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Listening to Katy Perrys song Firework then reading the lyrics and identifying the different
types of figurative language present in the song [objectives 1-5, SOL 8.4a, CCSS.ELALiteracy.CCRA.R.4
Summative: Students will ultimately be assessed (today or in a future lesson) on the
importance of figurative language by
Rewriting the song without using the figures of speech and poetic devices [objective 3,
CCSS.ELA-Literacy.CCRA.L.3]
Materials Needed:
Youtube clip of the song and lyrics of Katy Perrys Firework
Individual copies of the lyrics of Katy Perrys song Firework
ELMO to project Microsoft Word
Whiteboard and marker
Instructional Steps (Procedures): Detail student and teacher behavior.
[Note: Any words that represent what I would say directly to students appear in italics.]
Beginning Room Arrangement:
[Changes in this arrangement that become necessary later will be noted in the plan]
Students are arranged in their normal seating arrangement, which consists of clusters of desks in
groups of two to five. All students will be facing the dry erase board located at the front of the
classroom.
1. [5 mins.] Bridge/Hook/Opening to lesson:
Good morning class! I know you all have spent the past few weeks in intense preparation
for the writing SOL you took last week. I hope it went well and Im sure it did as I have seen
a lot of the hard work you all put in in preparation. Before the SOL you guys read a lot of
short stories and had just finished reading the novel The Pigman. Today we are going to
mix things up and start to look at poetry. I know this usually causes a groan in the class but
I promise you will find this more enjoyable in that we are going to be examining the lyrics of
the popular song Firework by Katy Perry.
2. [15 mins.] Step 1: Brainstorming a list of figurative language devices
When you guys were reading short stories, I remember you had a green packet in which
you took notes on different types of figurative language. Now I am wondering if you all can
remember these devices. Can you all list some of them? Teacher collects student
responses of figurative language devices. When the student gives the example the teacher
then asks the student to define the device, and if able, to give an example. Teacher writes
this list and examples on the board as the students brainstorm ideas. Teacher makes sure
to list any other devices the students havent come up with that appear in the song. Teacher
does so by probing: ex: Great list guys! But what about the device that describes noises?
Like Tik! Tok! in the Kesha song? Thats onomatopoeia, remember that device? Can
someone give me a definition?
3. [10 mins.] Step 2: Listen to Firework
Ok I bet most of you are familiar with the song but we are going to listen to it together and
watch the lyric video. The first time through I just want you all to listen and read along. The
second time through I want you all to jot down any examples of figurative language you can
identify. Dont worry about getting every example down in the second listening; just identify
what you can. We listen to the song through twice. The first time is just listening, the second
time the students jot down any examples they are able to find.
4. [7 mins] Step 3: Read lyrics printed out
Ok so now I am going to pass out the lyrics to the song. I want you to individually take 5
minutes to read the lyrics and try to identify all possible figurative language you can find.
Teacher passes out copies of the lyrics. Please write on the paper and circle and label all
figurative language you find. Teacher circles the room and helps the students identify
devices they might have missed.
5. [8 mins] Step 4: Group share
You guys seem to be finding a lot, great job! Now I want you to get in groups with those
around you and see if any of you found any examples that someone else in your group did
not. After sharing for 5 minutes we are going to come back together as a class and each
group is going to share one device they found. While the students work in groups the
teacher projects the lyrics on the board in a Word document. The teacher will also go
around to the groups and listen in to make sure the students are correctly identifying the
devices.
6. [10 mins] Step 5: Class share
Ok guys, now lets come back together as a whole class. As you can see, I have posted the
lyrics on the board here. We are now going to go around the room and have each group
identify one poetic device they found in the lyrics. Lets collectively try to identify them all!
Teacher calls on each group getting an example of figurative language found in the song. If
any are left unidentified the teacher probes the students towards the line and helps them
come up with the device.
7. [10 mins] Step 6: Importance of figurative language
So why do you guys think Katy Perry added so much figurative language? Do you think it
contributes to the meaning of the song and its impact on the listener? Teacher leads a
discussion on the importance of figurative language to express meaning, emotion, and
provide detail and description to writing.
8. [15 mins] Step 7: Rewrite parts of the song
So now that we have discussed the importance of figurative language, lets see if we can
rewrite a few of the lines without using the figurative devices and see how it changes the
song.Teacher models altering one line. Does anyone have any ideas? Feel free to choose
any part in the song! Teacher calls on a student to identify a device they wish to remove
from the song and together as a class they do so. After doing so the class discusses the
difference in the lyrics with this change. This activity continues for as many devices as the
class is able to do in the designated time.
4. [3 mins] Closure:
Thank you guys so much for your participation today! I hope you enjoyed the activity and
that youll start to listen to your favorite songs in a new light and recognize and appreciate
the musicians craft.
to model this annotation process for students and to color code types of figurative language
so that they are distinct in the students minds.
How this lesson incorporates specific insights from course readings and/or class
discussion:
In class this semester, we have often discussed how to incorporate students
interests into the classroom. We have often noticed the students singing popular music and
therefore felt using a popular song would be a good way of motivating the students to learn.
Additionally, we are providing students with a real-world context in which to place the
analysis of figurative language; they listen to music every day and will likely approach music
in the future with a new, literary perspective. We aim for this lesson to be unquiet in its
student-centered approach, where they create new understandings and insight into a
popular song through close reading and considering multiple meanings.
Materials Appendix:
Teachers guide/cheat-sheet:
Firework- song line
Poetic device
Do you know that there's still a chance for you Cause there's
a spark in you
You just gotta ignite the light
(internal rhyme: ignite, light)
And let it shine
Just own the night
Like the Fourth of July
(true rhyme: light=night)
(simile: you (you is implied)=Fourth of July) (personification:
implied that Fourth of July owns the night)
(Chorus)
16 Cause baby you're a firework
17 Come on show 'em what
youre worth
18 Make 'em go "Oh, oh, oh!"
19 As you shoot across the sky
20 Baby you're a firework
21 Come on let your colors burst
22 Make 'em go "Oh, oh, oh!"
Maybe you're the reason why all the doors are closed
So you can open one that leads you to the perfect road
(personification: door leads you - door is implied with the
word one)
(assonance: closed, road)
Like a lightning bolt, your heart will glow (hyperbole: heart
will glow; personification: heart will glow)
And when it's time, you'll know
(true rhyme: glow=know)
You just gotta ignite the light
(rhyme: ignite-light)
And let it shine
Just own the night
Like the Fourth of July
(true rhyme: light=night)
In Retrospect: