Song (or poem) Analysis Exercise Steps

Student Name: _____________________

Step 1: Choose a Song
 Pick a Song (or poem): Choose a song that tells a story (a narrative). Make sure it’s a
song you enjoy and feel comfortable picking apart.

Name of song and Author:

 Listen (or read) Carefully: Find the lyrics to your song, listen to it, and read the lyrics as
you listen. Focus on what story is being told.

Notes while listening:

Step 2: Summarize the Narrative

 Write a Summary: In 2-3 sentences, summarize the main events or message of the song
(or poem) in your own words. What story is it telling?

Summary of the song:

Step 3: Analyze Word Choice and Literary Devices
 Identify Key Words: Look for specific words or phrases that stand out. Think about why
these words are important in telling the song or poem’s story. Why would the author
make specific word choices? What connotations do those words have?

Key word or phrase choices made by author – direct quotes and specific evidence:

 Find Literary Devices: Look for literary or figurative devices like metaphors, similes,
personification, symbolism, alliteration, etc. Write down what you find and explain how
these elements add meaning or emotion to the song (or poem).

Literary devices used by author – direct quotes and specific evidence:

Step 4: Determine the Theme and Make Connections

 Identify the Theme: What do you think is the main message or theme of the song or
poem? What is the songwriter or author trying to communicate?

What is the theme, or lesson, of this song:

  Connect to the World: Think about how this theme relates to issues, events, or
experiences in the world or in your own life. Write down your thoughts.

How does this theme or lesson connect to something important we should consider about
the world or our lives:

Step 5: Write Your Mini Analysis

 Put It All Together: Write a short analysis that includes an introduction to the author, the
title of the song (or poem), the point you want to make about the message of the text,
1-2 pieces of evidence and explanation, and a concluding sentence that links your
analysis to the lesson or theme of your song (or poem).
 Aim for a concise paragraph that covers all these points.
o Example: In William Blake’s The Tyger, his word choice and personification suggest that we may be asking
the wrong questions about The Creator, or God. William Blake writes: “When the stars threw down their
spears / And water'd heaven with their tears: / Did he smile his work to see? / Did he who made the Lamb
make thee?” (lines 17-20). Here, Blake personifies the stars and has them throw “spears” into the “heavens”,
watering them with their “tears”. Respectively, these word choices connect to conflict, divinity, and sorrow,
and the personification of the stars creates a connection to humans and their wars and conflicts. Moreover,
this context of word choice compared with Blake’s question statements suggests that Blake is wondering
about the motivation of God – is God smiling at his work, the creation of a Lamb who simply exists to be
eaten by the Tiger? This question of whether God is smiling at his creations who exist to be fodder highlights
how Blake may be asking his readers to consider if we should be fighting over whether God exists or which
God exists, and if instead we should be considering what motivations a God who creates a world where one
creature exists to feed another, or where people kill each other in His name, might have.

Short analysis paragraph:

Step 6: Partner Discussion
 Share with a Partner: Find a partner (or partners – be inclusive please, ask people to join
you!) and share your mini analysis with them. Read each other’s analysis and provide
feedback. Use the feedback template at the end of this document to do so.
 Ask Questions: Feel free to ask each other questions to dive deeper into each other’s
analysis and interpretations.

Step 7: Class Discussion and Wrap-Up

 Share Your Insights: If you feel comfortable, share something interesting you learned
from your partner or your own reflection with the class.
 Reflect on the Task: Think about how analyzing the song helped you understand what
we can take away from engaging with texts (books, movies, poetry, etc.!), and consider
how practicing analysis skills can strengthen our critical thinking.
 Peer Review
Name of Analysis Writer: ________________
Name of Reviewer: _____________________
Clarity and Summary
 Does the summary clearly capture the main events or message of the song in 2-3
sentences? Is there anything that could be added or clarified to make it stronger?

 After reading the summary, do you feel you understand what the song is about? If not,
what details might help?

Word Choice and Literary Devices

 Did the analysis effectively identify key words and literary devices (e.g., metaphor, simile,
symbolism)?
  How well does the explanation connect these words or devices to the song’s story or
emotions? Are there any other literary devices you noticed that they might have missed?

Theme and Connections

 Is the theme of the song clearly identified in the analysis? Does it make sense based on
the summary and evidence provided?

Evidence and Explanation

 Are the explanations of how the evidence supports the theme detailed enough? Is there
anything that could be expanded or clarified?
Overall Analysis and Cohesion
 Does the analysis paragraph flow logically from introduction to conclusion, tying
together the author, the song, the evidence, and the theme? Are there any parts of the
paragraph that feel disconnected or could be strengthened to improve the overall
cohesion of the analysis?

Engagement and Personal Insight

 Is there something you learned or found particularly compelling about their
interpretation? If so, what was it?

Suggestions for Improvement

 What is one strength of the analysis that stands out to you?
 What is one specific suggestion you have for improving the clarity, depth, or engagement
of the analysis?