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Learners discuss commonalities in rhythm, meter, diction, repetition, and imagery, complete close readings of “Sonnet 18” and “Ego Tripping,” and ultimately write their own poems using newly learned 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Poetics of HipHop  \nTheatre: Responding ArtsEdge:  \nTheresa Sotto  \nOriginal Writer  \nJen Westmoreland Bouchard  \nAdaptation  \nGrades 9-12 60-120 mins  \nAnalysis of hip hop music and lyrics can provide students with a greater understanding of rhythm, form, diction, and sound in poetry. Students will analyze form in Shakespearean sonnets, then analyze hip hop music to determine common characteristics between the Bard's work and the music of hip hop artists. Students will reinforce their understanding of the connections between hip hop and poetry through close analysis of the works of the poet Nikki Giovanni and hip-hop artists Jurassic 5, and through the creation of their own poetry.  \nStudents will:  \n􀁸 Identify the rhyme scheme in Shakespeare's sonnets and in hip hop lyrics.  \n􀁸 Discuss several poetic terms, including rhyme, rhythm, alliteration, meter, and form.  \n􀁸 Analyze meaning and craft of hip hop lyrics and poetry by Nikki Giovanni and Saul Williams.  \n􀁸 Detect use of poetic characteristics in hip hop lyrics.  \n􀁸 Discuss the commonalities between hip hop music and poetry.  \n􀁸 Write their own poems, incorporating new poetry terminology.  \nMaterials  \nResources  \nActivities and procedures  \nAudio  \n􀁸  Ego Tripping  \n􀁸 Work it Out Image  \n􀁸  Sonnet 18 Printable  \n􀁸 Vocabulary-The Poetics of Hip Hop  \n􀁸 Assessment Rubric-The Poetics of Hip Hop  \n􀁸 Assessment Rubric-The Poetics of Hip Hop Video  \n􀁸  Demetrius  \nENGAGE  \n1. Lead students in a discussion of sonnets.  \n􀁸 Distribute copies of \"Shall I compare thee to a summer's day\" (Sonnet \\#18) and display through the Resource Carousel above.  \n􀁸 If students are not familiar with the form, explain to them that Shakespeare adapted the sonnet form from a previously existing form, the Petrarchan sonnet.  \n2. Ask students to figure out the rhyme scheme of the Shakespearean sonnet.  \n􀁸 Explain to students that Petrarch was responsible for making the sonnet form famous; his work Canzoniere was read across Europe and soon reached England, shifting in form along the way.  \n􀁸 Explain that the Petrarchan rhyme scheme was AB AB CD CD--CDE CDE. Shakespeare's sonnet, as revealed by the rhyme scheme, is comprised of three quatrains and a concluding couplet.  \n􀁸 This form allowed for a freer association of images from quatrain to quatrain that comes to a resolution in the concluding couplet. Fortunately for sonnet writers in England, the Shakespearean sonnet worked to their advantage: whereas rhymes are more easily created in the Italian language, words in the English language do not allow for as many rhymes.  \nBUILD KNOWLEDGE  \n1. Ask students to name different forms of poetry and write them on the board (i.e., free verse, sonnets, sestinas, odes, etc.). Ask students if they listen to hip hop then ask them if they think hip hop is a form of poetry.  \n2. Discuss with students what hip hop and poetry have in common.  \n􀁸 Some characteristics to point out: careful attention to rhythm in lyrics, as well as end rhyme, slant rhyme, internal rhyme, alliteration, and assonance; use of repetition for emphasis; manipulation of language to convey powerful emotions and messages (sometimes controversial and/or personal); choice of diction based on audience.  \n􀁸 Write each characteristic discussed on the board. You may wish to pass out the Vocabulary handout located within the Resource Carousel.  \n3. Explain to students that Shakespeare wrote using vocabulary popular during his day, and similarly, hip hop artists incorporate\"urban\" slang in their lyrics.  \n􀁸 Shakespeare wrote in iambic pentameter, rap artists often write in sixteen-bar stanzas, normally followed by four-toeight-bar hooks. (See Jerry Quickley's essay, \"hip hop poetry\"in The Spoken Word Revolution for more info).  \n􀁸 Hip hop is actually a kind of poetry. Ask students to think  \nabout hip hop they have listened to, and wether or n","cbCaiiNtgqeOOphy","https://ap.wps.com/l/cbCaiiNtgqeOOphy","pdf",200478,"English","# ENGAGE\n## Sonnet 18 discussion and rhyme scheme\n# BUILD KNOWLEDGE\n## Poetry forms and comparison to hip hop\n## Giovanni’s “Ego Tripping” analysis\n## Poetic characteristics and meaning","[{\"question\":\"What do students compare to connect hip hop with poetry?\",\"answer\":\"Students compare Shakespearean sonnets’ form and rhyme scheme with hip hop lyrics, then look for shared poetic characteristics across both traditions.\"},{\"question\":\"Which poems are used for close analysis?\",\"answer\":\"Students work with “Sonnet 18” and Nikki Giovanni’s “Ego Tripping,” and they analyze how lyrical and poetic craft communicates meaning.\"},{\"question\":\"What learning outcomes are targeted in the activities?\",\"answer\":\"Students identify rhyme schemes, discuss key poetic terms, detect poetic characteristics in hip hop, and write their own poems using the learned terminology.\"}]","The Poetics of HipHop - Activity Plan | PDF",1790628092]