7.+Lesson+Scaffolding+Written+and+Visual+Aspect+of+Multimodal+Text

Lesson 2 English/Literacy || **Duration **: 1 Hour ||
 * **Lesson title: ** Describing sounds in jazz || **Lesson Number **: 2/10 || **Stage **: 2 ||
 * **Unit of work: **Jazz || **Learning areas: ** Creative Arts,
 * **__Outcomes and Indicators: __**

**Creative Arts Syllabus: **

**MUS2.1: ****<span style="font-family: 'Cambria','serif'; font-size: 16px;">Sings, plays and moves to a range of music, demonstrating a basic knowledge of musical concepts. **

**<span style="font-family: 'Cambria','serif'; font-size: 16px;">English Syllabus: **
 * <span style="font-family: 'Cambria','serif'; font-size: 16px;">• //<span style="font-family: 'Cambria','serif'; font-size: 16px;">explores basic aspects of musical concepts in their activities eg varying dynamics and dynamic contrasts, varying tempo and tempo contrasts, varying the beat, exploring repertoire in different metres and using different rhythm patterns, changing instruments/voices to change tone colours, arranging musical material into different structures. //

**<span style="color: #000000; font-family: 'Cambria','serif'; font-size: 16px;">RS2.5 Reads independently a wide range of texts on increasingly challenging topics and justifies own interpretation of ideas, information and events. ** **<span style="color: #000000; font-family: 'Cambria','serif'; font-size: 16px;">WS2.9 Drafts, revises, proofreads and publishes well-structured texts that are more demanding in terms of topic, audience and written language features. ** **<span style="color: #000000; font-family: 'Cambria','serif'; font-size: 16px;">WS2.11 Uses knowledge of letter–sound correspondences, common letter patterns and a range of strategies to spell familiar and unfamiliar words. **
 * <span style="font-family: 'Cambria','serif';">• //<span style="font-family: 'Cambria','serif';">makes some inferences about ideas implicit in a text //
 * <span style="font-family: 'Cambria','serif';">• //<span style="font-family: 'Cambria','serif';">writes a range of literary texts //
 * <span style="font-family: 'Cambria','serif';">• //<span style="font-family: 'Cambria','serif';">expresses a point of view in writing with some supporting arguments //
 * <span style="font-family: 'Cambria','serif';">• //<span style="font-family: 'Cambria','serif';">selects relevant information to use in own writing //

<span style="font-family: 'Cambria','serif'; font-size: 16px;">_ Cards in Appendix 1 <span style="font-family: 'Cambria','serif'; font-size: 16px;">_ Children’s music books ||
 * <span style="font-family: 'Cambria','serif';">• //<span style="font-family: 'Cambria','serif';">spells high frequency words correctly in own writing //
 * <span style="font-family: 'Cambria','serif';">• //<span style="font-family: 'Cambria','serif';">writes words containing less common digraphs and letter combinations //
 * <span style="font-family: 'Cambria','serif';">• //<span style="font-family: 'Cambria','serif';">uses knowledge of familiar letter patterns when attempting to spell unknown words //
 * <span style="font-family: 'Cambria','serif';">• //<span style="font-family: 'Cambria','serif';">identifies possible spelling errors in own writing, eg by circling or underlining doubtful words // ||
 * **<span style="font-family: 'Cambria','serif'; font-size: 16px;">Assessment: **<span style="font-family: 'Cambria','serif'; font-size: 16px;">Throughout the lesson teachers should observe that all children are participating. Teachers should also focus on how children are working cooperatively. Cooperative learning fosters the development of higher order thinking skills, like problem solving, decision making, generating ideas, perspective taking, interpersonal skills and critical thinking (Solomon, Watson, Schaps, Battistich & Solomon, 1990, p. 129). The written work that children produce in the conclusion of the lesson can be used for formal assessment. A summative checklist in Appendix 2 has been provided for teachers to use when checking children’s work. ||
 * **<span style="font-family: 'Cambria','serif'; font-size: 16px;">Lesson Aim: **<span style="font-family: 'Cambria','serif'; font-size: 16px;">The aim of this lesson is for children to understand the history of jazz and become familiar with the different types of jazz music in an enjoyable and interactive manner. Children will also build up their cooperative learning skills as they work together to perform various activities. ||
 * **<span style="font-family: 'Cambria','serif'; font-size: 16px;">Resources: **
 * <span style="font-family: 'Cambria','serif'; font-size: 16px;">_ **<span style="font-family: 'Cambria','serif'; font-size: 16px;">IWB with speakers
 * **<span style="font-family: 'Cambria','serif'; font-size: 16px;">Lesson Sequence ** ||
 * **<span style="font-family: 'Cambria','serif'; font-size: 16px;">Introduction ** ||
 * <span style="font-family: 'Cambria','serif'; font-size: 16px;">10 mins

<span style="display: block; font-family: 'Cambria','serif'; font-size: 16px; text-align: center;">Resources:

<span style="display: block; font-family: 'Cambria','serif'; font-size: 16px; text-align: center;">_ Appendix 1 |||||| <span style="display: block; font-family: 'Cambria','serif'; font-size: 16px; text-align: justify;">Teacher: <span style="display: block; font-family: 'Cambria','serif'; font-size: 16px; text-align: justify;">Answers- In Appendix 1 cards are set out in the order that they occur in ||
 * 1) <span style="font-family: 'Cambria','serif'; font-size: 16px;">1. Split children up into their table groups, 6 groups of 5 children.
 * 2) <span style="font-family: 'Cambria','serif'; font-size: 16px;">2. Inform the students that they will be focusing on the history of jazz in the lesson and the different types of jazz music that have emerged over time
 * 3) <span style="font-family: 'Cambria','serif'; font-size: 16px;">3. Every table group is given half a minute to decide on a table noise which they will use in the first two activities once they have figured out an answer
 * 4) <span style="font-family: 'Cambria','serif'; font-size: 16px;">4. Each table group is given a cut out copy of the cards in Appendix 1
 * 5) <span style="font-family: 'Cambria','serif'; font-size: 16px;">5. Instruct children to match the type of jazz music (red cards) with the time period they believe it emerged in (blue cards)
 * 6) <span style="font-family: 'Cambria','serif'; font-size: 16px;">6. Once children have completed they make their group noise
 * 7) <span style="font-family: 'Cambria','serif'; font-size: 16px;">7. In order of who made their noise first, whichever group has made all the correct matches wins (Note- this may be the 1st or 6th group)
 * <span style="font-family: 'Cambria','serif'; font-size: 16px;">Children: |||||| <span style="display: block; font-family: 'Cambria','serif'; font-size: 16px; text-align: justify;">Children use any prior knowledge they might have about American history or about Jazz including the Roaring Twenties/ Jazz Age, the African slave trade, etc. It is not expected that children will know which answers are correct, but the activity is centred on encouraging children to take a risk and form a timeline. They need to use the inferential meanings of the text to help them, e.g. Bepop and Cool Jazz started in the same decade. ||
 * **<span style="font-family: 'Cambria','serif'; font-size: 16px;">Body ** ||
 * <span style="font-family: 'Cambria','serif'; font-size: 16px;">40 mins |||||| # <span style="font-family: 'Cambria','serif'; font-size: 16px;">1. Teacher plays one of the YouTube clips listed below through the IWB for 30 seconds. Play it only for the sound to be heard not for the video clip to be visible
 * 1) <span style="font-family: 'Cambria','serif'; font-size: 16px;">2. Children have to use the information given to them in the introduction to guess what type of Jazz music they are listening to
 * 2) <span style="font-family: 'Cambria','serif'; font-size: 16px;">3. Once the teacher stops the music, children have to make their group noise and inform the class what type of Jazz music they just heard and why they think it is that style
 * 3) <span style="font-family: 'Cambria','serif'; font-size: 16px;">4. The teacher then shows the clip through the IWB and children are able to see whether they were correct or not
 * 4) <span style="font-family: 'Cambria','serif'; font-size: 16px;">5. Teacher repeats for all video clips listed below:

<span style="font-family: 'Cambria','serif'; font-size: 16px;">Dixieland:[] <span style="font-family: 'Cambria','serif'; font-size: 16px;">Jazz Age: [] <span style="font-family: 'Cambria','serif'; font-size: 16px;">Latin Jazz:[] <span style="font-family: 'Cambria','serif'; font-size: 16px;">Cool Jazz:[] <span style="font-family: 'Cambria','serif'; font-size: 16px;">Bepop:[] <span style="font-family: 'Cambria','serif'; font-size: 16px;">Free Jazz: [] <span style="font-family: 'Cambria','serif'; font-size: 16px;">Jazz Rock:[]

<span style="font-family: 'Cambria','serif'; font-size: 16px;">Form a discussion with students about the different styles of jazz. What do they notice about similarities and differences between styles? Which type of jazz do they like? How does the style of jazz reflect the era that it was made in? ||
 * <span style="font-family: 'Cambria','serif'; font-size: 16px;">Children: |||||| <span style="font-family: 'Cambria','serif'; font-size: 16px;">Children make informed decisions of which type of jazz music they are listening to using the data that they have been provided with in the previous activity. The information they should be seeking include: the instruments used, whether people can dance to the music or not, how the music makes them feel and the names of the different styles of Jazz. ||
 * **<span style="font-family: 'Cambria','serif'; font-size: 16px;">Conclusion ** ||
 * <span style="font-family: 'Cambria','serif'; font-size: 16px;">10 mins |||||| <span style="font-family: 'Cambria','serif'; font-size: 16px;">Teacher:

<span style="font-family: 'Cambria','serif'; font-size: 16px;">Encourage children that there are no wrong or right answers and that each of them will have a different opinion. Display what children have to do on the IWB for all students to refer to. Collect all pupils’ workbooks and ensure they have met all criteria. || <span style="font-family: 'Cambria','serif'; font-size: 16px;">Did students enjoy the lesson? <span style="font-family: 'Cambria','serif'; font-size: 16px;">What might I change for future lessons? <span style="font-family: 'Cambria','serif'; font-size: 16px;">Did children understand the purpose of each activity? <span style="font-family: 'Cambria','serif'; font-size: 16px;">Were there any behaviour management problems? <span style="font-family: 'Cambria','serif'; font-size: 16px;">Were students able to work cooperatively? <span style="font-family: 'Cambria','serif'; font-size: 16px;">Did any children struggle in meeting the criteria for their writing task? ||
 * <span style="font-family: 'Cambria','serif'; font-size: 16px;">Children: |||||| <span style="font-family: 'Cambria','serif'; font-size: 16px;">Children perform a writing task in which they select their favourite category of jazz music. They then write about: which period it emerged, why they like it, how it makes them feel and whether or not they think it would be popular to listen to in today’s society. ||
 * **<span style="font-family: 'Cambria','serif'; font-size: 16px;">Evaluation **




 * Reference List: **

<span style="font-family: 'Cambria','serif'; font-size: 16px; text-align: justify;">_ Board of Studies NSW (2006). //<span style="font-family: 'Cambria','serif';">Creative arts K-6 syllabus //. Sydney: Author. <span style="font-family: 'Cambria','serif'; font-size: 16px; text-align: justify;">_ Board of Studies NSW (2007). //<span style="font-family: 'Cambria','serif';">K-6 english syllabus //. Sydney: Author. <span style="font-family: 'Cambria','serif'; font-size: 16px; text-align: justify;">_ Hyper Music (1999). History of Jazz. Retrieved September 27, 2011, from http://www.hypermusic.ca/jazz/mainmenu.html <span style="font-family: 'Cambria','serif'; font-size: 16px; text-align: justify;">_ YouTube (2006). Original Dixieland jazz band. Retrieved September 28, 2011, from [] <span style="font-family: 'Cambria','serif'; font-size: 16px; text-align: justify;">_ YouTube (2007). Chicago jazz Latin festival- James Sanders & Conjunto. Retrieved September 28, 2011, from [] <span style="font-family: 'Cambria','serif'; font-size: 16px; text-align: justify;">_ YouTube (2008). Bepop Jazz by young class. Retrieved September 28, 2011, from [] <span style="font-family: 'Cambria','serif'; font-size: 16px; text-align: justify;">_ YouTube (2008). Miles Davis- Cool jazz. Retrieved September 28, 2011, from [] <span style="font-family: 'Cambria','serif'; font-size: 16px; text-align: justify;">_ YouTube (2009). 1920s Charleston. Retrieved September 28, 2011, from [] <span style="font-family: 'Cambria','serif'; font-size: 16px; text-align: justify;">_ YouTube (2009). Jazz Rock monster solos2. Retrieved September 28, 2011, from [] <span style="font-family: 'Cambria','serif'; font-size: 16px; text-align: justify;">_ YouTube (2009). The adventure- on free jazz & Ornette Coleman (I of II). Retrieved September 28, 2011, from [] <span style="font-family: 'Cambria','serif'; font-size: 16px; text-align: justify;">­_ Solomon, D., Watson, M., Schaps, E., Battistich, V. & Solomon, J. (1990) Cooperative learning as part of a comprehensive classroom program designed to promote prosocial development. In S. Sharan (ed.) //Recent Research on Cooperative Learning.// New York: Praeger.