Inferring Theme and Decoding Figurative Language in Hip

Northside Hip Hop Archive Curriculum Resource Guide: English, Grade 10, Academic/Applied (ENG2D/P) – Lesson 3 Lesson Title The Message: Inferring Theme and Decoding Figurative Language in Hip Hop Expectations: Learning Goals Assessment Make inferences about Lyrical Spotlight MEDIA: Interpreting Messages 1.2 interpret media texts, including theme increasingly complex texts, identifying and explaining the overt and Identify and explain Analyze the Bars implied messages they convey metaphor and simile Materials Audio: k-os’ “ELEctrik HeaT - the SeekwiLL” MEDIA: Critical Literacy 1.5 identify the perspectives and/or biases Handout: k-os’ “ELEctrik HeaT - the SeekwiLL” lyrics evident in media texts, including increasingly complex texts, and Highlighters comment on any questions they may raise about beliefs, values, identity Summative Task: Lyrical Spotlight Reflection: Look Back exit slips LCD Projector, Laptop and Internet access READING: Extending Understanding of Texts 1.5 extend understanding of both simple and complex texts by making connections between the ideas in them and personal knowledge, experience, and insights; other texts; and the world around them Analyze the Bars Assessment The teacher briefly reviews the concept of metaphor and simile. The teacher discusses the Opportunities idea of theme as a human understanding that emerges from a text, explaining how song content and style supports this understanding. Students listen to the song “ELEctrik HeaT Assessment - the SeekwiLL” by k-Os (www.nshharchive.ca/curriculum/english.html). They examine a FOR Minds On Minds On written copy of the lyrics in small groups. Using highlighters, they look for metaphors, Learning: Time: 20 Time: similes and rhyme. Each group chooses an example of figurative language and writes it on Group lyrics chart paper/the board for all to read. Each group explains the meaning behind the analysis

Before: Before: figurative language and what it adds to the song. Summative Task: Lyrical Spotlight 5 Essential Practices In the large group, the teacher distributes the evaluation task for Designed to Promote Assessment Anti-Racist Pedagogy

this lesson arc. Students are to choose a historical Canadian hip OF Learning: hop artist. • Education for Lyrical Spotlight  Students select a song by this artist and conduct a close empowerment analysis and reading of its lyrics to analyze its theme and figurative Lyrical Spotlight presentation language. Students will use inference and connection to •Talk about race Analyze the Bars arrive at meaning. •Capture the Unseen Assessment  Students will use computer lab time to begin research on Lyrical Spotlight FOR the career of this artist, considering his/her impact on •Tell a Complicated the shaping of the Canadian hip hop industry. Story Learning: 25  Students will attempt to contact the artist via social Analyze the Bars Look Back exit

Time: 45 Time: media and pose a thoughtful question to him/her. •Connect to the slip Present  The song, the lyrical analysis, biography and any Look Back: Reflection Differentiated response from the artist are to be presented to the class Instruction: in a five-minute presentation. A written version will be

submitted to the teacher. Learning environment As a large group, students work to co-create success criteria for Full class, small this task: “What would it look like to do this well?”. Refer to group and assignment sheet to ensure each section of the assignment is individual work addressed; keep learning goals/in-class work in mind. Action! During: Interest & Look Back: Reflection Content Selection of Students complete an exit slip asking them to reflect on their learning about the history of figurative Canadian hip hop. How has their understanding of the Canadian hip hop scene changed? language; rap Will it impact their future interest or engagement with Canadian music? Do Canadians artists. Consolidation & Connection & After: Time: 10 Time: have a responsibility to support home grown art? Reflect. Next The teacher may book lab periods to support student research. (Assessment for/of learning) Ti m Steps

k-os ““ELEctrik HeaT - the SeekwiLL”

[Intro] Ok, its about to go down Please step up 5, 4, 3, 2, 1, go

[Verse 1] It’s the return, burn like a supernova Spit the plates, the great debates over Don’t rush, take it easy, slow down Earth is a spaceship spinning round and round We’re in it, together, we can make it better Don't sweat a, thing swing with no vendetta I rhyme in a graph style, carve every letter To move every B-boy kind like Coretta Scott, keep it hot block once rock The plot that we tried to recognize was not The L to the O-V, M-O-V-E K dub droppin' the dub, that’s new TV The E-M-C double E no doubt Runnin' the route, wakin' out, turnin' the part out We all fall from grace and make mistakes And race the pace the base with the antidote "base" And every single word in the verb wildstyle Its not a mission it’s a riddle lifestyle I'm still in the struggle and I see the light dial Turnin' to ten, ascend, with zen, the profile

[Hook] Can you feel it, to the beat ya'll Let the music play for the people And if you're down to rock, whether you’re ready or not Yo, guess who’s back with the seqwill Oh ya, just do it Oh ya, just do it

[Verse 2] Now, in the beginning the light shined so bright Within the city of my mind-scaped night Listening, glistening the moon reflecting the sun Making me one with the music Oh, get low, get for, get ho Its liquid black gold Yes I'm in the house but I never ever sold Rhyme like vinyl, 20 years old With the mic in my hand, ringin' alarm Singin' the song, bringing the calm to dramas so hard To much info, been so instrumental, potential, exponential My DJ's cuts are presidential Yo Jazz, let the rhythm hit 'em I woke up to make the main cut, to face the pain What does space contain love? It’s the heat-seeker, packin' the speaker to beat the sleek creature It was written The seqwill

Northside Hip Hop Archive: Lesson Arc for ENG2D/P1 Summative Task: Lyrical Spotlight

Choose a historical Canadian hip hop artist featured on the Northside Hip Hop Archive.

You might consider:

. Michie Mee: Not your Slave; Jamaican Funk . Maestro Fresh Wes: Certs Wid Out da Retsyn; Conductin’ Thangs . Saukrates: Money or Love, Father Time . Tara Chase: The Northside . The Rascalz: Northern Touch . Choclair: 21 Years; Let’s Ride . Shad: Brother Watching . Eternia: Sorrow Song . Kardinal Offishall: Rhyme Shine and Bus; Your Ghetto . Dream Warriors: Wash your Face in my Sink

Or, you can choose another artist/song; please submit the name to your teacher before beginning work.

1. Read Closely and Annotate Select a song by this artist and conduct a close reading of its lyrics to analyze its theme and figurative language. Use inference and connection to arrive at meaning. Annotate the lyrics using sticky notes, or margin notes (via MS Word). You must include a minimum of six annotations. Accompany your annotated lyrics with a paragraph discussing the theme of the song, making reference to your annotations.

2. Represent Visually Research the career of this artist, considering their impact on the shaping of the Canadian hip hop industry. Represent this information in the form of a timeline, webbing or other graphic text form.

3. Reach Out If the artist has a social media presence, attempt to contact the artist via social media and pose a thoughtful question to him/her.

4. Share The audio (and video, if it exists) of your analyzed song, your annotations, theme paragraph, graphic text biography and any response from the artist are to be presented to the class in a five-minute presentation, or alternatively, within small groups.

Look Back: Exit Slips

Consider your learning about the history of Canadian hip hop over the past few lessons. How has this exposure changed your understanding of the Canadian hip hop scene? Will it impact your future interest or engagement with Canadian music? Do Canadians have a responsibility to support home grown art? Reflect on one or all of these questions.

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