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This lesson combines an analysis of hip hop music and lyrics to provide students with a greater understanding of rhythm, form, diction, and sound in poetry. Students analyze form in Shakespearean sonnets, then analyze hip hop music to determine common characteristics between the Bard's work and the music of hip hop artists.
This lesson combines an analysis of hip hop music and lyrics to provide students with a greater understanding of rhythm, form, diction, and sound in poetry. Students analyze form in Shakespearean sonnets, then analyze hip hop music to determine common characteristics between the Bard's work and the music of hip hop artists. Students reinforce their understanding of the connections between hip hop and poetry through close analysis of the works of poets Saul Williams and Nikki Giovanni, and through the creation of their own poetry. This lesson provides a model for making connections to popular culture and students' lives outside of school. (author/ncl)
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| English Language Arts Standards |
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| Reading Process: Concepts of Print, Comprehension Strategies and Self-Monitoring Strategies Standard |  |
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| Benchmarks (8 - 10) |
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| A. | Apply reading comprehension strategies to understand grade-appropriate text. |
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| Benchmarks (11 - 12) |
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| A. | Apply reading comprehension strategies to understand grade-appropriate texts. |
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| Grade Level Indicators (Grade 9) |
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| 1. | Apply reading comprehension strategies, including making predictions, comparing and contrasting, recalling and summarizing and making inferences and drawing conclusions. |
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| Grade Level Indicators (Grade 10) |
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| 1. | Apply reading comprehension strategies, including making predictions, comparing and contrasting, recalling and summarizing and making inferences and drawing conclusions. |
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| Grade Level Indicators (Grade 11) |
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| 1. | Apply reading comprehension strategies, including making predictions, comparing and contrasting, recalling and summarizing and making inferences and drawing conclusions. |
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| Grade Level Indicators (Grade 12) |
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| 1. | Apply reading comprehension strategies, including making predictions, comparing and contrasting, recalling and summarizing and making inferences and drawing conclusions. |
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| Reading Applications: Literary Text Standard | |
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| Benchmarks (8 - 10) |
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| D. | Identify similar recurring themes across different works. |
| E. | Analyze the use of a genre to express a theme or topic. |
| F. | Identify and analyze how an author uses figurative language, sound devices and literary techniques to shape plot, set meaning and develop tone. |
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| Benchmarks (11 - 12) |
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| C. | Recognize and analyze characteristics of subgenres and literary periods. |
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| Grade Level Indicators (Grade 9) |
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| 5. | Interpret universal themes across different works by the same author and different authors. |
| 6. | Analyze how an author's choice of genre affects the expression of a theme or topic. |
| 9. | Analyze ways in which the author conveys mood and tone through word choice, figurative language and syntax. |
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| Grade Level Indicators (Grade 10) |
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| 4. | Interpret universal themes across different works by the same author or by different authors. |
| 5. | Analyze how an author's choice of genre affects the expression of a theme or topic. |
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| Grade Level Indicators (Grade 11) |
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| 6. | Recognize characteristics of subgenres, including satire, parody and allegory, and explain how choice of genre affects the expression of a theme or topic. |
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| Grade Level Indicators (Grade 12) |
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| 6. | Recognize and differentiate characteristics of subgenres, including satire, parody and allegory, and explain how choice of genre affects the expression of theme or topic. |
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| Writing Applications Standard | |
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| Grade Level Indicators (Grade 9) |
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| 6. | Produce informal writings (e.g., journals, notes and poems) for various purposes. |
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| Grade Level Indicators (Grade 10) |
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| 6. | Produce informal writings (e.g., journals, notes and poems) for various purposes. |
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| Grade Level Indicators (Grade 11) |
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| 6. | Produce informal writings (e.g., journals, notes and poems) for various purposes. |
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| Grade Level Indicators (Grade 12) |
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| 6. | Produce informal writings (e.g., journals, notes and poems) for various purposes. |
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| Standards for the English Language Arts |
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| Range of materials and purposes for reading | |
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| Students read a wide range of print and non-print texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world; to acquire new information; to respond to the needs and demands of society and the workplace; and for personal fulfillment. Among these texts are fiction and nonfiction, classic and contemporary works. |
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| Students read a wide range of literature from many periods in many genres to build an understanding of the many dimensions (e.g., philosophical, ethical, aesthetic) of human experience. |
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| Write, speak, and visually represent to create text | |
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| Students employ a wide range of strategies as they write and use different writing process elements appropriately to communicate with different audiences for a variety of purposes. |
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| Students apply knowledge of language structure, language conventions (e.g., spelling and punctuation), media techniques, figurative language, and genre to create, critique, and discuss print and non-print texts. |
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| Purposes for using spoken, written, and visual language | |
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| Students participate as knowledgeable, reflective, creative, and critical members of a variety of literacy communities. |
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| RESOURCE TYPE |
| Instructional Resource |
| PRACTICE LEVEL |
| Best Practice |
| STANDARDS ALIGNMENT |
| Grades 9 - 12 |
| TOPICS |
English Language Arts --
Writing;
Writing Applications;
Literature;
World Literature;
Poetry |
| FOUND IN |
| AdLIT |
| KEYWORDS |
Shakespeare;
sonnets;
Saul Williams;
Nikki Giovanni;
hip hop;
original poetry |
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Author: Theresa Sotto
Publisher: ArtsEdge
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