Rap+Song+Formal+Language+Activity

//ELA CCRS Aligned// The Fresh Prince Helped Me Teach Grammar (A Formal Language Activity) Grades 6-12 50-60 Minute Activity Another 50-60 Minutes to Publish on Blog and Allow Groups to Perform What You'll Need: Lyrics and Audio Version (Most are on Youtube) Thesaurus (Print or Digital) Website or Blog (if you chose to have the students publish their work) In the age of texting and instant messaging, along with popular music inundated with poor grammar, I discovered that my students had become increasingly lax in their writing or speaking skills. Many had obviously become so accustomed to either writing or speaking words in a certain way that they no longer used or recognized the correct spelling or usage.

 I often seek new resources so that my students can find relationships to their own lives within selected texts. I chose this song, “Just the Two of Us,” because I knew that my students love Will Smith (who doesn't?), enjoy rap music, and can easily relate to the parent-to-child tribute. The nature of the lesson allows them to address differences, such as slang, dialects, and cultures. Language plays an undeniable role in cultural diversity, and this lesson allows students to capitalize on the richness of language that they alre ady use and hear every day in the media, music, and at home. During the lesson, I make several points that their Southern dialect is not incorrect. When a student asks me if “Ya’ll” is wrong, I respond that it is not poor grammar at all, although it is a regional informal expression, one that me Southerners relish.

Here's how the lesson goes...
 * 1) Overview or Review of Formal/Informal/Slang Language, Rhyme Schemes, and Literary Devices Employed in Lyrics (in this case - hyperboles and metaphors) - Here's my Intro PPT: [[file:Formal Language.ppt]]
 * 2) Pass out lyrics to song. Ask students to underline formal language and circle slang as they hear it.
 * 3) Class discussion after song. Ask students to identify literary devices.
 * 4) Students break into response groups and rewrite their assigned stanza, using VERY formal language. In the video below, you'll notice my students using print thesauruses (they still make those, by the way). On a seven period day, step 4 is normally where we stop.
 * 5) The next day, students add their formal rewrites to our class blog and then perform their rendition to the class - my favorite part. Pull out your Flip cameras!

As a language arts teacher, communication skills (both written and spoken) are at the heart of my lessons. This authentic learning exercise allows my students to improve these skills, ones they will also need in the workplace, as well as make language arts connections to their every day lives. These connections are further strengthened by allowing them to use the tools and media they relish. Students were also able to revisit poetry conventions such as rhyme, hyperboles, and metaphors in the context of a rap song. We call that a "Win, Win."

Lyrics and Directions

Student Samples

Music and lyrics, courtesy of Youtube media type="youtube" key="JOuJhk9_16s" height="379" width="462" align="center"

Classroom Demo

And here's me doing my thing with an 8th grade class I borrowed for two days. I had taught these students two years prior in 6th grade. I was shocked at how much they remembered, especially particular poems we read and the literary devices employed in them. I had so much fun that day - great to reconnect with my kids! In this 10-minute video, you'll see three segments: 1) Introducing lesson / Establishing prior knowledge 2) Students marking in text as they listen to the song 3) Groups rewriting their assigned stanzas //*I'm no Steven Spielberg. Forgive the quality.// media type="youtube" key="dJAKF7BpZvA" height="315" width="420" align="center"

A Response Group's Revision //It's impossible to read it without laughing.//