1. Topic-
|
|
|
2. Content-
|
| Finding poetry in every day experiences, and relating literary terms
and devices to lyricism that one doesn't usually immediately connect
to them. |
| |
|
3. Goals: Aims/Outcomes-
|
1. To illustrate literary devices like metaphor, allusion, hyperbole,
etc. through a medium/genre the students can relate to more easily
2. To have students recognize the use of every day experience in poetry/lyricism
3. To demystify the poetic process to some extent |
| |
|
|
4. Objectives-
|
1. To have students identify and discuss the uses of these terms
by an artist they enjoy, and see how he applies them to an environment
they're more familiar with
2. To have students discuss ways they can bring their own environments
into their work
3. To have students use these devices in their own creative work |
| |
|
5. Materials and Aids-
|
| Smart classroom AV equipment (YouTube video of "Empire State of
Mind," projection of lyrics on screen), copies of lyrics, copies of
sheet with terms on it |
| |
|
6. Procedures/Methods-
|
|
A. Introduction-
1. Play "Empire State of Mind" as students enter the room/at the
beginning of class
2. Pass out lyric sheets and term sheets as the song plays
3. Have students listen to song, reading lyrics as they do |
| |
|
|
B. Development-
1. Introduce the subject of the lesson
2. Talk about Jay-Z's lyrics, what he writes about
3. Talk about terms on sheet |
| |
|
|
C. Practice-
1. Ask students to identify which terms on the sheet are used in
Jay-Z's lyrics
2. Ask students to point out examples
3. Write examples they give on the board |
| |
|
|
D. Independent Practice-
1. Writing prompt: have the students write a poem that incorporates
three literary devices used by Jay-Z in Empire State of Mind
or
2. write a poem about where they're from
|
| |
|
|
F. Checking for understanding-
1. Share poems after the writing period for workshopping
2. Listen to student feedback/encourage constructive feedback
3. Provide feedback
|
| |
|
|
G. Closure-
Thank students; encourage them to listen to other songs for these
terms, encourage them to point them out in class in the following
weeks if they like
|
| |
|
7. Evaluation-
|
1. Students are far more familiar with terms than they were before;
clarified distinctions between terms (simile/metaphor, etc)
2. Students are more comfortable with terms, it seems |
| |
|
8. Teacher Reflection-
|
| The students really seemed to enjoy this lesson, and I did, too!
Will certainly use again. |
| |
|