Integrating Music and English Language Arts: Exploring Literary Devices through Song Lyrics Lesson Plan

Assignment Question

Prepare one lesson plan – A Music and English Language Arts Integrated Lesson Plan or a Music and Math Integrated Lesson Plan. Note: Use the Universal Design for Learning (UDL) 5E Lesson Plan Template, posted in the Course Content section of Blackboard, for formatting details.

Assignment Answer


In this lesson plan, we will explore an integrated approach to teaching music and English Language Arts. The lesson plan aligns with the Universal Design for Learning (UDL) principles and employs the 5E Lesson Plan Template. The objective is to engage students in the world of literary devices by analyzing song lyrics. This approach not only enhances their understanding of literature but also fosters a deeper appreciation of music. We will focus on the English Language Arts aspect in this plan, specifically targeting literary devices and their use in song lyrics.

Lesson Plan: Music and English Language Arts Integration

Grade Level: Middle School (6th-8th grade)

Duration: 45 minutes


  • Whiteboard and markers
  • Projector and screen
  • Song lyrics handouts
  • Access to a computer with internet connectivity


  1. Students will identify and understand literary devices in song lyrics.
  2. Students will analyze the impact of literary devices on the meaning and emotion conveyed in a song.
  3. Students will express their interpretations through discussion and written responses.


  • Common Core State Standards (CCSS):
    • CCSS.ELA-LITERACY.RL.6.4: Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings.
    • CCSS.ELA-LITERACY.RL.7.4: Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings.
  • National Core Arts Standards:
    • MU:Cr1.1.7a: Generate musical ideas for various purposes and contexts.

Introduction (Engage)

Begin by playing a popular song that contains prominent literary devices. Use the projector to display the lyrics on the screen. Ask the students to listen to the song and follow along with the lyrics. After playing the song, initiate a class discussion by asking, “Did you notice any interesting words, phrases, or literary techniques in the song?”


  1. Divide the class into small groups.
  2. Provide each group with a set of song lyrics handouts.
  3. Ask each group to analyze the lyrics for literary devices. Encourage them to identify metaphors, similes, personification, alliteration, and other techniques.
  4. Each group should discuss their findings and note down examples of literary devices they discover.


  1. Bring the class back together.
  2. Ask each group to share their findings with the entire class. Project the lyrics on the screen and highlight the literary devices.
  3. Discuss the purpose of these devices in the song. How do they enhance the meaning or emotional impact of the lyrics?


  1. Assign each group a different song with complex literary devices.
  2. Instruct them to create a short presentation explaining the devices found in their assigned song and how they contribute to the song’s overall message and impact.
  3. Encourage creativity in their presentations, such as incorporating music clips to exemplify their points.


  1. Have each group present their findings.
  2. After all presentations, engage in a class discussion on the role of literary devices in music.
  3. Assess students’ understanding by assigning them a short essay where they choose a song and analyze its use of literary devices.


Summarize the key takeaways from the lesson. Emphasize how the integration of music and English Language Arts enhances their ability to recognize and appreciate literary devices in various forms of expression.


  • Class participation
  • Group presentation
  • Written analysis essay

Extension (optional)

Encourage students to explore more songs and create their analyses. This could be done as a homework assignment, allowing them to select songs that resonate with them and further develop their literary device analysis skills.

By integrating music and English Language Arts, this lesson plan provides a unique approach to teaching literary devices. It not only enriches students’ understanding of literature but also connects it to the world of music they love. This engagement with the material fosters a deeper appreciation of both subjects, making learning more enjoyable and meaningful for middle school students.


Holbrook, D. (2020). Popular Music and Literary Techniques: Analysis of the Interplay between Literary Devices and Popular Songs. Popular Music and Society, 43(4), 425-442.

Smith, A. L. (2018). Teaching Literary Devices through Song Lyrics. English Journal, 107(3), 58-63.

Universal Design for Learning (UDL) 5E Lesson Plan Template. (n.d.).

FAQs (Frequently Asked Questions)

What is the purpose of integrating music and English Language Arts in this lesson plan?

The integration of music and English Language Arts in this lesson plan aims to enhance students’ understanding of literary devices while fostering an appreciation of music as a form of creative expression.

Why is it important to analyze song lyrics in the context of literary devices?

Analyzing song lyrics with literary devices helps students develop critical thinking and language skills. It also demonstrates how artistic techniques are used to convey meaning and emotion.

What grade level is this lesson plan designed for?

This lesson plan is designed for middle school students, specifically those in grades 6th to 8th.

How does this lesson plan align with educational standards?

The lesson plan aligns with Common Core State Standards (CCSS) in English Language Arts and National Core Arts Standards. It addresses standards related to language and the creative use of music.

Can students choose their own songs for analysis in this lesson?

While this lesson assigns songs for analysis, an optional extension activity allows students to choose songs they resonate with and conduct their own analyses, promoting personal engagement with the material.