Reflection: High Expectations Rhetorical Analysis of Pop Music Day 2: Group Analysis - Section 2: Group Analysis of Pop Song


It is a fine balance between having high expectations and acknowledging the context--in this case a couple days prior to a holiday (and the fact that there has been only three weeks between Thanksgiving and Christmas).  Today was a fun class, and the students worked their way through the tasks at a rather leisurely pace, with a lot of tangents in between.  The thing I forced all the groups to do was to get highlighters out and identify the verbs and nouns--two of the four groups did it on their own, and I made a show of praising them, which got the other two groups on board.  Before doing this, they were a little overwhelmed by the rigor of their tasks (only because of the context--their mental space was such that anything not instantly easy led to a tangent).  But, ultimately, all the groups got to a space where they could work through the songs and come up with some interesting observations, that they also wrote on the lyrics themselves.  

After the break they will be doing some group presentations that will be a summative assessment and will require them to use the Smartboard tools, so I told them they will do this tomorrow during their presentation as practice.  This helped them focus, too.  So, this could have been done more quickly under normal circumstances, but given the calendar, it was a successful class where they practiced some new skills.

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Rhetorical Analysis of Pop Music Day 2: Group Analysis

Unit 8: Thematic Unit: Popular Culture
Lesson 6 of 16

Objective: SWBAT analyze a song writer's use of language devices and music devices for developing their central ideas, purpose, and tone for a specific audience.

Big Idea: Pop music writers use a variety of rhetorical tools in creating catchy songs.

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