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Grade Level Grades 4-6
Resource Type Activity, Media

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                                                    Learning Goals/Objectives

STUDENTS WILL BE ABLE TO:

  • Define “scat”
  • Identify and describe AABA form
  • Perform a scat to I Got Rhythm

                                        Materials/Additional Resources

                        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.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.4.RI.2.5: Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text.

LAFS.4.RI.3.7: Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears.

LAFS.4.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.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.SL.1.2: Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.

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.3.7: Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently.

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.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.

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:

Have your students make up silly nonsense syllables to “Scat” to “I Got Rhythm.”

Step 2:

You can use this I’ve Got Rhythm-Karaoke version for them to scat to. Each scat you sing should be 2 bars for beginners to learn the form. (Note start scatting the A-A-B-A form after the 8 bar Intro, ie. start singing at 0:14.)

Step 3:

  • Sing through the whole form with you scatting:
  • 1st“A:” you scat for 2 bars, then they repeat it for 2 bars. You scat for 2morebars, they repeat it
  • 2nd“A:” you scat for 2 bars, then they repeat it for 2 bars. You scat for 2 more bars, they repeat it
  • B:you scat for 2 bars, then they repeat it for 2 bars. You scat for 2 more bars, they repeat it.
  • 3rd& last “A:”you scat for 2 bars, then they repeat it for 2 bars. You scat for 2 more bars, they repeat it

                                           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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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

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

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