Music as Modern Poetry with The Black Eyed Peas
I. Standards and Objectives
a. CC.9-10.R.L.2 Key Ideas and Details: Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary.
b. of the text.CC.9-10.R.H.5 Craft and Structure: Analyze how a text uses structure to emphasize key points or advance an explanation or analysis
II. Procedures
a. Pre-class prep
i. Write “What is poetry?” on the board.
ii. Distribute a sheet of paper with the lyrics of “Where is the Love” by the Black Eyed Peas face down on the desks.
iii. Load the music video for “Where is the Love” on Youtube.com, but keep the projector off or keep the window hidden.
b. Open the class with discussion about poetry using the question on the board and other leading questions like: (10 minutes)
i. “What was the last poem you heard or read?”
ii. “Who write poetry?”
iii. “What is the worst poem you’ve read for a class?”
iv. “Why didn’t you like it?”
c. Play The Black Eyed Peas’ “Where is the Love” music video for the class. (5 minutes)
d. Explain that this is indeed an example of modern poetry and have them turn over the lyrics sheet. (3 minutes)
e. Ask students to point out rhymes in the lyrics to solidify the concept of modern poetry in music. (5 minutes)
f. Explain that since this is poetry, it can be treated as such and analyzed for themes. (3 minutes)
g. Have students list themes they see in the lyrics of the song (6 minutes)
1. Have some of the students share the themes they found.
a. Write them on the board.
h. Have the students support their themes using textual support from the lyrics sheet. (10 minutes)
i. Have them mark their lyrics sheet denoting what evidence relates to what theme.
i. Have some students share how they supported the themes they found (5 minutes)
j. Collect their worksheets for grading.
Assessment and Evaluation:
Students will be assessed in three different ways.
1. How much and how well did they participate in class discussion?
2. Were they able to recognize the song as poetry? This will be seen in class discussion.
3. How well did they recognize themes in the song? This can be evaluated through the lyrics sheet they turn back in at the end of class.
4. How well did they support their themes? This can also be evaluated through the lyrics sheet they turn back in at the end of class.
a. CC.9-10.R.L.2 Key Ideas and Details: Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary.
b. of the text.CC.9-10.R.H.5 Craft and Structure: Analyze how a text uses structure to emphasize key points or advance an explanation or analysis
II. Procedures
a. Pre-class prep
i. Write “What is poetry?” on the board.
ii. Distribute a sheet of paper with the lyrics of “Where is the Love” by the Black Eyed Peas face down on the desks.
iii. Load the music video for “Where is the Love” on Youtube.com, but keep the projector off or keep the window hidden.
b. Open the class with discussion about poetry using the question on the board and other leading questions like: (10 minutes)
i. “What was the last poem you heard or read?”
ii. “Who write poetry?”
iii. “What is the worst poem you’ve read for a class?”
iv. “Why didn’t you like it?”
c. Play The Black Eyed Peas’ “Where is the Love” music video for the class. (5 minutes)
d. Explain that this is indeed an example of modern poetry and have them turn over the lyrics sheet. (3 minutes)
e. Ask students to point out rhymes in the lyrics to solidify the concept of modern poetry in music. (5 minutes)
f. Explain that since this is poetry, it can be treated as such and analyzed for themes. (3 minutes)
g. Have students list themes they see in the lyrics of the song (6 minutes)
1. Have some of the students share the themes they found.
a. Write them on the board.
h. Have the students support their themes using textual support from the lyrics sheet. (10 minutes)
i. Have them mark their lyrics sheet denoting what evidence relates to what theme.
i. Have some students share how they supported the themes they found (5 minutes)
j. Collect their worksheets for grading.
Assessment and Evaluation:
Students will be assessed in three different ways.
1. How much and how well did they participate in class discussion?
2. Were they able to recognize the song as poetry? This will be seen in class discussion.
3. How well did they recognize themes in the song? This can be evaluated through the lyrics sheet they turn back in at the end of class.
4. How well did they support their themes? This can also be evaluated through the lyrics sheet they turn back in at the end of class.
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