Name: _________________________________________________________Period: _______
Creative Writing: Literary Elements in Song Lyrics
UNIT GUIDING QUESTION : How can using writer’s notebooks and practicing the use of literary elements help writers develop ideas?
UNIT OVERVIEW: In this unit, students examine the lyrics of rap artist Jay-Z for literary elements including rhyme, metaphor, puns and allusions, then consider what he says about his own writing process. Finally, they analyze additional lyrics and apply lessons from JayZ’s process to their own reading and writing.
OBJECTIVE: I can demonstrate my understanding of literary elements such as figurative language by examining the use of elements in song lyrics and then incorporating them into a piece of prose I create.
STEP 1: INTRODUCE CONCEPT OF LITERARY ELEMENTS IN SONG LYRICS
 Listen to “Empire State of Mind” by Jay-Z.
 Then, identify the use of literary elements in the text using the following worksheet. (Printed copies provided.) http://graphics8.nytimes.com/images/blogs/learning/pdf/2010/20101202jayzlitdevices.pdf
 Lyrics to “Empire State of Mind” by Jay-Z http://www.songlyrics.com/jay-z/empire-state-of-mind-lyrics/
STEP 2: INTERACT WITH THE AUTHOR
 Read: Jay-Z Deconstructs Himself http://www.nytimes.com/2010/11/23/books/23book.html
 Respond to the following questions using evidence from the text.
1. As a young man, how did Jay-Z use his notebook to capture ideas for lyrics?
2. How did JayZ’s former life as a drug dealer contribute to his development as a writer?
3. How did writing help Jay-Z make sense out of his life?
4. What are some examples of ways in which Jay-Z uses traditional literary devices to help him express street life?
5. What does “postmodern” mean? In what way could Jay-Z’s work be considered postmodern?
 Analyze the lyrics. Discuss and respond to the following questions:
1. What themes does Jay-Z address in this song?
2. How does his use of literary elements help bring out these themes?
3. Where in the lyrics do you see layers of metaphors?
4. What are the effects of his “language tricks” on you as a listener?
STEP 3 . APPLY WHAT YOU’VE LEARNED.
 Now, you choose a “favorite” song and analyze it using the same criteria.
1. Identify lyrics. We will try to print them off for you. Please DO NOT use potentially offending or disrespectful lyrics —try to stay as school appropriate as possible.
2. Consider using the following artists: Bob Dylan , Ray Davies , Fall Out Boy , the Beatles and many other lyricists .
3. Annotate the lyrics by highlighting key words, literary elements and devices, observations you make about the text and ideas about theme.
4. Then, find examples of as many literary elements as possible within the lyrics.
5. Once you have done this, choose three literary elements to examine more closely. Use the graphic organizer provided to help organize and analyze your ideas. Headings on graphic organizer: “Passage,” “Literary Element” and “Analysis/Effect.”

6. Additional reading for interest “It's Only Rhyming Quatrains, But I Like It” http://www.nytimes.com/2001/07/08/magazine/it-s-only-rhyming-quatrains-but-i-like-it.html
 Reconvene as a class for presentations. After all students have finished sharing, we will discuss the following questions:
1. What musical genres seemed to make the most use of literary elements? Why do you think this is?
2. Why would musical artists use the same old literary devices we study in class?
3. How do these artists keep these devices fresh and avoid cli ché?
4. What would the lyrics be like without these literary elements?
5. Which of these lyrics would you call literary?
STEP 4: SYNTHESIZE YOUR LEARNING
In this final step, you will:
 Create lyrics using the literary elements and techniques practiced.
 Analyze using the same criteria outlined in STEP 3.
 Share your lyrics and analysis with the class.
SELF-CHECK FOR STEP 4
Figurative Language Circle the types of figurative language you used:
 simile,
 metaphor,
 personification,
 onomatopoeia,
 hyperbole, and
 sensory language, like what do you:
 see,
 hear,
 feel,
 smell,
 touch
Literary Devices Circle the types of literary devices you used:
 rhythm
 rhyme
 alliteration
 repetition
 refrain
 allusion
 other_________________________
Moral or Life Lesson Write your moral or life lesson here:

WRITING RUBRIC
Narrative
Writing
4: Exemplary
Proficient
MN State
Standard
7.7.3.3
Precise
Language
AND
Literary
Techniques
Uses many precise, descriptive details including figurative language to describe actions and emotions, such as:
 simile,
 metaphor,
 personification,
 onomatopoeia,
 hyperbole, and
 sensory language, like what do you:
 see,
 hear,
 feel,
 smell,
 touch
And/Or uses other literary devices, such as:
 rhythm
 rhyme
 alliteration
 repetition
 refrain
 allusion
 pun
7.7.3.3
Context,
Point of
View,
Theme
Establishes a strong point of view and context by developing a recognizable life lesson or moral through the strong development and organization of events.
3: Basic Proficient 2: Progressing 1: Beginning 0: No
Evidence
Uses some precise, descriptive details including figurative language to describe actions and emotions, such as:
 simile,
Uses few details to describe actions and emotions.
Language is imprecise and vague making it difficult to understand actions and emotions.
Did not do the assignment.
 metaphor,
 personification,
 onomatopoeia,
 hyperbole, and
 sensory language, like what do you:
 see,
 hear,
 feel,
 smell,
 touch
And/Or uses other literary devices, such as:
 rhythm
 rhyme
 alliteration
 repetition
 refrain
 allusion
 pun
Establishes a point of view and/or context by developing a recognizable life lesson or moral through the development and organization of events; may lack some clarity with moral or sequence of events.
Moral or life lesson is difficult to identify; lacks organization and sequencing of events.
Moral or life lesson is unclear or missing.
Lacks clarity and sequencing of events.
Did not do the assignment.

Name: __________________________________________________________Period: ________
Literary Elements in Song Lyrics: Passage, Literary Element and Analysis/Effect.
STEP 3: ANALYZE AN EXISTING SONG
ARTIST: _________________________________
SONG TITLE: _____________________________
GENRE OF MUSIC: ________________________
Literary Element #1: Passage
Name it:
Literary Element #2:
Name it:
Literary Element #3:
Name it:
STEP 4: ANALYZE YOUR LYRICS
Analysis
ARTIST: (YOU!) __________________________________
SONG TITLE: ____________________________________
GENRE OF MUSIC: _______________________________
Literary Element #1: Passage
Name it:
Literary Element #2:
Name it:
Literary Element #3:
Name it:
Analysis