Jenna Desiderio
TE 848
MSU 2011
Teaching Project
“Let’s Rock!”
Poetry/Lyric Writing
Part One: Proposal10/9/11
Part Two: Annotated Bibliography
Part Three: Unit Plan
Part One: Proposal
Project Proposal (Phase 1) 10/9/11
The best way to describe my project would be to begin with the final product
the students will be expected to produce. My second and third graders will be performing
in a “Rock Opera” with the authentic audience being other second and third graders at a
nearby school. Small groups will be assigned a topic we have covered in Science and
will be using their knowledge to create a “theme” song about it. Erosion, types of rocks,
plate tectonics, and volcanoes are examples of possible topics which cover the overall
idea we are focusing on in Science class; “Change Over Time”. Before asking students
to complete this, they will have been on two fieldwork trips, had a visit from both a rock
expert and a theatre expert, and will have all the Science knowledge on the given topics.
While the “unit” spans over three months, students will be given two weeks to complete
this product.
Students will be provided guidance from the music department on basic music
notation, basic song structure, and mood during music classes twice a week. Students will
be gaining knowledge in the topics from fieldwork, experts, and Science lessons, which
are specific to the overall theme of change. I will be working with 25 second and third
graders for my unit, which will be focused on providing the information and skill sets
needed to create song. This will include identifying syllables within a word, using
syllables in lyric form, and matching lyric form to melody by using their knowledge of
poetry. This will be taught though modeling, guided practice. Students will then be
expected to work in a small group to complete the task of writing an information theme
song relation to “Change Over Time”.
I will begin with a BBK, taking about what we already know about poetry. We
will look at many poems to find similarities and difference. A few mini-lessons will be
spent on poetry and its many forms; lyrics being one form. Students will become familiar
with poetry vocabulary as they will be given opportunities to see and hear different the
forms of poetry. From there we will move into the specifics of song, the chorus and
verses. We will work together, as I model writing lyrics. I will model the WHOLE
process for my students. I will think aloud as I model writing. I will keep my lyrics on a
level comparable to their writing, choosing a topic importation to all (a specific Science
concept), I will do no pre-planning as I want to be authentic and write “on the spot” and I
will think aloud throughout the demonstration. I will show how to pull important
information, and use our knowledge of poetry to create the lyrics. I will also have student
write with me some of the lines so that they are thinking and creating along with me.
I think this will be difficult for students, as writing poetry always seems to be a
struggle for most. I am hoping that by modeling and create lines together students will
begin to feel more comfortable and confident d in their abilities to create song. Since
students will be using popular song melodies I was thinking of providing students the
lyrics to use as a model- to see such things as song structure and rhyming patterns. I was
also thinking of having their melodies at the listening center so they could listen and
write simultaneously. Or maybe it would even work to have students write the
information down and just fit the words into the song melody. As you can see I am still
working this out. Any suggestions will be greatly appreciate if anyone has done a similar
task or has any recommendations with poetry/song verse.
A form of assessment I wish to use will be in the form of a rubric- of which
they students will be familiar with and will have as they work. Included in the rubric will
be students ability to identify unique characteristic of the poetry genre, practice poetry
writing skills such as rhyme, rhythm, and descriptive vocabulary, follow the writing
process to create original poetry. Also included will be a component of delivery and of
how well they worked in a group. Overall it will cover organization,
teamwork/participation, content, and performance.
* I have attached the learning targets/objectives below for the Science portion of this
project
*This final product will be not be a summative assessment of those learning targets but
will serve as the summative assessment for the writing aspect of this unit- poetry writing.
Ongoing informal assessment will also be in place as I monitor student work; notes,
group work, daily tasks and accomplishments of each session. The creation of these
songs will access both their knowledge of the topic as well as their knowledge of
poetry/song.
Part Two: Annotated Bibliography
Works Cited
Apol, Laura, Jodi Harris. Joyful Noises: Creating Poems for Voices and Ears. Language
arts; Mar 1999, 76,2;Research Library Core, 314
Collins, Polly (2008). Using Poetry throughout the Curriculum. Kappa Delta Pi Record,
44(2). 81-89.
Frey, Bruce, et al. "Balanced Literacy in an Urban School District." The Journal of
Educational Research 98.5 (2005): 272,280,320. ProQuest. Web. 26 Nov. 2011.
Heintz, Anne (2011). Example of Genre Pedagogy. MSU Podcast.
Hyland, K. (2007). Genre pedagogy: Language, literacy and L2 Writing instruction.
Journal
of Second Language Writing, 16(3), 148-164. doi:10.1016/j.jslw.2007.07.005
Jackson, Julie. Rocks and Rhymes! The Science Teacher. 77(1) January 2010, 27-31.
Keengwe, Jared, Onchwari, Grace (2009). Technology and Early Childhood Education:
A
Technology Integration Professional Development Model for Practicing TeachersT.
Early Childhood Education Journal, 209-218.
Rinne, L., Gregory, E., Yarmolinskaya, J. and Hardiman, M. (2011), Why Arts
Integration
Improves Long-Term Retention of Content. Mind, Brain, and Education, 5: 89–96.
doi:
10.1111/j.1751-228X.2011.01114.x
3 References 10/9/11
5 Additional Reference 12/2/11
Apol, Laura & Jodi Harris. Joyful Noises: Creating Poems for Voices and Ears. Language
arts; Mar 1999, 76,2;Research Library Core, 314.
This article was all about bringing the beauty of poetry back into the lives of
students. Poetry is, as the title infers, joyful noise for the ear and for the voice. It speaks
to reawakening our students to the notion that they are poets and that they are in the midst
of poetry everywhere. There are many benefits of asking students to arrange and preform
poems. From learning to function in a community to weaving in poem structure, to
exploring the meaning of word and how each supports the other. The limited view most
students of today carry with poetry needs to be address and this method of creation and
performance can help to bridge the gap and make poetry a more joyful and pleasurable
experience.
Collins, Polly (2008). Using Poetry throughout the Curriculum. Kappa Delta Pi Record,
44(2). 81-89.
In this article Collins speaks to the different benefits and purposes poetry can
provide to students and how it encourages interest, insight, and understanding. It speaks
also to how poetry can create meaning and provoke emotions. In relation to my teaching
project and the creation of science poems/lyrics, I focused on the part of the article that
speaks to poetry as a useful teaching tool and the three aspects of poetry’s usefulness;
accessibility, variety, and comprehension. It states in the article that one special aspect of
usefulness of poetry is its readability, which will be good for my range of leading levels.
The variety of poetry provides for differentiated instruction, allowing me to address the
range of abilities and interests of my students. Comprehension is a complex process. One
way of addressing this would be imagining. Content area poems, such as the science
poems we will be create, contain description the can be imagined and thus contributes to
the readers; creation of meaning. Collins also speaks to different ways to scaffold
students in poetry. Poetry in content-area classes enhances those connections by crossing
traditional boundaries among subject areas to make reading and writing poetry in math,
science, or social studies just part of being a member of a learning community.
Frey, Bruce, et al. "Balanced Literacy in an Urban School District." The Journal of
Educational Research 98.5 (2005): 272,280,320. ProQuest. Web. 26 Nov. 2011.
This article speaks to having a balanced literacy approach. Balanced by time,
space, and instruction models. This balance would be between reading and writing
instruction in various environments that differ by teacher support and child control. I will
try to have this balance be apparent though out my unit by facilitating a balance between
teacher-directed learning and student-centered activities. I will model effecting reading
and writing strategies while still allowing for independent reading and writing activities
to be occurring One mayor way I will accomplish a balanced program will be to
incorporate reading and writing into different content areas, more specifically Science.
The link between ELA and Science will aid in the understanding between
language/print/writing and the communication of information.
Heintz, Anne (2011). Example of Genre Pedagogy. MSU Podcast.
Hyland’s cycle, in which Heintz speaks to in this video, will help me to shape
my poetry and lyric writing lessons. In order to emulate this cycle I will take my students
though the following stages; setting the context, modeling, deconstruction, joint
construction, and independent construction. In “setting the context" and the "modeling"
stage we will discuss the genre of poetry, when it is used, why it is used, and how it is
used. One this background knowledge is gained we will be able to move to the next
stage; joint construction in which we will created a piece of poetry/lyrics together. A
modeling of the process will be present as I speak aloud my thought process. By
building/construction a product together, it will allow students to get familiar with the
specific genre and allow them to build an example of the genre with some
support. Students will then move into the independent stage in which they will begin
writing in small groups.
Hyland, K. (2007). Genre pedagogy: Language, literacy and L2 Writing instruction.
Journal
of Second Language Writing, 16(3), 148-164. doi:10.1016/j.jslw.2007.07.005
This Hyland article will provide the foundation and research behind how my
lessons will be formatted. More specifically I will use the teaching-learning cycle in
planning the classroom activities by showing the process on learning a specific genre in
linked stages. I will begin by providing initial knowledge and guided practice of poetry,
move to shared responsibility of developing a text, and then will gradually withdraw the
support until the learner, or in this case group of learners, can work alone. I will be
following the flexible cycle in building the context of poetry, modeling and
deconstruction the text, providing opportunity for joint construction, allowing for
independent construction within the group, while in doing so linking poetry to related text
such as music. By engaging in this cycle, I am hoping to provide opportunity for students
to move through the Five E’s; engage, explore, explain, extend, and evaluate.
Jackson, Julie. Rocks and Rhymes! The Science Teacher. 77(1) January 2010, 27-31.
This article ties in well with incorporating poetry correlation with other
subjects. The article discusses specific activities that focus on teaching students to record
sensory observations and detailed notes on fieldwork trips. These notes would then serve
as material in their creation of “field-note poetry.” it spoke to, though more complex
visual tasks in combination with open-ended questions that student observation would
move beyond simply looking and to more high-quality observations. Journaling in nature
is also an important task, especially when they are semi-structured and supports
instruction. in conjunction it is also important to scaffold observation opportunities by
providing many opportunities to practice observing in which students are given a
framework they must address. Drawing goes hand in hand with prior skills. One
observation is made then it is time to put the knowledge together and the construction of
various poems begins.
Keengwe, Jared & Onchwari, Grace (2009). Technology and Early Childhood Education:
A
Technology Integration Professional Development Model for Practicing Teachers.
Early Childhood Education Journal, 209-218.
Technology is a topic that seems to keep coming up in education. This article
helped to better put into words how many educators, regardless of knowing the benefit,
still grapple with this. It is indicated that factors such as lack of time and support hinder
the integration. However, I can see, from the research the benefits of creating appropriate
technology-based learning environments along with developmentally appropriate
activities for children. In seeing this I want to be sure to have a technology component in
my unit. I want to make sure that I can use technology to effectively facilitate children’s
learning and development. Technology can be the tool or medium I use to get the
information across. It can also be the student’s tool that will help them to communicate
their information.
Rinne, L., Gregory, E., Yarmolinskaya, J. and Hardiman, M. (2011), Why Arts
Integration
Improves Long-Term Retention of Content. Mind, Brain, and Education, 5: 89–96.
doi:
10.1111/j.1751-228X.2011.01114.x
I fully believe in the positive effects arts integration has on students, which is
the reason I chose to work at a school that fully supports arts integration into the
curriculum; currently providing instruction in art, music, theatre, and dance. This article
provides insight and research in the use of the arts as a teaching methodology throughout
the curriculum. It is argues that arts integration may improve a long-term retention of
content while promoting student motivation. This review serves as an example of how
educators can use existing research to inform their work. The final product will be a song
and performance wherein they have integrated science, ELA, music and theatre to create
an arts based product. It is my goal for each group to create and share information though
song to an authentic audience. I have used seen this type of project completed using math
concepts and have seen the results. Students remembered the songs sung in class and thus
the remembered the information, and still use the song to help them in the retrieval of
such information. I am hoping to see the same results with using song in science.
Analysis 12/2/11
My teaching philosophy has been shaped by literature, educational background,
and experience. Those experiences I myself had while moving though schooling and
experiences I have had in the classroom as a teacher. More importantly, however, it is a
reflection of my beliefs, aspirations, and hopes for my students and their success inside
the classroom walls as well as outside in the world.
I have always had an appreciation for the arts and the expression of one’s self
though different mediums. I fear the creativity, imagination, and innovativeness of
students today is being suppressed as our society is being driven more and more by highstakes testing. In recent years, the arts have suffered and have been cut in some schools
and this angers me. I believe and have seen the positive effects arts integration can have
on a student, a school, and a community. The Rinne, Yarmolinskaya, and Hardiman
article provides insight and research into this topic. They argue that arts integration may
improve long-term retention of content while promoting student motivation. I fully
support their claim and for this unit of study I felt it necessary to integrate the arts in
someway. Thoughout the unit, music, dance, art, theatre and foreign language were inter
weaved with ELA and Science content. It is my hope that because the content was
presented in different areas of study and in different contexts student will be more able to
comprehend and see how intertwined our learning is and how it can be relatable in
different areas. It also proves beneficial as a way of exposing students to the content in a
number of different ways, and a number of times thoughout the semester.
The Hyland article, in conjunction with the Heintz podcast, was relevant in their
message of preparing our students for the genre in which they will be working with. It is
important for our students to understand the context in which they will write and the
purpose of which it will serve. The teaching-learning cycle has helped to form the lessons
in my unit, especially the ones that are ELA based. For example, I aim to move though
each of the steps in the cycle in the early stages of our poetry writing. I will begin in the
“setting the context” stage in which I will address when, how and why it is used and what
exactly it is. We will then move to “modeling” in which I will think aloud as I work to
construct a poem. “Joint construction” is next and is where the students and I will work
together to create a sample poem. Finally students will be able and ready to move to the
“independent” stage where they will be working creating their own poem(s).
Jackson’s Rocks and Rhymes! and Polly Collins’ both speak to the many
possibilities poetry can have cross curriculum. Both authors claim that poetry is a
medium that can encourage interest, insight and understanding while also creating
meaning and retention of material. The poetry in my unit is in the form of lyrics. The
purpose of having students write in this form was twofold. As an introduction to this
genre of writing but also as a means of learning through a different lens. I have found,
even in my limited experience, that songs and little rhymes of skills/topics/ideas tend to
be remembering and internalized more than simply “knowing” the definition when
presented in this form. Poems have a way of taking the reader on a journey though a
painted picture. Students will use their knowledge of scientific concepts covered in class
to create science poems the are descriptive and create an image that reflects the concept.
The image should aid in their creation of meaning. The specific activities spoke of by
Jackson will be the pre-step before they actually do the writing. Working toward high-
quality observation as note taking will create a better foundation when students are ready
to write. Open-ended question and guided notes will scaffold my students will support
them during instruction.
Apol and Harris also spoke to breaking the stereotypes had of poems by our
students by having them experience the joyful noise it can have on the ear and the voice.
Students are surrounded by poetry everywhere and it was my goal to make this apparent.
I posted various poems throughout the hallways and room, making our environment text
rich. I posted famous poems as well as student poems. Apol and Harris spoke specifically
to the benefit of having students create and preform original poems. This correlated
precisely to what I asked my students to do. I am learning, though this that it isn’t about
the final products but about the process and the journey each of my students will take
with this assignment and how our community of learners has grown and is being
supported by each other.
Keengwe’s article reminded me of the importance and benefits of the
incorporation of technology into the classroom in meaningful ways. Technology has a
way of effectively facilitating children’s interest and learning. When developmentally
appropriate material is present through technology, a new learning experience is created.
Research has shown that technology has the ability to transform activities into interactive,
student-centered, and engaging. Based on this I have incorporated different forms of
technology throughout the unit. Technology for instruction such as SmartBoard,
PowerPoint, video tapping, to technology for student use, computers, cameras, and use of
the SmartBoard. In such a technology driven world, I feel that the more exposure I can
provide for my students and the more opportunity they have to use technology it will
better them in their future schooling and in their lives outside of school.
Having a balanced literacy approach is not only a goal in my school but also a
goal I strive for inside my classroom. As suggested in the Frey article, I try to provide
various activities in reading and writing that are teacher directed, student centered, or
independent activities. I think that I struggle with the incorporation of writing into other
content areas, which is why it has been a goal for me to do this during the semester. I
have made some progress in the allocation of time for writing and have provided
instances where students must write to explain (math), write for purpose (social studies),
write for information (science), and just write to write. I have modeled different strategies
for both reading and writing that students have been able to practice and I am working
toward creating a physical space in my room where it is inviting for student to write.
Part Three: Unit Plan
“LET’S ROCK!”
A. Introduction
Twenty-five second and third graders will be engrossed in a learning expedition entitled
“Let’s Rock.” This expedition, spanning over three months, will provide opportunity for
students to study, explore, experiment, and experience the overall science theme of
change over time. At least 45 minutes a day will be dedicated to expedition time; in
addition we will have 2 fieldwork days, and three expert visits. This theme will be
incorporated into their super subjects of dance, art, Spanish, and music. The final product
for an authentic audience will be a “Rock Opera” in which student groups will have
created “theme” songs. Students will be able to use their knowledge of poetry structures
in addition to their knowledge of change over time gained from lessons, fieldwork, and
their journals to create scientifically accurate lyrics about their topics of erosion, the rock
cycle, or weathering. The lyrics, paired to a popular song melody, will serve as their
informational writing piece. Students, during an exhibition night, will preform their songs
to other classes, their parents, and eventually to a neighboring school. This final product
will serve as part of the assessment of this unit, as it will demonstrate their knowledge of
ELA and Science concepts learned.
The purpose or goal of teaching through expeditions, according to Expeditionary
Learning model, is to involve students in the learning process; becoming leaders of their
own learning, motivated, and engaged. All of the lessons, trips, experts, experiments,
centers, and research will aid in directing students in creating their lyrics. Choosing to
have students work in small groups was not only best for helping to generate ides but also
to challenge students- even those with low skill levels- with high level task and active
roles in the classroom. The mixed ability groups, chosen by myself, will allow the
different strengths of students to contribute in the groups work and product.
B. Curriculum Map
Primary Goal for Writing:
1.
2.
Students will be able to use their knowledge of poetry structure to create lyrics.
Students will use background knowledge to create scientifically accurate lyrics.
NYS Standards Addressed:
Standard 1: Students will read, write, listen, and speak for information and
understanding.
As listeners and readers, students will collect data, facts, and ideas; discover
relationships, concepts, and generalizations; and use knowledge generated from oral,
written, and electronically produced texts. As speakers and writers, they will use oral and
written language to acquire, interpret, apply, and transmit information.
Essential Question: How can I use my knowledge of poems to write lyrics?
Content/Academic Vocabulary Development: Poem, rhyme, stanza, rhythm, verse,
simile, metaphor, onomatopoeia, figurative language, Haiku, narrative, limerick
Student Outcomes:
Reading Comprehension
· Read a variety of poems
· Analyze and interpret poem meanings
· Paraphrase main idea or theme of a poem
· Understand and use figurative language
· Know and understand poetic structures and terms
· Understand and appreciate word choice
· Experiment with various poetic structures
Literary Analysis:
· Applies the ideas of the text to new situations by making personal connections
· Understands its connection to other texts and real world situations
· Draws mental pictures and symbols to represent the text’s underlying themes and
ideas that relate to the real world
Writing/Oral Component:
· Draft, revise and publish own poems
· Recite poems aloud
·
Work cooperatively to turn poems to lyrics
· Exhibits understanding of the structure of a poem
Acquire an appreciation of poetry
How this project will be useful:
· This project is engaging and has a genuine audience- families and students in the
Buffalo Public Schools
·
It is a great example of the high quality work that second and third graders are
capable of
·
It demonstrates the ability of young children to collaborate and display their learning
in a variety of ways.
Academic and 21st century skills addressed:
· Core subjects and themes: reading and writing experiences, researching and
synthesizing information for the performance and programs
· Arts: Performance, using experts in visual arts, theatre, music and movement
· Social Studies: Connection with the community history of the Niagara Gorge and
Chestnut Ridge Park
· Science: observing physical features of the earth though fieldwork and experiments
Assessments:
Informal assessments- observation of participation of class activities, exit ticket sheets,
completion of class assignments, Poetry Journal
Formal assessments- lyrics (follow poetry pattern), content of lyrics (scientifically
accurate and informational), group participation (rubric)
Flexible time
frame (sessions
may take more
than one day)
Main Idea
Session
One
(1-2 days)
Session Two
(1-2 days)
Session
Three
(1-2 days)
What is Poetry?
Elements of poetry.
Reading
Poetry
·
Sound
devices
(onomatopoe
a, alliteration
end rhyme)
·
·
Finding
examples in
poetry
·
Listeni
ng to
recorded
poetry
·
Examp
es of each
sound device
in journal
·
Class
participation
Information
·
Examples of various
poems (famous and not)
·
Types of poetry
·
Vocabulary
·
Figurative Language
(imagery, metaphor, simile)
Activity
·
BBK/ KWL on
Poetry
·
Begin “Poetry
Journal”
·
Read-Discuss-Draw
·
SmartBoard vocabulary
activity
·
Poetry Hunt
Assessment
·
Pair/share
information
·
Whip of new facts
·
Collection of journal
·
Exit ticket (vocabulary
word)
·
Collection of journal
·
Class participation
Session Four
(1-2 days)
Session Five
(2-3 days)
Reading Poetry
·
Poetry as lyrics
·
Measuring Poetry
(rhyme scheme, stanzacouplet quatrain)
Writing Poetry
·
Writing poetry/lyrics
·
Modeled-guidedindependent
Session
Six
(depending on student progre
Writing Poetry
·
Continue writing lyrics
·
Editing
·
Final copies
·
Listening to song with
lyric sheets
·
Making connections
between poetry and lyrics
·
Connection
sheet/graphic organizer
·
Guided practice through
Hyland’s cycle
·
Class poem
·
·
·
·
·
Class note (guided)
Journal entry of ideas for
Rehearsal on stage (3)
At home practice
In class practice
Performance
6 pm 12/13/11
·
Class participation
their writing piece
·
Class participation
BPS Show
TBA
Rubric for Lyrics
Rubric for Collaboration
Product Descriptor:
Format: “Rock Opera” Lyrics and Program (Playbill)
Disciplines: ELA, Science, Visual Arts, Dance and Music
Overview:
Second and third grade student teams will preform The Rock Opera as part of a
three month learning expedition called “Let’s Rock!” For the opera, students will have
created lyrics based on what they have learned about poetry structure and science
concepts. Those lyrics will be matched to the tune of a modern pop song. In addition
students will create a program that gives descriptive information about their topics. In this
expedition student will have an overall focus of change of time. They will be learning
about changes through case studies about rocks and the rock cycles, Shale Creek, the
Niagara Gorge, and our changing earth. They will have an opportunity to learn about
different types of rock, erosion, weathering, deposition, and extreme natural events. To
enhance their learning, students will go on two fieldwork trips, to Chestnut Ridge Park
and the Niagara Gorge. In addition experts will be visiting the school to inform students
in their expert field. Students will use the newly acquired information with their
background knowledge to create scientifically accurate lyrics and to write their
descriptive piece.
The students will be learning about preforming and connecting music with lyrics
in their music class and from a performance expert. In addition, students will be creating
a display in art to serve as a backdrop for their performance. This piece will depict
change over time in our community. After a performance for the school and parents,
students will preform at a neighboring public school. The performance will be used as a
teaching tool at the school and the programs will serve as a resource for teaching to use in
follow up lessons.
C. Daily Lesson Plans/ Instructional Tools
Most lessons I prepare follow the framework of a Workshop Model Lesson;
mini-lesson, modeling, guided practice, independent practice/small group instruction,
debrief. As an overview, I have attached to this document a calendar of instruction
(September, October, November). I do not usually write out explicit lesson plans.
However I have provided two lessons that were executed consecutively during session 5,
the start of group work with creation of the lyrics, that I felt will give you insight as to
how I teach.
*As per calendar- prior to these two lesson students will be familiar with various poem
structures, familiar with poem vocabulary, have been working to construct meaning from
poems, had opportunity to begin writing their own poems and will have learned all the
Science content knowledge need to complete the task.
“Rock Opera”
Introduction to Lyric Writing
Date: 10/2011
Unit Concept: “Change Over Time”
Materials needed:
• Polkabats and Octopus Slacks by Calef Brown
• SmartBoard for modeling the lesson
• Lyric sheets for “Introducing Ed”
◦
25 copies
• Drum with mallet (for modeling syllables)
Standard addressed:
Students will read, write, listen, and speak for information and understanding. As
listeners and readers, students will collect data, facts, and ideas, discover relationships,
concepts, and generalizations; and use knowledge generated from oral, written, and
electronically produced texts. As speakers and writers, they will use oral and written
language to acquire, interpret, apply, and transmit information.
Mini-lesson
Connection
Teaching
Point
(10-15 minutes)
Do Now/ Pre-lesson prep:
1. Make sure all materials are ready and available for the lesson.
2. As students enter the room, guide them to the rug area (in front
of the SmartBoard).
3. As I speak I will be drumming to each syllable.
4. When I am ready for the lesson to begin, stop drumming and
give students the prompt of a raised hand. Wait until every student
is ready.
Connection:
“Okay Jolly Giraffes (our class name), though our fieldwork and
expedition work we have see how our earth is ever changing. The
opportunity you have had to learn about the different types of rocks,
erosion, weathering, deposition and extreme natural events have
made you experts in this field of study. You have, already in your
groups, come up with “quick facts” on your given topic.
Teaching Point:
“Today I am going to teach you how to turn those facts into lyrics by
introducing you to syllables. You can use these word parts to match
the words to lyrics. It is your job today to become familiar with word
syllables.
Modeling/ Teaching:
“Did anyone notice what I was doing as you entered the room
today? ”
Teach
Give time for response…. (Drumming when you talked to us)
“I was drumming as I spoke. I was drumming to each syllable of
each word I spoke.” A syllable is a complete sound in a word. Let
me give you an example.
*Model aloud by clapping and breaking down words like
to-geth-er
ob-ser-va-tion
(10 minutes)
Guided Practice:
Let’s try a few together. Teacher and students will break down
words together while clapping
(Vacation, mathematics, morning, telephone, nose…etc.).
Try It /Active
Engagement
Link:
“Let’s think about some science words we have learned in our
expedition. When everyone has thought of a word, give me a quite
thumbs up.”
Tell students we will do a quick whip around the circle and clap out
their science word.
Link
Independent Practice
(Teacher – begin the circle and watch as each student claps out his or
her science word. Observe, plan, and help students where needed.)
(25-30 minutes)
Students working independently will do the following:
They will each receive a copy of Introducing Ed from the book
Polkabats and Octopus Slacks by Calef Brown. Students will
practice clapping out syllables for each word. They will then write
the number of syllables below each word. This sheet will be
collected for assessment.
Conferring/ Small
Group Instruction
I will then ask student to do a pair and share and clap out the poem
together.
I will be walking around listening to student pairs and assisting
where needed.
Assessment
Informal assessment will be done though observation of
participation. A more formal assessment will be reviewing their
worksheets.
What Students Can
Do if They finish
work early
Quality Questions
that Will Support
High Level Thinking
Try to say and clap out the poem at different speeds
Share
(5 minutes)
(Fast, slow, medium)
1. Why do you think we are practicing breaking down words?
2. Predict . . . How will this help us with our “Rock Opera”?
“Let’s share what we did today with words.”
Homework
See if you can find a word with many syllables and tomorrow we
will see who came up with the word with the most syllables.
“Rock Opera”
Introduction to Lyric Writing
Date: 10/2011
Unit Concept: “Change Over Time”
Materials needed:
• SmartBoard
• Document to be uploaded onto SmartBoard- with the lyrics to “Rockin' Robin”
• Student worksheet with guided lyrics
◦
25 copies
Standard addressed:
Students will read, write, listen, and speak for information and understanding. As
listeners and readers, students will collect data, facts, and ideas, discover relationships,
concepts, and generalizations; and use knowledge generated from oral, written, and
electronically produced texts. As speakers and writers, they will use oral and written
language to acquire, interpret, apply, and transmit information.
Mini-lesson
Connection
Teaching
Point
(10-15 minutes)
Do Now/ Pre-lesson prep:
5. Make sure all materials are ready and available for the lesson.
6. As students enter the room, guide them to the rug area (in front
of the SmartBoard).
Connection:
“Okay Jolly Giraffes, today we will be using what we learned
yesterday, about word syllables to create lyrics for a group song. We
will be using the lists of science facts you have created to guide us.”
Teaching Point:
“Today I am going to teach you how to turn those facts into lyrics by
using syllables. You see, each line of the song “Rockin’ Robin”
displayed on the SmartBoard.
Modeling/ Teaching:
Teach
I will model my thinking process. I will say the first line aloud. Then
I will clap out the syllables. Then I will write out how many
syllables below the word. From there, I will draw lines imitating the
lyric in the second column. See below
Rockin’ robin, tweet tweet tweet
(2)
(2) (1)
(1) (1)
____ ____ ____ ____ ____ ____ ____
And so on for the refrain and verse
Try It /Active
Engagement
(10 minutes)
Guided Practice:
Let’s try to create this line together.
Using trial and error we will try and fill in the lines above to create
scientifically accurate lyrics.
Link:
“Let’s think about what we have learned in this expedition. What do
we want out audience to learn?”
Link
Rockin’ Rocks (boom, boom, boom) Rockin’ Rocks (boom boom)
Go Rockin’ Rock, falling water, and a big blue sky
Water rushing down, all day long
The Niagara River is singing a song
Sedimentary and Igneous
Metamorphic rocks say, “what’s the fuss?”
Independent Practice (25-30 minutes)
There will be no independent practice for this lesson. Students will
work in their groups to complete lines for the next verse.
Conferring/ Small
Group Instruction
I will be walking around assisting/scaffolding groups where needed.
Assessment
Informal assessment will be done though observation of
participation. A more formal assessment will be reviewing their lyric
worksheets.
What Students Can
Do if They finish
work early
Quality Questions
that Will Support
High Level Thinking
Do not anticipate this- this is a time consuming and difficult task. If
so, have students review lyrics for accuracy and detail
Share
(5 minutes)
1.Why does this song tell our audience?
2. How will the medium of song help our audience to learn?
“Let’s share the different lyrics and see if they fit into the melody.
Homework
N/A
Teaching tools/rubrics/student work:
1
Science Center
Incomplete
Rubric
Share Information
Fulfill Duties
Shares very
little
information
Does not
perform
any duties
2
Developing
3
Meets
Expectations
4
Exceeds
Expectations
Shares some
information
Shares good basic
information
Performs some
required duties
Performs nearly
all duties
Shares a great
deal of
information
Performs all
duties of assigned
& unassigned
roles
Always
contributes to
group work
without being
reminded
Listens and
encourages others
contributions
Share
Responsibilities
Nearly always
relies on others
to do the
group work
Sometimes
contributes to
the group work
Usually
contributes to the
group work--may
need reminding
Give and Take
Usually does
most of the
talking, has
trouble
allowing
others to have
input
Completed
work is
difficult to
read/has many
errors
Listens but
occasionally
has trouble
letting others
share
Listens and tries
to include others
Completed
work is
readable but
has errors
Completed work
is neat and has
few errors
Quality of Work
High quality work
is completed with
little or no errors
POEMS AND SONGS
DIRECTIONS: This form is designed to help you evaluate student-created poems and
songs. Read the statements below. Then indicate the number from the following scale
that reflects your assessment of the student’s work.
1 = Weak 2 = Moderately Weak 3 = Average 4 = Moderately Strong 5 = Strong
The content of the poem or song fulfills all the requirements of the assignment. 12345
The organization of the poem or song is clear and easy to follow. 12345
The poem or song is descriptive, expressive, and creative. 12345
The contents of the poem or song demonstrate an understanding of the appropriate
events, concepts, or topics. 12345
The poem or song is well written. 12345
For songs: the lyrics and tune go together well. 12345
The spelling, punctuation, and grammar in the poem or song are accurate. 12345
The poem or song is neatly typed or handwritten. 12345
The student did a good job in presenting the poem or song to the class. 12345
Overall, the work represents the student’s full potential. 12345
Additional
Comments:____________________________________________________________
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______ Total Points/Grade: __________