Title – Hip-hop Similes and Metaphors

By – David Willard

Primary Subject – Language Arts

Secondary Subjects – Music

Grade Level – 7-12

Content:

The purpose and use of similes and metaphors in both literature and colloquial speech.

Benchmarks:

ELA.10.LE.1 Identify how their own experiences influence their understanding of key ideas in literature and other texts.

ELA.3.LE.3 Read and write fluently, speak confidently, listen and interact appropriately in situations, view knowledge, and represent creatively.

ELA.8.LE.1 Identify and use writing mechanics that enhance and clarify understanding.

ELA.4.LE.1 Describe language patterns used in spoken, written, and visual contexts within their own environment.

Learning Resources and Materials:

• Portable stereo and compact discs
  
• PowerPoint presentation

Development of Lesson:

Introduction:

Step 1 — Play a burned CD of several examples of similes and metaphors for students.

Step 2 — Define similes and metaphors – explain their similarities and differences.

Step 3 — Give examples of simile and metaphor through cliché.

Step 4 — Carry out a class discussion on the topic.

Methods/Procedures:


Have students create their own rap songs that incorporate the use of similes and metaphors.

Have students split up into groups.

Have student follow directions.

Directions:


Step 1 — Songs can be about anything students choose (classroom appropriate).

Step 2 — Songs must be at least 12 lines long and may incorporate “made up” similes and metaphors.

Step 3 — Songs must follow a rhyme scheme.

Step 4 — Songs will be presented in class.

Accommodations/Adaptations:


Leaving the topic up to the students (provided that guidelines of tact are set). Let students incorporate their own interests into the assignment, thus creating student appeal.

Assessment/Evaluation:


Small two-part matching quiz.

Step 1 — In a column on the left, place the first half of well known similes and metaphors with an answer place and question number before them (i.e. “________ 1. Happy as …”)

Step 2 — In a column on the right, place the second halves of the similes and metaphors with answer letters in front of them in a random order (i.e. — A. “a clam”)

Step 3 — Have students correspond the letters to the appropriate numbers.

Step 4 — Have student determine whether the answer is a simile or metaphor by marking it either an “S” or an “M”.

Closure:

Conclude with a statement regarding the descriptive creativity similes and metaphors provide in the English language.

Teacher Reflection:

Journal on the results of the lesson (strengths and weaknesses), whether or not standards and benchmarks have been met, as well as whether or not to use the lesson in the future.

E-Mail

David Willard

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