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Is a Song a Poem? Exploring Poetic Devices in Modern Lyrics

Grade Level: 6th–8th Grade
Subject: English Language Arts – Poetry, Literary Devices
Duration: 60 Minutes

Objective

By the end of this lesson, students will be able to:

  • Identify and analyze poetic devices such as rhyme, metaphor, simile, alliteration, and imagery in modern song lyrics.

  • Articulate whether or not a song can be considered a poem using evidence from the lyrics.

  • Compare and contrast songs and traditional poems through guided discussion.

Lesson Plan Outline

Warm-Up: What Makes a Poem... a Poem? (10 Minutes)

Say: “Close your eyes and think about your favorite song. Think about the words in the chorus, or a line you can’t stop singing. What makes that line stick with you?”

Ask: “What do poems and songs have in common?” Write student responses on the board. Common answers may include:

  • Rhyming

  • Rhythm

  • Repetition

  • Emotions

  • Storytelling
     

Do: Make a T-chart on the board titled “Poem” vs. “Song.” Ask for differences and similarities, filling in the chart with student answers.
Example:

  • Similarities: Use of rhyme, emotion, rhythm, repetition

  • Differences: Poems are read; songs are performed with music

Say: “Today, we’ll look closely at modern songs to see if they’re really just poems in disguise.”

Mini-Lesson: Poetic Devices Crash Course (10 Minutes)

Say: “Before we can decide if songs are poems, let’s review what makes a poem a poem.”

Do: Write the following poetic devices on the board, giving brief definitions and examples from popular or imaginary texts:

  • Rhyme – words that end in similar sounds (Ex: “light” and “night”)

  • Simile – a comparison using “like” or “as” (Ex: “cold as ice”)

  • Metaphor – a direct comparison without using “like” or “as” (Ex: “time is a thief”)

  • Alliteration – repeated beginning sounds (Ex: “wild and whirling words”)

  • Imagery – words that create pictures in your mind
     

Ask: “Can you think of a line from a song that uses one of these?” Encourage 2–3 student volunteers to share lines they remember and identify the poetic device used.

Say: “Nice work! You just did what a literary analyst does!”

Main Activity: Lyrics as Literature (25 Minutes)

Say: “I’m going to read aloud some lyrics from a popular (school-appropriate) song. Your job is to be detectives listening for poetic devices we just reviewed.”

Do: Choose a popular, clean, widely known song (e.g., “A Million Dreams” from The Greatest Showman, or “Count on Me” by Bruno Mars). Read a selected verse aloud or write it on the board. If there’s time and audio equipment, play a short clip of the song (optional).

Example lyrics snippet:

“I close my eyes and I can see
The world that's waiting up for me
That I call my own...”

Ask: “What poetic devices do you notice in this verse?”

  • Rhyme: “see” and “me”

  • Imagery: “close my eyes,” “world that’s waiting”

  • Possibly metaphor: “world I call my own”

Do: Lead a brief discussion identifying 2–3 poetic devices in the song and what they add to the meaning or emotion.
Say: “Now let’s test this again this time in pairs.”

Pair Activity:
Students turn to a neighbor and choose a song they both know (must be school-appropriate). If they can’t think of one, give them another pre-approved example (write one on the board).

Ask students to:

  • Recall 2–4 lines from the song

  • Identify at least one poetic device

  • Decide: If this were written on paper, would it be a poem? Why or why not?

Walk around the room to support conversations and offer help with identifying literary devices.

Group Discussion: Song or Poem? (10 Minutes)

Say: “Let’s come back together. I want to hear your thoughts can a song be a poem?”

Ask: “Who found poetic devices in your song?” (Ask for examples). “Does that mean it’s a poem? Or is it something different?”

Do: On the board, create a column of arguments “Yes, it’s a poem” and “No, it’s not.” Encourage debate, but keep it respectful and focused on evidence.

Say: “There isn’t just one right answer here what matters is how you support your opinion.”

Wrap-Up and Reflection (5 Minutes)

Say: “Take a minute to reflect on today’s lesson. Choose one question to answer in your notebook or out loud if you’d rather share.”

Reflection Prompts:

  • What is one poetic device you understand better now?

  • What’s a song you think is definitely a poem and why?

  • What did you learn about the connection between music and literature?

Assessment

  • Observe participation in partner and class discussions

  • Listen for the correct use of poetic terms

  • Evaluate reflections for understanding of key concepts

Written by Rachel Jones
Education World Contributor
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