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Leading adult education through support for and the effective application of technology.

RhymeCool: Personal Theme Song/Identity Rap with AI


Main Website:
Activity Website:
Tech Product/Equipment:
Computer and projector, Mobile devices for students, Computer, Speakers

Activity Description

Source: RhymeCool (License: Protected by Copyright (c) [i.e. screenshot])
In this short lesson, students reflect on their identity and values to write a personal theme song, which can serve to introduce themselves to the class.


  1. Check the website to ensure it is not blocked at your site.
  2. Read through the lesson plan.
  3. Practice using the site. See a sample song made with  

Other song generator sites include the following:

Suno AI
These Lyrics Don't Exist



Practice using the site to anticipate student questions and challenges. Make your own sample song using the site to show to students.

To use the site:

  1. Open a web browser and navigate to
  2. Enter the topic (Drop some bars about...), In the style of (a musician/rapper), and key words. 
  3. Select "Drop the bars" for the lyrics to render. 

Teacher Tips

No sign up is necessary, but users are limited to three songs per day. See samples of output on the RhymeCool Instragram account at


More Ways

The site can be used to create lyrics for many types of projects and language practice: an ode to a person, place, or thing; demonstration of learning, reflection on one's learning, goal setting, end-of-class celebration, biography or autobiography, etc.

The lyrics can also be used for grammar analysis, parts of speech practice, rewriting exercises, pronunciation practice, and so on.

Program Areas

  • ABE: Adult Basic Education
  • ESL: English as a Second Language


  • Beginning Literacy
  • Beginning Low
  • Beginning High
  • Intermediate Low
  • Intermediate High
  • Advanced
  • All Levels

Lesson Plan


Discuss with students personal identity. What makes up who a person is?

List students' ideas. 


Tell students that they are going to create a song / rap about themselves using an AI tool. Ask students if they can name any rap musicians. List their ideas and open an internet browser and search for songs or videos that have lyrics you know are appropriate for your student audience. 


Demonstrate how to list one or more words about yourself for your personal identity for each of the following items students brainstormed in the warm-up phase, such as the following:

Adjectives that you would use to describe yourself - personality/ character and appearance

Job / Career Goal

Important family or other roles or relationships (e.g., father, soccer coach, brother)

Passion, Goal, or Accomplishment

Hobby or Interest

Where you are from or live

Engagement Enhancement

Students now write words for these or other personal identity categories. Students may choose to add other categories and words as desired. Provide feedback as needed. Have student select just the most relevant words from their lists, if their lists become very long or are in sentence form.

Demonstrate how to use the site. Enter your own sample words. The site form fields ask for a topic ("Drop some bars about ____), in the style of (enter a rapper/rap group/musical group), and words. Then select "drop the bars."

Then show students how to copy and paste their rap/song lyrics onto a Word document or a shared Google Doc or on a separate slide for each student of a shared Google Slideshow. Demonstrate how to find synonyms for any words they may want to change but pointing out that some changes may alter the rhyme or rhythm scheme of the song. Allow students to otherwise alter their song/rap lyrics as they like.

Let students share their rap songs in pairs or small groups and practice saying them. Give feedback as needed.

Engagement Enhancement

For students who feel confident, they can "rap" their songs. Others can just read or let the teacher read them.



Students will be able to introduce themselves in a creative way, considering what makes a person's identity unique, and will have created community with their peers.


  • Reading
    • Critical Thinking/Decision Making
    • Vocabulary


  • Reading Foundational Skills
    • RF.2 - Demonstrate understanding of spoken words, syllables, and sounds (phonemes). (Phonological Awareness)
    • RF.3 - Know and apply grade-level phonics and word analysis skills in decoding words. (Phonics and Word Recognition)
    • RF.4 - Read with sufficient accuracy and fluency to support comprehension. (Fluency)
  • Reading
    • CCR Anchor 4 - Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.
  • Writing
    • CCR Anchor 6 - Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.
  • Speaking and Listening
    • CCR Anchor 5 - Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.
    • CCR Anchor 6 - Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.
  • Language
    • CCR Anchor 1 - Demonstrate command of the conventions of English grammar and usage when writing or speaking.
    • CCR Anchor 3 - Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.


Grammar, Reading, Speaking, Writing, introductions, lyrics, music, personal theme song, rap, writing, RhymeCool, artificial intelligence, AI


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OTAN activities are funded by contract CN220124 from the Adult Education Office, in the Career & College Transition Division, California Department of Education, with funds provided through Federal P.L., 105-220, Section 223. However, OTAN content does not necessarily reflect the position of that department or the U.S. Department of Education.