① National Anthem Rhetorical Analysis

Thursday, November 04, 2021 1:25:07 PM

National Anthem Rhetorical Analysis



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Star Spangled Banner (National Anthem)(Boyce Avenue live acapella cover) on Spotify \u0026 Apple

Could you ever sing just for the sake of singing? Set your spirit free for the sake of the song. I recommend just the first three sections unless you assign each student a different section or two there are 52 total to try to translate. Add this pairing to your American Literature unit. These two texts offer easy opportunities for comparison: both have strong settings and character development. I like to have students follow up with writing their own character portrait poetry, zooming in on someone real or made up.

Students always surprise me by creating an intense portrait in a very small amount of space. Do they fear death or do they welcome it? How do the poet and artist feel about the life they have lived? Both the poem and song have lines that require some thinking. For example, what does Terry Jacks mean when he sings, "But the stars we could reach were just starfish on the beach"? In Dickinson's poem, students can examine her use of personification. How does death become a character in her poem? Students can also consider her use of capitalization and how it affects or doesn't affect meaning in the poem. When my freshmen read Romeo and Juliet , I begin with a thematic hook.

All of these examples help us pose the question: Why are stories of forbidden love so popular? As students make connections, offer opinions, and draw thematic conclusions, we prepare to begin Shakespeare's play. This discussion is the perfect way to make classic poems relevant. Why read Romeo and Juliet? Why read "Pyramus and Thisbe"? The stories reflect modern issues that impact modern teens. In comparing the poem and song, first have students focus on the birds.

What are the conditions of their imprisonment? Then move on to the tone of the poet and artist. Are they similar or different? How does that connect to the experiences of the birds? Finally, have students discuss the use of the different gender pronouns. How does Dunbar's use of he and Keys's use of she potentially transform the meaning in the poem versus the song? In fact, when I introduce American Literature at the beginning of my semester, I use poetry, music, and art to get students engaged.

Both the poem and song share a purpose to improve American society, the song as an anthem for the Civil Rights movement and the poem as an appeal for equal treatment of all Americans. Excellent for analysis of poetic devices, both include examples of rhyme, alliteration, figurative language, symbolism, and allusion. Once the symbolism is discussed, you can have students practice identifying rhyme scheme. Do students prefer one pattern over the other? This pairing can also lead to a deep philosophical discussion about choices and fate. Robert Frost maintains that "Two roads diverged in a wood, and I— I took the one less traveled by, and that has made all the difference, " while George Harrison claims that, "If you don't know where you're going, any road will take you there.

Then allow students to debate the question using examples from literature. Both poets use a counter argument structure: they acknowledge the faults of their cities, then come right down and defend their homes. His language is plain and the song is catchy, so it makes for a nice scaffold. As you look through these parallels with students and there are several more! Depending on your class, you might even narrow that list down to just two things to focus on. I use a structured Venn diagram lesson as well as a deeper analysis writing activity with these two poems that would also work with any other pairing. After sharing with students that the poem was published in and the song was released in , discuss what the "tacks" and "splinters" might symbolize in Hughes's poem and if they are the same types of struggles Tupac's mother endured.

For a more contemporary song, you could also use "Hey Mama" by Kanye West just be sure you are comfortable with all of the language before sharing it with your students. As a follow up to reading, students could write their own mother to son, father to daughter, etc. Music is such a powerful way to teach poetic and rhetorical devices, but it can also bring poems to life. When paired well, music can make the thematic relevance of a poem tangible. Our poetry unit explores various poem structures, one of which is narrative. We use "The Fish" by Elizabeth Bishop because it's so rich in imagery - an important story element.

In order to hook students, we surround this poem with multiple examples of songs that have a similar theme of resiliency. With this prior knowledge in tow, we read "The Fish" and make as many connections as possible between characters and themes in the poem with those in the lyrics. It's fun to use the same analyzing music assignment when reading the poem as when studying the songs to prove to students that music really is poetry. My students always love this study because it makes poetry engaging, they get to listen to music, it scaffolds analysis, and everyone leaves in a good mood. Main menu Research Our Records Veterans' Service Records Educator Resources Visit Us America's Founding Documents These three documents, known collectively as the Charters of Freedom, have secured the rights of the American people for more than two and a quarter centuries and are considered instrumental to the founding and philosophy of the United States.

Declaration of Independence. Learn More The Declaration of Independence expresses the ideals on which the United States was founded and the reasons for separation from Great Britain. Read a Transcript. Bill of Rights. Historic Facsimiles Elegant facsimiles on parchment paper are perfect for educational purposes or to decorate your home or office. Framed Documents For the patriot and lover of our nation's history, get our founding documents framed and in your home.

High Resolution Downloads. Sign the Declaration or Constitution.

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