Roar Katy Perrymendozagrade7.weebly.com/uploads/3/7/5/5/37556069/roar.pdf · Song can be purchased via iTunes here: ... Idiom - a common phrase or figure of speech not to be taken

“Roar” By Katy Perry ~ Figurative Language Through Songs

Copyright © 2013, Tracee Orman

By Katy PerryReviewing Figurative

Language & Poetic Devices Through Song Lyrics

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TERMS OF USEPlease read the terms of use before distributing this assignment to your students:

This downloadable teaching resource includes one single-teacher classroom license. Photocopying of this copyrighted downloadable product is permissible only for one teacher (or teaching team) for his/her own classroom use. Reproduction of this product, in whole or in part, for more than one teacher, classroom, or department, school, or school system, by for-profit tutoring centers and like institutions, or for commercial sale, is strictly prohibited. Multiple licenses can be purchased at a reduced price on your “My Purchases” page at any time after or during your initial purchase. After purchasing multiple licenses, you may distribute copies to your colleagues. This product may not be distributed, posted, stored, displayed, or shared electronically, digitally, or otherwise, without the express written permission of Tracee Orman.

EXCEPTION: I am allowing the digital distribution of a student copy of this handout if it is done in a responsible and secure way. Please do not post the product on a public website that can be accessed and downloaded freely. You may distribute to your students on secured sites such as Edmodo. (This file and the teacher handout/key are strictly prohibited from being posted online, even on secured sites.)

Many websites, such as Wikispaces.com, are not secured even if they are listed as “password protected.” Files are still picked up by Google and therefore appear in a simple search. If you have any questions or are unsure of the security of the site, feel free to email me at: [email protected]

This is done to maintain the integrity of the lesson for your students and future students. If they can find the assignment and answers online, it defeats its purpose. Thank you for your cooperation!

Copyright ©2001-present, Tracee Orman, All Rights Reserved

Credits and disclaimers:The Common Core Standards were developed and written by the NGA. © Copyright 2010. National

Governors Association Center for Best Practices and Council of Chief State School Officers. All rights reserved. To view the standards online, go to: www.corestandards.org

“Roar” was written by Katy Perry, Lukasz Gottwald, Max Martin, Bonnie McKee, and Henry Walter. It is performed by Katy Perry. This lesson is not affiliated with Katy Perry, Capitol Records, Pulse Recording, Vevo, Bonnie McKee, iTunes, or any of the aforementioned’s affiliates. In addition, this is not an advertisement for Capitol Records or iTunes and the writer and publisher, TeachersPayTeachers.com, are not being compensated to promote the music, artists, or any affiliates. It was designed for educational purposes only. Lyrics are used in

accordance to the copyright terms.

Music and video for “Roar” can be viewed here: http://vevo.ly/Gcxgnb or http://vevo.ly/swlE6A

Song can be purchased via iTunes here: https://itunes.apple.com/us/album/prism-deluxe/id690928033

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TABLE OF CONTENTS - PDF FilePAGE(s) CONTENTS

1-2 Cover, Terms, Credits, Disclaimers3 TOC & Directions4 Common Core State Standards practiced5 Student handout: definitions for terms6-9 Differentiated handout for more advanced students10-12 Differentiated handout for students who may need assistance13-16 NEW: LESSONS ON ANALYZING TONE through IMAGERY, DICTION, & SYNTAX

17-19 Poetry Connections18 “See It Through” by Edgar Guest19 “George Gray” by Edgar Lee Masters20-22 What is Your Roar?23 LINKS

SEPARATE FILES:• Teacher’s Answer Key• Student Handout - Text only (Microsoft Word)

PROCEDURE:This lesson is designed to be a REVIEW of figurative language and poetic devices. Students should be familiar with the terms. However, I did include a definition sheet to aid them. Your own definitions may differ, so if you need to make adjustments, you may edit the student copy (it is provided in Microsoft Word).

After distributing the handout, you may wish to play the song to help students hear the sound devices. If the song cannot be played, you may have students read it aloud.

After students find the devices, have them write about the song’s meaning. This will make it easier for them to make connections to the poems (an optional activity).

WRITING ACTIVITY - Finally, have students write their own “roar” - or poem about something they’ve overcome. If they cannot think of anything, they can either write of a fictional experience, or write of something they are proud of, or create their own “battle cry.” They could even write one for the school (or school mascot) to build school spirit. Page 18 contains a full-page “roar” graphic for students who need more writing space. (You can also have students type them or write in their own notebooks to save paper.)

* If you and your students enjoy comparing the songs to the poems, you may want to check out my Poetry & Song Lyric

packet, which features several poems and songs paired with similar messages, making it easier for students to interpret and find meaning in poetry. THANKS FOR SUPPORTING YOUR FELLOW TEACHERS! :)



http://www.youtube.com/watch?v=CevxZvSJLk8

http://www.youtube.com/watch?v=CevxZvSJLk8

http://www.teacherspayteachers.com/Product/Poetry-Song-Lyrics-Comparison-Activity-wKey-59615






Common Core State Standards

Grade 8CCSS.ELA-Literacy.RL.8.2 Determine a theme or central idea of a text and analyze its development over the course of the text, including

its relationship to the characters, setting, and plot; provide an objective summary of the text.CCSS.ELA-Literacy.RL.8.4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative

meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.CCSS.ELA-Literacy.L.8.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

Grades 9-10CCSS.ELA-Literacy.RL.9-10.2 Determine a theme or central idea of a text and analyze in detail its development over the course of the text,

including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.CCSS.ELA-Literacy.RL.9-10.4 Determine the meaning of words and phrases as they are used in the text, including figurative and connotative

meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).

CCSS.ELA-Literacy.L.9-10.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

Grades 11-12CCSS.ELA-Literacy.L.11-12.5a Interpret figures of speech (e.g., hyperbole, paradox) in context and analyze their role in the text.CCSS.ELA-Literacy.RL.11-12.2 Determine two or more themes or central ideas of a text and analyze their development over the course of

the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text.CCSS.ELA-Literacy.RL.11-12.4 Determine the meaning of words and phrases as they are used in the text, including figurative and connotative

meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful.

Additional standards may be practiced that are not listed above.



http://www.corestandards.org/ELA-Literacy/RL/8/2/




http://www.corestandards.org/ELA-Literacy/L/8/5/

http://www.corestandards.org/ELA-Literacy/L/8/5/

http://www.corestandards.org/ELA-Literacy/RL/9-10/2/




http://www.corestandards.org/ELA-Literacy/L/9-10/5/

http://www.corestandards.org/ELA-Literacy/L/9-10/5/

http://www.corestandards.org/ELA-Literacy/L/11-12/5/a/

http://www.corestandards.org/ELA-Literacy/L/11-12/5/a/







DEFINITIONS OF POETIC/RHETORICAL DEVICES AND FIGURATIVE LANGUAGE

POETIC/RHETORICAL DEVICES (sound devices used to create a mood, set the tone)

AssonanceThe repetition of VOWEL sounds

ConsonanceThe repetition of CONSONANT sounds

ConsonanceThe repetition of CONSONANT sounds

Rhyme - the repetition of vowel sounds in neighboring words (pair/fair, madly/glad).

Alliteration - repetition of beginning consonant sounds (sad/Sunday, knowing/nobody, candy/kisses)Alliteration - repetition of beginning consonant sounds (sad/Sunday, knowing/nobody, candy/kisses)

True (or Pure) Rhyme - the vowel sounds and the last syllable of words have identical sounds (making/faking, true/blue).

Near rhyme - the repetition of sounds (usually the consonant sound will match, but not the vowel sound). Near rhyme - the repetition of sounds (usually the consonant sound will match, but not the vowel sound).

Perfect Rhyme - the vowel sounds and the last stressed syllable of words in the end of the lines have identical sounds (making/faking, true/blue).

Half rhyme - only the ending consonant sounds are identical but the vowels are not (trolley/bully, mirth/forth).

Slant rhyme - both the beginning and final consonant sounds are alike, but the vowels are not (spilled/soiled, chitter/chatter).

Anaphora - the repetition of words at the beginning of a clause (Dr. Martin Luther King, Jr.’s “I Have a Dream” speech; William Blake in London: In every cry of every man,/In every infant's cry of fear,/In every voice, in every ban…)



Epistrophe - the repetition of words at the ending of a clause ("There is no Negro problem. There is no Southern problem. There is no Northern problem. There is only an American problem." Lyndon B. Johnson in "We Shall Overcome")



Internal Rhyme - the rhyming of two or more words within the same lineInternal Rhyme - the rhyming of two or more words within the same lineInternal Rhyme - the rhyming of two or more words within the same line

Onomatopoeia - words that imitate their sound (BAM! SPLAT! hiss... rip)Onomatopoeia - words that imitate their sound (BAM! SPLAT! hiss... rip)Onomatopoeia - words that imitate their sound (BAM! SPLAT! hiss... rip)

Eye Rhyme - is NOT a sound device, but a visual device. It occurs when two words LOOK as though they should rhyme because they have near-identical spellings, yet they DO NOT rhyme. In classic poem, eye rhymes may be a result of pronunciation/dialect differences (perhaps the words rhymed for the poet). In some cases, eye rhymes are purposefully used to set a tone (usually those that deal with somber topics such as death, war, loneliness). Examples include: dove/move (bird/the action), slaughter/laughter, pint/lint, have/grave, bomb/tomb, come/home

FIGURATIVE LANGUAGE (figures of speech not meant to be taken literally)Allusion - reference to another person, place, event, literary work, etc.Hyperbole - exaggerationIdiom - a common phrase or figure of speech not to be taken literally (beating around the bush, raining cats and dogs)Metaphor - comparison of two unlike things (equaling one to the other)Personification - a metaphor that gives human qualities/traits to non-human thingsSimile - comparing two unlike things using “like” or “as”



http://en.wikipedia.org/wiki/Lyndon_B._Johnson

http://en.wikipedia.org/wiki/Lyndon_B._Johnson





Differentiated HandoutsPages 7-9 for more advanced students



In the lyrics for the song “Roar,” find the following examples of figurative language and poetic devices: alliteration, allusion, anaphora, epistrophe, hyperbole, idiom, metaphor, onomatopoeia, personification, and simile. In addition, WRITE what each of the idioms mean. Why do you think the writer chose these particular words and phrases for this song?

"Roar" performed by Katy Perry, written by Bonnie McKee

I used to bite my tongue and hold my breathScared to rock the boat and make a messSo I sat quietly, agreed politelyI guess that I forgot I had a choiceI let you push me past the breaking pointI stood for nothing, so I fell for everything

[Pre-Chorus]

You held me down, but I got upAlready brushing off the dustYou hear my voice, you hear that soundLike thunder, gonna shake the groundYou held me down, but I got upGet ready cause I’ve had enoughI see it all, I see it now

[Chorus]

I’ve got the eye of the tiger, a fighter, dancing through the fire‘Cause I am a champion and you’re gonna hear me ROARLouder, louder than a lion‘Cause I am a champion and you’re gonna hear me ROAROh oh oh oh oh oh [x2]

You’re gonna hear me roar

Now I’m floating like a butterflyStinging like a bee I earned my stripesI went from zero, to my own hero

[Repeat Pre-Chorus & Chorus]

Lyrics © Capitol Records - All Rights Reserved



http://www.katyperry.com/


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Figurative Language & Poetic Devices

*Scavenger Hunt*

Use a separate sheet of paper to record your findings.

1. Find four examples of ALLITERATION.2. Find six IDIOMS.3. Find two SIMILES.4. Find two examples of ONOMATOPOEIA.5. Find an example of HALF RHYME.6. Find an example of EPISTROPHE.7. Find two ALLUSIONS to famous sports figures.

(Identify the figures each alludes to.)8. Find two examples of ANAPHORA.9. Find an example of PERSONIFICATION.10. Find two examples of TRUE RHYME.11. Find two examples of HYPERBOLE.

* Why do you think the writer chose

these particular words and phrases for this song?

NOTE: Some of the examples in the song will work for more than one item.



[Pre-Chorus]


[Chorus]

I’ve got the eye of the tiger, a fighter, dancing through the fire‘Cause I am a champion and you’re gonna hear me roarLouder, louder than a lion‘Cause I am a champion and you’re gonna hear me roarOh oh oh oh oh oh [x2]













What is the song about? In the “student notes” column, write your thoughts about each section. What is the speaker saying? How is she using figurative language to convey her feelings? What is the tone of each section?

"Roar" performed by Katy Perry, written by Bonnie McKee STUDENT NOTES


[Pre-Chorus]


[Chorus]
















Differentiated HandoutsPages 11-12 for students

who may need more assistance



1. Find two examples of ALLITERATION.

2. Find four IDIOMS.

3. Find a SIMILE. List the two things being compared.

4. Find two examples of ONOMATOPOEIA.

5. Find an example of HALF RHYME.

6. Find an example of EPISTROPHE.

7. Find an ALLUSION to a famous sports figure. (Identify the figure it alludes to.)

8. Find one example of ANAPHORA.

9. Find an example of PERSONIFICATION.

10. Find the example of TRUE RHYME.

"Roar" performed by Katy Perry, written by Bonnie McKee Figurative Language & Poetic Devices *Scavenger Hunt*



[Chorus]




You held me down, but I got upAlready brushing off the dustYou hear my voice, you hear that soundLike thunder, gonna shake the groundYou held me down, but I got upGet ready ’cause I’ve had enoughI see it all, I see it now

[Chorus, repeat]










Figurative Language & Poetic Devices

*Scavenger Hunt*

DIRECTIONS: Use a separate sheet of paper to record your findings.

1. Find four examples of ALLITERATION.2. Find six IDIOMS.3. Find two SIMILES.4. Find two examples of ONOMATOPOEIA.5. Find an example of PERSONIFICATION.6. Find two examples of HYPERBOLE.

* Why do you think the writer chose these

particular words and phrases for this song?

NOTE: Some of the examples in the song will work for more than one item.



[Pre-Chorus]


[Chorus]
















ANALYZING IMAGERY,SYNTAX, RHYTHM, DICTION, and their effect on

TONE (Practices the following standards: CCSS.ELA-Literacy.RL.6.4,

CCSS.ELA-Literacy.RL.7.4, CCSS.ELA-Literacy.RL.8.4,

CCSS.ELA-Literacy.RL.9-10.4, and CCSS.ELA-Literacy.RL.11-12.4

ANCHOR: CCSS: CCSS.ELA-Literacy.CCRA.R.4, CCSS.ELA-Literacy.CCRA.L.5













http://www.corestandards.org/ELA-Literacy/CCRA/R/4/


http://www.corestandards.org/ELA-Literacy/CCRA/L/5/


IMAGERY ACTIVITY - In the lyrics for the song “Roar,” analyze the imagery. Circle the lines that produce an image in your mind. Are they positive images? Explain.



[Pre-Chorus]


[Chorus]






CCSS: CCSS.ELA-Literacy.CCRA.R.4, CCSS.ELA-Literacy.CCRA.L.5



IMAGERY EXAMPLES

Are these images positive? Negative? Indifferent? Explain.











DICTION ACTIVITY - In the lyrics for the song “Roar,” find examples of words that would normally have either positive or negative connotations, but IN CONTEXT, have the opposite effect.



[Pre-Chorus]


[Chorus]









Which words have a negative connotation?

How does the TONE seem to change throughout the song?

Which words normally have a “negative connotation” but in this song have a positive

connotation?

Which words normally have a “positive connotation” but in this song have a negative connotation?

Which words have a positive connotation?











SYNTAX & RHYTHM ACTIVITY - In the lyrics for the song “Roar,” analyze the tone. Then rearrange the words and analyze the effect.



[Pre-Chorus]


[Chorus]









What kind of tone is established through the arrangement of the words and the rhythm

of the song?

Choose two or three lines from the song and rearrange the words. Write them below:

How does the tone change in your new arrangement? Does it keep the same rhythm or develop a new one? Explain.













POETRY CONNECTIONSPage 18 for students

who may need more assistancePage 19 for advanced students



POETRY CONNECTIONSRead “See It Through” by Edgar Guest; compare/contrast it to the song “Roar.”

See It Through by Edgar Guest

When you're up against a trouble, Meet it squarely, face to face; Lift your chin and set your shoulders, Plant your feet and take a brace. When it's vain to try to dodge it, Do the best that you can do; You may fail, but you may conquer, See it through!

Black may be the clouds about you And your future may seem grim, But don't let your nerve desert you; Keep yourself in fighting trim. If the worst is bound to happen, Spite of all that you can do, Running from it will not save you, See it through!

Even hope may seem but futile, When with troubles you're beset, But remember you are facing Just what other men have met. You may fail, but fall still fighting; Don't give up, whate'er you do; Eyes front, head high to the finish. See it through!

© 1917



Similarities DifferencesTHEME

OTHER NOTES:

Similarities DifferencesFIGURATIVE LANGUAGE



POETRY CONNECTIONSRead “George Gray” by Edgar Lee Masters then answer the following questions.

George Gray by Edgar Lee Masters, from Spoon River Anthology

I have studied many timesThe marble which was chiseled for me--A boat with a furled sail at rest in a harbor.In truth it pictures not my destinationBut my life.For love was offered me and I shrank from its disillusionment;Sorrow knocked at my door, but I was afraid;Ambition called to me, but I dreaded the chances.Yet all the while I hungered for meaning in my life.And now I know that we must lift the sailAnd catch the winds of destinyWherever they drive the boat.To put meaning in one's life may end in madness,But life without meaning is the tortureOf restlessness and vague desire--It is a boat longing for the sea and yet afraid.

© 1916

QUESTIONS (Record your answers in a separate document or page.)

1. Imagery: In “George Gray,” the speaker uses the image of a boat as a metaphor for life. Explain this metaphor.

2. In “Roar,” the speaker uses the idiom “rock the boat.” How does the line in the song lyric relate to the boat metaphor in “George Gray”?

3. What have both speakers learned?

Extended activity:• Why is this poem titled “George Gray”? Research the title and explain (in complete sentences) its title.







WHAT IS YOUR ROAR?





?WHAT IS YOUR

WRITE ABOUT IT: Write a poem about something you’ve overcome, something you are proud of, or your own personal battle cry.





WRITE ABOUT IT: Write a poem about something you’ve overcome, something you are proud of, or your own personal battle cry.





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Documents

Roar Katy Perrymendozagrade7.weebly.com/uploads/3/7/5/5/37556069/roar.pdf · Song can be purchased via iTunes here: ... Idiom - a common phrase or figure of speech not to be taken