Learning Activity

Annotate That! (Song Starter for Kate Chopin's "The Story of an Hour")

Subject Area

English Language Arts

Grade(s)

11

Overview

Before reading Kate Chopin's The Story of an Hour, students practice annotating song lyrics that echo the short story's theme regarding gender inequality. Annotation is an effective way of having student engage with a text for close reading. By having students annotate song lyrics first, the task seems less daunting or overwhelming to students. Also, the pop culture aspect peaks student interest and makes the literature more relevant as students discover that contemporary songs and classic literature share common, universal themes.

This activity results from the ALEX Resource Gap Project.

English Language Arts (2021) Grade(s): 11

ELA21.11.R2

Read and comprehend a variety of literary texts to develop a literal and figurative understanding as appropriate to the type of text, purpose, and situation.

Unpacked Content

UP:ELA21.11.R2

Vocabulary

  • Literary texts
  • Literal understanding
  • Figurative understanding
  • Text
  • Purpose
  • Situation

Knowledge

Students know:
  • Necessary skills to read and comprehend a variety of literary texts.
  • Strategies to analyze literary text to develop a literal and figurative understanding.
  • Literary texts have different intended meanings depending on the genre, purpose, and situation.

Skills

Students are able to:
  • Read and comprehend a variety of literary texts.
  • Develop literal and figurative understanding of literary texts appropriate to the text, purpose, and situation.

Understanding

Students understand that:
  • Literary texts can be understood on both a literal and figurative level.
English Language Arts (2021) Grade(s): 11

ELA21.11.4

Analyze how an author uses characterization, figurative language, literary elements, and point of view to create and convey meaning.

Unpacked Content

UP:ELA21.11.4

Vocabulary

  • Analyze
  • Characterization
  • Figurative language
  • Literary elements
  • Point of view
  • Create
  • Convey

Knowledge

Students know:
  • Authors choose to write from a particular point of view and use specific literary elements and vocabulary words to convey their intended meaning.
  • Methods to analyze characterization, figurative language, literary elements, and point of view.

Skills

Students are able to:
  • Identify characterization, figurative language, literary elements, and point of view in a variety of texts.
  • Analyze how characterization, figurative language, literary elements, and point of view creates and conveys meaning in a variety of texts.

Understanding

Students understand that:
  • Authors select particular literary elements and devices to create and convey meaning within their written work.
English Language Arts (2021) Grade(s): 11

ELA21.11.6

Analyze a text’s explicit and implicit meanings to make inferences about its theme and determine the author’s purpose.

Unpacked Content

UP:ELA21.11.6

Vocabulary

  • Analyze
  • Explicit
  • Implicit
  • Inferences
  • Theme
  • Author's purpose

Knowledge

Students know:
  • Strategies to comprehend explicit and implicit text meaning.
  • Inference skills.
  • Methods to identify the theme and purpose of a text.

Skills

Students are able to:
  • Making inferences about the theme and purpose of a text by analyzing a text's explicit and implicit meanings.

Understanding

Students understand that:
  • Text often has an explicitly stated meaning and an implied meaning.
  • They can combine their explicit and implicit understanding to infer the theme and the author's purpose for writing the text.

Phase

Before/Engage
Learning Objectives

Learning Objectives

Students will annotate and analyze song lyrics for diction, details, imagery, irony, and figurative language to determine explicit and implicit meanings in the text.

Students will infer the song's tone and theme(s) based on their annotations and analysis of devices utilized by the author/songwriter.

Students will discover universal themes that transcend time and connect contemporary texts with classic literature.

 

Activity Details

1. The students will discuss briefly the definition of annotation (a note of explanation or comment added to a text or diagram), if not already familiar with the strategy. Essentially, annotation is a conversation with the text. Make sure students know that annotation is more than just highlighting or underlining; explanations and analysis are required.

2. The students will watch the video for "Just a Girl" by No Doubt on YouTube. After the video is over, students will discuss messages about gender that the song revealed. Also, have students discuss elements in the video (setting, signs, behavior) that portrayed gender stereotypes, issues, or inequalities.

3. The teacher will give students printed lyrics (see Advanced Preparation) of "Just a Girl" and explain to students that just like the video portrayed a message using devices such as setting and actions, the song lyrics do the same. Instead of visual devices, authors/songwriters rely on devices of language such as diction, imagery, irony, and figurative language.

4. Then, students will annotate the song lyrics for diction (word choice/connotation), details, imagery, irony, and figurative language. Students should identify the device and explain why the author/songwriter used the device. 

***Sample Song Annotation for TEACHER USE ONLY (not for student handout).

5. Based on the annotations and analysis, students will infer the tone and theme (regarding gender inequality/stereotypes) of the song. The students will discuss their annotations and themes in groups or as a whole class. 

6. The students will preview Kate Chopin's The Story of an Hour and predict what gender themes may exist in the story given the year of publication as they prepare to read and annotate the short story.

Assessment Strategies

Assessment Strategies

Assess student understanding of annotations using Song Annotation Rubric.

 

Variation Tips

  • Other songs that may be utilized to introduce gender inequality issues: "If I Were a Boy" by Beyoncé, "I'm Still a Guy" by Brad Paisley, "Superwoman" by Karyn White, "Superwoman" by Alicia Keys, "Stronger" by Britney Spears, "One of the Boys" by Katy Perry, "God Made Girls" by Raelyn, or "He Thinks He'll Keep Her" by Mary Chapin Carpenter. Review each song/video for appropriateness of classroom use. 
  • Other short stories that may be utilized with gender inequality songs: "The Yellow Wallpaper" by Charlotte Gilman or "A Rose for Emily" by William Faulkner.
  • Optional Extension Activity: In groups or individually, have students find other songs with gender themes or assign them a song from the list in the first bullet. Students will annotate their chosen song and infer the tone and theme.
  • Technology Option: If student devices are available, have students annotate using Kami or another online annotator.
  • You may want to show students this short video and article from People magazine of Gwen Stefani explaining why she wrote the song "Just a Girl".

Approximate Duration

Total Duration

31 to 45 Minutes

Background and Preparation

Background / Preparation

  • Print lyrics for students. 
  • Check YouTube link on school network to ensure that site is not blocked.

Digital Tools / Resources

No Doubt - Just A Girl YouTube Video
https://www.youtube.com/watch?v=PHzOOQfhPFg

Approved Date

Owner (Author)

julie0830
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