COURSE TITLE:
MAKE IT STICK: Rhyme, Rhythm, and Repetition
NO. OF CREDITS:
3 QUARTER CREDITS
[semester equivalent = 2.00 credits]
WA CLOCK HRS:
OREGON PDUs:
INSTRUCTOR:
Sherry Bozorth, M.A.I.S.
bozdv54@gmail.com
360-225-6186
30
30
LEARNING ENVIRONMENT:
This course requires assignment responses to be posted in a password-secured ONLINE website hosted
by The Heritage Institute.
COURSE DESCRIPTION:
Research has proven that rhyme, rhythm, and repetition are things that ground learning. Want the
students to memorize the states and capitals? Sing them in a song, say them in a chant, or recite them in
a rhythmic rhyme. Trying to teach movement or dance steps? Have the students verbalize the
movements! Having trouble teaching multiplication facts? Science Elements Table? Metric System?
Feeling like your classroom management skills need a boost?
This course will guide K-5 teachers through the process of collecting, writing, and integrating chants and
songs into their curriculum to help students learn and retain information, make smooth transitions within
the classroom, and make learning more fun!
LEARNING OUTCOMES:
Upon completion of this course, participants will have:
1. A general knowledge of how songs, chants, and poems enhance student learning.
2. The ability to come up with ideas for integrating songs, chants, poems into curriculum.
3. A general knowledge as to how to integrate rhyme, rhythm, and repetitions into the curriculum.
COURSE REQUIREMENTS:
Participants will complete assignments and post responses online to specific questions outlined for each
assignment. Completion of all specified assignments is required for issuance of hours or credit. The
Heritage Institute does not award partial credit.
HOURS EARNED:
Completing the basic assignments (Section A. Information Acquisition) for this course automatically earns
participants their choice of 30 Washington State Clock Hours or 30 Oregon PDUs. The Heritage Institute
is an approved provider of Washington State Clock Hours and Oregon PDUs.
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UNIVERSITY QUARTER CREDIT INFORMATION
REQUIREMENTS FOR UNIVERSITY QUARTER CREDIT
Continuing Education Quarter credits are awarded by Antioch University Seattle (AUS). AUS requires
75% or better for credit at the 400 level (Upper Division) and 85% or better to issue credit at the 500 level
(Post-Baccalaureate). These criteria refer both to the amount and quality of work submitted.
1. Completion of Information Acquisition assignments
30%
2. Completion of Learning Application assignments
40%
3. Completion of Integration Paper assignment
30%
CREDIT/NO CREDIT
Antioch University Seattle (AUS) Continuing Education (CE) Quarter credit is offered on a Credit/No
Credit basis; neither letter grades nor numeric equivalents are on a transcript. 400 level credit is equal to
a “C” or better, 500 level credit is equal to a “B” or better. This information is on the back of the transcript.
AUS CE quarter credits may or may not be accepted into degree programs. Prior to registering determine
with your district personnel, department head or state education office the acceptability of these credits.
ADDITIONAL COURSE INFORMATION
COURSE MATERIAL and/or TECHNICAL REQUIREMENTS
You will need high-speed (DSL) Internet access in order to easily view online resources. Some of the
reading materials may be provided in the online course environment as PDF documents, a format
readable by computers with Adobe Acrobat Reader. You may download a free copy of Acrobat Reader
from our website, www.hol.edu, if it is not already on your computer.
REQUIRED TEXT
None
GETTING STARTED
• After registering for the course, you will be sent an email with the website address, password and
course key you need to access your online course, along with log in instructions.
• Access each assignment listed here in the online course environment and enter your responses.
• Write your responses in a WORD document and then ‘copy/paste’ them into the Responses box.
• When all assignments are completed, CLICK the 'ALL ASSIGNMENTS COMPLETED.’ The instructor
will be notified that you have completed all assignments.
• After the instructor reviews your work and enters his/her responses you will be notified by email. You
will be instructed to log in and view those responses. SAVE a copy of assignments and responses.
NOTES TO ALL PARTICIPANTS
• You are not required to be present (i.e. online) specific days or times. You will work at your own pace.
• All responses will be posted online. Large documents, files, photographs or PowerPoint
presentations may be attached as part of your response by using the “Share A File” option.
• You may work collaboratively and submit similar responses on all assignments except the Integration
Paper, which must be individually authored.
• To maintain privacy, please do not refer to students in your papers by their actual names, but rather
use an alias or designation such as “Student A.”
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ASSIGNMENTS REQUIRED FOR HOURS OR UNIVERSITY QUARTER CREDIT
A.
INFORMATION ACQUISITION
Assignment #1:
In 1-2 pages, describe your current teaching situation and interest in supporting student learning through
the use of rhymes, rhythms, and repetition. Post online.
Assignment #2: The Brain
Read the articles on listed websites. Make, and describe a list of 10-12 activities you can implement in
your classroom to support student learning, providing a brief rationale based on your reading for why you
chose this activity. (3-4 pages) Post online.
a) Read the final section “50 Actions That Will Grab Your Students Attention.”
http://teaching.monster.com/training/articles/122-50-actions-that-will-grab-your-studentsattention
b) Scroll down and read section “Building a number of unique experiences.”
http://www.brainy-child.com/articles/right-brain-training.shtml
Assignment #3: Literacy
a) Read article at listed website
http://www.sanilacdistrictlibrary.lib.mi.us/ (Go pull down menu – Kids. Click on “Early Literacy
Tips”, and then on “Chants and Rhymes.”)
b) Using libraries, websites (http://www.librarything.com/tag/repetition) list of repetition books, and
book stores, make a list of 6-8 books or songs that use repetition and rhyme. Describe in 1-2
sentences for each selection how you will implement with students. Post online.
c) Implement 1 activity (a read-aloud book from the list, or one of your own choosing), that uses
repetition) with students, friends, or family, adding movement to key phrases, perhaps singing or
chanting a line or a song, etc. In 1-2 pages, describe the activity, any pre or post activities,
student success and interest, adaptations made, etc. Post online.
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Assignment #4: Music
a) Read articles. List 5 “new to you” ideas on ways you can incorporate music (or music and
movement) into your curriculum. (1 page) Post online.
“Children and Music and Rhythm”
http://www.creativityinstitute.com/earlychildhooddevelopment-childrenandmusic.aspx
Giggles and Wiggles! Music and Movement Activities for Circle Time
http://www.discountschoolsupply.com/content/GigglesWiggles.pdf \
b) Read the 2 articles. Make a notebook of 5 songs, 5 chants or poems, 5 age-appropriate books,
and 5 activities or lessons of your choice (science, art, phonics, etc.) that use rhyme, rhythm,
and/or repetition. Write 2-3 sentences for each selection as to how it will be implemented into
your curriculum and what benefits each will aid in student learning. Post online.
“Promoting Literacy Through Music”
http://www.songsforteaching.com/lb/literacymusic.htm
“Music and the Brain: How Important is Music to Child’s Development?”
http://www.adventus.com/resources/Music-and-the-Brain-How-Important-is-Music-to-AChildsDevelopment.php
Read article, “Sing! Sing! Sing! A Lesson on the Importance of Music” and list 5-6 age-appropriate
lessons or activities and how they will fit into your current curriculum. (2 pages) Post online.
http://www.babiesandmomsradio.com/PDF/13Music%20Curriculum.pdf
Assignment #5: Math
Read article and watch video segments of incorporating music and repetition into teaching math. In 1
page, describe which songs you already use and which could be added to your curriculum that are ageappropriate. Post online.
a) http://www.supersimplelearning.com/blog/tag/kids-songs/ (click on each song link)
b) http://www.youtube.com/playlist?list=PL8840602A6EF43054 (click on Schoolhouse Math videos link)
Assignment #6: Techniques and Memorization
Read article. Write an outline of key points. Post online.
“Mnemonic Techniques and Specific Memory Tricks to Improve Memory, Memorization”
http://www.web-us.com/memory/mnemonic_techniques.htm
Outline Form
Mnemonic Techniques and Specific Memory Tricks to Improve Memory, Memorization:
A Acronyms
D Method of LOCI
1.
1.
2.
2.
3.
E Chunking
B Sentences/acrostics
1.
1.
2.
2.
F Practice Makes Perfect
C Rhymes & Songs
1.
1.
2.
2.
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Assignment #7: Benefits of Music
Read the article “The Benefits of Incorporating Music in the Classroom” write an outline and post
response online.
http://www.slideshare.net/vickytg123/the-benefits-of-incorporating-music
Outline Form - The Benefits of Incorporating Music into the Classroom
A Abstract
1.
2.
3.
B The Mozart Effect
1.
2.
3.
C The Effects of Music on Classroom Management
1
2.
D Using Music to Limit Behavior Problems and Increase Performance
1.
2.
E Music and Foreign Language Acquisition
1.
2.
3.
F Summary and Conclusion
1.
2.
This completes the assignments required for Hours.
Continue to the next section for additional assignments required for University Quarter Credit.
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ADDITIONAL ASSIGNMENTS REQUIRED FOR UNIVERSITY QUARTER CREDIT
B.
LEARNING APPLICATION
(Required for 400 and 500 Level)
In this section you will apply your learning to your professional situation. This course assumes that most
participants are classroom teachers who have access to students. If you are not teaching in a classroom,
please contact the instructor for course modifications. If you are a classroom teacher and start or need to
complete this course during the summer, please try to apply your ideas when possible with youth from
your neighborhood, at a local public library or parks department facility (they will often be glad to sponsor
community-based learning) or with students in another teacher’s summer classroom in session.
Assignment #8:
Select 1 category from the information acquisition portion of this course (brain, literacy, music, math, or
techniques and memorization) and write a series of 2-3 lesson plans containing detailed activities,
including pre and post lesson activities and assessment. Implement at least 1 of the lesson plans with
students, friends, or family, and report on results. Use official school district template or Heritage Institute
Lesson Plan Template. (4-5 pages) Post online.
500 LEVEL ASSIGNMENT
Assignment #9:
In addition to the 400 level assignments, complete one of the following and post your response online:
Option A)
Using books, magazines, periodicals, and websites choose one element of teaching students with special
needs (visual, autistic, cognitive, motor skills, speech and language, etc.) and write a 2-3 page paper
listing key points including adaptations needed, and how you can be better equipped in your classroom
for special needs students.
Music Adaptations for Students who are blind of visually impared:
http://www.teachingvisuallyimpaired.com/music.html (visual impairment)
http://www.ehow.com/way_5569650_music-therapy-children-developmental-disabilities.html (cognitive,
physical, social, emotional)
http://www.down-syndrome.org/practice/147/ (Down Syndrome)
OR
Option B)
Read article, “This is Your Brain on Music” along with the quotes and reviews. Write a 3-4 page summary
of key points and how this knowledge will affect your teaching and student learning.
http://daniellevitin.com/publicpage/books/this-is-your-brain-on-music/ AND
http://scientopia.org/blogs/scicurious/2011/01/31/this-is-your-brain-on-music/
OR
Option C)
Prepare a power-point presentation for parents and staff, using the article “Key to Enhancing Brain
Development in Young Children.” (12-15 slides) Slides should incorporate knowledge gained from this
course – importance of rhyme, rhythm, and repetition in brain development, literacy, music, math,
techniques and memorization tricks, etc. http://www.ag.ndsu.edu/pubs/yf/famsci/fs611w.htm
Use the ‘Share A File’ option to upload your PowerPoint presentation in the online area.
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C.
INTEGRATION PAPER
(Required for 400 and 500 Level)
Assignment #10:
Complete the requirements for university quarter credit by submitting a final 2-3 page Integration paper.
A heading is required. Please use the following format:
Your Name:
Date:
Course Name:
Course Number:
Number of Credits:
Level: (400 or 500)
Advisor Name:
Respond online to each of the 5 questions below. (First list the question and then write your answer)
1. What did you learn vs. what you expected to learn from this course?
2. What aspects of the course were most helpful and why?
3. What further knowledge and skills in this general area do you feel you need?
4. How, when and where will you use what you have learned?
5. How and with what other school or community members might you share what you learned?
INSTRUCTOR COMMENTS ON YOUR WORK:
Be sure to mark the “All Assignments Completed” section in the online course environment to
notify the instructor that you have completed the course.
Upon receiving notification of your completion of all your course assignments, your instructor will post final
written comments in the HOL online environment.
QUALIFICATIONS FOR TEACHING THIS COURSE:
Sherry Carlson Bozorth, M.A.I.S., has been an educator of elementary and middle school students for
over three decades. She received her bachelor's degree in education and music education from Western
Oregon University, and her Master's Degree in Interdisciplinary Studies from Oregon State University, in
music education and ethnomusicology (with emphasis in African music and the music of the Pacific
Northwest Coastal Native American). She has presented several mini-workshops to elementary music
specialists, and has volunteered as a consultant to new music specialists in her area, and has taught on
the elementary, middle school, and college level.
Sherry has taught action-filled, fun, creative, “hands-on” workshops for The Heritage Institute since 1998,
adding creative and innovative independent study distance courses in 2009.
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MAKE IT STICK
BIBLIOGRAPHY
BOOKS
Cummings, Carol, Sing-Along Phonics Fun – Learning to Read with Rhymes, Rhythm, and Repetition,
2001, paperback, 42 pages, ISBN-10: 1881660060
Book and CD set for preschool and primary grades, aids in developing phonemic awareness using word
families and phonics, along with the sounds of language through rhyme and song.
Mitchel, Kevin M., Essential Songwriter’s Rhyming Dictionary, 1996, paperback, 304 pages, ISBN13: 978-0882847290
Small inexpensive book, easy to carry around, with songwriting helpful hints, and lists of rhyming words
for composing songs or jingles.
WEBSITES
Promoting Literacy Through Music
http://www.songsforteaching.com/lb/literacymusic.htm
This website has songs listed by subject. Click on side column “Songs By Subject”, along with lyrics and
listening segments for those wishing to purchase downloads.
The Importance of Rhyming In Learning to Read
http://learningdisabilities.about.com/od/readingstrategies/a/The-Importance-Of-Rhyming-In-Learning-ToRead.htm
This website is full of rhyming games, rhyming worksheets, and teaching techniques, plus article about
brain health and parenting articles.
VIDEOS
Teaching Math to Elementary Students
http://www.youtube.com/results?search_query=teaching+math+to+elementary+students&oq=teaching+m
ath&aq=5&aqi=g10&aql=&gs_l=youtube.1.5.0l10.5280.8378.0.11801.13.10.0.3.3.0.235.1238.5j4j1.10.0...
0.0.
This website has a multitude of YouTube videos for teaching math to elementary age students.
Changes – A Science Rap
http://www.youtube.com/watch?v=Fj1IdOdmOjY&feature=results_main&playnext=1&list=PL9869ACD717
698D9F
This video raps about the many changes, physical and chemical, that happens on a trip to the beach.
Along the right hand column of this website are many more YouTube videos teaching science through
rhyme and song.
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MAKE IT STICK
LESSON PLAN TEMPLATE
Grade Level: ____________
Subject: __________________________________________________________________________
Theme/Topic: _____________________________________________________________________
Student Outcomes:
(with connection to State standards)
Required Materials and Equipment:
(include everything that will be needed)
Agenda:
(The major events of the day posted for public viewing. Schedule warm-up, bathroom breaks, surprises
(pop quiz), guest speakers, specials, assemblies, movie clips, outside assignments etc. so students can
manage their time with you.)
Warm Up:
(A one to two sentence task, written or drawn on the board, to be completed alone or in groups prior to
the beginning of the lesson. At the elementary level it would be used for classroom transitions, and in
grades 7-12 to define one content area from another. The warm-up is designed to access learning from
the previous lesson and settle students into the flow for the present lesson on hand.)
Anticipatory Set:
(Attention Getter to kindle student interest)
Direct Instruction (10-20 mins):
(Input, Modeling/demo, giving directions, check for understanding)
Guided Practice (x mins):
(Under teacher’s direct supervision, students individually apply or practice what they have just learned
and receive immediate feedback)
Closure (x mins):
(Actions designed to cue in students that they have arrived at an important point in the lesson or at the
end of the lesson; often closure consists of review and clarifying key points)
Independent Practice:
(Student directed, may be incorporated before closure or as outside assignment. The aim is repetition in
enough different contexts so that the learning may be applied to any relevant situation, not only the
context in which it was originally learned.)
Assessment and Follow-Up:
(Self-reflection, collaborative rubric, other rubric, anecdotal evidence, teacher created quiz/test etc., peer
review, standardized test, exhibition, portfolio piece(s))
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