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Analyzing a Song – So Simple Every Student Can Do It

December 13, 2022 //  by  Lindsay Ann //   2 Comments

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English teachers, teaching your students how to analyze song lyrics needs to be a “go-to” strategy, a step toward deeper analysis of more complex texts .

Whether you’re teaching poetry, persuasive essays, or some other writing unit, analyzing song lyrics will give your students an opportunity to look at the different ways that language can be used to capture emotions and tell stories .

This close reading process will also help improve their vocabulary and grammar skills while they are having fun!

Here are some tips on how to teach students to analyze song lyrics so that they can gain valuable writing knowledge through a familiar medium they love!

Analysis of Song Lyrics

Taylor Swift makes analyzing song lyrics in the classroom easy peasy. Like her or not, you can count on her to write songs that tell a story, are layered in deep meaning, and littered with Easter eggs that are fun to try and collect (even for the non-Swifties). 

Taylor Swift’s “ Anti Hero” is a fun student-friendly song to bring into the classroom to practice analysis skills.

With callbacks to songs on other albums in lines like “I have this thing where I get older but just never wiser,” you can challenge students to analyze the development of a theme across multiple texts (helloooo higher level DOK and those really tricky to meet standards!).

Lyrics like “I’m the problem; it’s me” coupled with the title setup an opportunity to teach the concept of anti-hero (I especially like the idea of teaching about anti-heroes after teaching about the hero’s journey) and challenging students to analyze how Swift herself could be seen as this archetype by analyzing other songs and conducting online research.

“Anti Hero” also has what appear to be two references to pop culture ( 30 Rock and Knives Out ) that had even the swiftest of Swifties stumped online. These references are an accessible way to introduce the idea of allegory. 

Taylor has really teed up the song analysis practice in English classrooms to be endless with so many rabbit holes to go down at every turn! 

Song Meaning “Hallelujah”

Leonard Cohen’s “Hallelujah” has a deep meaning making it a popular choice for teaching song analysis.  The meaning of Hallelujah is about someone who was deeply in love and is mourning the guilt of the loss of that love .

The song can teach students how to analyze lyrics by pointing out that even though it doesn’t say so explicitly, this is a song about a break-up .

They can also learn other aspects of reading literature, like examining tone and form. Analyzing song lyrics enables students to apply what they’ve learned as they read other texts or songs.

After reading a poem or listening to a song’s lyrics, students should be able to answer questions like: 

• Who is speaking? 
• How do you know? 
• What do you think the speaker’s feelings are?
•  What does this tell you about their personality? 
• Do these feelings make sense for the situation?

Good Songs to Analyze

When choosing good songs to analyze remember these three things:

• Choose a song that tells a story
• A song with a deep meaning or theme that challenges students’ inferential thinking skills works best
• Pick songs that students will know and be excited to listen to (that means that while “We Didn’t Start the Fire” is technically a great song for analysis, it might not be the most engaging for your students)

Here are some songs for teaching song analysis that will not only help you teach important analysis skills but also engage and delight your students:

• “ Pray for Me ” by the Weeknd ft. Kendrick Lamar
• “ Thunder ” by Imagine Dragons 
• “ Bohemian Rhapsody ” by Queen (this one is suitable for older students)
• “ Born This Way ” by Lady Gaga
• “ Getting Older ” by Billie Eilish 
• “ Drivers License ” by Olivia Rodrigo 
• “ This is America ” by Childish Gambino/Donald Glover
• “ Matilda ” by Harry Styles
• “ Victoria’s Secret ” by Jax (does have some profanity – I’ve linked the “clean” version)
• “ Vacation ” by The Dirty Heads (does say “shit”)

How to Analyze a Song

Teaching students how to analyze a song is similar to teaching poetry or literary analysis, but using songs disguises the learning as a fun activity making it really engaging and accessible for all learners.

Start by having students listen to their song twice .

• Instruct them to listen through for the first time just for enjoyment and to follow along with the printed lyrics (or digital if you have a way for students to access the lyrics online).
• Then have them listen a second time but this time have them highlight and circle words and phrases that they think are important and interesting. 

Challenge students to consider the following questions during their second time listening and to annotate the lyrics as they go:

• Who’s telling the story? What’s their perspective? How do they feel? What’s making them feel that way?
• What’s the mood of the song? Do the lyrics or the music contribute more to the mood?
• What figurative language do you notice in the lyrics? Why might the songwriter have chosen to include that figurative language?
• What could the songwriter be saying about human nature or society through their lyrics? How could you write a theme statement about these lyrics?

Once you’ve gotten your students started with the analysis process, make sure to involve your students. Ask them what they notice and use their insights to build discussion. Have them write a summary of the song or write a detailed analysis or work on a more creative, visual response.

Song & Poem Analysis Paired Text Lesson Plans

Make close reading, textual analysis and literary analysis of songs (and poems)  less intimidating  with these detailed, CCSS-aligned  close reading song analysis lesson plans for paired texts . Integrated close reading, text-based writing, speaking, listening, and inquiry skills, make these lessons both  engaging and worthwhile.

To help you save prep time, I’ve put together some awesome lessons for you HERE , including:

• Carrie Underwood’s song “Cry Pretty” & Macklemore & Ryan Lewis’ song “Growing Up”
• William Ernest Henley’s poem “Invictus” & Imagine Dragons’ song “Whatever it Takes”
• Maya Angelou’s poem “Still I Rise” and Tupac’s song “Still I Rise”
• Stephen Dobyns’ poem “Loud Music” and Incubus’ song “Dig”
• “Anti-Hero” by Taylor Swift
• “Boulevard of Broken Dreams” by Green Day and “Brick by Boring Brick” by Paramore
• “Hotel California” by the Eagles and “Stairway to Heaven” by Led Zeppelin
• Protest Songs
• “Mad World” by Tears for Fears and “A Million Dreams” sung by Pink / The Greatest Showman

Wrapping Up

When students analyze songs, they think about its overall impact.

What makes this song great, and why do you like it? What is it about this song that makes it stand out?

Thinking through these ideas with easily-accessible texts makes transferring their skills and knowledge to literature (ya know, the kind with the capital L ) easier.

They’ll have practice analyzing craft moves like figurative language and allegory, but they’ll also have practice with those more complex reading strategies like making inferences and connections .

Have a song you think would be perfect to analyze in the classroom? I’d love to hear about it! Drop me a comment below to share! 

About Lindsay Ann

Lindsay has been teaching high school English in the burbs of Chicago for 19 years. She is passionate about helping English teachers find balance in their lives and teaching practice through practical feedback strategies and student-led learning strategies. She also geeks out about literary analysis, inquiry-based learning, and classroom technology integration. When Lindsay is not teaching, she enjoys playing with her two kids, running, and getting lost in a good book.

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• Language & Lit
• Rhyme & Rhythm
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How to Write a Song Analysis for English Class

Listening to your favorite music might be an enjoyable pastime, but analyzing a song lets you apply what you're learning in English class to a favorite composition. Figurative language, tone and theme are just a few literary devices you can practice identifying as you write about music. By analyzing these elements, you can gain an greater appreciation for the practical application of the tools of English to songwriting.

Select an original, meaningful song for your paper topic. Consider the emotional depth of the lyrics, the themes and issues it introduces and its creative use of language as you choose a song to write about. For example, "Imagine" by John Lennon, which speculates about what a world full of peace would look like, presents a strong message about countering the effects of violence and spiritual conflict in the world.

Listen to the song with the lyrics in front of you. As you play the song, underline or highlight important lines and phrases that contribute to its meaning, as well as any personal thoughts or responses that come to mind. These reactions can help you shape the analysis of your song when you begin to write.

Introduce your song in the essay by giving some historical background about it, including the songwriter, year and any events that that shaped its creation. For example, "The Rising" by Bruce Springsteen showcases the resiliency of Americans after the terrorist attacks of Sept. 11, 2001. Describing this context would be a good way to introduce readers to the song and its theme of survival.

Analyze the lyrics by examining figurative language, phrases that describe something by comparing it to something else. In "The Sound of Silence," for example, Simon and Garfunkel use personification, which gives emotional characteristics to an object, animal or idea. By addressing the song to the "darkness" of nighttime, they emphasize the song's themes of loneliness and isolation. You can also write about the use of rhyme, repetition and other sound devices. In "Bleeding Me" by Metallica, the speaker uses repeated lines such as "I'm digging my way" and "This thorn in my side" to show his struggle in breaking away from addiction.

Analyze the song's use of musical arrangements. Think about how the song's choice of a major or minor key, dominant instruments and texture relate to the lyrics and theme and create a specific mood. For example, the minor piano chords and driving drumbeats of Adele's "Set Fire to the Rain" illustrate the speaker's desolation after the end of a bitter relationship.

Write a conclusion that emphasizes the main theme of the song. If you're writing about Christina Aguilera's "Beautiful," for example, you might say that the song encourages people who have been bullied to recognize and celebrate their uniqueness rather than let people's words hurt them. Draw your paper together in a way that shows how the song's lyrical and musical elements illustrate this message.

Things You'll Need

• Milton District High School: Lyric/Song Writing and Analysis

Kori Morgan holds a Bachelor of Arts in professional writing and a Master of Fine Arts in creative writing and has been crafting online and print educational materials since 2006. She taught creative writing and composition at West Virginia University and the University of Akron and her fiction, poetry and essays have appeared in numerous literary journals.

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Nine Teaching Ideas for Using Music to Inspire Student Writing

By Natalie Proulx

• May 10, 2018

Some of the greatest written works of our time have been inspired by music. Walt Whitman conceived of and wrote “Leaves of Grass” while listening to opera . Alice Walker, Langston Hughes, Ntozake Shange and Ralph Ellison were all moved by spirituals, jazz and blues . And Lin-Manuel Miranda’s rap musical “Hamilton” was born of his love of hip-hop . These writers understood what many educational researchers know — that music opens up pathways to creative thinking, sharpens our ability to listen and helps us weave together disparate ideas .

In this teaching resource, we suggest nine exercises to use music to inspire student writing — from creating annotated playlists and critical reviews to music-inspired poetry and personal narratives. Each idea pulls from Times reporting, Opinion pieces and multimedia on music to give students a place to start. The activities are categorized according to three genres: creative and narrative writing; informative and explanatory writing; and persuasive and argumentative writing.

How do you use music in your classroom? Let us know in the comments.

Creative and Narrative Writing

Exercise #1: Write a story or poem inspired by music.

One way you might let your students be inspired by music is to have them describe in words what they hear, a method Jean-Michel Basquiat employed in his poetry and paintings.

In “ Bowie, Bach and Bebop: How Music Powered Basquiat ,” Ekow Eshun writes:

In 1979, at 19, the artist Jean-Michel Basquiat moved into an abandoned apartment on East 12th Street in Manhattan with his girlfriend at the time, Alexis Adler. The home, a sixth-floor walk-up, was run-down and sparsely furnished. Basquiat, broke and unable to afford canvases, painted with abandon on the walls and floor, even on Ms. Adler’s clothes. The one item that remained undisturbed was Ms. Adler’s stereo, which had pride of place on a shelf scavenged from the street. “The main thing for us was having big speakers and a blasting stereo. That was the only furniture I purchased myself,” said Ms. Adler, who still lives in the apartment. When Basquiat was around, she recalled, “music was playing all the time.” On Thursday, the exhibition “Basquiat: Boom for Real” opened at the Barbican Center in London. The show focuses on the artist’s relationship to music, text, film and television. But it is jazz — the musical style that made up the bulk of Basquiat’s huge record collection — that looms largest as a source of personal inspiration to him and as a subject matter.

Invite your students to read the article and then listen to the Times-curated Spotify playlist “ The eclectic taste of Jean-Michel Basquiat ” as they view his art and read his poetry . Discuss what they notice about the musical influence in Basquiat’s work. How do the content, colors, textures and shapes in his paintings resemble the sounds they hear? How are these reflected in the words, phrases, mood and rhythm of his poems?

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How to Write an Essay on 'My Favorite Song and Why': 5 Best Examples

Music has the profound ability to move and inspire us, often embedding itself deeply in our personal identities. Writing an essay discussing your favorite song and why it resonates with you can reveal aspects of your personality, memories, and emotions. In this guide, we examine five exemplary essays to help you craft a captivating piece, and we provide you with tips and a structure to enhance your writing.

• What Makes a Song a Favorite?

Understanding why a song becomes your favorite can be complex. Is it the melody, the lyrics, or the memories intertwined with the song? Some people may love a song because it brings solace during tough times, others might be drawn to the beat that makes them dance. Delve into what elements make the song special to you, and why it stands out amidst countless other pieces of music.

Example 1: Emotional Connection

Title : Sounds of Serenity: How ‘Imagine’ by John Lennon Helps Me Find Peace

Introduction : Introduce the song and provide some context about its release and its impact on the music world. Share why the song’s message resonates with you.

Body Paragraphs :

• Personal Connection : Reflect on the personal experiences and memories that this song evokes. Explain how the song's message of peace and unity helps you navigate challenging times.
• Musical Elements : Discuss the melody, lyrics, and other musical elements that you find soothing and uplifting.
• Cultural Impact : Explore the broader cultural and historical significance of the song. How has it influenced others?

Conclusion : Summarize your insights and reiterate why 'Imagine' remains a favorite. Reflect on how it continues to impact your life.

• What Makes a Good Song Essay?

A good essay on your favorite song should blend personal reflection with an analysis of the song's elements. Here are some tips:

• Be Authentic : Share genuine feelings and reasons why the song is meaningful to you.
• Describe the Song : Provide details about the song’s melody, lyrics, and any notable musical features.
• Connect Personally : Explain how the song relates to your personal experiences or memories.
• Broader Significance : Discuss any cultural, historical, or societal impacts the song may have.
• Structure : Follow a logical structure with a clear introduction, body paragraphs, and a conclusion.

Example 2: Nostalgic Memories

Title : Dancing Through Time: Why ‘September’ by Earth, Wind & Fire Is My Eternal Favorite

Introduction : Introduce the song and its background. Explain why it’s timeless and captivating.

• Fond Memories : Describe specific memories the song brings back, such as family gatherings or significant life events tied to the song.
• Musicality : Analyze the song's energetic beat, brass section, and overall composition that makes it unique.
• Community Connection : Discuss how the song brings people together in celebration, and its role in social events.

Conclusion : Reflect on why ‘September’ continues to be an essential part of your life and how it has shaped your memories.

• Creating an Engaging Introduction

Hook your readers from the start by sharing an interesting fact, a personal story, or a question related to the song. For example:

“Have you ever heard a song that instantly transports you back to your happiest moments? For me, ‘Happy’ by Pharrell Williams does just that.”

Example 3: Inspirational Lyrics

Title : Rise Up: How ‘Fight Song’ by Rachel Platten Fuels My Determination

Introduction : Describe the song and its relevance to your life.

• Inspirational Message : Explain how the lyrics inspire and motivate you to overcome challenges.
• Personal Struggles : Share personal anecdotes where the song played a crucial role in keeping your spirits high.
• Empowerment : Analyze the song's ability to empower listeners and its impact on your self-confidence.

Conclusion : Summarize how ‘Fight Song’ continues to be a beacon of hope and strength for you.

• Analyzing Lyrics and Melody

When writing your essay, take time to analyze the lyrics and melody. How do these elements contribute to the song's overall effect? Consider the following:

• Lyrics : What are the main themes? Are there specific lines that stand out to you?
• Melody : How does the music enhance the lyrics? Discuss rhythm, tempo, instruments, and vocals.

Example 4: Cultural Connection

Title : Bridging Cultures: How ‘Despacito’ by Luis Fonsi and Daddy Yankee Connects Me to My Heritage

Introduction : Introduce the song and its explosive popularity worldwide.

• Cultural Roots : Describe how the song connects you to your cultural heritage and why it’s significant.
• Language and Lyrics : Analyze the Spanish lyrics and their poetic quality. Reflect on the beauty of understanding and connecting through language.
• Global Impact : Discuss the song’s global appeal and its role in showcasing Latin music to the world.

Conclusion : Reaffirm why ‘Despacito’ holds a special place in your heart and its role in celebrating your culture.

• Wrapping Up Your Essay

To conclude your essay, summarize the main points you’ve made, reiterate why the song is significant to you, and reflect on how it continues to influence your life.

Example 5: Artistic Expression

Title : The Art of Sound: Why ‘Bohemian Rhapsody’ by Queen Is an Unparalleled Masterpiece

Introduction : Share some background on the song’s creation and its impact on rock music.

• Innovative Structure : Discuss the song's unique structure, blending opera, rock, and ballad sections. Explain why it stands out.
• Emotion and Drama : Analyze the emotional depth and dramatic storytelling within the music and lyrics.
• Personal Impact : Reflect on how ‘Bohemian Rhapsody’ has influenced your appreciation of music and your personal life.

Conclusion : Summarize how Queen’s iconic hit continues to resonate with you long after its release.

Writing an essay about your favorite song can be a journey through emotions, memories, and musical appreciation. Whether it’s a song that soothes your soul, connects you to your heritage, or motivates you to keep pushing forward, sharing your story can reveal the unique role music plays in shaping who you are.

Choose a song that truly speaks to you, follow these examples and tips, and let your passion for the music shine through your words.

How to Write an Essay on 'My Favorite Season and Why': 3 Best Examples

Writing about 'My Favorite Season and Why' allows you to delve into personal reflections and vivid descriptions. Discover tips and examples to craft an engaging seasonal essay that captivates readers. Embrace the beauty of your favorite time of year and start writing today!

How to Write an Essay on My Favorite Animal and Why: 3 Best Examples

Writing about your favorite animal can be both fun and enlightening. Dive into essential tips and inspiring examples that help you craft an essay expressing your admiration and personal connection.

30 ‘In Conclusion’ Synonyms and How To Use Them Write Better Essays

A strong closing section is essential for any essay. Whether you’re writing an argumentative essay, an exposition, or a narrative essay, the conclusion needs to be one of the most impactful parts of your writing. If you’re looking at ‘in conclusion’ synonyms, then you likely need some help with crafting an impactful summary section.

Music and Me: Visual Representations of Lyrics to Popular Music

• Resources & Preparation
• Instructional Plan
• Related Resources

You can get your students to practice critical literacy without resorting to book interpretation. Instead, using texts such as song lyrics can engage students, while related images can be used as interpretive tools. In this lesson, students choose a song that they like. Then, they interpret the meaning of the lyrics by making personal connections, critically analyzing their interpretations, and planning how to represent them with images. After collecting digital images, they use Windows Movie Maker to create a photomontage movie. Then, students share their movies and reflect on both their own and their peers' work.

Featured Resources

Music and Me Idea Map : This tool allows students to visually organize details about their song’s lyrics, as well develop a sequence of ideas for their photomontage movie.

From Theory to Practice

• Students working with visual "texts" need to understand the technical skills to manipulate text, image, and color-but they also need to understand how these elements work together to create meaning.
• It is important for teachers to model how to talk about visual texts by looking at them with students and pointing out how these different elements have been used to create meaning. Explicit articulation of these ideas helps students assess their own work more thoughtfully and completely.
• Being visually literate means that a student can produce and "read" visual texts.
• To be visually literate, a student should actively engage in asking questions and seeking a variety of answers and interpretations of a visual project.

Common Core Standards

This resource has been aligned to the Common Core State Standards for states in which they have been adopted. If a state does not appear in the drop-down, CCSS alignments are forthcoming.

State Standards

This lesson has been aligned to standards in the following states. If a state does not appear in the drop-down, standard alignments are not currently available for that state.

NCTE/IRA National Standards for the English Language Arts

• 1. Students read a wide range of print and nonprint 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.
• 3. Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. They draw on their prior experience, their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies, and their understanding of textual features (e.g., sound-letter correspondence, sentence structure, context, graphics).
• 6. 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 nonprint texts.
• 8. Students use a variety of technological and information resources (e.g., libraries, databases, computer networks, video) to gather and synthesize information and to create and communicate knowledge.
• 12. Students use spoken, written, and visual language to accomplish their own purposes (e.g., for learning, enjoyment, persuasion, and the exchange of information).

Materials and Technology

• Computers with Internet access
• Windows Movie Maker
• Overhead projector
• Digital or disposable cameras
• Scanner (optional)
• LCD projector (optional)
• Headphones (optional)
• Using Movie Maker to Create Photomontage Movies
• Music and Me Idea Map
• Music and Me Project Instructions
• Rubric for Photomontage Movie
• Self-Reflection on the Music and Me Project
• Music and My Friends: Evaluating Classmate’s Work

Preparation

Student Objectives

Students will

• Make text-to-self connections by examining the lyrics to a song they have chosen and describing how they relate to the words and music
• Express and organize their thoughts by using graphic organizers
• Practice interpretation by reading song lyrics both with and without music and by choosing images that represent the text-to-self connections they have made
• Increase their technical skills by learning how to acquire images digitally and how to use Windows Movie Maker
• Apply what they have learned by creating a photomontage movie
• Analyze their own work as well as the work of their peers by looking at the movies and filling out evaluation forms

Note: Prior to this session, students should choose their song and listen to it.

Homework (due at the beginning of Session 2): Students should bring a copy of the lyrics they have chosen to class.

Homework (due at the beginning of Session 3): Students should bring in a recorded version of the song they have chosen as well as their filled-in Idea Maps.

Homework: Students can prepare for the moviemaking sessions at home by gathering images to use in their movies. The questions they have answered and their Idea Maps should serve as guidelines for the type of images they want to use. Students can assemble images in a variety of ways, such as by:

• Taking photos using either a digital or conventional camera (if they use the former, they should make a photo CD; if they use the latter, they should make a CD or scan the images).
• Collecting images from magazines or books (again, these will need to be scanned).
• Searching the Internet for images. Please note that you should consult your school’s guidelines regarding safe Internet usage before allowing students to conduct an open search. In addition, your students should access and follow Copyright and Fair Use Guidelines for School Projects .

If students have difficulty accessing equipment, provide a few disposable cameras for them to use. You might also want to refer students to the training information on Tech-Ease: Images Q & A for Mac and PC so that students can practice using the software if they choose. You should provide at least a week for students to collect their images.

Sessions 4 through 6

Note: During these sessions, students will import the images into Windows Movie Maker and make a photomontage movie to play along with the music to their song. They should bring all of the images they have collected for homework. If you have not already done so, distribute Using Movie Maker to Create Photomontage Movies to students.

• You can find many other ideas for the use of a digital camera in the classroom on Using Digital Cameras in the Classroom . Although the lessons are mainly for elementary students, they can be modified to high school standards.
• Technology: Movie Maker Projects lists a number of additional projects you can complete with your students using Movie Maker.
• See Using Technology to Analyze and Illustrate Symbolism in Night for more ideas about using digital images.

Student Assessment / Reflections

• Have students turn in their Music and Me Project Instructions sheets and the two completed Music and Me Idea Maps . Check to see how well students were able to:

Make text-to-self connections by examining the lyrics to a song they chose Express and organize their thoughts by using graphic organizers Interpret the song lyrics both with and without music

• Use the Rubric for Photomontage Movie to assess students’ videos. You should also look at the Self-Reflection on the Music and Me Project sheets to see how well students achieved their goals in creating the movies.
• Students practice assessing both their own and their peers’ work using the self-reflection sheet and the Music and My Friends: Evaluating Classmate’s Work ; you may choose to collect these and look at how well students are able to offer suggestions and insight. You can also observe informally while students are working with their partners during class sessions.
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Create Your Own Song Analysis Activities

Comprehension

Grade 9, 10, 11, 12

Multiple File Types

About This Product

Empower your students with the skills to analyze literature through engaging song analysis discussions, student activities, and presentations! With this comprehensive resource, all you need to do is select a song and let my template, tasks, and teacher resources pages handle the rest!

Drawing inspiration from Nancy Dean's acclaimed work, " Voice Lessons ," these Song Lessons activities leverage the power of popular music genres such as country, rock, pop, and folk to illuminate the impact of literary devices in literature. This resource effectively employs 5 key literary devices—Details, Diction, Imagery, Point of View, and Tone—to facilitate insightful discussions and in-depth analysis.

Immerse your students in a dynamic learning experience where they explore the synergy between music and literature. This resource equips you with the tools and frameworks to seamlessly integrate these activities into your curriculum. Foster critical thinking and literary analysis while tapping into the universal language of music.

Included with this resource download:

- An introduction with lesson planning advice and the definitions of 5 literary devices (Detail, Diction, Imagery, Point of View, and Tone)

- A song lessons template file. This file includes a fill-in-the-blank song lesson activity and 4 teacher resources pages that include "template-ready" literary devices terms and 50 (!) sample analysis questions. You'll be able to create a song analysis lesson for any song in minutes!

- 5 Create Your Own Song Lesson Assignments that allows students to share their favorite music while also demonstrating their understanding of 5 different literary devices. Each assignment worksheet includes a rubric tied to 2 ELA Common Core standards

- A Song Analysis Presentation assignment that invites students to share their favorite music with their classmates while keeping an academic focus. This presentation project is tied to 3 ELA Common Core standards

Although this resource can be fitted for any secondary Language Arts classroom, it has been carefully designed to work best in grades 9, 10, 11, and 12. The included resources are subtly but specifically tied to Common Core ELA Standards for Speaking and Listening (2, 4, and 5), Reading Literature (1, 2, 4, and 6), and Writing (4). This resource is provided in print-ready, bookmarked, and adjustable PDF files and a PowerPoint template file.

This resource contains 22 pages and 1 editable template tile

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Engaging Secondary Writers with Music: Playlist of My Year

Secondary ELA teachers can engage students in meaningful, purposeful writing activities at the end of the school year without burying themselves in grading and their students in hours of work — it’s true. Ask students to reflect and write with “Playlist of My Year.” Music rarely ever goes wrong.

“What?!?!? Are you C-R-A-Z-Y? This is the worst class EVER!” Have you ever asked students to write an essay in May? If so, you might have heard something along these lines gush from their mouths. Even the most popular teachers in a school experience pushback from students when they are asked to do something that requires as much brainpower as writing an essay during the last month of attendance. Finals are in sight, and even better, summer is so close they can smell it.

The truth is, teachers don’t want to be bogged down with huge research papers in May, either. We want to be outside enjoying the fresh air and freedom just as much as our students. I always make it a point to collect the last research paper of the year in April so that I’m free of that burden by May. Still, students (and especially teenagers who will be attending college in the future) need to continue honing their writing skills through the end of the year, which begs the question: How can teachers encourage meaningful end-of-the-year writing assignments without overloading both themselves and their students?

A quick browse on Google, Teachers Pay Teachers, or Pinterest will result in hundreds, if not thousands of options for engaging students in meaningful writing assignments that are short, purposeful, and worthwhile. In this post, I’m writing about my personal favorite — Playlist of My Year . I truly believe in the power of music. It can transform a boring lesson to a much more powerful one. It can wow evaluators and create for learning activities that students will remember for years. However, music needs to be aligned with best practices in order to be more than just “fluff.”

THE LESSON PLAN

In order to engage students in this lesson, begin with an anticipatory set. Play a song as students enter the room (a popular one or one students would be able to remember some of the lyrics to afterward usually works best – “Bad Blood,” “Roar,” “Firework,” “Happy,” “Shake it Off,” and “Don’t Stop Believin’,” are just a few examples). Afterward, hold a brief discussion with students during which you ask them questions like these:

• What are some possible themes / topics for this song?
• Tell me about some examples from your life or events from this school year would relate to this song.
• Do other songs that have similar themes? Name a few.

It helps to have answers in mind before class begins just in case the discussion stalls and you need to help students with their brainstorming. Generally, however, they have no shortage of input or opinion as it relates to music.

The Activity

With Playlist of My Year, encourage students to think about their school year and make a list (which they should not be required to share) of the highlights and lowlights that stand out to them. This activity is reflective, which makes it perfect for the end of the year.

Once students have developed a list of at least eight memorable events, relationships, triumphs, challenges, and places, ask them to identify a song that relates to each item. If you have one-to-one capabilities or can get a computer lab, this portion works well as an in-class activity. If not, asking students to research songs might be more effective as a homework assignment.

In order to work on writing skills students have learned throughout the year, ask them to explain how the song they have chosen relates to the item on their brainstorming list. In doing so, you can require them to demonstrate mastery of a writing skill.

For example, in one response, they might need to use a semicolon correctly. In the next, they are asked to use an Oxford comma in a parallel list. Students’ responses in this portion of the assignment are generally only a few sentences long, and a rubric makes grading their answers quick.

Developing Ideas…

If you teach high school, asking students to write only a few sentences at a time really isn’t a sufficient indicator of their ability to construct well-developed ideas. So, if you need a longer writing activity, here’s how you can step it up a notch. By this point, students have created a playlist.

Now, you can ask them to identify a common theme across the songs on their list. This part of the assignment challenges them, and sometimes they end up switching a couple songs so that they all share a clear theme. Once a theme is established, students then write an expository response wherein they tie together ideas thematically, using complete sentences and supporting details. If you wish, you can limit their extended answers to a well-developed paragraph to save time for all parties involved.

Differentiation Options

I’ve taught various levels of seventh grade through twelfth grade, so every time I make an assignment, my brain automatically begins brainstorming ways to differentiate it for struggling readers or writers.

Part of the difficulty of the Playlist of My Year assignment for at-risk students would be all of the higher-order thinking involved. By design, everything from the initial brainstorming list to the song choices to the theme identification comes from their own head.

In order to scaffold this process, reduce the number of decisions they would need to make, and promote success, a few differentiation options wouldn’t hurt.

1. The initial list

Help students brainstorm…

• possible events (like homecoming, a school fundraiser, a family vacation, or shooting their first deer)
• relationships (such as new friendships they have developed or family members they’ve connected with)
• challenges (like fitting in, finding success, injuries, quarantines)
• successes (for instance, improving grades, passing a big test, developing an appreciation for a subject, making an athletic team, participating in an extracurricular activity)
• and personal struggles or victories (such as arguments with parents, getting a driver’s license, dating their first significant other).

2. The song choice

Provide students with a short list of websites that list popular songs, or hold a class brainstorming session where you first have students list songs they  like , and then go back and help them identify what those songs are about (which would, in turn, help students match songs with items on their list).

3. The writing skills

Make sure the writing expectations you are asking students to demonstrate are truly skills that are appropriate for their developmental readiness. For instance, I would not hesitate to ask my enriched freshmen to write a paragraph using one of each of the four sentence constructions. By contrast, my at-risk students would need a different task, like writing a few sentences that are not stringy or choppy or avoiding fragments and run-ons.

4. The extended response

To scaffold the extended response, some students need multiple examples. Instead of just  showing my struggling writers an example of the type of response I’m asking them to create, I also model writing one (and include their input) during class while they listen to my think-alouds and answer my questions. Additionally, providing students with a list of topic words is beneficial. Don’t have one? You can find my one-word literary topic list here .

The Wrap Up

I always like to do something other than just collect papers when my students pour their hearts out into an assignment like this. On the other hand, I hate the idea of making anyone feel uncomfortable by requiring them to share personal details. It’s important to respect students’ emotional connections.

Sharing Out

In order to provide a safe place for students to share their thoughts, invite them to begin by sharing with a partner. Most students have at least one other person in the class who they would call a friend (although I have run into the issue where a student doesn’t want to pair up…that’s fine. I don’t make them).

After talking over their playlist and theme with a partner, share your own examples. It’s important for teachers to model being in that place of vulnerability if we are going to ask students to do the same. Then, call for volunteers to share with the group. (I have found it helps to increase involvement when I offer to play part of their favorite song on the playlist for the class.) Many students participate, even if they only choose to talk about one aspect of their assignment.

Trading ideas and opening up about our self-reflections is a meaningful activity for the end of the year. The Playlist of My Year assignment combines elements of writing mastery, growth mindset, making connections, theme analysis, critical thinking, and feel-good music.

At the very end of the school year, students need to understand that teachers want to see solid writing, but it doesn’t have to be in the context of an entire essay. When we take time to emphasize the importance and weight that a few sentences carry, it helps students understand that every word they write matters.

RELATED POSTS:

Looking for other high-interest writing activities for the end of the school year? Try these:

One Pagers: A Creative Response to Reading

Ways to end the school year well, meaningful end of year ela activities, related resource:.

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Classroom Resources

High school and college lesson plans.

Seeking Poems, Sharing Connections: Initiating Activity (Variation 1)

Seeking Poems, Sharing Connections: Initiating Activity (Variation 2)

Seeking Poems, Sharing Connections: Midpoint in Unit

Seeking Poems, Sharing Connections: Culmination/Extension

Introduction to Poems in Translation

Listening for Tone

Passing Poetry On, Part I

Passing Poetry On, Part II

Poetry and Loss, Part I

Poetry and Loss, Part II

Reading Poems Aloud, Sound and Meaning

Student Favorite Poem Videos

Terms for the Tools of Poetry

Middle school lesson plans.

Favorite Poems: Ours and Others’

Learning the Lines

Poetry and Culture

Students as Editors

Veterans Day or Memorial Day Poetry Lesson

Elementary school lesson plans.

Family Introduction to the Favorite Poem Project

Favorite Poem Response Board

Friday Fishbowl

Poetry Circle

Sharing with Parents

Student Videos in Their Own Voices

The Favorite Poem Project seeks to improve poetry’s place in American classrooms by encouraging active, engaging poetry lessons that emphasize a direct, vocal connection to poems. These lessons were developed by teachers as part of their participation in the Favorite Poem Project K-12 Summer Poetry Institute hosted annually for over a decade by Boston University.

In keeping with the goals of the Favorite Poem Project, the lessons presented here focus on appreciating poetry—reading, discussing, and enjoying poems—rather than on the writing of original poetry. Several of the lessons emphasize pleasure in the words and sounds of poems as a place to begin—reminding students that poetry is art, and that it is satisfying and exciting to discover a poem that enthralls you and to say it in your own voice. If poetry is first presented in classrooms as something to seek out and enjoy, rather than something to pick apart, label and decipher, students are more likely to become interested in developing a deeper understanding of meaning in poems, in looking more closely at forms, in learning the tools poets use and the terms that identify those tools.

Many of these lessons make use of the Favorite Poem Project video segments available for free on this website. The FPP anthology An Invitation to Poetry is a great addition to these lessons for any poetry educator.

Though the lessons below are organized by grade level, many of them could easily be adapted for students in higher or lower grades.

School Events

Getting Ready: A Year-Long Template

Community Poetry Day

Favorite Poem Project Assembly

Poetry Lesson to Favorite Poem Event

Seeking People’s Stories

Poetry on the PA

The “Guess-Whose Favorite” Bulletin Board

Family Poetry Night

Asking students, as the Favorite Poem Project asks people in general, to read poems aloud and say something personal about them demonstrates that those processes can be joyous rather than intimidating or dry. To recite a poem aloud fulfills a natural need, stimulated by the pleasurable, moving experience of the poem.

There are different approaches to organizing a Favorite Poem Project reading, but the goal remains the same: autonomous, individual connection with a work of art, and the ability to communicate that connection by speaking the poem in one’s own voice and by saying something about it in one’s own words.

Favorite Poem Project readings tend to create an atmosphere of respect and attention, as students listen to their peers share poems that mean something to them. The format for a reading within a single classroom is simple: each student reads a poem and says a few sentences about why this particular poem is important as a personal choice. (Our advice is to rule out written statements or notes: the only piece of paper allowed would be the text of the poem itself.) It may seem risky, but our inclination is to allow all sorts of material such as song lyrics, nursery rhymes, or anything that has found its way into print. If the student chooses to start with the words of a silly song—even in a defiant or teasing spirit—the requirement to say something to one’s peers about the importance of the choice can lead to the fulfillment of the educational goal.

For the students’ in-class reading, photocopies can be useful, but there is much to be gained from careful listening, with no text to rely on, and for welcoming the idea that a poem or parts of a poem can be heard over again, the way one plays or sings a favorite song more than once.

The anthology assignment (detailed elsewhere in this guide) is good preparation for a Favorite Poem Project reading, perhaps at the end of the term, with students choosing one poem from their collection to share with the rest of the class. It may be beneficial to have a Favorite Poem Project reading early in the term, and then again toward the end, with students choosing a different poem each time. Perhaps their tastes or interests will have changed over the course of the semester. Another option would be to begin each class with one or two students presenting a favorite poem.

A more ambitious step, beyond an in-class Favorite Poem Project reading, would be to organize an evening event inviting others from the university community to participate—several students, the high school principal or university president, custodial staff, administrators, professors of various subjects, maybe a coach. Another approach would be to extend the reach even further, finding readers from the broader community, the city or town—a mayor or alderman, a grade school student, a radio or TV personality, a doctor or banker or librarian. Students might get involved in tracking down readers and helping put together such an event. Many schools, colleges, and universities have presented events of this kind with wonderful results.

By involving the school community, or reaching out to the broader community, a Favorite Poem Project reading can help build important ties between a school and the community that supports or contains the school. For more information about planning an event that involves the community, visit Host a Reading . These readings demonstrate that poetry is part of life as well as an object for study. They create the opportunity to learn something more about poetry from people who take pleasure in it—not only or primarily scholars or poets, but anyone who loves a poem.

The above is an excerpt from the comprehensive classroom resource for instructors written by Robert Pinsky, Maggie Dietz, Todd Hearon and Jill McDonough that accompanies the t extbook edition of the Favorite Poem Project anthology An Invitation to Poetry .

Different from lesson plans for the classroom, these school event ideas can be a wonderful addition to the year, or a great tradition to organize regularly. Below are specific ideas for a variety of school events, designed by teachers who’ve written to us about their successes: 

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March 23, 2018

15 poem and song pairings to liven up your poetry unit.

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This is a great resource! Thanks for sharing!

You are welcome! Any favorite pairings you would add?

I am teaching "This is America" by Childish Gambino with "Dream Boogie" by Langston Hughes. We'll see how it goes..

I am doing This is America and Let America be America Again. They kids (low performing 9th graders) picked up on the connection with "Make America Great Again."

Thanks for adding another pairing!

Love this list! I would also add "Mystic" by Sylvia Plath paired with Sarah MacLachlan's "Angel."

Hi! I am planning to use "The Charge of the Light Brigade" and Iron Maiden's "The Trooper" as well.

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Brilliant! Thanks!

This is fabulous. Thank you!

A reach source, thank you!

I am doing This is America and Let America be America Again. They kids (low performing 9th graders) picked up on the connection with "Make America Great Again.!" !

Thanks for sharing .

Thanks for your kind information . i love reading your blog posts .

Your poems are great and help many around, Keep sharing .

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15 More Songs for Teaching ELA

Song lyrics can be so versatile in the classroom: Creative writing inspiration, making non-fiction more engaging, etc. Here are 15 more songs for teaching ELA, and suggestions on how to use them.

Ask and you shall receive! My other post, 15 Songs to Use in ELA has gotten so much positive feedback that I decided to make a sequel 🙂 Like before I am linking to these songs on YouTube, but it’s not necessary for students to watch the videos. And as always, not all songs for teaching ELA will be appropriate for all classrooms; you know your students best 🙂

I also have a new resource (2023) that has 15 lesson plans analyzing pop culture short texts, like songs, TV episodes, short films, and more! Check out the 15 Pop Culture Analysis Activities resource here.

More Songs for Teaching ELA

1. “poor, unfortunate souls” ( the little mermaid ).

“Poor, unfortunate souls In pain, in need This one longing to be thinner That one wants to get the girl And do I help them? Yes, indeed!”

It’s so easy to find Disney songs for teaching ELA, and this one is perfect for discussing persuasion . How does Ursula woo Ariel into giving up her voice? How does she position herself and build ethos ? How does she develop pathos and use logos ? One of my favorite reason to use songs in ELA is to get students looking at familiar narratives through a critical lens, and this song definitely serves that purpose! 

I also have an Intro to Rhetoric activity available 🙂

2. “For Women” by Talib Kweli

“She tried to get it where she fit in, On that American Dream mission paid tuition, For the receipt to find out her history was missing and started flippin’, Seeing the world through very different eyes.”

In this song, Kweli pulls inspiration from “Four Women” by Nina Simone. In Simone’s original work, she created four women from different backgrounds and walks of life, united by a common cause: to be ‘named’ in a society that overlooks them. Kweli expands on this, giving each woman a verse that tells a vivid story. This song is perfect for helping students explore unifying themes and character development (CCSS.RL.9-10.3). Kweli and Simone both rely on characters that span generations, so each develops their story using flashbacks and allusions (CCSS.RL.9-10.5). You could also bring in Sojourner Truth’s speech, “Ain’t I No Woman?” to tie in some nonfiction.

A word of caution: This is one of those songs for teaching ELA that have strong imagery that you’ll want to preview. Additionally, there is use of the n-word in a careful and intentional way that reflects on the changing rights and enfranchisement of African Americans. However, you know your students and community best. You’ll want to prepare yourself to prepare them to talk about this content with maturity.

3. “ Sound the Bells” (Dessa)

“Boys, sound the bells The sun rose from the west today I doubt we’ll see it set.”

This is one of my favorite songs in general, and especially one of my favorite songs for teaching ELA. This seemingly-simple song develops a strong dystopian setting (or pre-dystopian, as in “save our society before it’s too late!”) and has some beautiful allusions and imagery . This is one of my favorite lyrics in any song ever:

“Looks like our writing on the wall is lorem ipsum after all.”

This song lends itself to inclusion in your creative writing prompts, along with discussions of musical context and current events. Love this song!

4. “What’s Goin’ On” by Marvin Gaye

“Picket lines and picket signs: Don’t punish me with brutality. C’mon talk to me, so you can see, what’s going on.”

In a stark departure from the style and content of his many Motown hits of the ‘60s, “What’s Goin’ On” addresses head-on the violence happening in the streets of America. Gaye found inspiration in many real-life events (Civil Rights Era protests, the Watts riots, and Vietnam War protesters), so this song could pair with many nonfiction articles.

In an interview with Rolling Stone, Gaye said, “In 1969 or 1970, I began to re-evaluate my whole concept of what I wanted my music to say … I was very much affected by letters my brother was sending me from Vietnam, as well as the social situation here at home… I wanted to write songs that would reach the souls of people. I wanted them to take a look at what was happening in the world.”

Marvin Gaye asked, “What’s Goin’ On?” in 1971, but today —nearly 50 years later— we are still asking the same question. What social issues are important to your students? This is one of those songs for teaching ELA that could inspire them to write a poem , short story , or essay describing their view of “what’s goin’ on”. What issues do they want to change? What problems do they feel are being overlooked? How can they help?

Need something else?   You can find ALL my recommendation lists for inclusive classroom materials here. Poems, novels, TED talks, short stories, and so much more!

5. “Re: Your Brains” (Jonathan Coulton)

“Heya Tom, it’s Bob from the office down the hall It’s good to see you buddy, how’ve you been? Things have been OK for me except that I’m a zombie now I really wish you’d let us in.”

This is one of the best songs for teaching diction. Bob, a freshly-minted zombie, is very kindly trying to persuade Tom to let him in so that he (Bob) can eat his brains. The premise is dark, yes, but the lyrics are laugh-out-loud funny, and the use of corporate speak is practically charming. Maybe it’s also a metaphor for feeling trapped by our chosen professions, but let’s stay positive and focus on the brain-eating. 😉

6. “What a Wonderful World” by Louis Armstrong

“The colors of the rainbow so pretty in the sky, Are also on the faces of people going by. I see friends shaking hands saying ‘How do you do?’ They’re really saying, ‘I love you’”

Since its debut in 1967, this song has been featured in over 50 movies and TV shows. Its lyrics conjure up some beautiful imagery. It has a strong use of color (trees of green, red roses, skies of blue, clouds of white, etc.), and especially contrasting colors. You can use this song for teaching imagery as a poetic device .

You could also ask students to rewrite the song with new images that they feel represent their view of a “wonderful world”. This is a great opportunity to use a mentor text to scaffold some creative writing.

The lyrics from these songs for teaching ELA are all great source material for Found Poetry!  

7. “Beautiful” by Christina Aguilera

“I am beautiful, no matter what they say. Words can’t bring me down.”

Y’all, the teen years are tough. But the good news is that you can support your students by giving them chances to practice positive self-talk.   Experts agree that students with better self-esteem are more likely to have a growth mindset. Here are 7 ways to foster self-esteem and resilience in all learners .

In the classroom : You could give students a chance to write their own affirmations, or even use a resource like my Asset Based Profile Activity that allows students to identify their strengths. Subscribe to my emails to score a freebie of this Asset Based Profile resources (and so much more)!

You could even pair this song with a classic like “ Song of Myself ” by Walt Whitman. This is a great song for teaching students to compare and contrast how the two narrators practice self-reflection.

8. “Strange Fruit” by Billie Holiday

“Scent of magnolia, sweet and fresh, Then the sudden smell of burning flesh.”

Abel Meeropol, a Jewish teacher and songwriter, first published these lyrics as a poem in 1937. He later set them to music. Billie Holiday recorded the song in 1939 as a bold protest. Her label, Columbia, even refused to produce it. According to a biography of Holiday by David Margolick, “She said that singing it made her fearful of retaliation but, because its imagery reminded her of her father, she continued to sing the piece, making it a regular part of her live performances.”

And Holiday had plenty of reason to be fearful. According to a report by the Equal Justice Initiative , 4,084 African Americans were lynched between 1877 and 1950 in the South. This is a disturbing chapter in American history, but an important one to remember. Lynching was not classified as a hate crime until 2018 , and racially-motivated violence is far from being a thing of the past.

Disclaimer : Due to its subject matter, this is one of the songs for teaching ELA that contains graphic imagery.

9. “Eleanor Rigby” (The Beatles)

“Eleanor Rigby picks up the rice In the church where a wedding has been Lives in a dream Waits at the window Wearing the face that she keeps in a jar by the door Who is it for?”

This classic Beatles song follows one sad woman who works in a church. Setting is strongly developed, along with an unforgettable character and a statement about anonymity in society. Students can also explore figurative language and examine this song as poetry. This is one of my favorite songs for teaching literary elements in ELA.

10. “Be Prepared” ( The Lion King )

“I know that your powers of retention Are as wet as a warthog’s backside But thick as you are, pay attention My words are a matter of pride.”

Get it? Pride ? Because he’s a LION! Har, har, har! While we’re talking about Disney, I wanted to let you know that I love this song, and the possibilities are endless for bringing it into the ELA classroom. There are a ton of word play examples in this song, along with rich opportunities for vocabulary study. I think it’s one of the best songs for teaching diction and word choice , along with figurative language . It’s really got it all.

11. “Jolene” by Dolly Parton

“He talks about you in his sleep And there’s nothing I can do to keep From crying when he calls your name, Jolene.”

This is a great example of how songs can fit perfectly into a poetry unit. Parton’s keening refrain of the name “Jolene” provides an excellent example of repetition as a poetic device. Each time she invokes her rival’s name it feels more and more desperate. Pair this with Poe’s “ The Raven ” as a song for teaching how haunting repetition can be. It also provides a strong example of simile in how Parton describes the title character.

12. “Respect” by Aretha Franklin

In her hit single, The Queen of Soul proclaimed,

“R-E-S-P-E-C-T, find out what it means to me.”

But what does it mean to your students?

Each of us has our own unique conception of ‘respect’. Many cultures differ on what it is, how it’s shown, and who deserves it. Our definition of respect is a cultural touch point that can lead to disagreements, so a better understanding of where others stand can help develop empathy and strengthen a classroom community. You can have your students write about what respect means to them and their families and discuss this further in small groups.

13. “ You Can Let Go” by Crystal Shawanda

“It’s gonna be a little bit scary, But I want you to know I’ll be ok now, Daddy. You can let go.”

This is a great song for teaching how the same words can have different meanings; and how those meanings can evolve. It’s also a great example of pacing and showing the passage of time. Without just three verses and a chorus, this song shows us a lifetime of memories. Another song for teaching that follows this structure is “ Don’t Take the Girl ” by Tim McGraw.

14. “Dear Mama” by 2Pac

“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.”

Many consider Tupac Shakur, (stage name 2Pac) to be the greatest rapper of all time. He is the only solo rapper to be inducted into the Rock & Roll Hall of Fame. This song, Dear Mama, was inducted into the National Recording Registry of the Library of Congress in 2010. The NRR selects “sound recordings that are culturally, historically, or aesthetically important, and/or inform or reflect life in the United States.”

Dear Mama tells the story of a tumultuous childhood, and a mother who, though deeply flawed, is loved and appreciated by Shakur. This song pairs well with the poem “ Mother to Son ” by Langston Hughes.

Students might already be familiar with 2Pac if they are fans of Angie Thomas. 2Pac was a huge inspiration for her bestselling YA novel, The Hate U Give , here EpicReads outlines some of the ways he influenced her writing .

Sign up for our YA Reads Newsletter! You’ll get recommendations of books similar to The Hate U Give delivered to your inbox!

15. “Nothing Better” (The Postal Service)

“Tell me am I right to think that there could be nothing better Than making you my bride and slowly growing old together?”

We’re finishing this list strong. This song is one of my favorites to read like a book. We begin with a protag who asks ‘Will someone please call a surgeon?’ This plunges us into the action (great hook !) and we figure out in a couple of lines that there’s been a breakup. Still, our protag is a lovable guy, it seems, and we sympathize with him. …And then the woman speaks:

“I feel I must interject here You’re getting carried away feeling sorry for yourself With these revisions and gaps in history. So let me help you remember.”

This multi-vocality (or multiple perspectives ) is a sweet surprise, and it becomes clear that our original protag is an unreliable narrator, which I write more about in this post . We begin to see the whole picture and our allegiance shifts. Amazing storytelling!

Song lyrics can be a great choice for Creative Reading !

What’s next?

I’d love to hear what you think! Have you ever used these songs for teaching ELA in your classroom?

I love hearing ‘real-life’ examples of how you use songs for teaching ELA in your classroom! Comment below, or reach out to me on IG @nouvelle_ela 🙂

Further Reading...

Unlock Academic Success with our Secondary ELA Vocabulary Bundle

Pilu of the Woods (and Trauma-Informed Teaching)

How to Sell on TPT – Tutorials for aspiring teacher-authors

Bridget Rau

Amazing post! You have some great choices and have come at them with the perfect lenses.

I too have done Music and Language within ond part of the IB Language and Literature course – Language in a Cultural Context.

We begin by understanding how and why music is such a great vehicle for Language and then focus on the blues genre (because its genesis/ lyricism etc are so illustrative of context).

We then draw parallels between the blues and more modern music to analyze for the influence of time and space on Language. The students love pairing Kendrick Lamar’s lyrics with BB King’s- for example.

John R. Magness

One of the best examples I have found is “The Trees” by Rush. The extended metaphor captures the feelings of the haves and have-nots of society, just as well today as when it was recorded. The final line screams a warning, however, about how the solution to a problem can sometimes be as bad or even worse than the original problem.

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The Revolution of Birdie Randolph by Brandy Colbert feat. Nikea JaLynn

Pet by akwaeke emezi feat. h.d. hunter.

• AssignmentIdea , AudioAssignments

Favorite song

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• alicia almberg

Take your favorite song. Remove the lyrics. Play only up to thirty seconds of the song. Listener must be able to guess. 

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• AudioAssignments1446

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Favorite song — but no lyrics.

Can you guess my favorite song? (fingers crossed this doesn’t get taken down due to copyright)…

Guess the Song Assignment:

Can you guess this song, what’s this 80s song, mystery music, all i need in this love is your crazy love, can you guess.

Alrighty, this was a bit more complicated than I expected it to be but I followed these directions from audacity’s site very closely

http://manual.audacityteam.org/man/tutorial_vocal_removal_and_isolation.html

Favorite Song

I made this based on the assignment found here ( http://assignments.ds106.us/assignments/favorite-song/ ).

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Guess My Favorite Song