arts music pe learning activity

7/31/2019 Arts Music Pe Learning Activity

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Music as Poetry

Overview

Though we dont usually think of it as being true, songs are often written like poems.

They use a lot of the same techniques, and just like poets, songwriters dig deep into themselves

to write their songs.For this unit, students are going to be analyzing a school-appropriate song of your choice.

To do this, they will identify the poetic devices found in a song and explain how those devices

add meaning. They will also be taking this information and creating a GooglePresentation which

they will present to the class.

Grade: 7

CA Common Core Standards

RL.1: Cite several pieces of textual evidence to support analysis of what text says

explicitly as well as drawn from textRL.4: Determine the meaning of words and phrases as they are used in a text, including

figurative and connotative meanings

W.6: Use technology to produce and publish writing

SL.4: Present claims and findings, emphasizing salient points in a focused, coherent

manner with pertinent descriptions, facts, details, and examples; use appropriate eye

contact, adequate volume, and clear pronunciation

SL.5: Include multimedia components and visual displays in presentations to clarify

claims and finding and emphasize salient points

L.1: Demonstrate command of the conventions of standard English grammar and usage

when writing or speakingL.5a: Interpret figures of speech in context

Objectives

Students will...

1. List and define the types of literary devices

2. Determine a reason why each type of device adds meaning

3. Identify the literary devices found in a school-appropriate song of their choosing

4. Decide on a meaning for their song

5. Explain how each device found in their song adds to the meaning of the song

6. Create a GooglePresentation about the poetic devices found in their song

7. Present their GooglePresentation to the class using public speaking techniques

Time Required: Four 1-hour class periods (or 240 minutes)

Glog/Internet Resources Used (Found under For Teaching Literary Elements Section):

Video #1 Literary Elements You Find in Songs (http://www.youtube.com/watch?

v=eF0gyQ6V74Q)
http://www.youtube.com/watch?v=eF0gyQ6V74Qhttp://www.youtube.com/watch?v=eF0gyQ6V74Qhttp://www.youtube.com/watch?v=eF0gyQ6V74Qhttp://www.youtube.com/watch?v=eF0gyQ6V74Q


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Poetic Devices in Songs (http://www.youtube.com/watch?v=ySqyQAs1XtM)

Required Materials

1:1 student computers with stable Internet connection

GoogleDrive accounts (for students)

Considerations:

Students have experience using the Internet

Students have experience using GooglePresentations

Students have Internet access at home

Students have knowledge of public speaking techniques

Students are familiar with English language conventions (spelling, grammar, punctuation,

capitalization)

Students have basic typing skills

Procedures:Day 1

1. Introduce the term literary devices. Explain that they are techniques intentionally used to help

authors add meaning to their work.

2. Tell students that there many devices, but they will be learning five: simile, metaphor,

personification, alliteration, and hyperbole.

3. Play Literary Elements You Find in Songs from the Glog (Video #1). Have students write

down the definition of each element along with the example provided. Stop the video to clarify

each device and provide extra information as necessary. Also, stop the video at the question after

the example and discuss the question as a class.

4. Have students look at an example song they are familiar with (suggestions include RumorHas It by Adele or You Belong to Me by Taylor Swift). Have them pair up, and each pair

should decide on a meaning of the song; they should also identify the literary devices found

within it. Then, have the students brainstorm ways in which the devices help the writer get the

meaning across.

5. Tell students that they will be analyzing a song of their choice for literary devices and creating

a presentation about it. Give them the remaining time to brainstorm ideas and choose a song.

Day 2

1. Review the five literary devices from the previous day.

2. Tell students that they will be watching another video which provides more examples.

Although the video uses the term poetic devices, the techniques are the same.

3. Play Poetic Devices in Songs from the Glog (Video #2).

4. Ask students to find the lyrics to their chosen song online.

5. Students read the lyrics and decide on an overall meaning for the song (note: meaning is

different than a summary! Students should tell what people are to learn/understand from the

song, not what the song is about)
http://www.youtube.com/watch?v=eF0gyQ6V74Qhttp://www.youtube.com/watch?v=ySqyQAs1XtMhttp://www.youtube.com/watch?v=ySqyQAs1XtMhttp://www.youtube.com/watch?v=eF0gyQ6V74Qhttp://www.youtube.com/watch?v=eF0gyQ6V74Qhttp://www.youtube.com/watch?v=ySqyQAs1XtMhttp://www.youtube.com/watch?v=ySqyQAs1XtM


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6. Have the students copy the lyrics into a word processing program. Students should color code

the lyrics, with each literary device using a different color

7. After students have identified the devices, they should write out how they add to the meaning

of the song. In other words, how to do the devices help the listener understand the point of the

song?

8. Circulate around the room and help as necessary. Whatever students do not finish by the closeof the class period gets finished for homework.

Day 3

1. Students begin to work on their GooglePresentation.

2. The GooglePresentation has a minimum of four slides: title, meaning of song, devices used,

explanation of devices. Note: slides should have a title, picture, and minimal text

3. Students write out what they plan to say in the speaker notes section.

4. Circulate around the room and help as necessary. Whatever students do not finish by the close

of the class period gets finished for homework.

Day 4

1. Students present their GooglePresentations (one at a time) in front of the class.

2. They may use their speaker notes if they wish.

Assessment

Students are assessed on their GooglePresentation. The rubric for assessment is provided below.

GooglePresentation

Area 20 Points 18 Points 15 Points

Song Meaning Song meaningis identifiedand explained

N/A Song meaningis identified butnot explained

LiteraryElements

All literaryelements in thesong areidentified andexplained

N/A Literaryelements in thesong areidentified butnot explained

Slide Content All slidescontain andtitle andpicture;minimal text isused

All slidescontain a titleand a picture;extra text isused

Slides do notcontain a titleor picture; aheavy amountof text is used


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Area 20 Points 18 Points 15 Points

Volume Presenter usesan appropriatevolume

Presenter isheard, butvolume could

be louder

Presenter isdifficult to hearas a result of

low volume

Speed Presenterspeaks at anappropriatepace

Presenter isunderstood,but couldspeak at aslower pace

Presenter isdifficult tounderstandbecause of thequick pace

Emphasis Presenter usesappropriateemphasis to

add to thecontent

N/A Presenter usesno emphasisthat adds to

the content

Eye Contact Presentermakesfrequent eyecontact withaudience

Presentermakes someeye contactwith audience,but could makemore

Presenter useslittle or no eyecontact withthe audience

Total: ____/140

arts music pe learning activity

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