linerleather.blogg.se - Lyrics to take a break hamilton

#Lyrics to take a break hamilton free

If you think of any that strike you as potentially good examples (or even as potentially good sections to pull out for a practice activity in identification), feel free to note them in the comments. It is a two and a half hour soundtrack after all. Hyperbole – “You are the worst, Burr.” (LaFayette, “Story of Tonight (Reprise)”).Personification – “-Who’s your defendant? / -The new US Constitution.” (Burr & Hamilton, “Nonstop”).You see it, right?” (Angelica, “Satisfied”) Simile – “It’s like Ben Franklin with the key and the kite.Metaphor – “I’m a diamond in the rough, a shining piece of coal” (Hamilton, “My Shot”).It’s Ben Franklin with the key and the kite! / You see it right?” (Angelica, “Satisfied”) Imagery – “It’s the feeling of freedom, / of seeing the light.Onomatopoiea – “You walked in, and my heart went boom.” (Eliza, “Helpless”).It’ s a dream and it’ s a bit of a dan ce / a bit of a po sture, it’ s a bit of a stan ce.” (Angelica, “Satisfied”)

Consonance – “The conver sation la sted two minute s, maybe three minute s / everything we said in total agreement.

Washington isn’t gonna l isten / to d isc ipl ined d iss idence / th is is the d ifference / th is k id is out!” (Jefferson, “Washington on Your Side”)

Assonance – “I’m in the Cab inet, I am compl ic it / in watching h im grabb in’ at power / and k iss in’ it.

Repetition – “Unimportant, / There’s a million things I haven’t done, / but just you wait, just you wait…” (Hamilton, “Satisfied”).

Alliteration – “ Constantly confusing, confounding the British henchmen / Everyone give it up for America’s favorite fighting Frenchman!” (Burr, “Guns and Ships”).

I never had a chance to really think through some really good examples over the course of the day, but the idea stuck with me on the way home, and now I want to see if I can isolate some specific lines to present to students sometime in the future. Sadly, I was scatterbrained and not leading that portion of the lesson, so I alternated between having examples that were probably too complex (demonstrating multiple sound devices in the same line) or included cursing (the cursing in Hamilton is one of my favorite things because it always feels like censoring it would blunt the poetry of the lines), neither of which is really good for working with teenagers (the cursing would certainly be memorable, but not really appropriate, and the complex examples would too easily create confusion between different devices). So when we got to the point in the first class when it was time to start explaining literary terms and provide examples, my mind immediately went to Hamilton. It’s a cool way to build lessons and lean on one another for support and ideas, but being the newbie means that I’m mostly just going along with what’s already been assembled.

Unfortunately, I didn’t put together the materials for introducing literary terms I’m brand new at my school, and we do a sort of group planning with all the grade level teachers (plus me, as the co-teacher for a couple of the regular ed folks). That’s all kind of a tangent, but it serves to say that I had a bunch of Hamilton bouncing around in my head today when I went into work, and it just so happened that we’re beginning our unit on literary terms in my tenth grade classes. They’re packed with tons of intricate wordplay and incredibly musical flourishes. This typically isn’t a big deal it’s just like having a chronic earworm that I can’t bring myself to be annoyed by, because even in isolation I still get gobsmacked examining Lin-Manuel Miranda’s lyrics. See, months after I’ve finally moved past the fan phase where I listened to the soundtrack daily in its completeness I still have fragments of songs come into my head unbidden at all hours of the day. I went to work today with an urge to listen to Hamilton in the car, which turned out to be a pretty fortuitous decision.