Poetry through music: "Smooth"

This lesson draws students into a study of poetry, using Carlos Santana and Rob Thomas' "Smooth" as an entry point.

A lesson plan for grade 7 English Language Arts and English Language Development

By Andrea Belletti

Learn more

Related pages

• A matter of identity: Writing an extended metaphor poem: Students apply their knowledge of literary devices by reading and analyzing the poem “Identity” by Julio Noboa Polanco. Students then create their own poem incorporating the literary devices studied and analyzed in the above mentioned poem. This lesson includes modifications for a Novice Low Limited English student.
• Singing the "Song of Life": This lesson requires students to use their reading, comprehension, and analysis skills to analyze a poem and respond creatively to the selection.
• Writing and English as a Second Language: Strategies for helping English Language Learners throughout the writing process.

Related topics

• Learn more about English language learners, analysis, cooperative learning, language arts, literary devices, literature, music, and poetry.

Help

Please read our disclaimer for lesson plans.

Legal

Learning outcomes

Students will learn poetry terminology (rhyme, assonance, etc.) and figurative language (metaphor, simile), and form a broad definition of poetry.

Teacher planning

Time required for lesson

180 minutes

Materials/resources

• recordings of several songs, including Rob Thomas and Carlos Santana’s “Smooth”
• 1 envelope for each group of 2-3 students, containing a copy of the lyrics of “Smooth”, in large print and cut into separate lines. If possible, make copies on an assortment of paper colors, so it is easier to keep each set of lines together.
• a flat surface for each group to work on
• red and blue colored pencils for all students
• one overhead transparency of the lyrics to “Smooth” and a copy for each student
• red, blue, and black finepoint overhead markers
• Whole Class Discussion Worksheet
• Smooth Small Group Discussion Worksheet

Technology resources

CD or tape player

Pre-activities

This lesson is an introduction to poetry, so it does not require preliminary preparation.

Activities

Introduction to the lesson

1. Divide students into groups of 2 or 3.
2. Give each group an envelope with the pre-cut lines of the “poem” (do not mention that this is a song, and absolutely do not tell them the name of the piece).
3. Empty the envelopes and explain that each group has the lines of a poem, which they are to put in order. Point out that several lines have the line numbers written at the end, to help them get started.
4. As they begin working (at an impossible task, by the way), tell them that you want to help create a conducive atmosphere by playing some quiet music as they work. Begin with 2 or 3 songs of different types (I like to use “Back in the Saddle Again”, a brief classical piece, or similar selections that annoy most 7th graders). They will moan and complain, of course.
5. Finally, play “Smooth”. Most students will respond positively, and begin humming along, as they try fruitlessly to order their poems. Enjoy watching as they begin to realize that this song is the poem they have! Replay this poem continuously, 4 or 5 times, until most groups have the lines ordered.
6. Play the song through, with students following the sets of lyrics they have constructed.
7. Students replace lyrics in the envelopes, which are collected for reuse.

Whole Class Discussion

1. Pass out the complete lyrics and the whole class discussion questions.
2. Teacher leads the class discussion through questions in sections A and B, explaining each question before returning to the lyrics for examples. When appropriate, replay segments of the song, both to focus on examples and to refresh student interest.

Small Group Discussion

Divide students into small groups (2-4 students) to respond to the subjective questions on the Small Group Discussion Worksheet.

Lesson Summary

Following small group work, pull the class back together to share small group responses. Have group members rotate in presenting their group’s findings, so that all take part in the closing discussion.

Assessment

This is an introductory lesson, so formal assessment (a test) is inappropriate. The teacher should note student participation and involve all students in the class discussions. Assessment will be made with consideration to class participation and by checking that all students have filled in the worksheets and notated the lyrics, indicating their involvement on a written level, as well.

When reviewing the small group responses, give particular attention to creating a class definition of poetry. Relevant wesites below offer definitions of poetry. Be sure that students understand that poetry is not limited to strictly controlled lines with regular rhyme schemes. I like the following definition: Poetry is writing that aims to present ideas and evoke an emotional experience in the reader through a carefully constructed structure based on rhythmic patterns.

Supplemental information

I follow this lesson with another poem, The Road Less Traveled, by Robert Frost. I have several reasons for this choice:

1. This poem has relatively simple language that is accessible for both ELL and native-English-speaking students.
2. The formal structure (rhythm and rhyme scheme) of The Road Less Traveled provides a nice contrast to the free-wheeling structure of “Smooth”.
3. It can be interpreted on a literal level, but the figurative interpretation is easy for ELLs to comprehend, as well.

Modifications

Modifications for Advanced ELLs are included in the plan because ELLs at the Advanced level need only minimal English language support, and the techniques used to help them are also applicable to mainstream students who are having a little difficulty with the material. The modifications include the following:

• Use of music to lower affective filters (student insecurity about poetry comprehension that interferes with task involvement).
• Use of music to heighten student interest and promote involvement with the material.
• Repetitive, hands-on opening activity to encourage careful listening and familiarity with the text.
• Explanation of literary terms on the worksheet that is available for reference while searching for examples.
• Modeling worksheet activities on the overhead, for visual support.
• Small group work to give experience speaking and listening, and to provide peer support.

Alternative assessments

No alternative assessment is necessary for Advanced ELLs, because the lesson is tailored with second-language friendly techniques and assessment.

Critical vocabulary

Standard English, alliteration, assonance, rhyme, rhyme scheme, imagery, metaphor, simile, personification, poetry

Comments

This lesson plan was developed during the English Language Development Standard Course of Study lesson planning institutes hosted by the North Carolina Department of Public Instruction and LEARN NC, June and July, 2004. It includes specific strategies, instructional modifications, and alternative assessments which make this lesson accessible to limited English proficient students. Please note that this lesson has been aligned with the goals and objectives of the N.C. English Language Development standards.