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Activity 4: Create a Call & Response Rap Song (AB Form)

Grade Level Grades 4-6
Resource Type Activity, Media

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                                                 Learning Goals/Objectives

STUDENTS WILL BE ABLE TO:

  • Explain call & response
  • Create a call & response rap
  • Perform a call & response rap using expressive musical elements
  • Explain how African Americans held as slaves communicated to each other via calls and responses in the fields.
  • Explain how setting a beat kept them safe while they swung dangerous tools close to each other for ex. chopping trees down and clear fields.

                                             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.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.RL.1.2: Determine a theme of a story, drama, or poem from details in the text; summarize the text.

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.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.2.5: 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.

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

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.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.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

Step1:

Have students get into small groups (3-4 students)

Step 2:

Students will work on creating a rap song in the call & response form.

Step 3: Have the 1stcall end on a higher pitch, (Response repeats)

Step 4:

Have the 2ndcall end on a lower pitch to show finality (Response repeats)Example: 1stcall: “I’ve been working oh so hard” (voice goes up)2ndcall: “ I feel so bad ‘til the sun goes down” (voice goes down)

Step 5:

Give students time to write and practice their raps.

Step 6:

Students perform their Raps for their classmates.

                                             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 inattentive 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 1 Brief.pdf

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November 18, 2022
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Create a Call & Response Rap Song.jpeg

Media
November 18, 2022
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Learning Goals- Objectives.pdf

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November 18, 2022
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Materials-Additional Resources.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

Activity
November 18, 2022
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ESOL-ESE STRATEGIES.pdf

Activity
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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