Figurative+Language+and+Music+Part+2



We have been working with and learning about figurative language for some time. It is now time to demonstrate what you have learned. You will choose a song, with a school appropriate message and lyrics (preferably one that includes an encouraging message to our classroom community), to share with the class that has what you consider to be awesome examples of figurative language.

Directions:

> > Figurative Language Playlist Project
 * 1) Watch at least one of the sample lyric videos on the wiki page. Find an example of figurative language. In the discussion tab of that page, tell the song you are using in the subject. Then share the example of figurative language that you found, what type of figurative language it is, and what it means. Remember to tell how your example of figurative language fits into the song.
 * 2) Due: Friday, April 5
 * 3) Find a song with a school appropriate message and lyrics that contains examples of figurative language. Extra points will be given if the message is an encouraging one to our classroom community.
 * 4) Due: Friday, April 5
 * 5) You will bring in a copy of the song’s lyrics (or share them in a Google doc) for teacher approval.
 * 6) Due: Friday, April 5
 * 7) This week - You will use You Tube to find a school appropriate video that displays the song lyrics. You will post this video to our class presentation of figurative language. Your name, the song title and singer, and the video must be displayed. Your post must be placed on your own page.
 * 8) Due: Thursday, April 11
 * 9) Your page will also include a written response to the song. You will be scored based on the rubric found below.  You will explain:
 * 10)  the __**examples**__ of figurative language that you found in the song,
 * 11) identify which type of figurative language each example is
 * 12) and explain how you know this.
 * 13) You will also include your thoughts about each example.
 * 14) Due: Thursday, April 11
 * 15) <span style="color: #0aa30a; font-family: 'Comic Sans MS',cursive; font-size: 17px;">Remember to use the rubric below to make sure you earn the best possible score!


 * || <span style="color: #0aa30a; font-family: 'Comic Sans MS',cursive; font-size: 17px;">Excellent (3 pts) || <span style="color: #0aa30a; font-family: 'Comic Sans MS',cursive; font-size: 17px;">Good (2 pts) || <span style="color: #0aa30a; font-family: 'Comic Sans MS',cursive; font-size: 17px;">Poor (1 pts) || <span style="color: #0aa30a; font-family: 'Comic Sans MS',cursive; font-size: 17px;">Incomplete (0 pts) ||
 * <span style="color: #0aa30a; font-family: 'Comic Sans MS',cursive; font-size: 17px;">Wiki Response || <span style="color: #0aa30a; font-family: 'Comic Sans MS',cursive; font-size: 17px;">Accurate, clear, and complete response to one of the songs posted on the wiki was posted to the discussion tab || <span style="color: #0aa30a; font-family: 'Comic Sans MS',cursive; font-size: 17px;">Accurate, general, and complete response to one of the songs posted on the wiki was posted to the discussion tab || <span style="color: #0aa30a; font-family: 'Comic Sans MS',cursive; font-size: 17px;">Vague and/or incomplete response to one of the songs posted on the wiki was posted to the discussion tab || <span style="color: #0aa30a; font-family: 'Comic Sans MS',cursive; font-size: 17px;">Inaccurate or no response to one of the songs posted on the wiki ||
 * <span style="color: #0aa30a; font-family: 'Comic Sans MS',cursive; font-size: 17px;">Song approval || <span style="color: #0aa30a; font-family: 'Comic Sans MS',cursive; font-size: 17px;">Song was chosen on time. Lyrics were printed out and brought in for teacher approval. || <span style="color: #0aa30a; font-family: 'Comic Sans MS',cursive; font-size: 17px;">Song chosen on time but teacher requested a change. || <span style="color: #0aa30a; font-family: 'Comic Sans MS',cursive; font-size: 17px;">Song lyrics were chosen on time. No print out was handed in. || <span style="color: #0aa30a; font-family: 'Comic Sans MS',cursive; font-size: 17px;">No song chosen. ||
 * <span style="color: #0aa30a; font-family: 'Comic Sans MS',cursive; font-size: 17px;">School Appropriate Lyrics (double points) || <span style="color: #0aa30a; font-family: 'Comic Sans MS',cursive; font-size: 17px;">The song's topic and lyrics were school appropriate. The message is encouraging and represents our classroom community. || <span style="color: #0aa30a; font-family: 'Comic Sans MS',cursive; font-size: 17px;">The song's topic and lyrics were school appropriate. || <span style="color: #0aa30a; font-family: 'Comic Sans MS',cursive; font-size: 17px;">Either the topic or the lyrics were appropriate but the other was not. || <span style="color: #0aa30a; font-family: 'Comic Sans MS',cursive; font-size: 17px;">Inappropriate song choice or lyrics. Assignment not completed. ||
 * <span style="color: #0aa30a; font-family: 'Comic Sans MS',cursive; font-size: 17px;">Video (double points) || <span style="color: #0aa30a; font-family: 'Comic Sans MS',cursive; font-size: 17px;">Video is appropriate for school and encourages a postive message. || <span style="color: #0aa30a; font-family: 'Comic Sans MS',cursive; font-size: 17px;">Video is appropriate for school. || <span style="color: #0aa30a; font-family: 'Comic Sans MS',cursive; font-size: 17px;">Video is questionable for school. || <span style="color: #0aa30a; font-family: 'Comic Sans MS',cursive; font-size: 17px;">Video is inappropriate for school or was not found. ||
 * <span style="color: #0aa30a; font-family: 'Comic Sans MS',cursive; font-size: 17px;">Figurative Language (triple points) || <span style="color: #0aa30a; font-family: 'Comic Sans MS',cursive; font-size: 17px;">Multiple examples of figurative language were found and correctly identified. || <span style="color: #0aa30a; font-family: 'Comic Sans MS',cursive; font-size: 17px;">At least one example of figurative language was found and correctly identified. || <span style="color: #0aa30a; font-family: 'Comic Sans MS',cursive; font-size: 17px;">There was an attempt to identify figurative language however it was incorrect. || <span style="color: #0aa30a; font-family: 'Comic Sans MS',cursive; font-size: 17px;">No attempt at identifying figurative language. ||
 * <span style="color: #0aa30a; font-family: 'Comic Sans MS',cursive; font-size: 17px;">Written Response (triple points) || <span style="color: #0aa30a; font-family: 'Comic Sans MS',cursive; font-size: 17px;">Clearly explains why the figurative language is identification is correct. Figurative language has been interpreted and explained. || <span style="color: #0aa30a; font-family: 'Comic Sans MS',cursive; font-size: 17px;">Explanation of identification and interpretation are accurate but lack detail. || <span style="color: #0aa30a; font-family: 'Comic Sans MS',cursive; font-size: 17px;">Explanation is not clear or contains inaccurate information. || <span style="color: #0aa30a; font-family: 'Comic Sans MS',cursive; font-size: 17px;">Written response is not complete or is not turned in. ||
 * <span style="color: #0aa30a; font-family: 'Comic Sans MS',cursive; font-size: 17px;">Mechanics (double points) || <span style="color: #0aa30a; font-family: 'Comic Sans MS',cursive; font-size: 17px;">Written response includes proper spelling, grammar, and punctuation. || <span style="color: #0aa30a; font-family: 'Comic Sans MS',cursive; font-size: 17px;">Written response mostly includes proper spelling, grammar, and punctuation. || <span style="color: #0aa30a; font-family: 'Comic Sans MS',cursive; font-size: 17px;">Written response includes some proper spelling, grammar, and punctuation. || <span style="color: #0aa30a; font-family: 'Comic Sans MS',cursive; font-size: 17px;">Written response is difficult to read due to the number of errors in spelling, grammar, and punctuation. ||
 * <span style="color: #0aa30a; font-family: 'Comic Sans MS',cursive; font-size: 17px;">Correct Usage of Technology || <span style="color: #0aa30a; font-family: 'Comic Sans MS',cursive; font-size: 17px;">Video, song title & singer, and written response have successfully been posted. || <span style="color: #0aa30a; font-family: 'Comic Sans MS',cursive; font-size: 17px;">There is an issue with 1 of the 3 required postings. || <span style="color: #0aa30a; font-family: 'Comic Sans MS',cursive; font-size: 17px;">There is an issue with 2 of the required postings. || <span style="color: #0aa30a; font-family: 'Comic Sans MS',cursive; font-size: 17px;">There is issue with every required posting. ||

<span style="color: #0aa30a; font-family: 'Comic Sans MS',cursive; font-size: 17px;">To print the directions, timeline of due dates, and the scoring rubric please click the banner above.

<span style="color: #008000; font-family: 'Comic Sans MS',cursive; font-size: 130%;">Click here to view the presentation for your class. It is also shared with you in Google Docs. Remember to find the page that has your name in the comment.

<span style="color: #0aa30a; font-family: 'Comic Sans MS',cursive; font-size: 17px;">Below you will find examples of songs that include figurative language.

The Script - Hall of Fame media type="youtube" key="n7OVvBilvcs" height="315" width="420"

Alicia Keys - Girl On Fire media type="youtube" key="lZw2CB_Ir_w" height="315" width="560"

Natasha Bedingfield - Unwritten media type="youtube" key="TtGY4G7II6s" height="315" width="420"

Katy Perry - Fire Work media type="youtube" key="eGZfPfU6yXo" height="315" width="420"

Andy Grammar - Keep Your Head Up media type="youtube" key="3LMVJ2xd1g8" height="315" width="560"

The Script - Live Like We're Dying media type="youtube" key="VsNAHiCcqno" height="315" width="420"

Pink - Just Give Me A Reason media type="youtube" key="pgEFfZOV9GQ" height="315" width="420"