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Activity 12: Narrative Essays AABA Song Form/Rhyming Families

Grade Level Grades 4-6
Resource Type Activity, Media

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                                                  Learning Goals/Objectives

STUDENTS WILL BE ABLE TO:

  • Describe the characteristics of a fairytale
  • Explain how fairytales and narrative essays are similar
  • Write personal or fictional narratives using a logical sequence of events
  • Improve writing by planning, revising, and editing, with guidance and support from adults

                                                                Materials

                        Common Core Standards & NGSSS Music Standards

Common Core Standards

LAFS.4.L.1.1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

LAFS.4.L.1.2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

LAFS.4.L.2.3: Use knowledge of language and its conventions when writing, speaking, reading, or listening.

LAFS.4.L.3.5 Demonstrate understanding of word relationships, and nuances in word meanings.

LAFS.5.RI.4.10: By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 4–5 text complexity band independently and proficiently.

LAFS.5.RL.1.2: Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text.

LAFS.5.RL.1.3 Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text (e.g., how characters interact).

LAFS.5.RL.2.4: Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes.

LAFS.4.RL.2.5: Explain major differences between poems, drama, and prose, and refer to the structural elements of poems (e.g., verse, rhythm, meter) and drama (e.g., casts of characters, settings, descriptions, dialogue, stage directions) when writing or speaking about a text.

LAFS.4.W.1.3: Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.

LAFS.5.L.1.1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

LAFS.5.L.1.2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

LAFS.5.L.2.3: Use knowledge of language and its conventions when writing, speaking, reading, or listening

LAFS.5.L.3.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

LAFS.5.RI.2.5: Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in two or more texts.

LAFS.5.RI.4.10: By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 4–5 text complexity band independently and proficiently.

LAFS.5.RL.2.4: Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes.

LAFS.5.RL.2.5 Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story, drama, or poem

LAFS.5.SL.1.2: Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.

LAFS.5.W.3.7: Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic.

NGSSS Music Standards

MU.4.C.2.2 Critique specific techniques in one's own and others performances using teacher-established criteria.

MU.4.F.1.1 Create new interpretations of melodic or rhythmic pieces by varying or adding dynamics, timbre, tempo, lyrics, and/or movement.

MU.4.F.3.1 Identify the characteristics and behaviors displayed by successful student musicians and discuss how these qualities will contribute to success beyond the music classroom.

MU.4.H.3.1 Identify connections among music and other contexts, using correct music and other relevant content-area vocabulary, and explore how learning in one academic area can help with knowledge or skill acquisition in a different academic area.

MU.4.O.3.1 Identify how expressive elements and lyrics affect the mood or emotion of a song.

MU.4.S.1.1 Improvise phrases, using familiar songs.

MU.4.S.1.3 Arrange a familiar song for voices or instruments by manipulating form.

MU.4.S.2.1 Describe changes, using correct music vocabulary, in one's own and/or others performance over time.

MU.5.C.2.2 Describe changes, using correct music vocabulary, in one's own and/or others performance over time.

MU.5.F.1.1 Create a performance, using visual, kinesthetic, digital, and/or acoustic means to manipulate musical elements.

MU.5.F.3.1 Examine and discuss the characteristics and behaviors displayed by successful student musicians that can be applied outside the music classroom.

MU.5.H.3.1 Examine critical-thinking processes in music and describe how they can be transferred to other disciplines.

MU.5.O.3.1 Examine and explain how expressive elements, when used in a selected musical work, affect personal response.

MU.5.S.1.1 Improvise rhythmic and melodic phrases to create simple variations on familiar melodies.

MU.5.S.1.3 Arrange a familiar song by manipulating specified aspects of music.

MU.5.S.2.1 Use expressive elements and knowledge of musical structure to aid in sequencing and memorization and to internalize details of rehearsals and performance.

                                                     ESOL/ESE STRATEGIES

ESOL MATRIX 

ESE STRATEGIES

                                                             Steps

Step 1:

Google the lyrics for “I Got Rhythm,” (Due to copyright, it is not permissible for us to distribute lyrics).

Step 2:

As a class project or individually, invite students to use the melody and chords for “I Got Rhythm” to come up with a Gratitude List song of their own.

Example: Instead of “I Got Rhythm,” they pick a different topic that they are grateful for, such as family and substitute examples:

A section-I’ve got family, I got my home, I got my mom, who could ask for anything more?

A section-I got brothers, I got sisters, I got Grandpa, who could ask for anything more?

Step 3:

B section-states a problem-or something they are sad about or afraid of-but their gratitude list keeps them from being sad or afraid about.

Step 4:

Use rhyming words in the B section for every other line, just like I Got Rhythm does.

Step 5:

Have students pick the last word of line 2, then make a list of rhyming words to pick for the last word off the B section)

Step 6:

A section-A verse that wraps it up with more things they are grateful for.

                                       Rubric/Instrument for Assessment

4 Points(Advanced):

A score of four is a response in which the student demonstrates a thorough understanding of the concepts and/or procedures embodied in the task. The student has responded correctly to the task, used sound procedures, and provided clear and complete explanations and interpretations.

3 Points(Proficient):

A score of three is a response in which the student demonstrates an understanding of the concepts and/or procedures embodied in the task. The students’ response to the task is essentially correct with the procedures used and the explanations and interpretations provided demonstrating an essential but less than thorough understanding. The response may contain minor flaws that reflect in attentive execution of procedures or indications of some misunderstanding of the underlying concepts and/or procedures.

2 Points(Basic):

A score of two indicates that the student has demonstrated only a partial understanding of the concepts and/or procedures embodied in the task. Although the student may have used the correct approach to obtaining a solution or may have provided a correct solution, the students’ work lacks an essential understanding of the underlying concepts.

1 Point(Emerging):

A score of one indicates that the student has demonstrated a very limited understanding of the concepts and/or procedures embodied in the task. The students’ response is incomplete and exhibits many flaws. Although the students’ response has addressed some of the conditions of the task, the student reached an inadequate conclusion and/or provided reasoning that was faulty or in complete. The response exhibits many flaws or may be incomplete.

0 Points:

A score of zero indicates that the student has provided a completely incorrect or non-interpretable response or no response at all.

Resources

Files

Quiz And Presentation.pdf

Activity
November 18, 2022
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JazzSLAM Session 2 Brief.pdf

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November 18, 2022
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Activity Image.jpeg

Media
November 18, 2022
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Learning Goals.pdf

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November 18, 2022
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Materials.pdf

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November 18, 2022
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Steps.pdf

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November 18, 2022
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Common Core Standards.pdf

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November 18, 2022
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ESOL-ESE STRATEGIES.pdf

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November 18, 2022
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Rubric-Instrument for Assessment.pdf

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November 18, 2022
0.3 MB
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Videos
JazzSLAM Pre-recorded Presentation
Remote video URL

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