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Activity 17: Informative Essay ABBA 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 ABBA form
  • Create an informative essay using ABBA form
  • Improve writing by planning, revising, and editing, with guidance and support from adults

                                                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.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.1.1: Write opinion pieces on topics or texts, supporting a point of view with reasons and information.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.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.W.1.1: Write informative/explanatory texts to examine a topic and convey ideas and information clearly

NGSSS Music Standards

MU.4.C.2.1 Identify and describe basic music performance techniques to provide a foundation for critiquing one's self and others.

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.1.1 Compare musical elements in different types of music, using correct music vocabulary, as a foundation for understanding the structural conventions of specific styles.

MU.4.O.3.2 Apply expressive elements to a vocal or instrumental piece and, using correct music vocabulary, explain one's choices.

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

MU.4.S.2.1 Apply knowledge of musical structure to aid in sequencing and memorization and to internalize details of rehearsal and performance.

MU.4.S.3.1 Sing rounds, canons, and/or partner songs in an appropriate range, using proper vocal technique and maintaining pitch.

MU.5.C.2.1 Define criteria, using correct music vocabulary, to critique one's own and others performance.

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.1.1 Analyze, using correct music vocabulary, the use of musical elements in various styles of music as a foundation for understanding the creative process.

MU.5.O.3.2 Perform expressive elements in a vocal or instrumental piece as indicated by the score and/or conductor.

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

MU.5.S.1.4 Sing or play simple melodic patterns by ear with support from the teacher.

MU.5.S.3.1 Sing part songs in an appropriate range, using proper vocal technique and maintaining pitch.

                                                        ESOL/ESE STRATEGIES

ESOL MATRIX 

ESE STRATEGIES

                                                             Steps

Step 1:

Pick a word that rhymes at the end of every other line of each section by making a Rhyming family list.

Step 2:

Students come up with a fact and follow the form of Bun-Burger-Burger-Buntostate their prompt (the fact) about their topic.

Step 3:

1st paragraph (A)states their prompt (the fact)

2nd paragraph (1stB)gives their 1st EXAMPLE of their prompt (their fact)

3rd paragraph (2ndB)gives their 2ndEXAMPLE of their prompt (their fact)

4th paragraph (A) wrap it up by restating their prompt (their fact).

Like opinion essays, this form is also called Chorus-Verse-Verse-Chorus music form.

4 EXs: EXplanatory, EXamine a topic, EXplain it, and give EXamples

Example:

  • State a fact/the Prompt in 1stA, such as “My school has students from all over the world.”
  • Give examples in the 2B’s, one B could be a list of some Caribbean Islands, & 2ndBcould be European countries or Far Eastern countries.
  • Last paragraph (last A) restates the prompt.

                                              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

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JazzSLAM Session 3 Brief.pdf

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Activity Image.jpeg

Media
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Learning Goals.pdf

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Materials.pdf

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Steps.pdf

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Common Core Standards.pdf

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ESOL-ESE STRATEGIES.pdf

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Rubric-Instrument for Assessment.pdf

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November 17, 2022
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Videos
JazzSLAM Pre-recorded Presentation
Remote video URL

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