Magical Musical Tour: Using lyrics to teach literary elements Overview This series of lessons was designed to meet the needs of gifted children for extension beyond the standard curriculum with the greatest ease of use for the edu- cator. The lessons may be given to the students for individual self-guided work, or they may be taught in a classroom or a home-school setting. This particular lesson plan is primarily effective in a classroom setting. Assessment strategies and rubrics are included. The lessons were developed by Lisa Van Gemert, M.Ed.T., the Mensa Foundation’s Gifted Children Specialist. Introduction Literary elements and terminology are the vocabulary of literary analysis, and fluency with them is crucial to a student’s ability to enter the conversation about literature. This is an entire unit on literary elements that should be taught over an extended period of time. It is most effective broken down and connected to literature the students are reading. Learning Objectives Preparation Notes After completing the lessons in l If no document camera l After completing the lessons this unit, students will be able is available, make overhead in this unit, you may wish to to: transparencies use the Literary Elements Pyra- l Define and recognize literary l Gather songs mid Game for review (instruc- elements l Make copies of ancillary tions are in the Notes page of l Identify literary elements in handouts (Literary Elements, the first slide) use in literature Characterization, Character l The Analyze your Own as- l Describe the authorial intent Analysis Handout and Analyze signment (an ancillary handout) of figurative language your Own) is an optional activity that you can assign one or more times throughout the lesson plan © This lesson plan is the property of the Mensa Education & Research Foundation, www.mensafoundation.org. It is provided as a complimentary service to the public. Reproduction and distribution without modification is allowed. Images, links and linked content referenced herein are the property of the originating entities. Materials Lessons with coordinating songs All songs are available through legal down- Introductory lesson: load. Please obtain music legally. Alternately, l 100 Years by Five for Fighting you could have students view videos of the songs on a site such as youtube.com. Supplementary lessons: l Figurative Language Overview Songs needed: l Figurative Language: l 100 Years by Five for Fighting u Simile: Annie’s Song by John Denver l Annie’s Song by John Denver l Figurative Language: l The Dance by Garth Brooks u Metaphor: The Dance by Garth Brooks and l I am a Rock by Simon & Garfunkel I am a Rock by Simon & Garfunkel l Cat’s in the Cradle by Harry Chapin l Figurative Language: l Major Tom by Peter Schilling u Imagery: Summer Breeze by Seals & Croft l Fast Car by Tracy Chapman l Narration: l Someday by Steve Earle u First Person: Cat’s in the Cradle by Harry Chapin l Don’t You Want Me? by The Human League u Third Person: Major Tom by Peter Schilling l Breaking Us in Two by Joe Jackson (also introduces suspense) l Higher Love by Steve Winwood l Conflict: l Please Come to Boston performed by u External: Fast Car by Tracy Chapman Kenny Chesney u Internal: Someday by Steve Earle and l Walking in Memphis by Marc Cohn Higher Love by Steve Winwood l I Love L.A. by Randy Newman l Compare/Contrast: l Lullaby by Shawn Mullins u Don’t You Want Me? by The Human League l Summer Breeze by Seals & Croft u Breaking Us in Two by Joe Jackson l Brandy by Looking Glass l Setting: l Richard Cory by Simon & Garfunkel u Walking in Memphis by Marc Cohn l The Devil Went Down to Georgia by The u I Love L.A. by Randy Newman Charlie Daniels Band* u Lullaby by Shawn Mullins l Ironic by Alanis Morissette u Summer Breeze by Seals & Croft l Don’t Take the Girl by Tim McGraw l Character: l Higher by Creed u Protagonist/Antagonist: Brandy by Looking Glass u Foil: Richard Cory by Simon & Garfunkel *obtain edited version l Plot: u The Devil Went Down to Georgia by The Charlie Other materials: Daniels Band l White boards (optional) l Irony: l Rope/yarn u Ironic by Alanis Morissette u Don’t Take the Girl by Tim McGraw l Allusion u Higher by Creed © This lesson plan is the property of the Mensa Education & Research Foundation, mensafoundation.org. It is provided as a complimentary service to the public. Reproduction and distribution without modification is allowed. Images, links and linked content referenced herein are the property of the originating entities. 2 | Mensa Foundation Lesson Plan: MAGICAL MUSICAL TOUR Lesson 1: Introductory lesson Discuss the importance of vocabulary. Show the quote from Michener (see below). Ask if students would want a brain surgeon to operate on them who said, “Oh, I’m going to use this thingamajig to cut a hole in your whatchamacallit.” l Brainstorm professions or activities that have their own vocabularies. l Explain that literature is one of the domains that has its own vocabulary, and we all need to agree on the meaning of terms we use to talk about what we’re reading. l Discuss how songs are literature because they are poetry. They have a rhythm, they often rhyme and they are a great place to find examples of literary elements and terms. Most songwriters would be ecstatic if they knew that you were looking at their songs this way, instead of just letting the words float in and out of your head randomly. You honor music when you view it this way. l Play 100 Years, showing overhead of lyrics without commentary. l Next, play it again, this time using the lyrics that have the commentary, pausing and discussing it as you go through. But always he lacked the essential tool without which “the workman can never attain true mastery: he did not know the names of any of the parts he was building, and without the name he was artistically incomplete. It was not by accident that doctors and lawyers and butchers invented specific but secret names for the things they did; to possess the name was to know the secret. With cor- rect names one entered into a new world of proficiency, became the member of an arcane brotherhood, a sharer of mysteries, and in the end a performer of merit. With- out the names one remained a bumbler or, in the case of boatbuilding, a mere carpenter. James Michener, Chesapeake” © This lesson plan is the property of the Mensa Education & Research Foundation, mensafoundation.org. It is provided as a complimentary service to the public. Reproduction and distribution without modification is allowed. Images, links and linked content referenced herein are the property of the originating entities. Mensa Foundation Lesson Plan: MAGICAL MUSICAL TOUR | 3 100 Years by Five For Fighting I’m 15 for a moment, Half time goes by, caught in between 10 and 20. suddenly you’re wise. And I’m just dreaming, Another blink of an eye, counting the ways to where you are. 67 is gone. The sun is getting high, I’m 22 for a moment, we’re moving on. and she feels better than ever. And we’re on fire, I’m 99 for a moment. making our way back from Mars. I’m dying for just another moment, and I’m just dreaming, 15, there’s still time for you, counting the ways to where you are. time to buy and time to lose. 15, there’s never a wish better than this, 15, there’s still time for you. when you only got a hundred years to live. 22, I feel her, too. 33, you’re on your way. I’m 33 for a moment, Every day’s a new day. still the man, but you see I’m a they, 15, there’s still time for you, a kid on the way, time to buy and time to choose a family on my mind. Hey 15, there’s never a wish better than this, when you’ve only got a hundred years to live. I’m 45 for a moment. The sea is high, and I’m heading into a crisis chasing the years of my life. 15, there’s still time for you, Time to buy and time to lose yourself within a morning star. 15, I’m all right with you. 15, there’s never a wish better than this, when you only got a hundred years to live. © This lesson plan is the property of the Mensa Education & Research Foundation, mensafoundation.org. It is provided as a complimentary service to the public. Reproduction and distribution without modification is allowed. Images, links and linked content referenced herein are the property of the originating entities. 4 | Mensa Foundation Lesson Plan: MAGICAL MUSICAL TOUR 100 Years by Five For Fighting u I’m 15 for a moment, Who’s the caught in between 10 and 20. “I?” Who is the And I’m just dreaming, u Who’s the narrator? counting the ways to where you are. “you?” Is it the same as the “she?” I’m 22 for a u moment, and she feels better than ever. Figurative lan- And we’re on fire, u guage: They’re making our way back from Mars. not literally on fire. What is he saying? Are 15, there’s still time for you, they really re- time to buy and time to lose. turning from Mars? 15, there’s never a wish better than this, when you only got a hundred years to live.