Authentic+Instruction


 * Analyzing Rhythm in Poetry**
 * 11th Grade Language Arts**
 * King**
 * Time Period:** 90 minutes

verse, free verse, assonance, alliteration, onomatopoeia).
 * Objectives**
 * SPI 3003.8.8** Analyze sound and metric devices (i.e., rhyme {internal, slant}, rhythm, blank


 * Materials**
 * digital projector
 * pencil or pen
 * notes on sound and metric devices
 * worksheet with excerpts of song lyrics
 * K'naan song "Hard Rain" (hip artist artist rapping in between Bob Dylan's folk tune)
 * copies of "Hard Rain" lyrics
 * good speakers


 * Description**
 * 1) Students will use their notes and previous work from our unit on sound and metric devices in poetry to complete a warm-up consisting of 10-12 lines from that same number of songs and/or poems. Students should identify the various sound devices present in each given line.
 * 2) After all students have been ample time to complete the previously described worksheet, the answers will be revealed in a slide show format where the actual sound device will be highlighted when the answer(s) flashes up. For example, if the answer is "alliteration", the repeated consonants will show up in bold or different color when the word "alliteration" appears.
 * 3) At this point in the unit, the teacher has discussed definitions for the words rhythm, meter, and metric feet, but students have not been asked to identify the actual pattern of rhythms. These aspects of poetry are some of the most challenging to analyze, which is why they should be addressed last.
 * 4) The teacher will scaffold the concept by walking students through a PowerPoint presentation of single words and short phrase. Students will be asked to speak the word or phrase as they would use it in a conversation. The class will decide on the pattern of stressed or unstressed syllables in the word or phrase. The slide show will reveal the correct notation of the word or phrase's syllables.
 * 5) Students will then turn back to the worksheet of song lyrics where they will attempt to notate the single lines of lyrics with the stressed ( / ) and unstressed ( ^ ) marks. After 10 minutes, the teacher will reveal the possible solutions.
 * 6) The teacher will then play K'naan's "Hard Rain" through the speakers. After hearing the song, students will attempt to notate the song lyrics, noticing that K'naan raps in stressed-unstressed patterns and Bob Dylan sings in opposite of that, the desire realization being that folk/traditional music and hip share an interesting connection.