Summary
In this lesson, students dive into the big question: Is music poetry? It starts with a fun sorting challenge where they guess whether lines come from poems or song lyrics. Then, they analyze real lyrics, debating what makes some feel more poetic than others. Through a hands-on annotation activity, they break down a song’s poetic elements before comparing how different genres use lyrics. Finally, they choose a song of their own and make their case for why it should (or shouldn’t) be considered poetry. By the end, students will have a deeper understanding of how poetry and music overlap—and maybe even rethink the way they listen to their favorite songs.
Essential Question(s)
In what ways do song lyrics exhibit poetic qualities, and can they be considered a form of poetry?
Snapshot
Engage
Students hear various lines from songs and poems and vote on whether the line comes from a poem or a song.
Explore
Students sort cards with song lyrics, deciding whether the lines are poetic or not.
Explain
Students annotate a song, looking for one specific poetic element and conversing with classmates to learn about the presence of other elements in the song.
Extend
Students analyze a song from a specific genre to compare it to those of other genres.
Evaluate
Students choose a song and create a presentation explaining whether their song could be considered poetry.
Materials
Lesson Slides (attached)
Card Sort (attached; one set per group)
Songs for Analysis (attached; one per student)
Songs for Genre Analysis (attached; one excerpt per student)
Speed Dating Profile (attached; one per student)
Speed Dating Note Catcher (attached; one per student)
Presentation Note Catcher (attached; one per student)
Highlighters
Engage
Use the attached Lesson Slides to facilitate this lesson. Begin by showing slides 2-4 to introduce the title of the lesson, the essential question, and the learning objectives. Emphasize that the essential question will be addressed throughout the lesson.
Use slides 5-10 to guide the Walking Vote strategy activity. Present each line or lyric as a statement and ask students to predict whether the statement comes from a poem or a song. Students will walk to the left side of the room if they vote that it comes from a poem and the right side of the room if they vote that it comes from a song. After all students have voted, ask for students from each side to justify the reasoning for their choice. Next, reveal the answer on the slide and discuss the answer.
Explore
Move to slide 11 and explain the Card Sort strategy. Explain that in groups of 3-4 students, they will analyze pre-selected song lyrics to determine whether they exhibit poetic qualities. Share that students will be separating the cards into two groups: poetic or not poetic. As they sort the cards, ask students to discuss the following questions:
What qualities make lyrics feel more like poetry?
Are there specific elements—imagery, metaphor, rhythm, structure—that distinguish poetic lyrics?
Were there any lyrics that were difficult to categorize? Why?
Once students have finished sorting the cards, lead a class discussion to justify and debate the blurred lines between poetry and lyrics.
Explain
Display slide 12 and provide each student a copy of the pre-selected song. Explain that students will be evaluating the lyrics to one song looking for a specific poetic element. Using a modified version of the Categorical Highlighting strategy, explain that they will be put into six different groups and that each group will be looking for one poetic element.
Assign students randomly into the following groups:
Group 1: Imagery and Symbols – Highlight words or phrases that create vivid pictures or represent deeper meanings.
Group 2: Figurative Language – Highlight metaphors, similes, personification, etc.
Group 3: Sound Devices – Highlight examples of rhyme, repetition, alliteration, or rhythm.
Group 4: Structure and Line Breaks – Highlight areas where the song’s formatting (e.g., line breaks, stanza structure, or pauses) affects meaning.
Group 5: Tone and Mood – Highlight words that establish the song’s emotional effect or overall attitude.
Group 6: Theme and Message – Highlight key lines that suggest the song’s deeper meaning, lesson, or central idea.
After the groups have had enough time to annotate the song lyrics highlighting their assigned poetic element, move to slide 13 and explain the Jigsaw strategy. Rearrange groups so that there are new groups of six, with one student from each of the categories. Each person becomes the expert of their assigned poetic element. Within the new groups, prompt students to lead conversations regarding their elements. Provide time for each student to share some of the lines they highlighted that were excellent examples of their assigned element. After each student has had time to share, ask groups to lead conversations regarding the following questions:
How do poetic elements interact in the song?
Which poetic elements make the lyrics feel poetic versus not-so-poetic?
Have students from each group share some of the main details they discussed with the class, specifically in regard to how each of the poetic elements interacted with one another.
Extend
Move to slide 14. Explain that students will now analyze song lyrics from various genres. Explain that they will explore how poetry appears across musical styles and whether certain genres are more poetic than others. Provide each student a copy of the Speed Dating Profile and the Speed Dating Note Catcher handouts (attached). Introduce the Concept Speed Dating strategy and explain that they will be “dating” different genres in this activity.
To begin, students will be broken into five different groups with each being assigned one genre. Provide each genre group as many song excerpts from that genre as there are students in the group so that all students have different songs. Prompt students to read through their excerpts and fill out their “Dating Profile” according to what they read in their excerpt, noting how poetic it is, the elements of poetry present, the structure of the lyrics, what the artist prioritizes in the lyrics, and patterns between lines.
When students have completed their “Dating Profile,” inform them that they will now be “dating” other genres. Prompt students to find a partner from a different genre. Using the timer on slide 14, tell students that they will have 30 seconds to share with their partner the key information they wrote down about their song. When time is up, the second partner will do the same. As they listen to their partner, students should be writing down the poetic elements of the genre on their handout and determining how compatible their genre is with their partner's genre. Next, have students find a new partner from a different genre and repeat this process. Continue finding new partners until all students have met with all five genres.
Move to slide 15 and lead a conversation regarding compatibility of genres, focusing on poetic elements and other key details from their speed dating experience.
Evaluate
Display slide 16 and explain that students will demonstrate their learning by presenting a chosen song and defending why it should or should not be considered poetry. Inform students that they will be doing a modified version of the 30 Second Spotlight in which they will have 3 minutes to present their slides.
Explain to students that they need to choose a song that they believe to be explicitly poetic or not poetic. After choosing a song, they will create a slideshow presentation in which they address:
Why they chose their specific song
At least three poetic elements they identified in the lyrics
A justification of whether this song should or shouldn’t be considered poetry
(Optional) A YouTube video of their song
Next, students will present their slideshow to the class. Provide each student a copy of the Presentation Note Catcher handout (attached) and explain that they have up to 3 minutes to present. As their peers present, ask students to take notes on their handout and rank how poetic the songs their peers chose are.
Resources
K20 Center. (n.d.). 30 second spotlight. Strategies. https://learn.k20center.ou.edu/strategy/3748
K20 Center. (n.d.). Card sort. Strategies. https://learn.k20center.ou.edu/strategy/147
K20 Center. (n.d.). Categorical highlighting. Strategies. https://learn.k20center.ou.edu/strategy/192
K20 Center. (n.d.). Concept speed dating. Strategies. https://learn.k20center.ou.edu/strategy/3330
K20 Center. (n.d.). Jigsaw. Strategies. https://learn.k20center.ou.edu/strategy/179
K20 Center. (2021, September 21). K20 Center timers. [Playlist]. YouTube. https://www.youtube.complaylist?list=PL-aUheQeaZXLMF3fltNDxiuSkEr0pq0c2
K20 Center. (2021, September 21). K20 Center 30 second timer. [Video]. YouTube. https://www.youtube.com/watch?v=o9ViOMe_Wnk&list=PL-aUhEQeaZXLMF3fItNDxiuSkEr0pq0c2&index=1
K20 Center. (2021, September 21). K20 Center 3 minute timer. [Video]. YouTube. https://www.youtube.com/watch?v=iISP02KPau0&list=PL-aUhEQeaZXLMF3fItNDxiuSkEr0pq0c2&index=6
K20 Center. (n.d.). Walking vote. Strategies. https://learn.k20center.ou.edu/strategy/4126