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Activity 7: Rhyming Families
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Activity 7: Rhyming Families

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Grade Level Grades 3-6
Resource Type Activity, Media

About This Lesson

                                                     Learning Goals/Objectives

STUDENTS WILL BE ABLE TO:

  • Describe rhyming word families
  • Create rhyming word families in preparation for the next activity

                                                 Materials/Additional Resources

  • Whiteboard or chart paper
  • Marker
  • Paper
  • Pencil

                            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.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.

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

ESOL/ESE STRATEGIES

ESOL MATRIX 

ESE STRATEGIES

                                                                    Steps

Step 1:

Choose a rhyming family, such as the “ay” family.

Step 2:

Ask your students to list as many words as they can think of that are in that family.(You can set a time to up the challenge). They will use this family to write a Blues Chorus in the next activity. For example, the ay family: bay, cay, day, Fay, say, hay, Jay, etc. (going through the alphabet. They could also ask Siri or do a google search.)

                                         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

JazzSLAM Session 2 Brief.pdf

Activity
November 18, 2022
405.4 KB

Activity Image.png

Media
November 19, 2022
59.58 KB

Learning Goals.pdf

Activity
November 19, 2022
391.18 KB

Materials.pdf

Activity
November 19, 2022
375.37 KB

Steps.pdf

Activity
November 19, 2022
445.99 KB

ESOL-ESE STRATEGIES.pdf

Activity
November 19, 2022
176.94 KB

Rubric-Instrument for Assessment.pdf

Activity
November 19, 2022
270.07 KB

Quiz And Presentation.pdf

Activity
July 17, 2023
242.75 KB

CC-JazzSLAM Lessons With Common Core Standards - Final.pdf

Activity
August 2, 2023
1.03 MB
Videos
JazzSLAM Pre-recorded Presentation
Remote video URL

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