Music and Lyrics
A Conceptual Unit
By: Jamie Friedman
Tim LaBud
Al Merkley
Lauren Moore
Professor Dressman
Curriculum and Instruction 401
Section E2
Fall 2012
Unit Progression Narrative
This is a five-week unit pertaining to poetry, rap, and music—a unit that shows how these mediums of expression intersect and operate in
similar ways. The format of our unit works on a cyclical basis. We are structuring the entire unit by theme, with the first four weeks of the unit each
being devoted to a particular premise. The purpose of having each individual week be devoted to a certain theme is to establish a consistent structure
that students can get accustomed to when learning about these varying forms of expression. The themes of the first four weeks are Romance/Love,
Tough Stuff, Race, and Global and Social Issues. The fifth week of the unit is a showcase, with students presenting various works that they
themselves have constructed at the end of each week’s lessons.
The first day of each week will introduce that week’s theme. For example, for week 2—our “Tough Stuff” week—the first day will introduce
students to the idea of what exactly “tough stuff” entails, and why we are examining that concept (for purposes of this assignment, I will continue to
refer to Week 2 to explain our proposed structure). We plan to explain that “tough stuff” can be anything that weighs heavily on one’s mind, from
divorce to the loss of a friend to anywhere in between. The core component of day 1, though, is to ease students into the theme of the week by
presenting songs that pertain to that week’s topical theme, as well as contain the poetic devices that will be focused on that week. The songs we are
using for Week 2, for instance—“Runaway Love” by Ludacris and Mary J. Blige, “Down to Earth” by Justin Bieber, and “Runaway Train” by Soul
Asylum—all contain the poetic devices of repetition, rhythm, and rhyme. We will instruct students to pay attention not only to the lyrical themes of
the songs, but also, how the words fit together structurally, and how these poetic devices contribute to the emphatic power of the song.
The second day of each unit, we will begin the class by briefly recapping the poetic devices and lyrical themes that we had discussed in class the day
before. We will then present several poems (of a particular genre) that contain these same poetic devices, and pertain to the week’s theme.
For our second week, for instance, the poetry genre of the week is slam poetry. We will define what slam poetry is and what constitutes a
poem as one of the “slam” variety. We will then distribute one of the slam poems—in this case, “Cake” by Todd Colby—on paper, and have students
read it silently to themselves, keeping in mind the poetic devices of the week—rhythm, repetition, and rhyme. With this particular poetic genre, it is
vital to also show video examples of the poems being performed. We will show videos of these slam poems being performed, and students will be
instructed to take note of how the speaker utilizes the poetic devices to his/her advantage when performing. The videos will demonstrate how poetic
devices such as rhythm and rhyme can make the poem come to life.
For day three of the unit, we plan on having students bring in a poem or song of their own choosing (they will have been instructed to do this
on Tuesday) pertaining to the week’s theme. We will divide the students into small groups of 4-5, and the students in these groups can share what
about their poem or song pertains to the theme, and what devices are used in that piece. If a student does not have a poem or song to share, we will
have backups that they can use. These backups are “Tha Crossroads” by Bone Thugs N Harmony and “One Sweet Day” by Mariah Carey featuring
Boyz II Men.
The fourth day of the unit will be a workshop day, where students will use the devices and theme learned over the first three days to write
snippets of their own individual poetry, rap, or song lyrics. There will be a little time spent on reviewing what poetic devices were used during the
week, but by this point in the week, students should be quite familiar with both the topical content and the poetic structure that have been the week’s
focus. Students will be instructed that they should try to mirror the structure of the poems and songs that have been discussed as closely as possible.
Content wise, what they construct is entirely up to them; however, they should try to incorporate the poetic devices, or at least the theme, into their
own compositions.
The fifth day of the unit will be a mini-showcase. In small groups of 4-5, students will present what they created the day before. Each student
in each group will get the chance to share. Students may explain a little bit about why they constructed something a certain way, and after everyone
in the group has presented, the group can discuss some of the different types of mediums of expression that were used. Then, the group will nominate
one piece to be performed for the class. Therefore, there will be about 4 or 5 pieces performed for the whole class. The class can then discuss in a
similar manner to how the small groups discussed, comparing the different forms of expression and varying poetic devices that were used.
This structure will be used for each of the four weeks. The fifth week, however, is a showcase of everything the students have been working
on for the past four weeks. Students will be performing a presentation about the poem or song that they have either selected or written. Before
performing the piece, students can give an explanation of why they chose this piece, and how it connects to one of the week’s themes. Students can
present the piece in a variety of formats—whether a video with music, a live performance, or the poem itself displayed on a PowerPoint. This will be
a great wrap-up to a fun-filled, educational, and meaningful unit on poetry, rap, and music.
Rationale Behind Unit
We teachers at JALT Academy feel that we have developed an amazing unit plan that focuses on poetry and its relation to a variety of
modern music. This lesson can be adapted and molded to fit the curriculum of any classroom grades 9-12 and aims to familiarize our students with
the conventions of poetry, renowned writers/artists, and the tools needed to analyze and create poetry. Students will learn to analyze poetry by
comparing the poetical devices found in modern music to poetical devices found in more classical examples of poetry, and the skills learned by the
students through this practice will be manifest in their creative assignments throughout the unit. We believe that this unit will be particularly
effective and useful for a number of reasons:
First and foremost, musical lyrics are a form of poetry, and we feel that using lyrics to teach poetry will spark greater interest in poetry from
students. Poems and songs share many of the same conventions, and this unit plan allows the students to access poetic content through the more
approachable medium of modern music. When students learn that they are being required to study poetry, they often react quite negatively and
become disinterested in the material, which creates a huge obstacle to achieving our goals. By relating poems and their devices to modern music that
appeals to the students, we can maintain a high level of student engagement, creating the highest potential for a successful poetry unit.
Additionally, we believe that the structure of our unit will help us cover an optimal amount of material. With a specific plan for each day of
the week, we are encouraged to stay on a pace that maximizes didactic efficiency but avoids overwhelming the students. Starting each week with an
introduction to the desired aspects of poetry provides ample time for explanation and clarification so that the students might have a solid
understanding of what we are teaching. Designating the second-to-last day of each week as a workshop day and the last day of each week as a
presentation day creates an opportunity for students to display their understanding of the material while providing the teacher the opportunity to
assess each student’s comprehension. In a general sense, student learning will be bolstered by the cyclical nature of our unit, for the weekly format is
the same for the entirety of the unit, yet new concepts and themes are incorporated each week. This cycle will allow students to become more
comfortable with poetry as the unit progresses.
Moreover, our unit is structured in such a way that allows us to cover the necessary material while fostering the creativity of the kids. The
bulk of our students’ homework involves finding music or poetry to bring to class, which gives them the opportunity to express themselves through
music that they appreciate while simultaneously encouraging them to confront the curriculum. Our inclusion of a workshop day allows them the
ability to generate their own poems or songs. We feel that this approach helps the classroom feel more like a comfortable learning community rather
than a rigid, constricting prison cell, which will in turn breed the ideal setting for teaching/learning poetry.
Ultimately, we plan to help our students recognize that they deal with poetry almost every day. By discussing the similarities between
poetry and music, our kids will be equipped to apply their learning beyond the classroom with each song they listen to. We believe that this approach
to teaching poetry will keep our students interested in the material and make it easier to understand and apply the concepts covered throughout the
unit.
Complete Unit Matrix
Week 1 Matrix (Page 1)
Monday
(Introduction
Day)
Description of Introduce
activities
Theme of Week:
Romance/Love
Tuesday
(Class Analysis
Day)
Introduce Poetic
Form(s) of Week:
Ballad Poetry and
Cavalier Poetry.
Wednesday
(Group Analysis Day)
Thursday
(Workshop Day)
Friday
(Showcase
Day)
Small Group Analysis:
Workshop Day:
Student
Have students analyze
Students use the
Showcase:
poems/song lyrics from the devices learned over Students
week’s theme in small
the first three days to present their
groups. Students can bring
write snippets of their self-made
Introduce and
Poetic Examples:
in poems or song lyrics of
own poetry, lyrics, or poems in
discuss poetic
“A Late Aubade”
their choice (they will be
rap. Student work
small groups
devices:
Narrative style,
by Richard Wilbur; prompted to do this for
should tie in the
of their
four-line stanzas “To His Coy
homework after Tuesday’s week’s theme.
choosing so
Mistress” by
class). Poetry and song
Student are free to
that they are
Andrew Marvell
lyrics demonstrating the
incorporate other
comfortable
Introduce and
week’s theme will be
poetic devices, but
with sharing
listen to songs:
“It’s Getting
provided for students who
they must use the
their work;
Analyze and
Better All the
do not bring an example.
ones that were
some students
explicate as a
Time” by Brooks class: Look at
Songs/poems that will be
specifically studied
will present to
and Dunn;
poetic examples to available for students are:
Monday-Wednesday the class and
“Dreaming with determine how
“Made to Love You” by
the class will
a Broken Heart” poetic devices
Gerald Levert, “Banana
reflect on
by John Mayer;
create meaning;
Pancakes” by Jack Johnson,
each
“Dear Mama” by songs from the
and “Aubade” by William
presented
Tupac
previous day can be Emerson. At the end of
piece
incorporated for
class, each group will
comparative
present their poetic findings
Analyze songs
purposes
about a poem or lyrics that
for poetic
they were analyzing
devices as a
class
Week 1 Matrix (Page 2)
Monday
(Introduction Day)
What
students
will be
doing
Tuesday
(Class Analysis
Day)
Listening to songs
Reading different
and reading lyrics
examples of poetry
while following
that fit in with the
along; learning
week’s theme
about poetic
(romance/love) and
devices; learning
analyzing the poetic
how poetic devices structure of these to
and structure
see how the poetic
convey meaning;
devices and
participating in a
structure creates
classroom
meaning in the
discussion about the poems
songs and the poetic
devices within them
Wednesday
(Group Analysis Day)
Thursday
(Workshop Day)
Friday
(Showcase
Day)
During the first half of
Students will utilize
Students will
class, students will meet in the poetic devices
perform
small groups to analyze
presented this week- and/or share
poetry or song lyrics. They Narrative style, four- the poems
will be looking for poetic
line stanzas, aubade- they have
devices and meaning, just
to create their own
created in
like we practiced on
poetic performances
their groups.
Monday and Tuesday as a
that relate to the
Students will
class. At the end of class,
week’s theme.
be able to
each group will present
Students can either
volunteer to
their poetic findings about a free-write in their
read their
poem or lyrics that they
journals, type on a
work to the
were analyzing
computer, or use the class. Class
Word Mover program discussion
from the
will follow
Read.Write.Think.
each
online resource to
performance.
create their own
texts/poems.
Week 1 Matrix (Page 3)
Monday
(Introduction Day)
What/how
we’ll teach
Tuesday
(Class Analysis
Day)
Use modern music
Distribute these
to teach narrative
poems and read
styles, 4-line
them aloud with the
stanzas, aubade
class; identify
form. This will be a poetic devices and
multimodal
discuss the meaning
approach to
that can be found as
teaching
a class. Songs from
poetry/music. Music the previous day
videos will be
can be referenced
played for the
for comparative
songs, and students purposes
will read the lyrics
as the songs/videos
play. Discussion
about poetic devices
present in the song
will follow each
video.
Wednesday
(Group Analysis Day)
Thursday
(Workshop Day)
Friday
(Showcase
Day)
Recap the poetic devices
-Review poetic
Collaborative
that were identified in the
devices and themes
work will help
past two days as a class.
covered in the unit to the students
Instruct students in small
refresh the students’
share ideas
groups to be reviewing and memory before their and help each
analyzing the poems/songs writing.
other learn.
that were brought in by
The class
students or provided by the -Allow free time
discussion
teacher with the week’s
during class for
will reinforce
poetic devices in mind.
students to express
the major
Students are also
themselves in relation concepts and
encouraged to find other
to the course material conclude the
poetic devices in their texts.
lesson upon
The teacher will walk
everyone’s
around as the students are
understanding
working in groups to make
.
sure students understand the
task at hand.
Week 1 Matrix (Page 4)
Monday
(Introduction Day)
What will
be learned
(and how
we will
know)
Tuesday
(Class Analysis
Day)
How to analyze
Students will learn
poetry for narrative how poetic devices
style, and how to
specific to the
understand the form weekly form/theme
of 4-line stanzas and create meaning in
aubade form.
poetry; they will
Students will learn
also learn the
conventions of love conventions and
songs/poetry.
style of that
particular poetic
form. This can be
assessed through
questions asked and
comments made
during class
discussion.
Wednesday
(Group Analysis
Day)
Students will have
additional practice
finding and applying
the week’s themes
and devices. Students
will learn how to
assess and analyze
poems on their own
and effectively
communicate their
ideas with
classmates. This can
be gauged through
student’s findings at
the end of the period.
Thursday
(Workshop Day)
Friday
(Showcase Day)
Writing skills and
comprehension of the
week’s themes and
poetic devices can be
measured through
their writing.
Writing, reading,
and speaking skills
will all be assessed
during the class
discussions and
performances. By
monitoring and
facilitating each
group’s
conversation, we
can assess the level
of student
comprehension.
Students will submit
their original work
to be graded based
on effort and
successful
incorporation of the
week’s themes and
poetic devices
Week 2 Matrix (Page 1)
Monday
(Introduction Day)
Description
Introduce Theme
of Activities for the Week:
“Tough Stuff”
Introduce and
discuss poetic
devices:
repetition, types of
rhyme (end, eye,
enjambed)
Introduce and
listen to songs:
“Runaway Love”
by Ludacris/Mary
J. Blige; “Runaway
Train” by Soul
Asylum;
“Down to Earth”
by: Justin Bieber
Analyze song
lyrics using poetic
devices as a class
Tuesday
(Class Analysis Day)
Introduce Poetic
Form(s) of the
Week:
Slam Poetry
Poetic Examples:
“Cake” by Todd
Colby; “How Do We
Spell Freedom” by
Roger Bonair-Agard;
“Falling in Like” by
Big Poppa E
Analyze and
explicate as a class:
Look at poetic
examples to
determine how
poetic devices create
meaning; songs from
the previous day can
be incorporated for
comparative
purposes
Wednesday
(Group Analysis Day)
Small Group Analysis:
Have students analyze
poems/song lyrics from the
week’s theme in small
groups. Students can bring
in poems or song lyrics of
their choice (they will be
prompted to do this for
homework after Tuesday’s
class). Poetry and song
lyrics demonstrating the
week’s theme will be
provided for students who
do not bring an example.
Songs/poems that will be
available for students are:
“Tha Crossroads” by Bone
Thugs N Harmony,” and
“One Sweet Day” by
Mariah Carey ft. Boyz II
Men. At the end of class,
each group will present
their poetic findings about
a poem or lyrics that they
were analyzing
Thursday
(Workshop Day)
Workshop Day:
Students use the
devices learned
over the first
three days to
write snippets of
their own poetry,
lyrics, or rap.
Student work
should tie in the
week’s theme.
Student are free
to incorporate
other poetic
devices, but they
must use the
ones that were
specifically
studied MondayWednesday
Friday
(Showcase Day)
Student
Showcase:
Students present
their self-made
poems in small
groups of their
choosing so that
they are
comfortable
with sharing
their work; some
students will
present to the
class
Week 2 Matrix (Page 2)
Monday
(Introduction Day)
Listening to songs
What
and reading lyrics
students
while following
will be
along; learning
doing
about poetic
devices; learning
how poetic
devices and
structure convey
meaning;
participating in a
classroom
discussion about
the songs and the
poetic devices
within them
Tuesday
(Class Analysis Day)
Students will have
these slam poems
(which are consistent
with the week’s
theme of “tough
stuff”) in front of
them and will read
them silently,
marking poetic
devices that were
discussed on Monday
(repetition and
rhyme). Then the
class will watch the
performances of these
poems, and compare
what is different
about viewing these
poems as
performances as
opposed to reading
them on paper.
Wednesday
(Group Analysis Day)
During the first half of
class, students will meet
in small groups to
analyze poetry or song
lyrics. They will be
looking for poetic
devices and meaning,
just like we practiced on
Monday and Tuesday as
a class. At the end of
class, each group will
present their poetic
findings about the poem
or lyrics that they were
analyzing
Thursday
(Workshop Day)
Students will utilize
the poetic devices
presented this weekNarrative style, fourline stanzas, aubadeto create their own
poetic performances
that relate to the
week’s theme.
Students can either
free-write in their
journals, type on a
computer, or use the
Word Mover program
from the
Read.Write.Think.
online resource to
create their own
texts/poems.
Friday
(Showcase Day)
Students will
share their own
slam poems in
front of the
class. Group
should nominate
a speaker who is
willing to
‘perform’ the
piece in a
similar manner
to the poems
that were
watched in class
as examples on
Tuesday.
Week 2 Matrix (Page 3)
Monday
(Introduction Day)
What/how Use modern music
you’ll teach to teach different
types of rhyme and
repetition. Identify
the themes
discussed in these
songs, i.e. domestic
violence, divorce,
etc. This will be a
multimodal
approach to
teaching
poetry/music.
Music videos will
be played for the
songs, and students
will read the lyrics
as the songs/videos
play. Discussion
about poetic
devices present in
the song will
follow each video.
Tuesday
(Class Analysis Day)
Distribute these poems
and read them aloud
with the class; identify
poetic devices and
discuss the meaning
that can be found as a
class. Songs from the
previous day can be
referenced for
comparative purposes
Wednesday
(Group Analysis Day)
Recap the poetic devices
that were identified in the
past two days as a class.
Instruct students in small
groups to be reviewing and
analyzing the poems/songs
that were brought in by
students or provided by the
teacher with the week’s
poetic devices in mind.
Students are also
encouraged to find other
poetic devices in their
texts. The teacher will walk
around as the students are
working in groups to make
sure students understand
the task at hand.
Thursday
(Workshop Day)
-Review poetic
devices and
themes covered
in the unit to
refresh the
students’
memory before
their writing.
-Allow free time
during class for
students to
express
themselves in
relation to the
course material
Friday
(Showcase Day)
Collaborative
work will help
the students
share ideas and
help each other
learn. The class
discussion will
reinforce the
major concepts
and conclude the
lesson upon
everyone’s
understanding.
Week 2 Matrix (Page 4)
Monday
Tuesday
(Introduction Day) (Class Analysis
Day)
How to analyze
Students will learn
What
the purpose of
how poetic devices
will be
repetition and
specific to the
learned
weekly form/theme
(and how understand how
end-rhyme works. create meaning in
will you
Students will learn poetry; they will
know?)
conventions of the also learn the
“tough stuff”
conventions and
genre.
style of that
particular poetic
form. This can be
assessed through
questions asked
and comments
made during class
discussion.
Wednesday
(Group Analysis Day)
Thursday
(Workshop
Day)
Students will have
Writing skills
additional practice finding and
and applying the week’s
comprehension
themes and devices.
of the week’s
Students will learn how to themes and
assess and analyze poems
poetic devices
on their own and
can be
effectively communicate
measured
their ideas with classmates. through their
This can be gauged through writing.
student’s findings at the
end of the period.
Friday
(Showcase Day)
Writing, reading, and
speaking skills will all
be assessed during the
class discussions and
performances. By
monitoring and
facilitating each group’s
conversation, we can
assess the level of
student comprehension.
Students will submit
their original work to be
graded based on effort
and successful
incorporation of the
week’s themes and
poetic devices
Week 3 Matrix (Page 1)
Monday
(Introduction
Day)
Description Introduce
of activities Theme for the
Week: Race
Tuesday
(Class Analysis Day)
Introduce Poetic
Form(s) of the Week:
Modern Poetry
Wednesday
(Group Analysis Day)
Small Group Analysis:
Have students analyze
poems/song lyrics from the
week’s theme in small
groups. Students can bring
Introduce and Poetic Examples:
discuss poetic “Still I Rise” by Maya in poems or song lyrics of
Angelou; “If We Must their choice (they will be
devices:
assonance,
Die” by Claude
prompted to do this for
consonance,
McKay
homework after Tuesday’s
onomatopoeia
class). Poetry and song
Analyze and explicate lyrics demonstrating the
week’s theme will be
Introduce and as a class: Look at
provided for students who
listen to songs: poetic examples to
“Changes” by
determine how poetic
do not bring an example.
Tupac;
devices create
Songs/poems that will be
“Blowin’ in the meaning; songs from
available for students are:
Wind” by Bob the previous day can
“The Way It Is” by Bruce
Dylan; “Black be incorporated for
Hornsby, “You Haven’t
or White” by
comparative purposes Done Nothing” by Stevie
Michael
Wonder, “Domestic
Jackson
Violence” by Eavan Boland.
At the end of class, each
group will present their
Analyze song
poetic findings about a
lyrics using
poem or lyrics that they
poetic devices
were analyzing
as a class
Thursday
(Workshop Day)
Friday
(Showcase Day)
Workshop Day:
Students use the
devices learned
over the first three
days to write
snippets of their
own poetry, lyrics,
or rap. Student
work should tie in
the week’s theme.
Student are free to
incorporate other
poetic devices, but
they must use the
ones that were
specifically studied
MondayWednesday
Student
Showcase:
Students present
their self-made
poems in small
groups of their
choosing so that
they are
comfortable
with sharing
their work;
some students
will present to
the class
Week 3 Matrix (Page 2)
Monday
(Introduction
Day)
Listening to
What
songs and reading
students
lyrics while
will be
following along;
doing
learning about
poetic devices;
learning how
poetic devices
and structure
convey meaning;
participating in a
classroom
discussion about
the songs and the
poetic devices
within them
Tuesday
(Class
Analysis Day)
Reading
different
examples of
poetry that fit
in with the
week’s theme
(race) and
analyzing the
poetic
structure of
these to see
how the
poetic devices
and structure
creates
meaning in
the poems
Wednesday
(Group Analysis Day)
Thursday
(Workshop Day)
Friday
(Showcase Day)
During the first half of class,
students will meet in small
groups to analyze poetry or
song lyrics. They will be
looking for poetic devices and
meaning, just like we practiced
on Monday and Tuesday as a
class. At the end of class, each
group will present their poetic
findings about the poem or
lyrics that they were analyzing
Students will utilize the
poetic devices presented
this week- Narrative
style, four-line stanzas,
aubade- to create their
own poetic performances
that relate to the week’s
theme. Students can
either free-write in their
journals, type on a
computer, or use the
Word Mover program
from the
Read.Write.Think.
online resource to create
their own texts/poems.
Students will
perform and/or
share the poems
they have
created in their
groups.
Students will be
able to
volunteer to
read their work
to the class.
Class discussion
will follow each
performance.
Week 3 Matrix (Page 3)
Monday
(Introduction Day)
What/how Use examples of
modern music to
you’ll
teach assonance,
teach
consonance,
onomatopoeia. This
will be a multimodal
approach to teaching
poetry/music. Music
videos will be played
for the songs, and
students will read the
lyrics as the
songs/videos play.
Discussion about
poetic devices
present in the song
will follow each
video.
Tuesday
(Class Analysis
Day)
Distribute these
poems and read
them aloud with
the class;
identify poetic
devices and
discuss the
meaning that
can be found as
a class. Songs
from the
previous day
can be
referenced for
comparative
purposes
Wednesday
(Group Analysis Day)
Thursday
(Workshop Day)
Friday
(Showcase Day)
Recap the poetic devices
that were identified in the
past two days as a class.
Instruct students in small
groups to be reviewing
and analyzing the
poems/songs that were
brought in by students or
provided by the teacher
with the week’s poetic
devices in mind. Students
are also encouraged to
find other poetic devices
in their texts. The teacher
will walk around as the
students are working in
groups to make sure
students understand the
task at hand.
-Review poetic devices
and themes covered in
the unit to refresh the
students’ memory before
their writing.
Collaborative
work will help
the students
share ideas and
help each other
learn. The class
discussion will
reinforce the
major concepts
and conclude
the lesson upon
everyone’s
understanding.
-Allow free time during
class for students to
express themselves in
relation to the course
material
Week 3 Matrix (Page 4)
Monday
(Introduction
Day)
What will be How to analyze
learned (and and understand
how will you modern poetry
with assonance,
know?)
consonance, and
onomatopoeia.
Students will
learn
conventions of
racially
motivated
music and
poetry.
Tuesday
(Class Analysis
Day)
Students will learn
how poetic devices
specific to the
weekly form/theme
create meaning in
poetry; they will
also learn the
conventions and
style of that
particular poetic
form. This can be
assessed through
questions asked
and comments
made during class
discussion.
Wednesday
(Group Analysis
Day)
Students will have
additional practice
finding and applying
the week’s themes
and devices. Students
will learn how to
assess and analyze
poems on their own
and effectively
communicate their
ideas with classmates.
This can be gauged
through student’s
findings at the end of
the period.
Thursday
(Workshop Day)
Friday
(Showcase Day)
Writing skills and
comprehension of
the week’s themes
and poetic devices
can be measured
through their
writing.
Writing, reading, and
speaking skills will all
be assessed during the
class discussions and
performances. By
monitoring and
facilitating each group’s
conversation, we can
assess the level of
student comprehension.
Students will submit
their original work to be
graded based on effort
and successful
incorporation of the
week’s themes and
poetic devices
Week 4 Matrix (Page 1)
Monday
(Introduction Day)
Description Introduce Theme
of activities for the Week:
Global and Social
Issues
Tuesday
(Class Analysis
Day)
Introduce Poetic
Form(s) of the
Week: Rhymed
Stanzaic Poetry,
Free Verse Poetry
Wednesday
(Group Analysis Day)
Small Group Analysis:
Have students analyze
poems/song lyrics from
the week’s theme in
small groups. Students
can bring in poems or
Introduce and
discuss poetic
Poetic Examples: song lyrics of their
“Poverty” by Jane choice (they will be
devices:
Simile, Metaphor, Taylor; “Dreams
prompted to do this for
Hyperbole
in War Time” by
homework after
Amy Lowell
Tuesday’s class). Poetry
and song lyrics
Introduce and
demonstrating the
listen to songs:
Analyze and
“Where is the
week’s theme will be
explicate as a
Love” by the Black class: Look at
provided for students
Eyed Peas;
poetic examples to who do not bring an
“Diamonds are
determine how
example. Songs/poems
Forever” by Kanye poetic devices
that will be available
West; “Welcome to create meaning;
are: “Express Yourself”
the Ghetto” by
songs from the
by N.W.A. and “Vixen”
Spice 1
previous day can
by W.S. Merlin. At the
be incorporated
end of class, each group
for comparative
will present their poetic
Analyze song
findings about a poem
lyrics using poetic purposes
or lyrics that they were
devices as a class.
analyzing
Thursday
(Workshop Day for
Final Project)
Friday
(Workshop Day
for Final
Project)
Workshop Day:
Workshop
Teacher will introduce
Day: Students
the requirements for the will continue
final presentation of this working on
unit. Students will be
their final
asked to create a 7-10
presentations,
minute presentation in
which are due
which they analyze a
the following
song, poem, or original Monday.
poetical work in front of
the class. Students will
present individually,
although they are free to
collaborate during the
workshop days. They
will be required to
demonstrate how poetic
devices within their
poem help convey the
piece’s meaning. After
this is assigned, students
will go to a computer
lab to begin work on the
assignment
Week 4 Matrix (Page 2)
Monday
(Introduction
Day)
What
students
will be
doing
Listening to
songs and
reading lyrics
while following
along; learning
about poetic
devices; learning
how poetic
devices and
structure convey
meaning;
participating in a
classroom
discussion about
the songs and the
poetic devices
within them
Tuesday
(Class Analysis
Day)
Wednesday
(Group Analysis Day)
Thursday
(Workshop Day
for Final Project)
Friday
(Workshop Day for
Final Project)
Reading different
examples of
poetry that fit in
with the week’s
theme (global and
social issues) and
analyzing the
poetic structure
of these to see
how the poetic
devices and
structure creates
meaning in the
poems
During the first half of
class, students will meet in
small groups to analyze
poetry or song lyrics. They
will be looking for poetic
devices and meaning, just
like we practiced on
Monday and Tuesday as a
class. At the end of class,
each group will present
their poetic findings about
the poem or lyrics that they
were analyzing
Students will
make use of this
period to begin
planning and
creating their final
presentation.
Students will be in
the computer lab
continuing their work
on final presentations.
Week 4 Matrix (Page 3)
Monday
(Introduction
Day)
What/how Use modern music
to teach Simile,
you’ll
Metaphor,
teach
Hyperbole. This
will be a
multimodal
approach to
teaching
poetry/music.
Music videos will
be played for the
songs, and
students will read
the lyrics as the
songs/videos play.
Discussion about
poetic devices
present in the
song will follow
each video.
Tuesday
(Class Analysis
Day)
Wednesday
(Group Analysis Day)
Thursday
(Workshop Day
for Final Project)
Friday
(Workshop Day for
Final Project)
Distribute these
poems and read
them aloud with
the class;
identify poetic
devices and
discuss the
meaning that can
be found as a
class. Songs
from the
previous day can
be referenced for
comparative
purposes
Recap the poetic devices that
were identified in the past
two days as a class. Instruct
students in small groups to be
reviewing and analyzing the
poems/songs that were
brought in by students or
provided by the teacher with
the week’s poetic devices in
mind. Students are also
encouraged to find other
poetic devices in their texts.
The teacher will walk around
as the students are working in
groups to make sure students
understand the task at hand.
Students will put
to use the
explication skills
they have been
practicing to
create their final
presentation.
Teacher will be
available for
commentary,
advice, and
assistance.
Teacher will be
assisting students
with their
assignment when
needed. Students
will learn how to
revise their work
effectively and how
to create a
successful
presentation.
Week 4 Matrix (Page 4)
Monday
(Introduction
Day)
What will
be learned
(and how
will you
know?)
How to analyze
and understand
poetry with
similes,
metaphores, and
hyperboles.
Students will
learn
conventions of
music and
poetry related to
global and
social issues.
Tuesday
Wednesday
(Class Analysis Day) (Group Analysis
Day)
Thursday
(Workshop Day for
Final Project)
Friday
(Workshop Day for
Final Project)
Students will learn
how poetic devices
specific to the
weekly form/theme
create meaning in
poetry; they will also
learn the conventions
and style of that
particular poetic
form. This can be
assessed through
questions asked and
comments made
during class
discussion.
Students will learn
how to synthesize the
ideas and themes from
the unit into an
individualized
presentation.
Evaluation of these
presentations will
occur the following
week when
performances occur.
Students will learn to
create a successful
presentation while
incorporating the
poetic devices that
have been studied
over the course of the
unit. Evaluations will
take place after
presentations the
following week.
Students will have
additional practice
finding and applying
the week’s themes
and devices. Students
will learn how to
assess and analyze
poems on their own
and effectively
communicate their
ideas with classmates.
This can be gauged
through student’s
findings at the end of
the period.
Week 5 Matrix (Page 1)
Monday
Description Students perform a
of activities 7-10 minute
presentation about a
poem or song of
their choice; can be
an original work if
they desire.
Performing a
What
presentation about
students
the poem or song
will be
that they have either
doing
selected or written;
students will play a
music video if
applicable;
otherwise, students
will display the
poem on a
powerpoint. Students
will discuss the
meaning of the work
that they have
chosen and highlight
how its poetic
devices help convey
meaning
Tuesday
Students perform a
7-10 minute
presentation about
a poem or song of
their choice; can be
an original work if
they desire.
Performing a
presentation about
the poem or song
that they have
either selected or
written; students
will play a music
video if applicable;
otherwise, students
will display the
poem on a
powerpoint.
Students will
discuss the
meaning of the
work that they
have chosen and
highlight how its
poetic devices help
convey meaning
Wednesday
Students perform a
7-10 minute
presentation about a
poem or song of
their choice; can be
an original work if
they desire.
Performing a
presentation about
the poem or song
that they have either
selected or written;
students will play a
music video if
applicable;
otherwise, students
will display the
poem on a
powerpoint. Students
will discuss the
meaning of the work
that they have
chosen and highlight
how its poetic
devices help convey
meaning
Thursday
Students perform a
7-10 minute
presentation about
a poem or song of
their choice; can be
an original work if
they desire.
Performing a
presentation about
the poem or song
that they have
either selected or
written; students
will play a music
video if applicable;
otherwise, students
will display the
poem on a
powerpoint.
Students will
discuss the
meaning of the
work that they
have chosen and
highlight how its
poetic devices help
convey meaning
Friday
Students perform a 710 minute
presentation about a
poem or song of their
choice; can be an
original work if they
desire.
Performing a
presentation about the
poem or song that
they have either
selected or written;
students will play a
music video if
applicable; otherwise,
students will display
the poem on a
powerpoint. Students
will discuss the
meaning of the work
that they have chosen
and highlight how its
poetic devices help
convey meaning
Week 5 Matrix (Page 2)
Monday
What/how Brief commentary
following each
you’ll
presentation
teach
highlighting aspects of
each presentation that
students did well
What will
be learned
(and how
will you
know?)
Poetic devices from
the unit will be
reviewed. We will
know by the level of
attentiveness given by
classmates to the
presenters, as well as
by the quality of
student presentations
Tuesday
Brief commentary
following each
presentation
highlighting aspects
of each presentation
that students did
well
Poetic devices from
the unit will be
reviewed. We will
know by the level of
attentiveness given
by classmates to the
presenters, as well as
by the quality of
student presentations
Wednesday
Brief commentary
following each
presentation
highlighting aspects
of each presentation
that students did
well
Poetic devices from
the unit will be
reviewed. We will
know by the level of
attentiveness given
by classmates to the
presenters, as well
as by the quality of
student
presentations
Thursday
Brief commentary
following each
presentation
highlighting aspects
of each presentation
that students did well
Friday
Brief commentary
following each
presentation
highlighting
aspects of each
presentation that
students did well
Poetic devices from Poetic devices
the unit will be
from the unit will
reviewed. We will
be reviewed. We
know by the level of will know by the
attentiveness given
level of
by classmates to the attentiveness given
presenters, as well as by classmates to
by the quality of
the presenters, as
student presentations well as by the
quality of student
presentations
Lesson Plans for Week 2 of Unit
Monday
Standards:

CC.9-10.R.L.10 Range of Reading and Level of Text Complexity: By the end of grade 9, read and comprehend literature, including stories, dramas, and
poems, in the grades 9–10 text complexity band proficiently, with scaffolding as needed at the high end of the range. By the end of grade 10, read and
comprehend literature, including stories, dramas, and poems, at the high end of the grades 9–10 text complexity band independently and proficiently.

CC.9-10.R.I.4 Craft and Structure: Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical
meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a
newspaper).
Procedures:
1. When students enter the classroom, have “TOUGH STUFF” written on the board. As students walk in, ask them to write a word on the board that
they think fits in to this category. Explain a brief definition of “tough stuff.” Tough stuff is a struggle in life. Some examples of tough stuff can be
drug use, domestic abuse, death, heartbreak, etc. (2 minutes)
2.
Play the music video for “Runaway Train” by Soul Asylum and “Down to Earth” by Justin Bieber. (10 minutes)
3.
Pass out sheets with the lyrics to the song “Runaway Love” by Mary j. Blige and Ludacris.
4.
Play the music video, students can read the lyrics as they watch the video. (7 minutes)
5.
Present a power point to explain repetition and different types of rhyme (eye rhyme, end rhyme, enjambment) (5-7 minutes)
6.
Put the lyrics on the board either in the form of an overhead, or on a smartboard if it is available.
7.
Read the lyrics with the students, marking each spot that exemplifies repetition and different types of rhyme. Explain how those lines exemplify
repetition and different types of rhyme. (10 minutes)
8.
If extra time, do this again with “Down to Earth” by Justin Bieber.
Evaluation:

CC.9-10.R.L.10: The purpose of performing a scansion on the song lyrics “Runaway Love” is to help students comprehend poetry and how to analyze
poetry for specific devices.

CC.9-10.R.I.4: The purpose of analyzing song lyrics by performing a scansion as a class is to weigh the author’s word choice and how it affects the
meaning of the rest of the lyrics.
Tuesday
Standards:
 CSS.ELA-Literacy.L.11-12.3: Apply knowledge of language to understand how language functions in different contexts, to make effective choices for
meaning or style, and to comprehend more fully when reading or listening.

CCSS.ELA-Literacy.SL.11-12.5: Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to
enhance understanding of findings, reasoning, and evidence and to add interest.
Procedures:
1. Recap the poetic devices that were introduced on Monday—rhythm, rhyme, and repetition. (5 minutes)
2. Distribute copies of the poem “Cake” by Todd Colby and tell students to read the poem silently and have students mark the poetic devices of rhyme and
repetition in the poem (5 minutes)
3. Show the video of the IHSA 2010 State Speech Champion performing his interpretation of this poem (5 minutes)
4. Ask students how the slam poetry performance compares to simply reading the poem on paper—what about the live performance makes this poem come to
life? (5 minutes)
5. Watch the other two performance videos of slam poetry—“Falling in Like” by Big Poppa E and “How Do We Spell Freedom” by Roger Bonair-Agard (10
minutes)
6. Discuss which poetic devices could be found in these performances and how the slam poets get their messages across—which performance is the students’
favorite? How do these slam poets achieve their poetic purpose (or not)? (10 minutes)
Evaluation:

CSS.ELA-Literacy.L.11-12.3: Apply knowledge of language to understand how language functions in different contexts, to make effective choices for
meaning or style, and to comprehend more fully when reading or listening.
o In the class discussion, students should be comparing and contrasting the two mediums of poetic expression

CCSS.ELA-Literacy.SL.11-12.5: Make strategic use of digital media.
o “Make strategic use” in this case means, be mindful of the purpose of watching the slam poetry videos—what is the point of watching these
videos? What can we learn from this medium of poetry as opposed to just poetry on paper?
Wednesday
Standards:

CC.9-10.R.L.10 Range of Reading and Level of Text Complexity: By the end of grade 9, read and comprehend literature, including stories, dramas, and
poems, in the grades 9–10 text complexity band proficiently, with scaffolding as needed at the high end of the range. By the end of grade 10, read and
comprehend literature, including stories, dramas, and poems, at the high end of the grades 9–10 text complexity band independently and proficiently.

CC.9-10.R.I.4 Craft and Structure: Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical
meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a
newspaper).
Procedures:
1.
Review the poetic devices previously learned in the week (types of rhyme, repetition) with the class. Check for understanding by having students define the
poetic devices themselves. (5 min)
2.
Students should have brought in poems or song lyrics that they want to analyze for the week. If students did not complete the assigned homework to bring in
their own poems or songs, the material provided is “Tha Crossroads” by Bone Thugs N Harmony, and “One Sweet Day” by Mariah Carey feat. Boyz II Men.
3.
Students will meet in small groups (no more than 4 in a group) to analyze poetry or song lyrics together. Groups will do a quick overview of each piece they
brought in, and then pick their favorite one to analyze as a group. They will be looking for the different types of rhyme, and the use of repetition. Their work
should follow the same process that we followed as a class on Monday and Tuesday. (15 min)
4.
At the end of the class each group will present their poetic findings about the poem or lyrics that they analyzed as a group. (15 min)
Evaluation:

CC.9-10.R.L.10: The point of analyzing the poems or lyrics is to ensure that students can clearly comprehend poetry.

CC.9-10.R.I.4: The point of analyzing the poems or lyrics is to observe how the authors utilize poetic devices to affect the overall tone and effect of their
poem on audiences.
Thursday
Standards:

CCSS.ELA-Literacy.W.9-10.2e: Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in
which they are writing.

CCSS.ELA-Literacy.SL.9-10.1c: Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger
ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions.
Procedures:
1. Recap the concepts and poetic devices discussed the previous three days: slam poetry, repetition, rhythm and rhyme. (5 minutes)
2. Students will spend the duration of the period working on their own example of slam poetry or any writing that exemplifies repetition, rhythm, and
rhyme. (45 minutes, including walk to and from computer lab)
a. Check on students, answer questions, provide individual help
Evaluation:

CCSS.ELA-Literacy.W.9-10.2e: Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in
which they are writing.
o Students will be assessed on their use of conventions and understanding of the poetic devices through the writing they produce during the
workshop.
o This can be assessed during the workshop but will ultimately be measured by the final product that they produce for the class discussion.

CCSS.ELA-Literacy.SL.9-10.1c: Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger
ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions.
o Students will be encouraged to discuss the themes and ideas of slam poetry both in small groups and as a class.
o Their understanding will be measured though their level of participation in the conversation.
Friday
Standards:

CCSS.ELA-Literacy.W.9-10.2e Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in
which they are writing.

CCSS.ELA-Literacy.SL.9-10.1c Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger
ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions.
Procedures:
1. Open with your own poem. Share your example of slam poetry to make students more comfortable with presenting their work. (5 minutes)
a. Host small discussion about your work; answer any questions that students have.
2. Allow class to gather into groups of 4-5 to share their work that was created during the workshop. (20 minutes for sharing poems and small group
discussion)
a. Each student will either read their poem or lyrics, or share a copy for someone else to read to their group.
b. Monitor/facilitate the discussions, help model a healthy discussion and analysis of the students’ work.
3. Ask for volunteers to share their work with the entire class (20 minutes for performances and discussion)
a. Groups will nominate one poem to be read from each group in the event that there are insufficient volunteers
b. Remainder of class will be dedicated to class discussion relating their work to the devices of the week.
Evaluation:

CCSS.ELA-Literacy.W.9-10.2e: Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in
which they are writing.
o Students will be assessed on their use of conventions and understanding of the poetic devices through the writing they produce during the
workshop.
o This can be assessed during the workshop but will ultimately be measured by the final product that they produce for the class discussion.

CCSS.ELA-Literacy.SL.9-10.1c: Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger
ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions.
o Students will be encouraged to discuss the themes and ideas of slam poetry both in small groups and as a class.
o Their understanding will be measured though their level of participation in the conversation.
Complete List of Texts
Songs for Unit 1
“It’s Getting Better All the Time” by Brooks and Dunn
I don't stop breathing every time the phone rings
My heart don't race when someones at my door
I've almost given up thinkin' your ever gonna call
I don't believe in magic anymore.
I just don't lie awake at night
Asking God to get you off my mind
It's getting better all the time
It's getting better all the time.
Yeah, I got to work on time again this morning
This old job is all that I got left
And no one even noticed I'd been crying
At least I don't have whisky on my breath.
Yeah, I think I'm gonna make it
'Cause God won't make a mountain I can't climb
It's getting better all the time
It's getting better all the time.
God, I hope your happy
Girl, I wish you well
I just might get over you
You can't ever tell.
I always thought that I'd do something crazy
If ever saw you out with someone else
But when the moment came last night
I couldn't say a word, I stood there in the dark all by myself.
Yeah, I could of said a million things
All I did was keep it locked inside
It's getting better all the time
It's getting better all the time.
It's getting better all the time...
“Dreaming with a Broken Heart” by John Mayer
When you're dreaming with a broken heart
The waking up is the hardest part
You roll outta bed and down on your knees
And for the moment you can hardly breathe
Wondering was she really here?
Is she standing in my room?
No she's not, 'cause she's gone, gone, gone, gone, gone....
When you're dreaming with a broken heart
The giving up is the hardest part
She takes you in with your crying eyes
Then all at once you have to say goodbye
Wondering could you stay my love?
Will you wake up by my side?
No she can't, 'cause she's gone, gone, gone, gone, gone....
Oooooooooohhhhhhhhh
Now do i have to fall asleep with roses in my hand
Do i have to fall asleep with roses in my hand?
Do i have to fall asleep with roses in my hand?
Do i have to fall asleep with roses in my hand?
Baby won't you get them if i did?
No you won't, 'cause you're gone, gone, gone, gone, gone....
When you're dreaming with a broken heart
The waking up is the hardest part
“Dear Mama” by Tupac
You are appreciated
When I was young me and my mama had beef
Seventeen years old kicked out on the streets
Though back at the time, I never thought I'd see her face
Ain't a woman alive that could take my mama's place
Suspended from school; and scared to go home, I was a fool
with the big boys, breakin all the rules
I shed tears with my baby sister
Over the years we was poorer than the other little kids
And even though we had different daddy's, the same drama
When things went wrong we'd blame mama
I reminice on the stress I caused, it was hell
Huggin on my mama from a jail cell
And who'd think in elementary?
Heeey! I see the penitentiary, one day
And runnin from the police, that's right
Mama catch me, put a whoopin to my backside
And even as a crack fiend, mama
You always was a black queen, mama
I finally understand
for a woman it ain't easy tryin to raise a man
You always was committed
A poor single mother on welfare, tell me how ya did it
There's no way I can pay you back
But the plan is to show you that I understand
You are appreciated
Lady...
Don't cha know we love ya? Sweet lady
Dear mama
Place no one above ya, sweet lady
You are appreciated
Don't cha know we love ya?
Now ain't nobody tell us it was fair
No love from my daddy cause the coward wasn't there
He passed away and I didn't cry, cause my anger
wouldn't let me feel for a stranger
They say I'm wrong and I'm heartless, but all along
I was lookin for a father he was gone
I hung around with the Thugs, and even though they sold drugs
They showed a young brother love
I moved out and started really hangin
I needed money of my own so I started slangin
I ain't guilty cause, even though I sell rocks
It feels good puttin money in your mailbox
I love payin rent when the rent's due
I hope ya got the diamond necklace that I sent to you
Cause when I was low you was there for me
And never left me alone because you cared for me
And I could see you comin home after work late
You're in the kitchen tryin to fix us a hot plate
Ya just workin with the scraps you was given
And mama made miracles every Thanksgivin
But now the road got rough, you're alone
You're tryin to raise two bad kids on your own
And there's no way I can pay you back
But my plan is to show you that I understand
You are appreciated
Pour out some liquor and I reminsce, cause through the drama
I can always depend on my mama
And when it seems that I'm hopeless
You say the words that can get me back in focus
When I was sick as a little kid
To keep me happy there's no limit to the things you did
And all my childhood memories
Are full of all the sweet things you did for me
And even though I act craaazy
I gotta thank the Lord that you made me
There are no words that can express how I feel
You never kept a secret, always stayed real
And I appreciate, how you raised me
And all the extra love that you gave me
I wish I could take the pain away
If you can make it through the night there's a brighter day
Everything will be alright if ya hold on
It's a struggle everyday, gotta roll on
And there's no way I can pay you back
But my plan is to show you that I understand
You are appreciated
“Made to Love You” by Gerald Levert
I recall when we first met along time ago
how could I forget they way I felt
when I first laid eyes on you
I remember saying to my friends
There in my future wife and then
I took the step to meet
someone who would change my life
It had to be my destiny
Cause I was made to love you
My hands to touch you
My arms to hold you
My legs to stand
My time to spend with you forever
I was made...made to love you
My lips to kiss you
My eyes to see you
My legs to stand
My time to spend with you forever
My life together I was made
Made to love you (Made to love)
I remember out first date
Our first arguement
Our very first breakup and makeup that got us to this moment
And every girlfriend and every one night stand
Every heartbreak and every heartache led me to you
it brought me to and made me betta
betta suited for you
It had to be my destiny
“Banana Pancakes” by Jack Johnson
Can't you see that it's just rainin'
There ain't no need to go outside
But baby, you hardly even notice
When I try to show you
this song It's meant to keep you
From doin' what you're supposed to
Wakin' up too early
Maybe we could sleep in
I'll make you banana pancakes
Pretend like it's the weekend now
And we could pretend it all the time
Can't you see that it's just rainin'
There ain't no need to go outside
But just maybe, Hala ka ukulele
Mama made a baby
I really don't mind to practice
'Cause you're my little lady
Lady, lady love me
'Cause I love to lay here lazy
We could close the curtains
Pretend like there's no world outside
And we could pretend that all the time
Can't you see that it's just raining
There ain't no need to go outside
Ain't no need, ain't no need
Can't you see, can't you see
Rain all day and I don't mind
The telephone singing, ringing, it's too early
Don't pick it up
We don't need to
We got everything we need right here
And everything we need is enough
It's just so easy
When the whole world fits inside of your arms
Do we really need to pay attention to the alarm
Wake up slow, wake up slow
But baby, you hardly even notice
When I try to show you this song
It's meant to keep you
From doin' what your supposed to
Like wakin' up too early
Maybe we could sleep in
I'll make you banana pancakes
Pretend like it's the weekend now
And we could pretend it all the time
Can't you see that it's just rainin'
There ain't no need to go outside
Ain't no need, ain't no need
Rain all day and I really, really, really don't mind
Can't you see, can't you see
We've got to wake up slow
Poems for Unit 1:
“A Late Aubade” by Richard Wilbur
You could be sitting now in a carrel
Turning some liver-spotted page,
Or rising in an elevator-cage
Toward Ladies' Apparel.
You could be planting a raucous bed
Of salvia, in rubber gloves,
Or lunching through a screed of someone's loves
With pitying head.
Or making some unhappy setter
Heel, or listening to a bleak
Lecture on Schoenberg's serial technique.
Isn't this better?
Think of all the time you are not
Wasting, and would not care to waste,
Such things, thank God, not being to your taste.
Think what a lot
Of time, by woman's reckoning,
You've saved, and so may spend on this,
You who had rather lie in bed and kiss
Than anything.
It's almost noon, you say? If so,
Time flies, and I need not rehearse
The rosebuds-theme of centuries of verse.
If you mustgo,
Wait for a while, then slip downstairs
And bring us up some chilled white wine,
And some blue cheese, and crackers, and some fine
Ruddy-skinned pears.
“To His Coy Mistress” by Andrew Marvell
Had we but world enough, and time,
This coyness, lady, were no crime.
We would sit down and think which way
To walk, and pass our long love's day;
Thou by the Indian Ganges' side
Shouldst rubies find; I by the tide
Of Humber would complain. I would
Love you ten years before the Flood;
And you should, if you please, refuse
Till the conversion of the Jews.
My vegetable love should grow
Vaster than empires, and more slow.
An hundred years should go to praise
Thine eyes, and on thy forehead gaze;
Two hundred to adore each breast,
But thirty thousand to the rest;
An age at least to every part,
And the last age should show your heart.
For, lady, you deserve this state,
Nor would I love at lower rate.
But at my back I always hear
Time's winged chariot hurrying near;
And yonder all before us lie
Deserts of vast eternity.
Thy beauty shall no more be found,
Nor, in thy marble vault, shall sound
My echoing song; then worms shall try
That long preserv'd virginity,
And your quaint honour turn to dust,
And into ashes all my lust.
The grave's a fine and private place,
But none I think do there embrace.
Now therefore, while the youthful hue
Sits on thy skin like morning dew,
And while thy willing soul transpires
At every pore with instant fires,
Now let us sport us while we may;
And now, like am'rous birds of prey,
Rather at once our time devour,
Than languish in his slow-chapp'd power.
Let us roll all our strength, and all
Our sweetness, up into one ball;
And tear our pleasures with rough strife
Thorough the iron gates of life.
Thus, though we cannot make our sun
Stand still, yet we will make him run.
“Aubade” by William Empson
Hours before dawn we were woken by the quake.
My house was on a cliff. The thing could take
Bookloads off shelves, break bottles in a row.
Then the long pause and then the bigger shake.
It seemed the best thing to be up and go.
And far too large for my feet to step by.
I hoped that various buildings were brought low.
The heart of standing is you cannot fly.
It seemed quite safe till she got up and dressed.
The guarded tourist makes the guide the test.
Then I said The Garden? Laughing she said No.
Taxi for her and for me healthy rest.
It seemed the best thing to be up and go.
The language problem but you have to try.
Some solid ground for lying could she show?
The heart of standing is you cannot fly.
None of these deaths were her point at all.
The thing was that being woken he would bawl
And finding her not in earshot he would know.
I tried saying Half an Hour to pay this call.
It seemed the best thing to be up and go.
I slept, and blank as that I would yet lie.
Till you have seen what a threat holds below,
The heart of standing is you cannot fly.
Tell me again about Europe and her pains,
Who’s tortured by the drought, who by the rains.
Glut me with floods where only the swine can row
Who cuts his throat and let him count his gains.
It seemed the best thing to be up and go.
A bedshift flight to a Far Eastern sky.
Only the same war on a stronger toe.
The heart of standing is you cannot fly.
Tell me more quickly what I lost by this,
Or tell me with less drama what they miss
Who call no die for a god for a throw,
Who says after two aliens had one kiss
It seemed the best thing to be up and go.
But as to risings, I can tell you why.
It is on contradiction that they grow.
It seemed the best thing to be up and go.
Up was the heartening and the strong reply.
The heart of standing is we cannot fly.
Songs for Unit 2
“Runaway Love” Ludacris & Ms. Mary J. Blige
Runaway love (love, love)
Now little Lisa is only 9 years old
Shes tryin to figure out why the world is so cold
Why shes all alone and they never met her family
Mamas always gone and she never met her daddy
Part of her is missin and nobody will listenin
Mama is on drugs gettin high up in the kitchen
Bringin home men at different hours of the night
Startin with laughs--usually endin in a fight
Sneak into her room while her mamas knocked out
Tryin to have his way and little lisa says 'ouch'
She tries to resist but then all he does is beat her
Tries to tell her mom but her mama don't believe her
Lisa is stuck up in the world on her own
Forced to think that hell is a place called home
Nothin else to do but some get some clothes and pack
She says shes bout to run away and never come back.
Runaway love
Little Nicole is only 10 years old
She’s steady tryin to figure why the world is so cold
Why shes not pretty and nobody seems to like her
Alcoholic step dad always wanna strike her
Yells and abuses, leaves her with some bruises
Teachers ask questions she makin up excuses
Bleedin on the inside, cryin on the out
Its only one girl really knows what she about
Her name is lil stacy and they become friends
Promise that they always be tight til the end
Until one day lil stacy gets shot
A drive by bullet went stray up on her block
Now Nicole stuck up in the world on her own.
Forced to think that hell is a place called home.
Nothin else to do but some get some clothes and pack,
She says shes bout to run away and never come back.
Little erica is eleven years old,
Shes steady tryin to figure why the world is so cold,
So she pops x to get rid of all the pain,
Plus shes havin sex with a boy whos sixteen,
Emotions run deep and she thinks shes in love,
So theres no protection hes usin no glove,
Never thinkin bout the consequences of her actions,
Livin for today and not tomorrows satisfaction,
The days go by and her belly gets big,
The father bails out he aint ready for a kid,
Knowin her mama will blow it all outta proportion,
Plus she lives poor so no money for abortion,
Erica is stuck up in the world on her own,
Forced to think that hell is a place called home,
Nothin else to do but get her clothes and pack,
She say shes about to run away and never come back.
“Runaway Train” by Soul Asylum
Call you up in the middle of the night
Like a firefly without a light
You were there like a slow torch burning
I was a key that could use a little turning
So tired that I couldn't even sleep
So many secrets I couldn't keep
Promised myself I wouldn't weep
One more promise I couldn't keep
It seems no one can help me now
I'm in too deep
There's no way out
This time I have really led myself astray
Runaway train never going back
Wrong way on a one way track
Seems like I should be getting somewhere
Somehow I'm neither here nor there
Can you help me remember how to smile
Make it somehow all seem worthwhile
How on earth did I get so jaded
Life's mystery seems so faded
I can go where no one else can go
I know what no one else knows
Here I am just drownin' in the rain
With a ticket for a runaway train
Everything is cut and dry
Day and night, earth and sky
Somehow I just don't believe it
Bought a ticket for a runaway train
Like a madman laughin' at the rain
Little out of touch, little insane
Just easier than dealing with the pain
Runaway train never comin' back
Runaway train tearin' up the track
Runaway train burnin' in my veins
Runaway but it always seems the same
“Down to Earth” by Justin Bieber
Ohhh,ohhh,ohI never thought that it'd be easy,
Cause we're both so distant now,
And the walls are closing in on us and we're wondering how,
No one has a solid answer,
But just walking in the dark,
And you can see the look on my face, it just tears me apart.
So we fight, (so we fight)Through the hurt, (through the hurt)
And we cry and cry and cry and cry,
Then we live, (then we live)And we learn, (and we learn)And we try and try and try
and try!
So its up to you, (oh)And its up to me, (yeah)and we meet in the middle, on our way
back down to earth,
Down to earth, down to earth, down to earth
On our way back down to earth,
Back down to earth
Mommy, you were always somewhere,
And Daddy, I live out of town,
So tell me how could I ever be, normal somehow?
You tell me this is for the best,
So tell me why am I in tears?
(Woo) so far away and now I just need you here,
So we fight, (so we fight)Through the hurt, (through the hurt)
And we cry and cry and cry and cry,
And we live, (and we live)And we learn, (and we learn)And we try and try and try
and try
So its up to you,
And its up to me,
And we meet in the middle, on our way back down to earth,
Down to earth
On our way back down to earth, (on our way back down to earth)Back down to earth
I felt so far away,
From where we used to be,
And now we're standing,
And where do we go,
when there's is no road (no road)to get to your heart?
Lets start over again!
So it's up to you,
And it's up to me,
And we meet in the middle, on our way back down to earth,
Down to earth, (down to earth)Down to earth,
On our way back down to earth,
I never thought that it'd be easy,
Cause we're both so distant now,
And the walls are closing in on us and we're wondering how?
“Tha Crossroads” by Bone Thugs N Harmony
Bone Bone Bone Bone.. Bone.. Bone.. Bone.. Bone.. Bone
Now tell me whatcha gonna do
when there ain't no where to run (tell me what)
(When judgment comes for you, when judgment comes for you)
And whatcha gonna do
when there aint no where to hide (tell me what)
When judgment comes for you (Cause it's gonna come for you)
Head south let's all bring it in for Wally, Eazy sees uncle Charlie
Little Boo, God's got him and I'm gonna miss everybody
I only roll with Bone my gang look to where they lay
When playing with destiny, plays too deep for me to say
Lil' Layzie came to me, told me if he should decease well then please
Bury me by my grand-grand and when you can, come follow me
God bless you working on a plan to Heaven
Follow the Lord all 24/7 days, GOD is who we praise
even though the devil's all up in my face
But he keeping me safe and in my place, say grace
For the case to race with a chance to face the judge
And I'm guessing my soul won't budge
Grudge because there's no mercy for thugs
Oh what can I do it's all about our family and how we roll
Can I get a witness let it unfold
We living our lives to eternal our soul aye-oh-aye-oh
Prayyyyyyy, and we pray and we pray, and we pray, and we pray
Everyday, everyday, everyday, everyday
and we pray, and we pray, and we pray, and we pray
Still we laced, now follow me roll stroll
Whether is tell of his Heaven
Come let's go take a visit of people that's long gone
Darris, Wally, Eazy, Terry, Boo
It's steadily creeping up on the family
Exactly how many days we got lasting
While you laughin we're passing, passing away
So y'all go rest y'all souls
Cause I know I'ma meet you up at the crossroads
Y'all know y'all forever got love from them Bone Thugs baby
Lil Eazy's long gone
Really wish he would come home
But when it's time to die
Gotta go bye bye
All a thug could do is cry, cry
Why they kill my dog and man
I miss my uncle Charles y'all
and he shoudn't be gone, in front of his home
What they did to Boo was wrong
Oh so wrong, oh so wrong
Gotta hold on gotta stay strong
When the day comes
Better believe Bone got a shoulder you can lean on (lean on)
Hey and we pray, and we pray, and we pray, and we pray
everyday, everyday, everyday, everyday
and we pray, and we pray, and we pray, and we pray
everday, everyday, everyday, everyday
See you at the crossroads, crossroads, crossroads
So you won't be lonely
See you at the crossroads, crossroads, crossroads
So you won't be lonely
See you at the crossroads, crossroads
So you won't be lonely
See you at the crossroads, crossroads
And I'm gonna miss everybody
And I'm gonna miss everybody when I'm gone
And I'm gonna miss everybody
And I'm gonna miss everybody
And I'm gonna miss everybody
Living in a hateful world sending me straight to Heaven
That's how we roll
Living in a hateful world sending me straight to Heaven
That's how we roll
Living in a hateful world sending me straight to Heaven
That's how we roll
And I'm asking the good LORD "Why?" and sigh
It's I he told me we live to die
What's up with murder y'all, see my little cousin was hung
Somebody was really wrong, everybody want to test us dawg
Then Miss Sleazy set up Eazy to fall, you know why we sinnin
And Krayzie intended on ending it when it ends
Wanna come again, again and again
Now tell me whatcha gonna do
Can somebody anybody tell me why?
Hey, can somebody anybody tell me why we die, we die?
I dont wanna die
Ohhh so wrong
Ohhhhh wrong
Ohhh so wrong
Ohhhhh wrong
“One Sweet Day” by Mariah Carey feat. Boyz II Men
Sorry I never told you
All I wanted to say
Now it's too late to hold you
Cause you've flown away
So far away
Never had I imagined
Living without your smile
Feeling and knowing you hear me
It keeps me alive
Alive
And I know you're shining down on me from heaven
Like so many friends we lost along the way
And I know eventually we'll be together
One sweet day
Darling I never showed you
Assumed you'd always be there
Took your presence for granted
But I always cared
And I miss the love we shared
Although the sun will never shine the same
I'll always look to a brighter day
Lord I know when I lay me down to sleep
You will always listen as I pray
Sorry I never told you
Together
All I wanted to say
Poems for Unit 2
“Falling in Like” by Big Poppa E
You make me feel goofy!
Goofy like i blush when someone mentions your name.
Goofy like i have a bazillion things I wanna tell you when you’re not around but face
to face i just stare at my toe making circles on the ground.
Like I’m all thumbs and no place to put them like,
I just want to write you a note that says
‘Do you like me? Yes No or Maybe’
Whatever random cool I’ve been able to harness leaps from my grasp when you
enter the room
and I feel old school,
and by that I mean grade school
Like back in the day when the space between wanting to touch someone’s hand
and actually touching it
could hold life times of passionate yearning
I don’t want to make out with you…
I want to make a fort with you,
right in the middle of the living room, with all the sheets and all the blankets and
every chair in the whole house.
A soft labyrinth scented with fabric softener and hot chocolate with marshmallows.
Lying on our tummies on the avocado shag carpeting,
and eating Golden Grahams…right out of the box.
We’d be the best 6th grade spellers in all the 6th grade spelling bees
and we’d spend our recesses in the library,
quizzing each other on dueling dictionaries and encyclopedias and having cut throat
scrabble wars.
And you would always accuse me of cheating,
but I still swear that ISHKABIBLE is a real word,
it just wasn’t in the dictionary yet!
I would trade my grape jelly sandwich for Matthew’s fuji apple to switch with
Mikey’s cherry fruit roll-up to swap with Fat Andy’s Reese’s Peanut Buttercup even though I am allergic to peanuts- just so i could trade your favourite candy for
your grape jelly sandwich.
During art class,
I would draw Dr. Suess landscapes of fire engine red grass
and royal purple trees
just so you could use the green crayon
as much as you wanted.
People would talk about us…and we would let them.
And if you got the chicken pox,
I would ride my bicycle over across town on a Saturday,
And climb over your bedroom window to hang out with you while your parents were
out shopping
so that I could get the chicken pox too.
Then we can both stay at home from school
and talk on the phone all day long
and watch game shows and take breaks
just for dinner and the bathroom.
Until it was bedtime and we whispered
under the covers in the dark
until we got really sleepy and I would say, “are you asleep?”
and you would say, “yessss.”
And a little while later, I would ask,
“are you still awake?”
and you wouldn’t say anything.
And I would just lay there, listening to the sound of your breathing.
On my homemade Valentine’s Day card,
I would write, “I LIKE YOU” in sparkles and glue,
only my handwriting is so bad all my K’s look like V’s,
but we decided it was better anyway…
”I LIVE YOU”
We’d make pinky swears while biting our thumbs
and cross our hearts and hope to die promises,
with words like ALWAYS and FOREVER,
and NEVER EVER EVER,
promises you could only make when you’re 12 and don’t know any better.
Back when 3 weeks at summer camp was an eternity and a change of schools,
a disaster.
Back before pimples, before underarm hair,
Back before bra straps and make up.
Before graduation, and college, and graduation, and real like.
Back before resumes and jobs and careers and mortgages, and marriage and divorce
and debt and disappointment…
Back when summers…lasted…forever…
And our very first kiss…
On the cheek…
Was the most awkward and scary and wonderful thing in the whole wide world.
That’s how I like you…
like…a lot.
So which is it?
yes,
no,
or maybe?
“Cake” by Todd Colby
I'm so full of cake.
If I eat any more cake I'd have to vomit first.
Sometimes I'll eat 2 or 3 cakes in a single day.
I love cake!
I can't be any clearer than that.
I love cake!
I'll eat every cake in New York City.
I can't even go into bakeries anymore because I'll eat all the cake.
I'll say "Where's the cake? Gimme the cake! Get the cake!"
And they say, "We know how very much you love cake, and we know you very
rarely have the money for any of our cake, so get outta here, because you can't afford
our cake! But we know how much you love cake, so get outta here, you can't afford
the cake!"
I'll punch somebody in the head for some cake.
Give me all your cake!
I love cake!
Gimme the cake!
Now!
I love it!
I love cake!
Gimme your cake!
[sinister laugh]
“How Do We Spell Freedom” by Roger Bonair-Agard
In 1970 I learned my alphabet for the very first time, I knew it by heart in 1971.
A is for Africa
B is for black
C is for culture
and that's where its at.
My mother taught me that from the way you see alphabetty at a time when
A was for apples in a country that grew mangoes
and X was for xylophone when I was learning how to play the steel band
Black wasn't popular or even accepted then but I wore dashikis sent to me from
Nigeria.
Super fly suits sky blue with the elbow patches sent to me from America
and sandals made by original Rastafari before weed and revolution needed fertilizer
to grow.
My mother rocked bright saffron saris
We was phat 20 years to early and a thousand mile removed
My mother preached knowledge, hard work and how not to take shit.
D is for defence
E is for Economics
I wrote my first protest letter at the age of 3 to my grandfather for calling my out of
the yard.
Spelling fuck you with an F-O-R-K U
Put it under his pillow hipping it would blow up and burn his hair off at night
wanted to get started on the revolution thang
F is for freedom
G is for guns
we gotta get some
we usually said
Evolved into 1979 and a revolution with a changing face
Bang Bang a boogie to the oogie ya up jump the boogie lets rock ya don't stop
Black folks and brand names became entwined we reinvented dance and made
wheels role... with a limp
Cuba had just told america he was Africa in Angola
K is for kings
L is for Land
we got to get it back
so we lost;
Jamaica to the IMF
Grenada to the marines
and Panama to Nancy Regan
Jerry-Curls became high top fades became Gumby's became Cesars as Michael
Jackson moonwalked his way into a lighter shade of pale.
My mother sent to America and she said go fix that.
K is for kidnap
S is for slavery
we usually explained
Cool became butter became phat
we lost our focus and our way just at about the time that black folk outside the nation
discovered the dangers of pork.
So fat backs became fat blacks
pigtails became dreadlocks fades faded to bowlers
and Michael Jordan discovered the magic of a fade-away jumper...and endorsments
X is for the nigga who's blind, deaf, and dumb
X him out we usually said.
My mother told me I should rewrite that
that X is for the nigga who needs to be re-educated, that a corporate job does not
spell freedom BArry White is not racist flight
A democratic vote is not a revolutionary act
And as long as there is a sweat shop in Jakarta there is no difference between Patrick
Yewing and O.J. Simpson.
H is for Huey
N is for nocturnal
T is for Tubman
M is for Marcus, Mandella, Marley, and Martin got shot 2 weeks after he told black
folk to boycott Coka-A-Cola
and Jessie Jackson still scared of niggas with a purpose.
My mother taught me to respect men who stood by their responsibilities and their
convictions
Men willing enought to join the fight but smart enough to survive it and see the
signals.
God gave no other rainbow signs
said no more water
but the fire next time
J is for James Baldwin
the next time is now
and someone must learn to read the signs with me
A is for Africa
B is for black
C is for culture
...
and that's where I'm at.
Songs for Unit 3
“Changes” by Tupac
Come on come on
I see no changes. Wake up in the morning and I ask myself,
"Is life worth living? Should I blast myself?"
I'm tired of bein' poor and even worse I'm black.
My stomach hurts, so I'm lookin' for a purse to snatch.
Cops give a damn about a negro? Pull the trigger, kill a nigga, he's a hero.
Give the crack to the kids who the hell cares? One less hungry mouth on the
welfare.
First ship 'em dope & let 'em deal to brothers.
Give 'em guns, step back, and watch 'em kill each other.
"It's time to fight back", that's what Huey said.
2 shots in the dark now Huey's dead.
I got love for my brother, but we can never go nowhere
unless we share with each other. We gotta start makin' changes.
Learn to see me as a brother 'stead of 2 distant strangers.
And that's how it's supposed to be.
How can the Devil take a brother if he's close to me?
I'd love to go back to when we played as kids
but things changed, and that's the way it is
Come on come on
That's just the way it is
Things'll never be the same
That's just the way it is
aww yeah
I see no changes. All I see is racist faces.
Misplaced hate makes disgrace to races we under.
I wonder what it takes to make this one better place...
let's erase the wasted.
Take the evil out the people, they'll be acting right.
'Cause both black and white are smokin' crack tonight.
And only time we chill is when we kill each other.
It takes skill to be real, time to heal each other.
And although it seems heaven sent,
we ain't ready to see a black President, uhh.
It ain't a secret don't conceal the fact...
the penitentiary's packed, and it's filled with blacks.
But some things will never change.
Try to show another way, but they stayin' in the dope game.
Now tell me what's a mother to do?
Bein' real don't appeal to the brother in you.
You gotta operate the easy way.
"I made a G today" But you made it in a sleazy way.
Sellin' crack to the kids. "I gotta get paid,"
Well hey, well that's the way it is.
Pretending he just doesn't see ?
The answer my friend is blowin' in the wind
The answer is blowin' in the wind.
We gotta make a change...
It's time for us as a people to start makin' some changes.
Let's change the way we eat, let's change the way we live
and let's change the way we treat each other.
You see the old way wasn't working so it's on us to do
what we gotta do, to survive.
Yes, how many times must a man look up
Before he can see the sky ?
Yes, how many ears must one man have
Before he can hear people cry ?
Yes, how many deaths will it take till he knows
That too many people have died ?
The answer my friend is blowin' in the wind
The answer is blowin' in the wind.
And still I see no changes. Can't a brother get a little peace?
There's war on the streets & the war in the Middle East.
Instead of war on poverty,
they got a war on drugs so the police can bother me.
And I ain't never did a crime I ain't have to do.
But now I'm back with the facts givin' 'em back to you.
Don't let 'em jack you up, back you up, crack you up and pimp smack you up.
You gotta learn to hold ya own.
They get jealous when they see ya with ya mobile phone.
But tell the cops they can't touch this.
I don't trust this, when they try to rush I bust this.
That's the sound of my tune. You say it ain't cool, but mama didn't raise no fool.
And as long as I stay black, I gotta stay strapped & I never get to lay back.
'Cause I always got to worry 'bout the pay backs.
Some buck that I roughed up way back... comin' back after all these years.
Rat-a-tat-tat-tat-tat. That's the way it is. uhh
Some things will never change
“Blowing in the Wind” by Bob Dylan
How many roads most a man walk down
Before you call him a man ?
How many seas must a white dove sail
Before she sleeps in the sand ?
Yes, how many times must the cannon balls fly
Before they're forever banned ?
The answer my friend is blowin' in the wind
The answer is blowin' in the wind.
Yes, how many years can a mountain exist
Before it's washed to the sea ?
Yes, how many years can some people exist
Before they're allowed to be free ?
Yes, how many times can a man turn his head
“Black or White” by Michael Jackson
I Took My Baby
On A Saturday Bang
Boy Is That Girl With You
Yes We're One And The Same
Now I Believe In Miracles
And A Miracle
Has Happened Tonight
But, If
You're Thinkin'
About My Baby
It Don't Matter If You're
Black Or White
They Print My Message
In The Saturday Sun
I Had To Tell Them
I Ain't Second To None
And I Told About Equality
And It's True
Either You're Wrong
Or You're Right
But, If
You're Thinkin'
About My Baby
It Don't Matter If You're
Black Or White
I Am Tired Of This Devil
I Am Tired Of This Stuff
I Am Tired Of This Business
So When The
Going Gets Rough
I Ain't Scared Of
Your Brother
I Ain't Scared Of No Sheets
I Ain't Scare Of Nobody
Girl When The
Goin' Gets Mean
Protection
For Gangs, Clubs
And Nations
Causing Grief In
Human Relations
It's A Turf War
On A Global Scale
I'd Rather Hear Both Sides
Of The Tale
See, It's Not About Races
Just Places
Faces
Where Your Blood
Comes From
Is Where Your Space Is
I've Seen The Bright
Get Duller
I'm Not Going To Spend
My Life Being A Color
Don't Tell Me You Agree With Me
When I Saw You Kicking Dirt In My Eye
But, If
You're Thinkin' About My Baby
It Don't Matter If You're Black Or White
I Said If
You're Thinkin' Of
Being My Baby
It Don't Matter If You're Black Or White
I Said If
You're Thinkin' Of
Being My Brother
It Don't Matter If You're
Black Or White
Ooh, Ooh
Yea, Yea, Yea Now
Ooh, Ooh
Yea, Yea, Yea Now
It's Black, It's White
It's Tough For You
To Get By
It's Black , It's White, Whoo
It's Black, It's White
It's Tough For You
To Get By
It's Black , It's White, Whoo
“The Way It Is” by Bruce Hornsby
Standin' in line marking time
Waiting for the welfare dime
'Cause they can't buy a job
The man in the silk suit hurries by
As he catches the poor old lady's eyes
Just for fun he says, 'Get a job'
That's just the way it is
Some things'll never change
That's just the way it is
Ha, but don't you believe them
[ Lyrics from:
http://www.lyricsfreak.com/b/bruce+hornsby/the+way+it+is_20024963.html ]
Said, 'Hey little boy you can't go
Where the others go
Cause you don't look like they do'
Said, 'Hey, old man how can you stand
To think that way
Did you really think about it
Before you made the rules?'
He said, 'Son
That's just the way it is
Some things'll never change
That's just the way it is'
Ha, but don't you believe them
Ooo, yeah (instrumental)
(That's just the way it is)
(That's just the way it is)
Well, they passed a law in '64
To give those who ain't got, a little more
But it only goes so far
'Cause the law don't change another's mind
When all it sees at the hiring time
Is the line on the color bar
But who knows
That's just the way it is
Some things'll never change (right)
That's just the way it is
That's just they way it is, it is, when you're waiting.
“You Haven’t Done Nothing” by Stevie Wonder
We are amazed but not amused
By all the things you say that you'll do
Though much concerned but not involved
With decisions that are made by you
But we are sick and tired of hearing your song
Telling how you are gonna change right from wrong
'Cause if you really want to hear our views
"You haven't done nothing"!
It's not too cool to be ridiculed
But you brought this upon yourself
The world is tired of pacifiers
We want the truth and nothing else
Doo doo wop - naw naw naw
Doo doo wop - bum bum bum
Doo doo wop
We would not care to wake up to the nightmare
That's becoming real life
But when mislead who knows a person's mind
Can turn as cold as ice un hum
Why do you keep on making us hear your song
Telling us how you are changing right from wrong
'Cause if you really want to hear our views
"You haven't done nothing"!
Yeah
Jackson 5 sing along again say
Doo doo wop
Doo doo wop - oh
Doo doo wop - co co co
Doo doo wop - sing it baby
Doo doo wop - bum bum bum
Doo doo wop - um
Sing it loud for your people say
Doo doo wop - um um um
Doo doo wop - stand up be counted, say
Doo doo wop - co co co
Doo doo wop - ow
Doo doo wop - bum bum bum
Doo doo wop - ah hum
Poems for Unit 3
“Domestic Violence” by Eavan Boland
And we are sick and tired of hearing your song
Telling how you are gonna change right from wrong
'Cause if you really want to hear our views
"You haven't done nothing"!
1.
It was winter, lunar, wet. At dusk
Pewter seedlings became moonlight orphans.
Pleased to meet you meat to please you
said the butcher's sign in the window in the village.
Jackson 5 join along with me say
Doo doo wop - hey hey hey
Doo doo wop - wow wow wow
Doo doo wop - co co co
Everything changed the year that we got married.
And after that we moved out to the suburbs.
How young we were, how ignorant, how ready
to think the only history was our own.
And there was a couple who quarreled into the night,
Their voices high, sharp:
nothing is ever entirely
right in the lives of those who love each other.
2.
In that season suddenly our island
Broke out its old sores for all to see.
We saw them too.
We stood there wondering how
We lived our lives, were happy, stayed as one.
Children were born and raised here
and are gone,
including ours.
As for that couple did we ever
find out who they were
and did we want to?
I think we know. I think we always knew.
“Still I Rise” by Maya Angelou
the salt horizons and the Dublin hills,
the rivers, table mountains, Viking marshes
we thought we knew
had been made to shiver
You may write me down in history
With your bitter, twisted lies,
You may trod me in the very dirt
But still, like dust, I'll rise.
into our ancient twelve by fifteen television
which gave them back as gray and grayer tears
and killings, killings, killings,
then moonlight-colored funerals:
Does my sassiness upset you?
Why are you beset with gloom?
'Cause I walk like I've got oil wells
Pumping in my living room.
nothing we said
not then, not later,
fathomed what it is
is wrong in the lives of those who hate each other.
Just like moons and like suns,
With the certainty of tides,
Just like hopes springing high,
Still I'll rise.
3.
And if the provenance of memory is
only that—remember, not atone—
and if I can be safe in
the weak spring light in that kitchen, then
why is there another kitchen, spring light
always darkening in it and
a woman whispering to a man
over and over what else could we have done?
4.
We failed our moment or our moment failed us.
The times were grand in size and we were small.
Why do I write that
when I don't believe it?
Did you want to see me broken?
Bowed head and lowered eyes?
Shoulders falling down like teardrops.
Weakened by my soulful cries.
Does my haughtiness offend you?
Don't you take it awful hard
'Cause I laugh like I've got gold mines
Diggin' in my own back yard.
You may shoot me with your words,
You may cut me with your eyes,
You may kill me with your hatefulness,
But still, like air, I'll rise.
Does my sexiness upset you?
Does it come as a surprise
That I dance like I've got diamonds
At the meeting of my thighs?
Out of the huts of history's shame
I rise
Up from a past that's rooted in pain
I rise
I'm a black ocean, leaping and wide,
Welling and swelling I bear in the tide.
Leaving behind nights of terror and fear
I rise
Into a daybreak that's wondrously clear
I rise
Bringing the gifts that my ancestors gave,
I am the dream and the hope of the slave.
I rise
I rise
I rise.
“If We Must Die” by Claude McKay
If we must die, let it not be like hogs
Hunted and penned in an inglorious spot,
While round us bark the mad and hungry dogs,
Making their mock at our accursèd lot.
If we must die, O let us nobly die,
So that our precious blood may not be shed
In vain; then even the monsters we defy
Shall be constrained to honor us though dead!
O kinsmen! we must meet the common foe!
Though far outnumbered let us show us brave,
And for their thousand blows deal one death-blow!
What though before us lies the open grave?
Like men we'll face the murderous, cowardly pack,
Pressed to the wall, dying, but fighting back!
Songs for Unit 4
“Where is the Love” by the Black Eyed Peas
What's wrong with the world, mama
People livin' like they ain't got no mamas
I think the whole world addicted to the drama
Only attracted to things that'll bring you trauma
Overseas, yeah, we try to stop terrorists
But we still got terrorists here livin'
In the USA, the big CIA
The Bloods and The Crips and the KKK
But if you only have love for your own race
Then you only leave space to discriminate
And to discriminate only generates hate
And when you hate then you're bound to get irate, yeah
Madness is what you demonstrate
And that's exactly how anger works and operates
Man, you gotta have love just to set it straight
Take control of your mind and meditate
Let your soul gravitate to the love, y'all, y'all
People killin', people dyin'
Children hurt and you hear them cryin'
Can you practice what you preach
And would you turn the other cheek
Father, Father, Father help us
Send some guidance from above
'Cause people got me, got me questionin'
Where is the love (Love)
Where is the love (The love)
Where is the love (The love)
Where is the love, the love, the love
It just ain't the same, always unchanged
New days are strange, is the world insane
If love and peace are so strong
Why are there pieces of love that don't belong
Nations droppin' bombs
Chemical gasses fillin' lungs of little ones
With ongoin' sufferin' as the youth die young
So ask yourself is the lovin' really gone
So I could ask myself really what is goin' wrong
In this world that we livin' in people keep on givin' in
Makin' wrong decisions, only visions of them dividends
Not respectin' each other, deny thy brother
A war is goin' on but the reason's undercover
The truth is kept secret, it's swept under the rug
If you never know truth then you never know love
Where's the love, y'all, come on (I don't know)
Where's the truth, y'all, come on (I don't know)
Where's the love, y'all
People killin', people dyin'
Children hurt and you hear them cryin'
Can you practice what you preach
And would you turn the other cheek
Father, Father, Father help us
Send some guidance from above
'Cause people got me, got me questionin'
Where is the love (Love)
Where is the love (The love)?
Where is the love (The love)?
Where is the love, the love, the love?
I feel the weight of the world on my shoulder
As I'm gettin' older, y'all, people gets colder
Most of us only care about money makin'
Selfishness got us followin' our wrong direction
Wrong information always shown by the media
Negative images is the main criteria
Infecting the young minds faster than bacteria
Kids wanna act like what they see in the cinema
Yo', whatever happened to the values of humanity
Whatever happened to the fairness in equality
Instead of spreading love we're spreading animosity
Lack of understanding, leading us away from unity
That's the reason why sometimes I'm feelin' under
That's the reason why sometimes I'm feelin' down
There's no wonder why sometimes I'm feelin' under
Gotta keep my faith alive till love is found
Now ask yourself
Where is the love?
Where is the love?
Where is the love?
Where is the love?
Father, Father, Father, help us
Send some guidance from above
'Cause people got me, got me questionin'
Where is the love?
Sing with me y'all:
One world, one world (We only got)
One world, one world (That's all we got)
One world, one world
And something's wrong with it (Yeah)
Something's wrong with it (Yeah)
Something's wrong with the wo-wo-world, yeah
We only got
(One world, one world)
That's all we got
(One world, one world)
“Diamonds are Forever” by Kanye West
Diamonds are forever
They won't leave in the night
Have no fear that they might
Desert me
Diamonds are forever(Forever, forever)
Throw your diamonds in the sky if you feel the vibe
Diamonds are forever(Forever, forever, forever)The Roc is still alive every time I
rhyme
Forever ever, forever ever
Ever ever, ever ever, ever ever, ever ever, ever ever
Close your eyes and imagine, feel the magic
Vegas on acidSeen through Yves Saint Laurent glasses
And I've realized that I've arrived 'cuz
It take more than a magazine to kill my Vibe does
He write his own rhymes, well sort ofI think 'em
That mean I forgot better shit than you ever thought of
Damn, is he really that caught up?
I ask if you talkin' 'bout classics, do my name get brought up?
I remember I couldn't afford a Ford Escort
Or even a four-track recorder
So it's only right that I let the top drop on a drop-top Porsche
It's for yourself that's important
If yo're stripper name Porsche
And you get tips from many men
Then your fat friend her nickname is Minivan
Excuse me
That's just the Henny, man
I smoke, I drink, I'm supposed to stop
I can't because
Diamonds are forever(Forever, forever)Throw your diamonds in the sky if you feel
the vibe
Diamonds are forever(Forever, forever, forever)The Roc is still alive every time I
rhyme.
Forever ever, forever ever
Ever ever, ever ever, ever ever, ever ever, ever ever
I was sick about awards, couldn't nobody cure me
Only playa that got robbed but kept all his jewelry
Alicia Keys tried to talk some sense to them30 minutes later seeing there's no
convincing them
What more can you ask for?
The international assholes nah
Who complains about what he is owed?
And throw a tantrum like he is 3 years old
You gotta love it though somebody still speaks from his soul
And wouldn't change by the change or the game or the fame
When he came in the game, he made his own lane
Now all I need is y'all to pronounce my name
It's Kanye but some of my plaques, they still say Kane
Got family in the D, Kin-folk from Motown
Back in the Chi, them folks ain't from Motown
Life movin' too fast I need to slow down
Girl ain't give me no ass, ya need to go down
Diamonds are forever(Forever, forever)
My father Ben said, "I need Jesus"
So he took me to church and let the water wash over my caeser
Diamonds are forever(Forever, forever)
The preacher said, "We need leaders"
Right then my body got still like a paraplegic
You know who you can call you gotta best believe it
The Roc stand tall and you would never believe it
Take your diamonds and throw 'em up like you bulimic
Yea the beat cold but the flow is anemic
After debris settles and the dust get swept off
Big K pick up where young Hov left off
Right when magazines wrote Kanye West off
I dropped my new shit sound like the best of
A&R's lookin' like, "Pssh we messed up"
Grammy night, damn right, we got dressed up
Bottle after bottle till we got messed up
In the studio where really though, yeah he next up
People askin' is I gon' give my chain back
That'll be the same day I give the game back
You know the next question dog,
"Yo, where Dame at?"
This track the Indian dance to bring our reign back
"What's up with you and Jay man, are y'all okay man?"
They pray for the death of our dynasty like Amen
Right here stands a-man
With the power to make a diamond with his bare hands
Diamonds are forever(Forever, forever)
Throw your diamonds in the sky if you feel the vibe
Diamonds are forever(Forever, forever, forever)
The Roc is still alive every time I rhyme
Forever ever, forever ever
Ever ever, ever ever, ever ever, ever ever, ever ever
Diamonds are forever(Forever, forever)Diamonds are forever(Forever, forever,
forever)
“Welcome to the Ghetto” by Spice 1
Livin day by day in my hood on the spot
See the same old things: same dope fiends cops
Just an average day in the streets of California
5-0 find a young girl dead around the corner
Mommies on her knees she had tears in her eyes
And nobody knew why the young girl had to die
People look ashamed it's been life this fo years
Bloody sheets on her body face wet from her mama's tears
She couldn'ta been over 4-5
And if mommy wasn't based she would still be alive
But now the street is a place you could be swallowed by death
Brothas takin each other's lives
And goin to REST IN PEACE
I wonder if heaven got a ghetto
My cousin died last year
And I still can't let go
I walk the streets of my city of my neighborhood
Seein dope fiends livin off can goods
15 brothers on the corner
And brothers die young in California
5-0'll get a dope case and flaunt it
Have your ass on "America's Most Wanted"
But I don't slang or either gang-bang
And though my old school homies do the same thang
I still got love cause you gotta live
So you can give
And raise a family G
But you gotta do your best slangin D-O-P-E
So keep a grip on yourself and stay mellow
And welcome to the ghetto
(welcome hard up with it to my life) ??
Welcome to the ghetto
(welcome hard up with it to my life)
From across the seas comes cocaine
But you never seen a black man fly the plane
Look at the news:a young black death
Was it drug related,take a guess
I flash when I look in the mirror black
Cause my reflection is a 9 millimeter Gat
I think about genocide
And have thoughts of my homies who died
Everybody backstabbin
But I ain't the one to talk I'm into gafflin
Death gives a shit about your color
But yet I see mo dead young brothas
I'm goin crazy out here
Seein 24 brothas die by the end of the year
And I still gotta deal with the 5-0
And I stopped sellin dope in 9-0
But if I came to it
I probably still do it
Put a Nine in my draws get straight to it
I hope that I never see the day
That I get 20 years for a cake
B-K-A as a key
So open up the door for the mo money
But I ain't gotta do that G
Cause I'm down with the F-A to the C to the U to the L-T-Y
G-nut X-tra Large and S-P-I-C-E make brothers feel like jello
And welcome to the ghetto
(Welcome hard up with it to my life)
Ain't no justice it's just us
And every brother with the guts lust to bust
At the police 'cause we can't get peace
Sending troops to the ghetto like the Middle East
My homie on the block got beat down
And he never sold a ounce, a key, a pound
Suicide was the notion
Sometimes I wanna run and dive in the ocean
But killing myself ain't the answer
'Cause the problems of the world need a cure like cancer
And everybody sees the problem but the President
But he ain't living in the ghetto so it's evident
I quit pulling over for the police
'Cause they beat Rodney King like a savage beast
Now my brothers on the block think it's glock time
Open up season on cop time
So welcome to the ghetto
Where you straight get played out like a cello
The Mayor got the projects boarded up
And the whites and the blacks are sorted up
My people living in poverty
And every time I wanna max I'm on somebody property
Make me wanna get the gat too
And peel a cap too
But I ain't down for the tattoo--tears
Spending years in the P-E-N
And I'm just another brother in the wind
No love in the ghetto see
1-87 thousand G....
Welcome to the Ghetto!
“Express Yourself” by N.W.A.
Yo, man... There's a lot of brothers out there flakin' and perpetratin
But scared to kick reality.
Man, you've been doing all this dope producing.
You had a chance to show 'em what time it is...
So, what you want me to do?
Express Yourself...
I'm expressin' with my full capabilities,
And now I'm livin' in correctional facilities,
Cause some don't agree with how I do this.
I get straight, meditate like a Buddhist
I'm droppin' flava, my behaviour is heriditery,
But my technique is very necessary.
Blame it on Ice Cube... Because he says it gets funky
When you got a subject and a predacit.
Add it on a dope beat
And that'll make you think.
Some suckaz just tickle me pink
To my stomache. 'Cause they don't flow like this one.
You know what? I won't hesitate to dis one
Or two before I'm through.
So don't try to sing this!
Some drop science
While I'm droppin' English.
Even if Yella
Makes it a-capella
I still express, yo, I don't smoke weed or a sess.
Cause its known to give a brother brain damage.
And brain damage on the mic don't manage
Nuthin'
But makin' a sucker and you equal.
Don't be another sequel...
Express Yourself...
Express Yourself...
Come on and do it...
Express Yourself...
Express Yourself...
Come on and do it...
Now, gettin' back to the PG.
That's program, and it's easy.
Dre is back. Newjacks, I mean hollow,
Expressin' ain't their subject
Because they like to follow
The words, the style, the trend,
The records I spin.
Again and again and again
Yo, you on the other end.
Whatch a brother playin' dope rhymes with no help.
There's no fessin' and guessin'
While I'm expressin myself.
It's crazy to see people be
What society wants them to be. But not me!
Ruthless...
Is the way to go
They know.
Others say rhymes that fail
To be original.
Or they kill where the hiphop starts,
Forget about the ghetto
And rap for the pop charts.
Some musicians curse at home
But scared to use profanity
When up on the microphone.
Yeah, they want reality.
But you won't hear none.
They rather exaggerate, a little fiction.
Some say no to drugs and take a stand,
But after the show they go lookin' for the dopeman.
Or they ban my group from the radio.
Hear NWA and say "Hell no!".
But you know it ain't all about wealth.
As long as you make a note to...
Express Yourself...
Express Yourself...
Come on and do it...
Express Yourself...
Express Yourself...
Come on and do it...
Express Yourself...
From the heart.
Cause if you wanna start to move up the chart
Then expression is a big part of it.
You ain't efficient when you flow
You ain't swift, movin' like a tortoise.
Full of rigor mortis.
There's a little bit more to show
I got rhymes in my mind, and better like an embryo.
Or a lesson - all of 'em expression
And if you start fessin' I got a Smith and Wessun
For you.
I might ignore your record
Because it has no bottom.
I get loose in the summer. When in spring and autumn
It's Dre on the mic, gettin' physical.
Doin' the job
NWA is the lynch mob!
Yes, I'm a cob?
But you know you need this.
And the knowledge is growin'
Just like a foetus, or a tumor.
But here's the rumor:
Dre is in the neighborhood
And he's up to no good.
When I start expressin' myself,
Yella, slam it!
Cause If I stay funky like this I'm doin' damage.
Or I'mma be too hyped,
And need a straight jacket.
I got knowledge and other suckaers lack it.
So, when you see Dre, a DJ on the mic,
Ask what it's like.
It's like we gettin' hype tonight.
Cause if I strike
It ain't for your good health.
But I won't strike if you just...
Express Yourself...
Express Yourself...
Come on and do it...
Express Yourself...
Express Yourself...
Come on and do it...
Express Yourself...
Come on and do it...
Come on and do it...
Come on and do it...
Come on and do it...
Poems for Unit 4
“Poverty” by Jane Taylor
I saw an old cottage of clay,
And only of mud was the floor;
It was all falling into decay,
And the snow drifted in at the door.
Yet there a poor family dwelt,
In a hovel so dismal and rude;
And though gnawing hunger they felt,
They had not a morsel of food.
The children were crying for bread,
And to their poor mother they’d run;
‘Oh, give us some breakfast,’ they said,
Alas! their poor mother had none.
She viewed them with looks of despair,
She said (and I’m sure it was true),
‘’Tis not for myself that I care,
But, my poor little children, for you.’
O then, let the wealthy and gay
But see such a hovel as this,
That in a poor cottage of clay
They may know what true misery is.
And what I may have to bestow
I never will squander away,
While many poor people I know
Around me are wretched as they.
“Dreams in War Time” by Amy Lowell
I wandered through a house of many rooms.
It grew darker and darker,
Until, at last, I could only find my way
By passing my fingers along the wall.
Suddenly my hand shot through an open window,
And the thorn of a rose I could not see
Pricked it so sharply
That I cried aloud.
II
I dug a grave under an oak-tree.
With infinite care, I stamped my spade
Into the heavy grass.
The sod sucked it,
And I drew it out with effort,
Watching the steel run liquid in the moonlight
As it came clear.
I stooped, and dug, and never turned,
For behind me,
On the dried leaves,
My own face lay like a white pebble,
Waiting.
III
I gambled with a silver money.
The dried seed-vessels of “honesty”
Were stacked in front of me.
Dry, white years slipping through my fingers
One by one.
One by one, gathered by the Croupier.
“Faites vos jeux, Messieurs.”
I staked on the red,
And the black won.
Dry years,
Dead years;
But I had a system,
I always staked on the red.
IV
I painted the leaves of bushes red
And shouted: “Fire! Fire!”
But the neighbors only laughed.
“We cannot warm our hands at them,” they said.
Then they cut down my bushes,
And made a bonfire,
And danced about it.
But I covered my face and wept,
For ashes are not beautiful
Even in the dawn.
V
I followed a procession of singing girls
Who danced to the glitter of tambourines.
Where the street turned at a lighted corner,
I caught the purple dress of one of the dancers,
But, as I grasped it, it tore,
And the purple dye ran from it
Like blood
Upon the ground.
VI
I wished to post a letter,
But although I paid much,
Still the letter was overweight.
“What is in this package?” said the clerk,
“It is very heavy.”
“Yes,” I said,
“And yet it is only a dried fruit.”
VII
I had made a kite,
On it I had pasted golden stars
And white torches,
And the tail was spotted scarlet like a tiger-lily,
And very long.
I flew my kite,
And my soul was contented
Watching it flash against the concave of the sky.
My friends pointed at the clouds;
They begged me to take in my kite.
But I was happy
Seeing the mirror shock of it
Against the black clouds.
Then the lightning came
And struck the kite.
It puffed—blazed—fell.
But still I walked on,
In the drowning rain,
Slowly winding up the string.
“Vixen” by W.S. Merwin
Comet of stillness princess of what is over
high note held without trembling without voice without sound
aura of complete darkness keeper of the kept secrets
of the destroyed stories the escaped dreams the sentences
never caught in words warden of where the river went
touch of its surface sibyl of the extinguished
window onto the hidden place and the other time
at the foot of the wall by the road patient without waiting
in the full moonlight of autumn at the hour when I was born
you no longer go out like a flame at the sight of me
you are still warmer than the moonlight gleaming on you
even now you are unharmed even now perfect
as you have always been now when your light paws are running
on the breathless night on the bridge with one end I remember you
when I have heard you the soles of my feet have made answer
when I have seen you I have waked and slipped from the calendars
from the creeds of difference and the contradictions
that were my life and all the crumbling fabrications
as long as it lasted until something that we were
had ended when you are no longer anything
let me catch sight of you again going over the wall
and before the garden is extinct and the woods are figures
guttering on a screen let my words find their own
places in the silence after the animals