by Ludacris
found at http://www.youtube.com/watch?v=yi9_ygOYwLM. Only
the first minute and forty-seven seconds will be used. Students will be given a
copy of these lyrics. (See Attachment 8)
·
Students will need access to a minimum
of six computers in the computer lab. These computers must have internet access
to access the audio/video clips as well as Prezi.com and Glogster.com.
·
Students will be provided with a time
accountability sheet to be used during their group work time (See attachment 4
and attachment 5). These are different because there are different tasks for
each day.
·
Students will be provided with a rubric
prior to beginning their project and a separate rubric for the analysis paper
(See attachments 6 & 7).
·
For the analysis paper, students may
choose to hand-write the paper using loose leaf paper and a black ink pen, or
they may use word processing software if it is available to them. (See
Attachment 9)
·
Students will be provided with an
audience participation sheet to use while students are presenting projects (See
attachment 9).
Learning Plan Procedures
Phase
I: Motivation Activity (Day One)
The students
will enter the computer lab where they will find a copy of the lyrics to the
song from the video “Wordplay” from Flocabulary.com. They will also find a copy
of the lyrics to “Firework” by Katy Perry, instructions for this project and a
time accountability chart for the day. After students are seated, the teacher
will instruct the students to take out their journals and a pen. The teacher
will then introduce the lesson by stating, “We have been talking about the
rhetorical devices and figurative language that are used in poetry. Today we
are going to look at figurative language, but we are going to use music. On the
board, we are going to watch a video clip from Flocabulary. In your journal I
want you to write three headings just like the ones on the board: Term,
Definition, and Example in the Song. I have given you a copy of the lyrics so
you can follow along. (See Attachment 1). Once we watch the video, I want you
to fill out the chart in your journal. You’re going to list the rhetorical
device or figurative language, the definition—what is a metaphor for example?”
The teacher will wait on students to respond by raising their hands. The
teacher will at random call on a student who raises their hand—calling on a
different student each time until the main points have been covered. The
teacher will call on students who participate less frequently. If none of these
students raise their hand, the teacher will call upon a student who does
frequently answer. This will avoid putting the students who do not frequently
answer on the spot thus making them feel uncomfortable. The teacher will then
clarify, “a metaphor is when you compare two unlike things that actually have
something in common. What are some other forms of figurative language?” The
teacher will elicit responses from students by calling on those who raise their
hands. The teacher is looking for answers such as personification,
onomatopoeia, hyperbole, assonance, alliteration, irony, pun, and simile. The
teacher will clarify each answer by restating the definition. The teacher will
pose this question to the class: “Where did we see extended metaphors?” The
teacher will call on students who participate less frequently. The teacher will
make the connection between extended metaphors and the works of Shakespeare.
Identifying extended metaphors is a core standard for 9th grade
English I.
Next, the teacher will show the video, “Wordplay”. This
video is 2 minutes and 47 seconds in length. Following the video, the teacher
will say, “Now look at the chart in your journal. Look at the lyrics to the
video you just watched and fill in the chart.” The teacher will give the
students eight minutes to work in their journals. This time allows students to
not only identify the rhetorical devices, but also to include the definition.
During this time, the teacher will walk around the room, making a formative
assessment of student understanding of figurative language. This activity will
serve not only as an introductory activity and a formative assessment; it will
serve the purpose of one of the learning objectives: the students will analyze
a song or ballad to identify rhetorical devices and figurative language. After
the eight minutes have passed, the teacher will ask students for examples they
found when they read the lyrics. The teacher will call on students who raise
their hands. The teacher will begin by calling on students who participate less
frequently. The teacher will also ask for the definition the students provided
in their journal. Following the students’ responses, the teacher will provide
any examples that may have been overlooked.
Phase
II : Input (Teacher Driven Activity)
The teacher will instruct the students to put their
journals away. Next, the teacher will
state, “As you have just seen, you can find figurative language in music—not
just poetry. Lyrics to music are actually very similar to poetry. What are some
other ways they are similar?” The teacher will call on students who raise their
hands. The teacher will call on students who participate less frequently. The
teacher will supply answers such as they include stanzas and often rhyme scheme.
The teacher will state, “I’m sure that each of you have a favorite song. You
might be surprised to realize that many of your favorite songs also include
rhetorical devices and figurative language. For example, how many of you know
the song “Firework” by Katy Perry? The teacher will refer students to the copy
of the lyrics they were provided with at the beginning of class. (See
Attachment 2). There are some great examples of figurative language in that
song. The teacher will display the lyrics on the Smartboard. The teacher will
state, “Let’s just look at the beginning. “Do you ever feel like a plastic
bag”—what is this an example of? What rhetorical device makes a comparison
using the word like?” The teacher will wait on the students to respond. The
teacher will state, “Let’s look at the next line, “Do you ever feel so paper
thing, like a house of cards” here again we are comparing two things using
like.” The teacher will state, “Do you see the rhetorical devices? Without
rhetorical devices many of our favorite songs would not evoke the same emotions
that they do by using them.”
The teacher will read the lesson objectives which are
displayed on the Smartboard. The teacher will direct the students to the
hand-out labeled “Music as Poetry Assignment Guide” (See Attachment 3). The
teacher will explain the instructions found on the hand-out by stating, “Over
the next four days we are going to use musical lyrics and rhetorical devices.
There are several parts to this lesson. First, I am going to put you into groups
of four. As a group you are going to choose a favorite song that you can all
agree upon. You will have time to search for the lyrics on Google. This song
must have four examples of rhetorical devices or figurative language within the
song. You must be able to identify them. There are a few rules you have to
follow. For example, the lyrics must be clean—no profanity, no sexual
overtones, no racist comments. That is, nothing that would embarrass or offend
anyone. If you wouldn’t want your parents to hear it, it’s not appropriate for
class! Once you have a song, your group must choose whether you want to present
your analysis as a Prezi or a Glog. We’ve used both of these before and it’s up
to you as a group which you prefer. Your presentation should include first of
all the lyrics, illustrations, and some way for us to identify the rhetorical
devices that you’ve found in the lyrics. I’m going to give you each a rubric to
follow so you will know what I’m looking for”. The teacher will hand out the
rubric (See attachment 6). This is being given to the students in advance so
that they will know what is expected as they plan their presentation. The
teacher will state, “If you notice, there are points on here. You get ten
points for the lyrics—that is, are they complete, are they spelled correctly,
free from typos? Did you follow the rules? Next is the visual part of the
presentation. This is worth up to 60 points. Here I am looking for
illustrations and creativity—but most of all, I’m looking for the four rhetorical
devices and the way you analyze them. You have to include the name of the song,
the artist. You may include a video clip or an audio clip of the song. This
part is up to you—work this out in your group. The last part of the rubric is
the presentation portion. If you notice, this is broken down into segments.
Your group must choose how you are going to present your findings. The rules
for the presentation are that all members must participate. The group may
select a spokesperson to cover each section—someone to read the lyrics, someone
to present the rhetorical devices, someone to define the rhetorical devices.
However you choose to do this is fine—but all members must present some part.”
Part of the reasoning for this is due to the fact that some students would not
be comfortable presenting the entire project by themselves. Also, if a
presentation by one person is lengthy, some students will shut down. By having
the group divide the presentation among group members, it will further engage
the students and the group will be able to aptly present their findings. The
students will also be reminded that part of the presentation points come from
explaining the rhetorical devices as well as making connections to themselves,
to the real world, to prior readings, or to the text. The teacher will also remind the students
that there is one grade for each group and that the presentation is a big part
of this project. The teacher will explain the rubric: “I’m looking for these things
with the presentation. Appropriate voice level, eye contact, confidence (up to
10 points). I’m looking for an explanation of the interpretation—another ten
points. You will need an explanation of the rhetorical devices—another ten
points. I don’t want you to just have a Prezi that lists four rhetorical
devices without any explanation of what these devices are. If it is a simile
tell me how it is a simile, etc. Your presentation, even with the music clip
should take no more than five minutes. I think that if you use a short clip of
the song and put the information into the presentation, your presentation will
probably take about 5 minutes. The teacher will then give the students two to
three minutes to ask questions.
Next, the teacher will divide the students into groups.
These groups have been chosen based on ability—both technological ability and
literacy. Less experienced students will be grouped with more experienced
users. ESOL students will be grouped with native speakers. The teacher will
state, “Today you have twenty five minutes with your group. You need to
brainstorm some of your favorite songs and look up the lyrics to make sure they
include rhetorical devices. If you follow the time accountability chart you
will see exactly what you have to get done today (See attachment 4). You will
not have time to begin working on your presentation today. The first thing you
are going to do is find a song to present to your group. Use your individual
computers to do this. Remember, it is has to include at least four rhetorical
devices. This should take you no more than ten minutes. Once you have found a
song, you should be ready to present it to your group and defend your song. As
a group, you should consider everybody’s song choice but make a decision based
on the ones that offer the best examples of rhetorical devices. The idea is not
to present the most popular song, but to present the best rhetorical devices or
examples of figurative language. Once you have decided on a song, you need to
decide which presentation software your group will use. Once again, this
requires you to make a democratic decision. Consider everyone’s opinions. Be
ready to defend your reason for your choice. Prezis and Glogs both have
benefits. A Prezi is a little more interactive—you can still include images and
a video/audio clip. A Glog is good, too. You can include images and media
clips. With both of these you will be able to make them public to share with
others outside the classroom as well. The choice is up to you as a group as to
which software you will use. So today in your groups you are finding a song and
making choices.”
Phase
III: Output (Student Driven Activity)
The students
will spend the next ten minutes working on the computer individually to find
lyrics to present to their group. They will then spend ten minutes working
within their group to come to a decision. As students are working on their
projects, they will be meeting one of the day’s objectives and that is that
they will be analyzing a piece of music to identify rhetorical devices. During
this time, the teacher will float from group to group to ensure that the
students are on task, that they are looking for appropriate lyrics and that
they are working together. The teacher will also support the students as they
identify the rhetorical devices by performing comprehension checks—checking the
rhetorical devices they have found. The teacher will ask students to show the
rhetorical devices they have found, to identify what type of device it is and
if not, what would make it a rhetorical device. The teacher will also ensure
that everyone is participating, not just those who are proficient. The teacher
will watch and be aware of the participation of ESOL students. By the end of
the class, the teacher will make sure that each group has chosen a song and
presentation software. This is the core component of the analysis project and
where the significant learning occurs.
Phase
IV: Wrap-Up Activity
The teacher will instruct the students to once again take
out their journals. The teacher will direct the students to the Smartboard
where they will see (a
color)________tastes like: ____
smells like:
___________ sounds like: __________ feels like: ___________________. The
teacher will tell the students that they are writing their own metaphor—all
they have to do is fill in one of the blanks. Students will be given the last
five minutes of class to complete the metaphor. During this time, the teacher
will float around the room making observations and guiding students who may
need additional assistance. The teacher will dismiss the class from the
computer lab by stating, “Tomorrow we will be back in the computer lab. You
will have almost the entire class period to put your information into your
presentation and work on how you are going to present the class. You will
present your Prezi or your Glog on Wednesday (the day after tomorrow)”.
Phase
I: Motivation Activity (Day Two)
The students will enter the computer lab. At their
stations they will find the time accountability chart for the day. The teacher
will instruct the students to take out their journals and a pen. Next, the
teacher will state, “Once again we are looking at music as poetry. Yesterday we
watched a video and identified the rhetorical devices. That particular video
was created for English classes to identify figurative language. However, today
we are going to watch another video. This one is a little more challenging. I
have given you a copy of the lyrics (See attachment 8)—we’re only going to go
over the first verse and the chorus. Read along as the song plays.” The teacher
will play the first verse and chorus of the song, “Number One Spot” by
Ludacris. This is the first minute and forty one seconds of the video. The
teacher will say, “Now that we’ve heard the song and you’ve read the lyrics, I
think you can tell there are a lot of rhetorical devices in this song. In your
journal, we are going to make the same kind of chart we made yesterday. Look on
the board, you see we have the same three headings: Term, Definition, Example
in the Song. You are going to find as many literary devices as you can. Define
the term—it can be brief and you can use “ditto” if you have more than one of
the same device. Then list the lyrics where it’s found”. While students write
in their journals (6 minutes), the teacher will walk around the room and make a
formative assessment of students’ understanding of rhetorical devices and
figurative language. Once again, this activity leads to the central learning
activity by allowing the students to analyze a song to identify rhetorical
devices. The teacher will ask, “How many rhetorical devices did you find in just
this part of the song? Can anyone give me a really good example of one?” The
teacher will call on students who raise their hands. The teacher will once
again call on students who do not normally raise their hands. If none of these
students raise their hand, the teacher will ask leading questions and prompt
students to participate. The teacher will allow students to give four examples
(as there are many in this song). The teacher will also have the students
justify their responses.
The teacher will state, “You already have your song
picked out and you know what presentation software you are going to use. Today
you will put your information into your presentation and rehearse how you are
going to present it. If you notice on the time accountability chart (See
Attachment 5) you will see that you have 8 minutes to look for images, video or
audio clips that accompany your song. Each person should use their own computer
to find images to share with the group. Then you should share these images with
your group members and decide how you are going to use them. Then you should
take twenty minutes to put the lyrics into your presentation, highlight the
rhetorical devices and define them. Then you should take the next seven minutes
to work on the presentation part. That is, who is going to present which part.
Remember you must be able to explain the rhetorical devices and you must make
connections between you and the lyrics—connections to yourself, connections to
the real world, connections to other pieces we’ve read or connections to the
text in general”.
Phase
III: Output (Student Driven Activity)
The students
will begin by searching for images/video/audio on their individual computers.
The students will then work in groups of four using six different computers to
create their Prezi or their Glog. This addresses the learning objectives that
students will create a presentation that identifies rhetorical devices and
figurative language. The teacher will float around from group to group to
ensure that students are on task—that they are putting their information into
their presentation and that all students are participating in the project.
During this time, the teacher is also looking to make sure that students are in
fact using figurative language and rhetorical devices. The teacher will also
remind the students that they need to choose the way they will present the
project to the class.
Phase
IV: Wrap-Up Activity
The teacher will instruct the students to once again take
out their journals. The teacher will then direct the students to the Smartboard
where there are writing prompts. These are: Her hair was
like____________________________; The homework was ______________________; He
was as tall as ________________________; and She danced like
________________________. The teacher will instruct the students to fill in the
blanks to create either a simile or a metaphor and to identify which type of
rhetorical device they have created. As students work, the teacher will walk
around the room and assess student progress. The teacher will make suggestions
if the students are struggling, without providing a definitive answer. The
teacher will also check to ensure that students have correctly identified the
device that they have created.
After five minutes, the teacher will state, “Your
projects are complete. Tomorrow you will present your project to the class.
This is an active listening project and I will have an audience participation
sheet for you to complete while you are watching the other presentations.
Tomorrow I will also introduce you to the final part of this project, the
analysis paper, which is due on Friday as a way for me to assess what you have
learned individually.”
Phase
V: Extension
The next two days will be reserved for presentations.
There will be a motivational activity each day followed by four presentations.
There will also be a wrap-up activity each day similar to the ones used during
the first two days. On the fourth day, the students will share some of their
answers from these quick writes with the class. Students will be given an
audience participation sheet to fill out while viewing the presentations (See
attachment 9). This will keep the audience focused on the presentation and keep
distractions to a minimum. There is also a follow up/extension activity for
individual assessment (See attachments 7 and 10).
Lesson Plan Analysis
While this lesson is designed to promote new media
literacies within the English I classroom, the overarching goal is that
students will be able to identify rhetorical devices and figurative language
when presented in various forms. There are several opportunities for formative
assessments within the context of the lesson plan. The first assessment follows
the motivational activity on Day One. For this activity, students are asked to
identify rhetorical devices and/or figurative language within a song that was
written specifically for use to teach this concept. The students will write the
term, the definition, and the example within the song in their journals. During
this time, the teacher will float around the classroom and assess what the
students are writing in their journals. The teacher will look first to see that
they have properly identified the term and the example within the song, then
the teacher will check to ensure that students have written the proper
definition. Students will have already been introduced to the concepts in the
weeks preceding this lesson; however, this motivational activity will show the
teacher if there are any misunderstandings or misconceptions that need to be
addressed before the students begin working on the project that is central to
this lesson. Another assessment opportunity falls within the same class period
as students search for lyrics individually on the computer. As students are
searching for lyrics, they must identify rhetorical devices. Once again, the
teacher will be assessing each student’s choice of lyrics—looking to see if
they have correctly identified rhetorical devices and/or figurative language.
At this point the teacher will be able to individually address any
misconceptions that students may have and correct them before the students
progress into the depth of the project. The motivational activity for Day Two
provides a similar opportunity for assessment. Once again using a journal
activity, the students will be asked to identify rhetorical devices within a
piece of music. The teacher will once again be able to look for any
misconceptions that the students may hold and address these individually. All
of these formative assessments will ensure that students are able to meet the
instructional objective: to identify rhetorical devices and/or figurative language
within a text of any sort. While a part of the summative assessment will focus
on the students’ use of technology, the goal is not to see who puts together
the best presentation or who chooses the best song, the goal is to ensure that
students understand figurative language. The summative assessment is actually
two-fold. First, the teacher will make a summative assessment using the group
projects. The teacher will look to see that the students have in fact
identified lyrics that contain rhetorical devices and/or figurative language.
Another summative assessment is the use of a one page analysis paper in which
the students must identify two of the rhetorical devices their group used and
define them. The students will also explain the author’s message, make
connections to the real world, themselves and hopefully to the text. The goal
of this assessment is that while it may not have been the song the student
chose, the student is still able to identify and define the rhetorical devices
used in the group project and personally make connections that may not be
obvious in the group project. With the use of summative assessments, the
teacher will know if students actually have mastered the concept and it will
help the teacher evaluate the effectiveness of the lesson as well.
There are, of course, strengths and weaknesses to this
lesson plan. One of the core strengths of this lesson plan is that it uses
music, something that is very important to most students, to teach a core
standard. Allowing students to choose which music they use for their
presentation gives them motivation to learn because they are more interested in
the material. I also think that one of the other strengths of the lesson plan
is that it provides ample opportunity for assessment. From the very first
motivational activity to the final summative assessment, the teacher has more
than one opportunity to assess what the students know and to identify any
misconceptions that need to be addressed. The lesson plan also provides the
students with the opportunity to monitor their own comprehension. Through the
journal assignments and searching individually for lyrics, students are able to
check their own understanding of rhetorical devices and/or figurative language
and they are able to ask for help should the need arise. One of the strengths
of the lesson plan is that it takes little preparation time. Given that the
students have access to computers, the majority of the work is in the hands of
the students. This isn’t to say that there is not work involved for the
teacher; the teacher should actively be assessing the students as they identify
the rhetorical devices, but other than preparation the majority of the work is
done by the students. There are
weaknesses to the lesson plan, as well. For example, not including the
individual assessment, the lesson will take a minimum of four class periods to
complete. This is almost a week of class time. This is not necessarily a
problem as long as students are engaged and learning; however, some teachers
may not have a week to devote to a project. Some students may lose interest if
the presentations go too long. The lesson plan includes an audience
participation activity (something for the viewers to do while the other
students are presenting); however, it is still possible that some students may
lose interest between the first and final day. Another weakness is in assigning
students to look for their own lyrics there are no guarantees that they will
not encounter inappropriate lyrics that do not belong in the classroom. There
will be guidelines that are established prior to the students beginning their
search, but there is still an opportunity for students to be exposed to
inappropriate content through the search process—even through no fault of their
own.
This lesson plan is an example of two distinct theories.
First, the lesson relies on prior knowledge activation which is seen with
Constructivist theory. Ormrod suggests that as teachers we should be aware of
students’ existing knowledge and use it to begin instruction (2011, p.201). The
design of the lesson is Constructivist in nature. One of the assumptions of
Constructivism is that “meanings and understandings are not derived directly
from the environment, instead, they are constructed by the learner”(Ormrod, 2011,
p.182). Throughout the lesson, students are constructing their own learning.
Building on prior knowledge, the students are responsible for constructing
their own learning as they individually analyze the songs for rhetorical
devices and/or figurative language, they individually select a song to present
to their group and as a group, the students create their projects. The lesson
utilizes cooperative learning, a technique that is recommended by
Constructivists and sociocultural theorists as well. Using the term social
constructivism, Constructivists propose that by working together, two or more
students can gain a better understanding than one can alone (Ormrod, 2011,
p.181).Sociocultural theorists, specifically Lev Vygotsky, proposed that
children are able to perform more challenging tasks when assisted by more
advanced and competent individuals (ibid, p.40). This lesson is designed for
students to work in heterogeneous groups in which students who may lack certain
skills will be grouped with more competent individuals. The range of tasks that
children cannot yet perform on their own but that they can perform with
assistance from others is known as the zone of proximal development (ibid,
p.41). This lesson will fall within the zone of proximal development for some
students. Ormrod refers to scaffolding as a technique that contemporary
theorists use to describe the guidance provided by the teacher to help students
perform tasks in their zone of proximal development. There is plenty of
scaffolding in the design of this lesson. For example, the teacher will provide
the students with an accountability chart that shows step by step what the
students should do and how much time should be spent on each task. The teacher
will also scaffold the lesson by dividing the complex overall task into several
smaller, simpler tasks. Sociocultural theorists propose that the teacher
scaffold the lesson by giving specific guidelines for accomplishing the task
(ibid, p.46). This lesson plan provides a definitive rubric for both the
project and the presentation.
There are several new media literacies found within this
lesson plan. One primary new media literacy is networking. Jenkins defines
networking as “the ability to search for, synthesize, and disseminate
information” (2006, p.4). According to this definition, having the students
search for lyrics, analyze the lyrics for rhetorical devices, create the
projects, and finally having them share the projects with both the classroom
and making them public, would be an example of networking. Jenkins suggests
that in today’s world a resourceful student is one who is able to “successfully
navigate” a constantly changing world of information (p.49). In order for the
students to complete the project they must, through a search engine such as
Google, search through an infinite number of sites to find lyrics that not only
contain rhetorical devices, but that are also appropriate for use in the
classroom. Jenkins precludes, however, that networking is not only about
identifying potential resources, it is also “a process of synthesis, during
which multiple resources are combined to produce new knowledge” (p.49). Networking, in this sense, includes the skill
of collective intelligence, another new media literacy seen within this lesson
plan. Students in this project combine their resources and democratically make
a decision as to which they will choose to present to the class to share their
knowledge of rhetorical devices. Jenkins defines collective intelligence as
“the ability to pool knowledge and compare notes with others towards a common
goal” (p.39). While choosing which lyrics to use requires a democratic
decision, the ability to identify rhetorical devices, to define them, and to
make connections, requires that the students share what they know with the
group. Jenkins notes that schools focus on training autonomous problem solvers
and does not equip students with the skills to use collective intelligence
(p.41). This lesson plan allows for team work that is at the heart of
collective intelligence.
Traditional literacies are also seen within the lesson
plan. The entire purpose of the lesson plan is to promote literate thinking by
having the students identify literary terms. Students must use reading
literacies—that is, they are reading for knowledge and thinking critically
about what is written. Not only must they understand what they have read, they
must analyze and evaluate the ideas within the text, determine the author’s
purpose and make connections with the lyrics—all reading literacy skills.
Students will also be required to use writing literacies as they put together
their project and with the final analysis paper. Students will also incorporate
listening, viewing and speaking literacies as they present and view
presentations.
References
Jenkins, H., Clinton,
K., Purushotma, R., Robison, A.J., and Weigel, M. (2006). Confronting the
challenges
of participatory culture: Media education for the 21st century.
Chicago, IL; MacArthur Foundation.
Retrieved from: https://www.2sc.usc.edu/mod/resource/view.php?id=256567
Ormrod, J.E. (2011). Educational psychology: Developing learners.
(7th ed.). Boston, MA:
Pearson Educational Publishers.
Appendix
Attachment 1
For use as Motivational Activity
Day One:
Lyrics
taken from: http://flocabulary.com/figurative-language/
Meet Will, a youngin'
with an old soul,
An emcee who wants to be the next to blow.
Imagine: he’s in a dark room in Manhattan,
Scrapping, scribbling on napkins,
Trying to make a living off rapping,
But skills, he lacks them. Nobody thought that it would happen,
Until one day, Will switches his style,
Gets deep, and his wordplay gets witty and wild.
He used to sound so embarrassing,
Now peep all the metaphors and comparisons.
His life is a highway, but he’d confess,
He has a plan but needs a GPS.
He’s using references and allusions,
A lyrical Houdini, creating illusions.
Dolphins in '72 - he won't lose,
Up by the first alarm, he’s not snoozing.
You'll be amazed by every phrase,
He will come correct with the wordplay.
Literal lines that block his way,
He will come correct with the wordplay. (x2)
Comparing with like or as, he's dropping similes,
Taking little steps like a centipede.
He's sharp like a laser, sharp as a razor,
In a night as dark as Darth Vader.
Dude can juke and adjust his position,
Contrasting two things in juxtaposition,
From weak to made, cheap to paid,
A creep to a dude who leads the way.
Using personification, what’s he doing?
Making objects and animals seem human.
The moon smiles as the city breathes,
He can feel the heartbeat of the city streets.
A live show? You really oughta see it.
Will will drop some onomatopoeia,
Words that sound like what they describe,
Now the crowd's buzzing - it’s alive.
You'll be amazed by every phrase,
He will come correct with the wordplay.
Literal lines that block his way,
He will come correct with the wordplay. (x2)
Will he exaggerate? Use hyperbole?
He’s the best ever at it, so certainly.
With assonance, vowel sounds he’s repeating,
He seems the least beat in any season.
His fans are legion, all the boneheads who bring beef
Leave with lots of lyrical lesions.
That’s alliteration - same sound sentence,
It’s commonsense - he’s calm with the confidence.
Using irony, opposite meaning,
His lines hit as soft as iron, believe him,
Good with the puns and the wordplay, oh my,
Going deep in double meanings like they were a coal mine.
Will's skills are sick like ERs, you heard of this?
Get hit and you’ll see stars like Copernicus.
If you only have one chance to shine,
You better get up, get out and go wild.
An emcee who wants to be the next to blow.
Imagine: he’s in a dark room in Manhattan,
Scrapping, scribbling on napkins,
Trying to make a living off rapping,
But skills, he lacks them. Nobody thought that it would happen,
Until one day, Will switches his style,
Gets deep, and his wordplay gets witty and wild.
He used to sound so embarrassing,
Now peep all the metaphors and comparisons.
His life is a highway, but he’d confess,
He has a plan but needs a GPS.
He’s using references and allusions,
A lyrical Houdini, creating illusions.
Dolphins in '72 - he won't lose,
Up by the first alarm, he’s not snoozing.
You'll be amazed by every phrase,
He will come correct with the wordplay.
Literal lines that block his way,
He will come correct with the wordplay. (x2)
Comparing with like or as, he's dropping similes,
Taking little steps like a centipede.
He's sharp like a laser, sharp as a razor,
In a night as dark as Darth Vader.
Dude can juke and adjust his position,
Contrasting two things in juxtaposition,
From weak to made, cheap to paid,
A creep to a dude who leads the way.
Using personification, what’s he doing?
Making objects and animals seem human.
The moon smiles as the city breathes,
He can feel the heartbeat of the city streets.
A live show? You really oughta see it.
Will will drop some onomatopoeia,
Words that sound like what they describe,
Now the crowd's buzzing - it’s alive.
You'll be amazed by every phrase,
He will come correct with the wordplay.
Literal lines that block his way,
He will come correct with the wordplay. (x2)
Will he exaggerate? Use hyperbole?
He’s the best ever at it, so certainly.
With assonance, vowel sounds he’s repeating,
He seems the least beat in any season.
His fans are legion, all the boneheads who bring beef
Leave with lots of lyrical lesions.
That’s alliteration - same sound sentence,
It’s commonsense - he’s calm with the confidence.
Using irony, opposite meaning,
His lines hit as soft as iron, believe him,
Good with the puns and the wordplay, oh my,
Going deep in double meanings like they were a coal mine.
Will's skills are sick like ERs, you heard of this?
Get hit and you’ll see stars like Copernicus.
If you only have one chance to shine,
You better get up, get out and go wild.
Attachment 2
Firework by Katy Perry
Do you ever feel like a
plastic bag,
Drifting through the wind
Wanting to start again?
Do you ever feel, feel so paper thin
Like a house of cards,
One blow from caving in?
Do you ever feel already buried deep?
6 feet under screams but no one seems to hear a thing
Do you know that there's still a chance for you
'Cause there's a spark in you
You just gotta ignite the light, and let it shine
Just own the night like the 4th of July
'Cause baby you're a firework
Come on, show 'em what you're worth
Make 'em go "Oh, oh, oh"
As you shoot across the sky-y-y
Baby, you're a firework
Come on, let your colors burst
Make 'em go "Oh, oh, oh"
You're gonna leave 'em all in "awe, awe, awe"
You don't have to feel like a wasted space
You're original, cannot be replaced
If you only knew what the future holds
After a hurricane comes a rainbow
Maybe your reason why all the doors are closed
So you could open one that leads you to the perfect road
Like a lightning bolt, your heart will glow
And when it's time, you'll know
You just gotta ignite the light, and let it shine
Just own the night like the 4th of July
'Cause baby you're a firework
Come on, show 'em what you're worth
Make 'em go "Oh, oh, oh"
As you shoot across the sky-y-y
Baby, you're a firework
Come on, let your colors burst
Make 'em go "Oh, Oh, Oh"
You're gonna leave 'em all in "awe, awe, awe"
Boom, boom, boom
Even brighter than the moon, moon, moon
It's always been inside of you, you, you
And now it's time to let it through-ough-ough
'Cause baby you're a firework
Come on, show 'em what you're worth
Make 'em go "Oh, Oh, Oh"
As you shoot across the sky-y-y
Baby, you're a firework
Come on, let your colours burst
Make 'em go "Oh, Oh, Oh"
You're gonna leave 'em all in "awe, awe, awe"
Boom, boom, boom
Even brighter than the moon, moon, moon
Boom, boom, boom
Even brighter than the moon, moon, moon
Drifting through the wind
Wanting to start again?
Do you ever feel, feel so paper thin
Like a house of cards,
One blow from caving in?
Do you ever feel already buried deep?
6 feet under screams but no one seems to hear a thing
Do you know that there's still a chance for you
'Cause there's a spark in you
You just gotta ignite the light, and let it shine
Just own the night like the 4th of July
'Cause baby you're a firework
Come on, show 'em what you're worth
Make 'em go "Oh, oh, oh"
As you shoot across the sky-y-y
Baby, you're a firework
Come on, let your colors burst
Make 'em go "Oh, oh, oh"
You're gonna leave 'em all in "awe, awe, awe"
You don't have to feel like a wasted space
You're original, cannot be replaced
If you only knew what the future holds
After a hurricane comes a rainbow
Maybe your reason why all the doors are closed
So you could open one that leads you to the perfect road
Like a lightning bolt, your heart will glow
And when it's time, you'll know
You just gotta ignite the light, and let it shine
Just own the night like the 4th of July
'Cause baby you're a firework
Come on, show 'em what you're worth
Make 'em go "Oh, oh, oh"
As you shoot across the sky-y-y
Baby, you're a firework
Come on, let your colors burst
Make 'em go "Oh, Oh, Oh"
You're gonna leave 'em all in "awe, awe, awe"
Boom, boom, boom
Even brighter than the moon, moon, moon
It's always been inside of you, you, you
And now it's time to let it through-ough-ough
'Cause baby you're a firework
Come on, show 'em what you're worth
Make 'em go "Oh, Oh, Oh"
As you shoot across the sky-y-y
Baby, you're a firework
Come on, let your colours burst
Make 'em go "Oh, Oh, Oh"
You're gonna leave 'em all in "awe, awe, awe"
Boom, boom, boom
Even brighter than the moon, moon, moon
Boom, boom, boom
Even brighter than the moon, moon, moon
Attachment 3
Music as Poetry
Assignment Guide
Objectives:
·
At the end of this activity, you will be able to
analyze a piece of music to identify rhetorical devices and figurative
language.
·
You will create a presentation that illustrates
rhetorical devices found within a piece of music.
Introduction:
We have been studying poetry and different forms of
figurative language or rhetorical devices that poets use. The truth is that
great writers, not just poets, use figurative language to enhance their work.
Take for example the metaphor “America is a melting pot”. What kind of images
and emotions does that evoke? Hopefully you find it a lot more interesting than
simply saying, “Lots of cultures came to America”—but they both say the same
thing. Rhetorical devices are often used in the lyrics of our favorite songs,
we just have to take the time to slow down and look for them.
Assignment:
For this assignment, you will work in groups to identify the
rhetorical devices and/or figurative language used in a popular song.
·
You will first search for a song with at least
four rhetorical devices and then present that song to your group.
·
As a group you will make a democratic decision
about which song you want to present to the class and how. Your choices are a
Prezi or a Glog—both of which you have used before.
·
You will have the better part of two class
periods to work on this project. It is up to you to make sure that your group
stays on task and completes the project on time.
·
There are up to 4 bonus points available for groups that stay on task and complete
all of their work each day.
·
You will be given time accountability charts and
rubrics to help you make this the best project possible.
·
More than
just putting lyrics into a presentation, you must also identify the rhetorical
devices.
·
You must also define the rhetorical devices and
I expect you to make connections: make connections to yourself, to the real
world, to other pieces we’ve read, or to the text.
Attachment 4
Music As Poetry
Date:__________________________
Group
Accountability Chart Day 1:
Group Members:
_____________________________________________________________________________________
Step
1:
(10 Minutes)
Spend no more than 10 minutes
individually searching for a song with four rhetorical devices to present to
your group. Everyone must choose a song—although your group will only use one
song.
|
Step
2:
(10 minutes)
Spend no more than 10 minutes
meeting as a group to discuss the lyrics to the songs, make a democratic
decision as to which song you will use. Identify and define the rhetorical
devices and make connections. Remember: It’s not the song that you are graded
on, it’s the rhetorical devices, their definitions, and your explanations and
connections.
|
Step
3:
(5 minutes)
Make a democratic decision as
to which presentation software you will use. Discuss the benefits/downfalls
of each. Which will work best for your chosen song? Break up the task—decide
who will be responsible for putting in which information into the
presentation. Be ready to put your presentation together tomorrow!
|
Time:
|
Time:
|
Time:
|
Total Time Allowed: 35
minutes
Our time:____________
Remember:
You have limited time to work on this project. It is up to you to be mindful of
your time! *2 Bonus Points will be
awarded to groups that finish all of today’s assignments on time
Attachment 5
Music
As Poetry
Date:_______________________
Group
Accountability Chart Day 2:
Group
Members:
Step 1:
(8
minutes)
Spend
no more than 8 minutes finding images, audio or video clips to import into
the presentation.
|
Step 2:
(20
minutes)
Spend
no more than 20 minutes putting your information into your Prezi or your
Glog.
|
Step 3:
(7
minutes)
Spend
no more than 7 minutes rehearsing how you are going to present your
presentation. Remember: Everyone must present at least one portion of the
project.
|
Time:
|
Time:
|
Time:
|
Total
Time Allowed: 35 Minutes
Our
Time: ____________
Remember:
This is the last day to complete your project. It is up to you to be mindful of
your time!
*2
Bonus Points will be awarded to groups that finish all of today’s assignments
on time
Attachment 6
Music
As Poetry Project Grading Rubric
Lyrics:
|
0 Points:
Lyrics
do not follow the guidelines set by the teacher (use of profanity or not
appropriate for class).
|
1-5 Points:
Lyrics
are presented but there are 3 or more misspelled words or typos.
|
6-10 Points:
Lyrics
are presented without error in spelling or typing.
|
Total:
|
Visual Aids:
|
1-20 Points:
Presentation
includes no illustrations. Presentation does not include the appropriate
number of rhetorical devices. Rhetorical devices are not identified or are
misidentified. There are no definitions to accompany rhetorical devices.
|
21-40 Points:
Presentation
includes few illustrations. Presentation includes fewer than 4 rhetorical
devices. The rhetorical devices are identified but display of lyrics and
rhetorical devices is not displayed so that it is easy to follow.
|
41-60 Points:
Presentation
includes high quality illustrations. Presentation includes the appropriate
number of rhetorical devices (4). Rhetorical devices are identified. There
are definitions to follow the rhetorical devices. Display of lyrics and
rhetorical devices is easy to follow.
|
Total:
|
Presentation:
|
||||
Performance
|
0-2 Points:
Group
members do not use appropriate voice level, there is a lack of eye contact
and lack of confidence in presentation
|
3-6 Points:
Not
all group members use appropriate voice level, eye contact and may lack
confidence in presentation
|
7-10 Points:
Most
all group members use appropriate voice level, eye contact and exert
confidence in presentation
|
Total:
|
Explanation of Interpretations
|
0-3 Points (Weak)
Explanations
are not able to be supported or are missing altogether
|
4-7 Points (Moderate)
Some
explanations lack depth and clarity but most can be supported.
|
8-10 (Strong)
Explanations
are clear and well structured. Explanations are able to be supported.
|
Total:
|
Explanation of Connections
|
0-3 Points (Weak)
Connections
may be missing or if an attempt is made, there are major weaknesses, are
unrelated or confusing. Uses only one type of connection.
|
4-7 Points (Moderate)
More
than one type of connection is made but there are minor weaknesses that the
audience would find confusing or unrelated.
|
8-10 Points (Strong)
More
than one type of connection is made. The connections are strong and easy to
follow.
|
Total:
|
Total: ______
Notes:
Attachment
7
Interpretation:
|
1-10 Points:
Explain the author’s message (Thesis)
|
1-10 Points:
Logical reasons you think this (Reasons)
|
1-10 Points
Support from the text (textual support)
|
Connections:
|
1-10 Points:
How this song connects to the real world
|
1-10 Points:
How this song connects to you.
|
1-10 Points:
How this song connects to another text
|
Rhetorical Devices:
|
1-10 Points:
Paper does not explain the correct number of rhetorical devices.
Explanation is not clear, rhetorical devices are misidentified. There are no
definitions to explain the rhetorical devices.
|
11-20 Points:
Paper includes two rhetorical devices. Explanation is vague.
Rhetorical devices are identified. There are vague definitions to explain the
rhetorical devices.
|
21-30 Points:
Paper includes two rhetorical devices. Explanation is clear.
Rhetorical devices are correctly identified. There are clear definitions to
explain the rhetorical devices.
|
Conventions:
|
1-4 Points:
Paper exceeds one page. There are more than 5 errors in spelling,
capitalization or punctuation. Paper uses slang or contractions
|
5-8 Points:
There are more than 3 errors in spelling, capitalization, or
punctuation. Paper does not use slang or contractions.
|
9-10 Points:
There are no more than one error in spelling, capitalization, or
punctuation. Paper does not use slang or contractions.
|
Music
as Poetry Individual Paper Analysis Grading Rubric
Total:
_________________________________
Notes:
Attachment
8
[Ludacris -
imitating Austin Powers]
Yeahhhh baby, heh heh, yeahh!
[Ludacris]
Back again (that's right) Luda! Ha ha ha ha (Feel this)
It gets meaner and meaner each time baby
Feelin real good too (holla at 'em man) What up Uncle 'Face! (Yeah)
I'm a bull in this industry man (tell 'em)
Some would rather run down and get one cow (nah)
I think I'd rather walk down and get 'em all
You know what I'm talkin 'bout right? Look
[Verse 1]
I'm never goin nowhere so don't try me
My music sticks in fans veins like an IV
Flows poison like Ivy, oh they grimy
Already offers on my 6th album from labels tryin to sign me
Respected highly, HIIII MR. O'REILLY
Hope all is well, kiss the plantiff and the wifey
Drove through the window, the industry super sized me
Now the girls see me and a river's what they cry me
I'm on the rise, so many people despise me
Got party ammunition for those tryin to surprise me (surprise!)
It's a celebration and everyone should invite me
Roll with the crew or meet the bottom of our Nikes (blaow!)
Explorer like Dora these swipers can't swipe me
My whole aura's so MEAN in my white tee
Nobody light-skinded reppin harder since Ice-T
You disagree, take the Tyson approach and bite me!
[Chorus]
Whoa! Don't slip up or get got! (Why not man?)
I'm comin for that number one spot! (Alright)
Rappers swearin they on top! (Nuh uh, uh uh)
But I'm comin' for they number one spot! (Alright man)
Scheme scheme, plot plot (say WHAT?)
I'm comin for that number one spot! (Woo, hey)
Keep it goin it won't stop! (What you doin man?)
I'm comin for that number one spot!
Yeahhhh baby, heh heh, yeahh!
[Ludacris]
Back again (that's right) Luda! Ha ha ha ha (Feel this)
It gets meaner and meaner each time baby
Feelin real good too (holla at 'em man) What up Uncle 'Face! (Yeah)
I'm a bull in this industry man (tell 'em)
Some would rather run down and get one cow (nah)
I think I'd rather walk down and get 'em all
You know what I'm talkin 'bout right? Look
[Verse 1]
I'm never goin nowhere so don't try me
My music sticks in fans veins like an IV
Flows poison like Ivy, oh they grimy
Already offers on my 6th album from labels tryin to sign me
Respected highly, HIIII MR. O'REILLY
Hope all is well, kiss the plantiff and the wifey
Drove through the window, the industry super sized me
Now the girls see me and a river's what they cry me
I'm on the rise, so many people despise me
Got party ammunition for those tryin to surprise me (surprise!)
It's a celebration and everyone should invite me
Roll with the crew or meet the bottom of our Nikes (blaow!)
Explorer like Dora these swipers can't swipe me
My whole aura's so MEAN in my white tee
Nobody light-skinded reppin harder since Ice-T
You disagree, take the Tyson approach and bite me!
[Chorus]
Whoa! Don't slip up or get got! (Why not man?)
I'm comin for that number one spot! (Alright)
Rappers swearin they on top! (Nuh uh, uh uh)
But I'm comin' for they number one spot! (Alright man)
Scheme scheme, plot plot (say WHAT?)
I'm comin for that number one spot! (Woo, hey)
Keep it goin it won't stop! (What you doin man?)
I'm comin for that number one spot!
Attachment
9
Audience
Participation Sheet
Group:
|
Name of Song:
|
Identify at least one rhetorical
device and how it is used in the song.
|
Attachment
10
Individual
Analysis Paper Instruction Guide
This week we have spent time identifying rhetorical
devices and figurative language in some of your favorite songs. As a group you
have created an interactive presentation. Now, I want you to show me what
you’ve learned individually.
For homework, you are to write a one-page analysis
paper for the song your group chose to present. Your paper should follow all of
the conventions for formal writing that we have used in this class. You may
hand-write your paper using loose leaf paper and black ink. You may use word
processing software to write your paper. Computers are available before and
after school should you choose this route.
Your paper should include the following:
·
You should have a clear thesis that
explains the author’s message.
·
You should explain the logical reasons
you think this.
·
You should provide textual support to
support your thesis.
·
You should make connections to the real
world, to yourself, and to another text.
·
You only have to identify two
of the rhetorical devices that your group included. Explain and define the
rhetorical device.
·
Your paper should be free of
typographical and spelling errors. You should use no slang or contractions.
This
paper is due on Friday, February 7th.
