9.+Lesson+Focusing+on+Written+Grammar

Written Grammar in Jazz
English/Literacy || **Duration **: 1 Hour ||
 * **Lesson title: ** Describing sounds in jazz |||| **Lesson Number **: 6/10 || **Stage **: 2 ||
 * **Unit of work: **Jazz |||| **Learning areas: ** Creative Arts,
 * **Lesson focused on: **Resource 3 - Children’s Book (//Jazz Baby)// ||
 * **Outcomes and Indicators covered: **
 * <span style="font-family: 'Cambria','serif'; font-size: 13.3333px;">MUS2.1 **<span style="font-family: 'Cambria','serif'; font-size: 13.3333px;"> – Sings, plays and moves to a range of music, demonstrating a basic knowledge of musical concepts
 * //<span style="font-family: 'Cambria','serif'; font-size: 13.3333px;">explores basic aspects of musical concepts //
 * //<span style="font-family: 'Cambria','serif'; font-size: 13.3333px;">uses percussion instruments to explore and demonstrate concepts of music //


 * <span style="font-family: 'Cambria','serif'; font-size: 13.3333px;">WS2.9 **<span style="font-family: 'Cambria','serif'; font-size: 13.3333px;"> - Drafts, revises, proofreads and publishes well-structured texts that are more demanding in terms of topic, audience and written language features.
 * //<span style="font-family: 'Cambria','serif'; font-size: 13.3333px;">writes simple poems //
 * //<span style="font-family: 'Cambria','serif'; font-size: 13.3333px;">uses simple poetic devices in writing e.g. rhyme, alliteration, repetition, onomatopoeia. //


 * <span style="color: #000000; font-family: 'Cambria','serif'; font-size: 13.3333px;">TS2.2 **<span style="color: #000000; font-family: 'Cambria','serif'; font-size: 13.3333px;">- Interacts effectively in groups and pairs, adopting a range of roles, uses a variety of media and uses various listening strategies for different situations.
 * //<span style="font-family: 'Cambria','serif'; font-size: 13.3333px;">performs, giving some consideration to use of voice and gesture, e.g. in poetry, drama //
 * //<span style="color: #000000; font-family: 'Cambria','serif'; font-size: 13.3333px;">engages with the audience and uses appropriate body language when presenting // ||
 * **<span style="font-family: 'Cambria','serif';">Lesson Aim: **<span style="font-family: 'Cambria','serif';">The aim of this lesson is for students to continue exploring jazz music by creating their own rhyme/song about jazz. Students will use the book //Jazz Baby// as a starting point for describing jazz music, and will work in groups to create and perform a short rhyme about the sounds/noises in jazz, using the poetic devices identified. This lesson integrates both creative arts and English literacy skills, allowing students to make connections between these key learning areas and providing them with enhanced learning experiences (NSW Board of Studies, 1996, p.2). ||
 * **<span style="font-family: 'Cambria','serif';">Resources: **
 * <span style="font-family: 'Cambria','serif';">//Jazz Baby// by Lisa Wheeler & R. Gregory Christie
 * <span style="font-family: 'Cambria','serif';">Percussion instruments e.g. maracas, bongo drums, hand drums, tambourine, fruit shakers, cymbals, xylophone, triangle etc.
 * //<span style="font-family: 'Cambria','serif';">“All that Jazz” //<span style="font-family: 'Cambria','serif';"> by Children’s Chorus– <span style="font-family: 'Cambria','serif'; font-size: 13.3333px;">Downloaded instrumental from <span style="color: #0000ff; font-family: 'Cambria','serif'; font-size: 13.3333px;">[] ||
 * **<span style="font-family: 'Cambria','serif';">Assessment: ** ||
 * **<span style="font-family: 'Cambria','serif'; font-size: 13.3333px;">MUS2.1 ** |||||||| <span style="font-family: 'Cambria','serif';">Teacher assesses students’ use of percussion instruments and knowledge of jazz in their rhyme/song. ||
 * **<span style="font-family: 'Cambria','serif'; font-size: 13.3333px;">WS2.9 ** |||||||| <span style="font-family: 'Cambria','serif';">Teacher assesses students’ use of rhyme, repetition, alliteration and onomatopoeia in their rhyme/song. ||
 * **<span style="color: #000000; font-family: 'Cambria','serif'; font-size: 13.3333px;">TS2.2 ** |||||||| <span style="font-family: 'Cambria','serif';">Teacher assesses students’ performance and their ability to work cooperatively. ||
 * **<span style="font-family: 'Cambria','serif';">Lesson Sequence ** ||
 * **<span style="font-family: 'Cambria','serif';">Introduction ** ||
 * <span style="font-family: 'Cambria','serif';">Timing |||||| <span style="font-family: 'Cambria','serif';">Teacher does: |||| <span style="font-family: 'Cambria','serif';">Students do: ||
 * <span style="font-family: 'Cambria','serif';">10 mins |||||| * <span style="font-family: 'Cambria','serif';">Read //Jazz Baby// to the class. Ask class, “//What was the book describing?”//
 * <span style="font-family: 'Cambria','serif';">Re-show the pages of the book and ask class, “//Did you hear any rhyming words?”// Make a list of these examples on the board.
 * <span style="font-family: 'Cambria','serif';">Then ask “//Were any words repeated/was repetition used?”// Add these to the list.
 * <span style="font-family: 'Cambria','serif';">Next define alliteration: //“Alliteration is when two or more words in a row begin with the same sound// (Hill, 2006, p.120). //<span style="font-family: 'Cambria','serif';">Was any alliteration used in the book?" //<span style="font-family: 'Cambria','serif';">Provide students with an example if they are unsure, e.g. //“bouncin’ baby bebops”.// Add examples of alliteration to the list on the board.
 * <span style="font-family: 'Cambria','serif';">Then define onomatopoeia: //“Onomatopoeia is when words are used which sound like what they are describing, such as clang or slap”// (Rozmiarek, 2000, p.65). //“Were any words used to describe the sounds or music?”// Again, provide students with an example from the book if they are unsure, e.g. //“toot”// or “//snap”// List the examples onomatopoeia words in the book.
 * <span style="font-family: 'Cambria','serif';">Then ask //“What effect do these words have? Why might the author use these?”// Prompt students to discuss the rhythm and flow of the story. |||| * <span style="font-family: 'Cambria','serif';">Students discuss what aspects of jazz were described in the book.
 * <span style="font-family: 'Cambria','serif';">Students give examples of rhyming words from the book
 * <span style="font-family: 'Cambria','serif';">Students give examples of repetition from the book
 * <span style="font-family: 'Cambria','serif';">Students give examples of alliteration from the book
 * <span style="font-family: 'Cambria','serif';">Students give examples of onomatopoeia from the book
 * <span style="font-family: 'Cambria','serif';">Students discuss the effect of using these poetic devices ||
 * **<span style="font-family: 'Cambria','serif';">Body ** ||
 * <span style="font-family: 'Cambria','serif';">Timing |||||| <span style="font-family: 'Cambria','serif';">Teacher does: |||| <span style="font-family: 'Cambria','serif';">Students do: ||
 * <span style="font-family: 'Cambria','serif';">40 mins |||||| //__<span style="font-family: 'Cambria','serif';">Descriptive exercise __//


 * <span style="font-family: 'Cambria','serif';">Separate class into four equal groups. Explain that as a group, students must utilise all four of these poetic elements to create their own short poem/rhyme song describing the sounds of jazz, as was done in the book.
 * <span style="font-family: 'Cambria','serif';">Before beginning, play the jazz song //“All that Jazz”// to assist students in thinking about the sounds used.
 * <span style="font-family: 'Cambria','serif';">Then provide students with some percussion instruments. Instruct them to utilise these instruments to create a jazz-like beat.
 * <span style="font-family: 'Cambria','serif';"> Write a checklist on the board for students to follow:
 * 1) <span style="font-family: 'Cambria','serif';">Brainstorm ideas for rhyme/song
 * 2) <span style="font-family: 'Cambria','serif';">2) Write out your rhyme/song
 * 3) <span style="font-family: 'Cambria','serif';">3) Use your own examples of rhyme, repetition, alliteration and onomatopoeia
 * 4) <span style="font-family: 'Cambria','serif';">4) Use some instruments to create rhythm/beat
 * 5) <span style="font-family: 'Cambria','serif';">5) Practice performing your song

<span style="font-family: 'Cambria','serif'; font-size: 14.6667px;">Were students engaged? <span style="font-family: 'Cambria','serif'; font-size: 14.6667px;">Was the purpose of the lesson achieved? <span style="font-family: 'Cambria','serif'; font-size: 14.6667px;">Were the outcomes/indicators achieved? I.e. Did students explore the concept of jazz? <span style="font-family: 'Cambria','serif'; font-size: 14.6667px;">Did students utilise percussion instruments effectively? <span style="font-family: 'Cambria','serif'; font-size: 14.6667px;">Did students write simple rhymes incorporating rhyme, repetition, alliteration and onomatopoeia? <span style="font-family: 'Cambria','serif'; font-size: 14.6667px;">Did students effectively perform their rhyme to the class? <span style="font-family: 'Cambria','serif'; font-size: 14.6667px;">Did students have any difficulties? <span style="font-family: 'Cambria','serif'; font-size: 14.6667px;">How could this lesson be improved? ||
 * <span style="font-family: 'Cambria','serif';">Assist students in incorporating rhyme, repetition, alliteration and onomatopoeia in their short rhyme. Use the lists on the board as examples of these and encourage students to try and create their own.
 * <span style="font-family: 'Cambria','serif';">Also assist students in incorporating the percussion instruments to create a jazz effect. |||| * <span style="font-family: 'Cambria','serif';">Students work in groups to create short rhyme/song
 * <span style="font-family: 'Cambria','serif';">Students use examples of the poetic devices identified earlier
 * <span style="font-family: 'Cambria','serif';">Students incorporate percussion instruments into their song
 * <span style="font-family: 'Cambria','serif';">Students practice their song ||
 * **<span style="font-family: 'Cambria','serif';">Conclusion ** ||
 * <span style="font-family: 'Cambria','serif';">Timing |||||| <span style="font-family: 'Cambria','serif';">Teacher does: |||| <span style="font-family: 'Cambria','serif';">Students do: ||
 * <span style="font-family: 'Cambria','serif';">10 mins |||||| * <span style="font-family: 'Cambria','serif';">Each group performs their short song. Class discusses each performance and teacher asks //“What did you like about this song?”//
 * <span style="font-family: 'Cambria','serif';">Then ask students to identify the examples of rhyme, repetition, alliteration and onomatopoeia in each song. |||| * <span style="font-family: 'Cambria','serif';">Students discuss what they liked about each song
 * <span style="font-family: 'Cambria','serif';">Students list examples of rhyme, repetition, alliteration and onomatopoeia in each song. ||
 * **<span style="font-family: 'Cambria','serif';">Evaluation **

__<span style="font-family: 'Cambria','serif'; font-size: 18.6667px;">References __ <span style="font-family: 'Cambria','serif'; font-size: 16px;">Hill, S. (2006). Developing early literacy: Assessment and Teaching. Prahran, Victoria: Eleanor Curtain Publishing. <span style="font-family: 'Cambria','serif'; font-size: 16px;">NSW Board of Studies (1996). //Curriculum Integration: Guiding statement.// Retrieved 30th September, 2011 from: [] <span style="font-family: 'Cambria','serif';">Rozmiarek, R. (2000). Descriptive writing. Westminster, California: Teacher Created Resources, Inc.