Samantha Harrison
LAE 4332-0001
Grammar in Popular Culture Mini-Lesson
Purpose/Rationale:
Music, being a form of popular media, has a great purpose in the classroom.
Music can serve as a form of poetry, and can also be a fun way for students to identify
different literary devices and themes within the lyrics. The purpose of this lesson is to
get students interested in the art of poetry, by showing the students something they are
already interested in, and ultimately developing their understanding of literary devices
and the effect they have on the written word. The lesson will also stress the importance of
having figurative language in one’s writing. This lesson will also allow the students to
observe lyrics they enjoy, and provide them the opportunity to search for the different
devices and even themes within those lyrics. Before this lesson, students have been
introduced to the many different literary devices such as alliteration, allusion, metaphor,
personification, simile, hyperbole, and onomatopoeia.
Grade Level: 7th Grade
Florida State Standards:
LAFS.7.RL.2.4 -Determine the meaning of words and phrases as they are used in a text,
including figurative and connotative meanings; analyze the impact of rhymes and other
repetitions of sounds (e.g., alliteration) on a specific verse or stanza of a poem or section
of a story or drama.
Objectives:
Students will be able to explain how figurative language affects the overall theme of the
song
Students will be able to analyze how literary devices impact the lyrics
Students will be able to locate the different literary devices within the song lyrics.
Materials:
Song clips
-Nickelback “Rockstar”
-Alicia Keys “Girl on Fire”
-Katy Perry “Firework”
-Taylor Swift “Love Story”
Anticipatory Set:
To begin, the teacher will first show the students two different example writings: one that
lacks figurative language, and then one that is full of devices that engage the reader. The
teacher will have the students compare the two, and discuss how a piece of writing with
figurative language engages its readers far more than a piece without.
What passage is more interesting?
What passage is easier to visualize?
Then the teacher will ask the students to split up into groups of 3-4 to work on the
activity.
Teaching Strategy/ Procedure/ Activity:
Time
3 Minutes: Anticipatory Set
5 Minutes: First Song
5 Minutes: Second Song
5 Minutes: Third Song
Student is doing
Student is listening to the
teacher and discussing the
anticipatory set
Teacher is doing
Teacher begins the
anticipatory set and reads
the two paragraphs and
introduces figurative
language and how impactful
it is on writing
Students are listening to and Teacher is playing the song
reading the lyrics on the
for the students finding any
first song the teacher
figurative language and or
chooses. Within their group literary devices throughout
the students will underline
the song. For the first song
and circle any figurative
the teacher is doing the
language or literary devices activity with the students to
they hear and see during the model what is expected.
song. For the first song the
students are following along
with the teacher in order to
fully understand the
activity.
Students are listening to and Teacher is playing the song
reading the lyrics on the
for the students and
first song the teacher
answering any questions the
chooses. Within their group students may have
the students will underline
and circle any figurative
language or literary devices
they hear and see during the
song.
Students are listening to and Teacher is playing the song
reading the lyrics on the
for the students and
first song the teacher
answering any questions the
chooses. Within their group
the students will underline
and circle any figurative
language or literary devices
they hear and see during the
song.
students may have
Summary/Closure:
This activity will conclude with a short discussion about how literary devices and
figurative language plays a great role in writing. The teacher may ask the students if they
think they would still enjoy music if it did not include this form of writing.
Homework:
Ask the students to bring in the lyrics of their favorite (and appropriate) song.
Assessment:
Informal: Students will be monitored through discussion
Formal: The teacher will collect the groups written answers down for participation points
Accommodations:
Students who are visually impaired will be places closer to the front of the classroom, and
will also receive larger font printout of the lyrics.
ELL students will be accommodated through the group work. Working with the other
students will allow them to ask questions and respond in a smaller group hopefully
making them feel comfortable to speak and participate.
Attachments:
Two different forms of writing examples:
Writing Sample One: The beach is my favorite place to go. I dip my toes into the cold
water, and the seagulls chirp above. I eat my greasy French fries and stare out at the
water. I could stare at the waves all day, and the noise clears my mind. As I walk through
the sand, I sink slightly with each step. Ah, summer.
Writing Sample Two: Crash, crash, crash. The waves knock against the shoreline, foam
creeping up the sand like a cat after its prey. As I dip my feet into the cold water, I hear
squawking above. Chatty seagulls circle around me, eyeing my French fries. It’s as if a
million birds are blocking the sunlight as they circle above. With the last bite of my
French fries, the seagulls disappear like a magician’s card, fast. My feet, frantic for
footing on the sand hills, sink with each step. Summer is freedom.
Songs:
http://www.metrolyrics.com/rockstar-lyrics-nickelback.html
http://www.metrolyrics.com/girl-on-fire-lyrics-alicia-keys.html
http://www.metrolyrics.com/firework-lyrics-katy-perry.html
http://www.metrolyrics.com/love-story-lyrics-taylor-swift.html
Citations:
Durr, Stef. "Explore Literary Devices in Popular Lyrics." Lesson Planet Community
Forums. N.p., Apr. 2013. Web. 8 June 2015.