LISTEN, THINK, WRITE! 4-5

LISTEN, THINK, WRITE!

LISTEN, THINK, WRITE!

Learning Description

In this lesson, students will incorporate the elements of a story to create an engaging narrative inspired by a musical piece. Students will use temporal words and descriptive details to improve their writing.

 

Learning Targets

GRADE BAND: 4-5
CONTENT FOCUS: MUSIC & ELA
LESSON DOWNLOADS:

Download PDF of this Lesson

"I Can" Statements

“I Can…”

  • I can use music to write narratives about real or imagined experiences.

  • I can listen and respond to music.

  • I can use sensory language and descriptive details to develop events, setting, and characters.

Essential Questions

  • How can listening to music encourage creative writing?

 

Georgia Standards

Curriculum Standards

Grade 4: 

ELAGSE4W3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. 

  1. Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally. b. Use dialogue and description to develop experiences and events or show the responses of characters to situations. c. Use a variety of transitional words and phrases to manage the sequence of events. d. Use concrete words and phrases and sensory details to convey experiences and events precisely. e. Provide a conclusion that follows from the narrated experiences or events.

 

Grade 5: 

ELAGSE5W3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. 

  1. Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally. b. Use narrative techniques, such as dialogue, description, and pacing, to develop experiences and events or show the responses of characters to situations. c. Use a variety of transitional words, phrases, and clauses to manage the sequence of events. d. Use concrete words and phrases and sensory details to convey experiences and events precisely. e. Provide a conclusion that follows from the narrated experiences or events.

 

 

Arts Standards

Grade 4: 

ESGM4.RE.1 Listen to, analyze, and describe music. 

ESGM4.RE.2 Evaluate music and music performances. 

ESGM4.CN.1 Connect music to the other fine arts and disciplines outside the arts.

 

Grade 5: 

ESGM5.RE.1 Listen to, analyze, and describe music.

ESGM5.RE.2 Evaluate music and music performances.

ESGM5.CN.1 Connect music to the other fine arts and disciplines outside the arts.

 

 

 

South Carolina Standards

Curriculum Standards

Grade 4: 

ELA.4.C.3.1 Write narratives developing real or imagined experiences. When writing: 

  1. establish a situation and setting; b. introduce a narrator and/or characters; c. organize a plot structure; d. use narrative techniques such as dialogue, descriptive language, and sensory details to develop events, setting, and characters; e. use a variety of transitional words and phrases to sequence events; and f. provide an ending that follows from the narrated experiences or events.

 

Grade 5: 

ELA.5.C.3.1 Write narratives to develop real or imagined experiences. When writing: 

  1. establish a situation and setting; b. introduce a narrator and characters; c. establish a plot structure; d. use narrative techniques such as dialogue, precise words, descriptive language, and sensory details to develop events, setting, and characters; e. use a variety of transitional words and phrases to sequence the events; and f. provide an ending that follows logically from the narrated experiences or events.

 

 

Arts Standards

Anchor Standard 6: I can analyze music.

Anchor Standard 7: I can evaluate music.

Anchor Standard 9: I can relate music to other arts disciplines, other subjects, and career paths.

 

 

 

Key Vocabulary

Content Vocabulary

  • Narrative writing - A form of writing that tells a story or recounts a series of events

  • Exposition - Explaining or describing something in a detailed and systematic manner

  • Rising action - The series of events, conflicts, and complications that build tension and lead to the climax of the story

  • Climax - The point at which the central conflict or problem reaches its peak

  • Falling action - The part of a story's plot that occurs after the climax and leads to the resolution or conclusion

  • Conclusion - The part where the story's conflicts are resolved

  • Setting - The time, place, and environment in which the story takes place

  • Character - A person, animal, or entity depicted in a story

  • Mood - The overall emotional atmosphere or tone that a piece of writing evokes in the reader

  • Sensory language - Descriptive language that engages the five senses: sight, sound, touch, taste, and smell

  • Transitional words - Terms that help to guide readers through a piece of writing, ensuring that ideas flow smoothly from one to the next

Arts Vocabulary

  • Pitch - High/low sounds

  • Rhythm - Long/slow sounds

  • Tempo - Fast/slow sounds

  • Dynamics - Loud/soft sounds

  • Timbre - Instrument sounds

  • Form - Same/different sounds
  • Articulation - Smooth/detached

 

Materials

  • Paper
  • Pencils
  • Teacher access to computer and Internet

 

Instructional Design

Opening/Activating Strategy

  • Engage students in “Listening: Ten Times Two” thinking routine (modified to “Five Times Two”).
    • Prepare students for the listening activity by telling students they are going to listen to a musical composition and list five words or phrases that come to mind while they are listening. (See “Additional Resources” section for musical suggestions. Use a listening excerpt about 45-60 seconds in length. The excerpt can start and end at any point during the composition.) 
    • Wait until the end of the listening activity to tell students the title and composer. Revealing the title and composer before the activity may influence the listener.
    • During the first time listening to the music, students listen without talking and generate their first list of five words and phrases.
    • Students listen a second time without talking and add five additional words to their list.
    • Students listen a third time without talking and write the sounds they heard that inspired their list. Musical sounds can include: pitch (high/low sounds), rhythm (long/short), dynamics (loud/soft), tempo (fast/slow), timbre (instruments), form (same [repetition], different), and articulation (smooth/detached).
    • After the listening activity: 
      • Students turn and talk to a neighbor, share their words/phrases, and discuss the musical sounds and music vocabulary they heard that inspired their list. 
      • Ask students what the mood of the music is.
      • Students share out to the class. Validate the answers students give; there are no right or wrong responses.
  • Facilitate a discussion with students about how musical sounds can inspire and enhance writing and storytelling. Ask students if there is any music that they associate with stories. 
    • Remind students that songs have a structure–beginning, middle, and end, and that some songs have lyrics that tell a story that accompanies the melody of the song.
  • Transition into the lesson about narrative writing.

 

Work Session

COLLABORATIVE NARRATIVE WRITING

    • Introduce or review a lesson about narrative writing. Use modeling, visual representations, and hands-on manipulatives to help students understand the concept of narrative writing.
    • Tell the students they are going to practice writing a narrative as a whole class using the opening activity as inspiration.
      • Remind students that narratives have a setting, characters, rising action, climax, falling action, and conclusion. The narrative should fit the mood of the music.
      • Emphasize the use of descriptive details and sensory language to develop events, setting, and characters.
    • Tell students to refresh their memories of the opening music and review their list of words while the teacher plays the music again.
    • Provide students with a graphic organizer such as the Student Friendly Narrative Writing Graphic Organizer PDF to guide the students in writing a whole class story. 
    • Teacher and students read the final product and discuss possible edits.
    • Option: Students can act out the story.

    INDEPENDENT NARRATIVE WRITING

    • Tell students they are going to do another “Five Times Two” with a different composition and write their own narrative based on that composition. (See “Additional Resources” section for musical suggestions. Use a listening excerpt about 45-60 seconds in length. The excerpt can start and end at any point during the composition.) 
    • Students complete another round of “Five Times Two”. Remind students to think about the mood of the music. 
    • Provide students with a graphic organizer to structure their narrative. 
      • Their narrative should fit the mood of the music.
      • Remind students to:
        • Include a setting, characters, rising action, climax, falling action, and conclusion. 
        • Use descriptive language and sensory details to develop the characters and setting.
        • Use transitional words and phrases to move the reader smoothly through the story.
    • Allow students to develop their graphic organizer into a written narrative.
    • Circulate the classroom, observe student progress, and offer constructive feedback or conferencing during the writing process.
    • Allow time for students to engage in the peer review process. Provide time for students to revise their narratives.

     

     

     

    Closing Reflection

    • Allow students to volunteer to read their narratives to the class.
    • Review the concept of narrative writing facilitating a conversation around the connection between music and storytelling.

     

    Assessments

    Formative

    Teacher will assess students by:

    • Observing and listening to students’ discussions and answers.
    • Conferencing with students during the writing process.
    • Listening to students’ responses to the activity, Five Times Two.

     

     

     

    Summative

    CHECKLIST

    • Students can effectively use storytelling elements, descriptive details, sensory language, and transitional words and phrases to write a narrative.
    • Students can use music to inspire a narrative that has a beginning, middle, and end.
    • Students can use music elements to analyze and evaluate music.

     

     

    DIFFERENTIATION 

    Acceleration: 

    • Students create their own music then write a narrative.
    • Students can incorporate theatre by writing their narratives as a script with dialogue. Students can then rehearse and perform their work for the class.

    Remediation:

    • Have students work with a partner to write their narrative.
    • Use a simpler graphic organizer such as the Narrative Writing Graphic Organizer.
    • Use scribing or speech-to-text technology.

     

     ADDITIONAL RESOURCES

    *This integrated lesson provides differentiated ideas and activities for educators that are aligned to a sampling of standards. Standards referenced at the time of publishing may differ based on each state’s adoption of new standards.

    Ideas contributed by: Rue Lee-Holmes. Updated by: Katy Betts.

    Revised and copyright:  July 2024 @ ArtsNOW

     

     

     

    Back to Modules

    LISTEN, THINK, WRITE! 2-3

    LISTEN, THINK, WRITE!

    LISTEN, THINK, WRITE!

    Learning Description

    n this lesson, students will incorporate the elements of a story to create an engaging narrative inspired by a musical piece. Students will use temporal words and descriptive details to improve their writing.

     

    Learning Targets

    GRADE BAND: 2-3
    CONTENT FOCUS: MUSIC & ELA
    LESSON DOWNLOADS:

    Download PDF of this Lesson

    "I Can" Statements

    “I Can…”

    • I can use music to write narratives about real or imagined experiences.

    • I can listen and respond to music.

    Essential Questions

    • How can listening to music encourage creative writing?

     

    Georgia Standards

    Curriculum Standards

    Grade 2: 

    ELAGSE2W3 Write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure.

     

    Grade 3: 

    ELAGSE3W3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. 

    1. Establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally. b. Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations. c. Use temporal words and phrases to signal event order. d. Provide a sense of closure.

     

    Arts Standards

    Grade 2: 

    ESGM2.RE.1 Listen to, analyze, and describe music. 

    ESGM2.RE.2 Evaluate music and music performances. 

    ESGM2.CN.1 Connect music to the other fine arts and disciplines outside the arts.

     

    Grade 3: 

    ESGM3.RE.1 Listen to, analyze, and describe music.

    ESGM3.RE.2 Evaluate music and music performances.

    ESGM3.CN.1 Connect music to the other fine arts and disciplines outside the arts.

     

     

    South Carolina Standards

    Curriculum Standards

    Grade 2: 

    ELA.2.C.3.1 Write narratives to develop real or imagined experiences. When writing: 

    1. establish and describe character(s) and setting; b. sequence events and use temporal words to signal event order (e.g., before, after); and c. provide a sense of ending.

     

    Grade 3: 

    ELA.3.C.3.1 Write narratives to develop real or imagined experiences. When writing: 

    1. establish a setting and introduce a narrator or characters; b. use temporal words and phrases to sequence a plot structure; c. use descriptions of actions, thoughts, and feelings to develop characters; and d. provide an ending.

     

    Arts Standards

    Anchor Standard 6: I can analyze music.

    Anchor Standard 7: I can evaluate music.

    Anchor Standard 9: I can relate music to other arts disciplines, other subjects, and career paths.

     

     

    Key Vocabulary

    Content Vocabulary

    • Narrative writing - A form of writing that tells a story or recounts a series of events

    • Exposition - Explaining or describing something in a detailed and systematic manner

    • Rising action - The series of events, conflicts, and complications that build tension and lead to the climax of the story

    • Climax - The point at which the central conflict or problem reaches its peak

    • Falling action - The part of a story's plot that occurs after the climax and leads to the resolution or conclusion

    • Conclusion - The part where the story's conflicts are resolved

    • Setting - The time, place, and environment in which the story takes place

    • Character - A person, animal, or entity depicted in a story

    • Mood - The overall emotional atmosphere or tone that a piece of writing evokes in the reader

    Arts Vocabulary

    • Pitch - High/low sounds

    • Rhythm - Long/slow sounds

    • Tempo - Fast/slow sounds

    • Dynamics - Loud/soft sounds

    • Timbre - Instrument sounds

    • Form - Same/different sounds

    • Articulation - Smooth/detached

     

    Materials

    • Paper
    • Pencils
    • Teacher access to computer and Internet

     

    Instructional Design

    Opening/Activating Strategy

    • Engage students in “Listening: Ten Times Two” thinking routine (modified to “Five Times Two”).
      • Prepare students for the listening activity by telling students they are going to listen to a musical composition and list five words or phrases that come to mind while they are listening. (See “Additional Resources” section for musical suggestions. Use a listening excerpt about 45-60 seconds in length. The excerpt can start and end at any point during the composition.) 
      • Wait until the end of the listening activity to tell students the title and composer. Revealing the title and composer before the activity may influence the listener.
      • During the first time listening to the music, students listen without talking and generate their first list of five words and phrases.
      • Students listen a second time without talking and add five additional words to their list.
      • Students listen a third time without talking and write the sounds they heard that inspired their list. Musical sounds can include: pitch (high/low sounds), rhythm (long/short), dynamics (loud/soft), tempo (fast/slow), timbre (instruments), form (same [repetition], different), and articulation (smooth/detached).
      • After the listening activity:
        • Students turn and talk to a neighbor, share their words/phrases, and discuss the musical sounds and music vocabulary they heard that inspired their list. 
        • Ask students what the mood of the music is.
        • Students share out to the class. Validate the answers students give; there are no right or wrong responses.
    • Facilitate a discussion with students about how musical sounds can inspire and enhance writing and storytelling. Ask students if there is any music that they associate with stories. 
    • Transition into the lesson about narrative writing.

     

    Work Session

    COLLABORATIVE NARRATIVE WRITING

      • Introduce or review a lesson about narrative writing. Use modeling, visual representations, and hands-on manipulatives to help students understand the concept of narrative writing.
      • Tell the students they are going to practice writing a narrative as a whole class using the opening activity as inspiration.
        • Remind students that narratives have a setting, characters, rising action, climax, falling action, and conclusion. The narrative should fit the mood of the music.
        • Encourage students to use descriptions of actions, thoughts and feelings to develop the characters.
      • Tell students to refresh their memories of the opening music and review their list of words while the teacher plays the music again.
      • Provide students with a graphic organizer such as the Student Friendly Narrative Writing Graphic Organizer PDF to guide the students in writing a whole class story. 
      • Teacher and students read the final product and discuss possible edits.
      • Option: Students can act out the story.

      INDEPENDENT NARRATIVE WRITING

      • Tell students they are going to do another “Five Times Two” with a different composition and write their own narrative based on that composition. (See “Additional Resources” section for musical suggestions. Use a listening excerpt about 45-60 seconds in length. The excerpt can start and end at any point during the composition.) 
      • Students complete another round of “Five Times Two”. Remind students to think about the mood of the music. 
      • Provide students with a graphic organizer to structure their narrative. 
        • Their narrative should fit the mood of the music.
        • Remind students to:
          • Use descriptions of actions, thoughts and feelings to develop the characters.
          • Include a setting, characters, rising action, climax, falling action, and conclusion. 
          • Use temporal words and phrases such as, “today, yesterday, next, meanwhile, finally, later, suddenly”, to develop the plot.
      • Allow students to develop their graphic organizer into a written narrative.
      • Circulate the classroom, observe student progress, and offer constructive feedback or conferencing during the writing process.
      • Allow students to present their narratives to a partner. Model how partners should provide a “grow” and a “glow”. 
      • Provide time for students to revise their narratives.

       

       

      Closing Reflection

      • Allow students to volunteer to read their narratives to the class.
      • Review the concept of narrative writing facilitating a conversation around the connection between music and storytelling.

       

       

      Assessments

      Formative

      Teacher will assess students by:

      • Observing and listening to students’ discussions and answers.
      • Conferencing with students during the writing process.
      • Listening to students’ responses to the activity, Five Times Two.

       

       

      Summative

      CHECKLIST

      • Students can effectively use storytelling elements, such as character development, establishing a setting, use of temporal words to indicate sequencing, logical plot progression, etc., to write a narrative.
      • Students can use music to inspire a narrative that has a beginning, middle, and end.
      • Students can use music elements to analyze and evaluate music.

       

       

      DIFFERENTIATION 

      Acceleration: Students create their own music then write a narrative.

      Remediation:

      • Make a list of three words or phrases instead of five during the listening activity.
      • Younger students can use illustrations to show the beginning, middle, and end of the narrative.
      • Use a simpler graphic organizer such as the Narrative Writing Graphic Organizer.
      • Use scribing or speech-to-text technology.

       

       ADDITIONAL RESOURCES

      *This integrated lesson provides differentiated ideas and activities for educators that are aligned to a sampling of standards. Standards referenced at the time of publishing may differ based on each state’s adoption of new standards.

      Ideas contributed by: Rue Lee-Holmes. Updated by: Katy Betts.

      Revised and copyright:  July 2024 @ ArtsNOW

       

       

      Back to Modules

      LISTEN, THINK, WRITE! K-1

      LISTEN, THINK, WRITE!

      LISTEN, THINK, WRITE!

      Learning Description

      In this lesson, students will incorporate the elements of a story to create an engaging narrative inspired by a musical piece. Students will use temporal words and descriptive details to improve their writing.

       

      Learning Targets

      GRADE BAND: K-1
      CONTENT FOCUS: MUSIC & ELA
      LESSON DOWNLOADS:

      Download PDF of this Lesson

      "I Can" Statements

      “I Can…”

      • I can use music to write narratives about real or imagined experiences.

      • I can listen and respond to music.

      Essential Questions

      • How can listening to music encourage creative writing?

       

      Georgia Standards

      Curriculum Standards

      Kindergarten: 

      ELAGSEKW3 Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, tell about the events in the order in which they occurred, and provide a reaction to what happened.

       

      Grade 1: 

      ELAGSE1W3 Write narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal event order, and provide some sense of closure.

      Arts Standards

      Kindergarten: 

      ESGMK.RE.1 Listen to, analyze, and describe music. 

      ESGMK.RE.2 Evaluate music and music performances. 

      ESGMK.CN.1 Connect music to the other fine arts and disciplines outside the arts.

       

      Grade 1: 

      ESGM1.RE.1 Listen to, analyze, and describe music.

      ESGM1.RE.2 Evaluate music and music performances.

      ESGM1.CN.1 Connect music to the other fine arts and disciplines outside the arts.

       

      South Carolina Standards

      Curriculum Standards

      Kindergarten: 

      ELA.K.C.3.1 Use a combination of drawing, dictating, and writing to narrate a single event or linked events in a logical order. 

       

      Grade 1: 

      ELA.1.C.3.1 Write narratives to develop real or imagined experiences. When writing: 

      1. detail events in a logical order using temporal words to signal event order (e.g., before, after); b. include details that describe actions, thoughts, and feelings; and c. provide a sense of ending.

      Arts Standards

      Anchor Standard 6: I can analyze music.

       

      Anchor Standard 7: I can evaluate music.

      Anchor Standard 9: I can relate music to other arts disciplines, other subjects, and career paths. 

       

      Key Vocabulary

      Content Vocabulary

      • Narrative writing - A form of writing that tells a story or recounts a series of events

      • Setting - The time, place, and environment in which the story takes place

      • Character - A person, animal, or entity depicted in a story

      • Temporal words - Terms that indicate time and help to sequence events, making it clear when something happens in relation to other events

      Arts Vocabulary

      • Pitch - High/low sounds

      • Rhythm - Long/slow sounds

      • Tempo - Fast/slow sounds

      • Dynamics - Loud/soft sounds

      • Timbre - Instrument sounds

      • Form - Same/different sounds

      • Articulation - Smooth/detached

       

      Materials

      • Paper
      • Pencils
      • Teacher access to computer and Internet

       

      Instructional Design

      Opening/Activating Strategy

      • Engage students in “Listening: Ten Times Two” thinking routine (modified to “Three Times Two”).
        • Prepare students for the listening activity by telling students they are going to listen to a musical composition and list three words or phrases that come to mind while they are listening. (See “Additional Resources” section for musical suggestions. Use a listening excerpt about 45-60 seconds in length. The excerpt can start and end at any point during the composition.) 
        • Wait until the end of the listening activity to tell students the title and composer. Revealing the title and composer before the activity may influence the listener.
        • During the first time listening to the music, students listen without talking and generate their first list of three words and phrases.  
        • Ask students to share what came to their minds. Record students’ answers on the board. 
        • Students listen a second time without talking and generate three additional words to add to the list.
        • Ask students to share what came to their minds. Record students’ answers on the board. 
        • Choose one or two of the words or phrases that students listed. Ask students what sounds they heard in the music that made them think of the words that they shared. Play the music a third time so that students can listen again. 
          • Musical sounds can include: pitch (high/low sounds), rhythm (long/short), dynamics (loud/soft), tempo (fast/slow), timbre (instruments), form (same [repetition], different), and articulation (smooth/detached).
      • Facilitate a discussion with students about how musical sounds can inspire and enhance writing and storytelling. Ask students if there is any music that they associate with stories. 
        • Remind students that songs have a structure–beginning, middle, and end, and that some songs have lyrics that tell a story that accompanies the melody of the song.
      • Transition into the lesson about narrative writing.

       

      Work Session

      COLLABORATIVE NARRATIVE WRITING

        • Introduce or review a lesson about narrative writing. Use modeling, visual representations, and hands-on manipulatives to help students understand the concept of narrative writing.
        • Tell the students they are going to practice writing a narrative as a whole class using the opening activity as inspiration.
            • Tell students to refresh their memories of the opening music and review their list of words while the teacher plays the music again.
            • Ask students how the music they listened to made them feel. The feelings that the music generated should match the feeling of the story.
            • Project a graphic organizer such as the Narrative Writing Graphic Organizer to guide students in writing a whole class story. 
            • Teacher and students will read the final product and discuss possible edits.
            • Option: Students can act out the story.

            INDEPENDENT NARRATIVE WRITING

            • Tell students they are going to do another “Three Times Two” with a different composition and write their own narrative based on that composition. (See “Additional Resources” section for musical suggestions. Use a listening excerpt about 45-60 seconds in length. The excerpt can start and end at any point during the composition.) 
            • Students complete another round of “Three Times Two”. Remind students to think about how the music makes them feel. 
            • Allow time for students to share ideas for narratives as a class.
            • Remind students that their narratives should have characters, a setting, and a beginning, middle, and end. Grade 1 students should include temporal words to show sequence.
              • Allow time for students to plan using a graphic organizer, sentence starters, and/or drawings.
            • Circulate the classroom, observe student progress, and offer constructive feedback or conferencing during the writing process.

             

            Closing Reflection

            • Allow students to volunteer to share their narratives with the class. Ask the class to identify the beginning, middle, and end of the story.
            • Review the concept of narrative writing facilitating a conversation around the connection between music and storytelling.

             

             

            Assessments

            Formative

            Teacher will assess students by:

            • Observing and listening to students’ discussions and answers.
            • Conferencing with students during the writing process.
            • Listening to students’ responses to the activity, Three Times Two.

             

            Summative

            CHECKLIST

            • Students can write a narrative with characters, setting, and a beginning, middle, and end.
            • Students can use music to inspire narrative writing.
            • Students can use music elements to analyze and evaluate music.

             

            DIFFERENTIATION 

            Acceleration: Have students write and illustrate their stories. Students should focus on including descriptive details in their writing.

            Remediation:

            • Reduce the number of words from three to one or two during the listening activity.
            • Younger students can use illustrations to show the beginning, middle, and end of the narrative.
            • Use scribing or speech-to-text technology.

             ADDITIONAL RESOURCES

            *This integrated lesson provides differentiated ideas and activities for educators that are aligned to a sampling of standards. Standards referenced at the time of publishing may differ based on each state’s adoption of new standards.

            Ideas contributed by: Rue Lee-Holmes. Updated by: Katy Betts.

            Revised and copyright:  July 2024 @ ArtsNOW

             

            Back to Modules

            EXPLORING NUMBERS THROUGH BODY PERCUSSION K-1

            EXPLORING NUMBERS THROUGH BODY PERCUSSION

            EXPLORING NUMBERS THROUGH BODY PERCUSSION

            Learning Description

            In this lesson, students will “count on” or skip-count from various numbers by creating body percussion progressions that follow a steady beat.

             

            Learning Targets

            GRADE BAND: K-1
            CONTENT FOCUS: MUSIC & MATH
            LESSON DOWNLOADS:

            Download PDF of this Lesson

            "I Can" Statements

            “I Can…”

            • I can follow a steady beat using body percussion.

            • I can “count on” or skip-count from a given number. 

            • I can create body percussion progressions that follow a steady beat.

            Essential Questions

            • How can we use body percussion to help us practice “counting on” or skip-counting?

             

            Georgia Standards

            Curriculum Standards

            Kindergarten

            K.NR.2.1 CoK.NR.2.1 Count forward to 100 by tens and ones and backward from 20 by ones.unt forward to 100 by tens and ones and backward from 20 by ones.

             

            K.NR.2.2 Count forward beginning from any number within 100 and count backward from any number within 20.

             

            Grade 1

            1.NR.1.1 Count within 120, forward and backward, starting at any number. In this range, read and write numerals and represent a number of objects with a written numeral.

            Arts Standards

            Kindergarten

            ESGMK.CR.2 Compose and arrange music within specified guidelines.d guidelines.

             

            ESGMK.PR.2 Perform a varied repertoire of music on instruments, alone and with others. 

            1. Echo simple rhythmic patterns with appropriate technique using body percussion and classroom instruments. 
            2. Perform steady beat and simple rhythmic patterns with appropriate technique using body percussion and classroom instruments.

             

            Grade 1

            ESGM1.CR.2 Compose and arrange music within specified guidelines.d guidelines.

             

            ESGM1.PR.2 Perform a varied repertoire of music on instruments, alone and with others. 

            1. Echo simple rhythmic patterns with appropriate technique using body percussion and classroom instruments. 
            2. Perform steady beat and simple rhythmic patterns with appropriate technique using body percussion and classroom instruments.

             

             

            South Carolina Standards

            Curriculum Standards

            KindergartenK.NS.1 Count forward by ones and tens to 100. 

            K.NS.2 Count forward by ones beginning from any number less than 100.

            Grade 11.NSBT.1 Extend the number sequence to: a. count forward by ones to 120 starting at any number; b. count by fives and tens to 100, starting at any number

            Arts Standards

            Anchor Standard 1: I can compose and arrange music.

            Anchor Standard 4: I can use my body to make sounds.

             

            Key Vocabulary

            Content Vocabulary

            • “Count on” - The process of adding a specific quantity to a given number
            • Skip counting - A technique in mathematics where you count by a certain number other than 1

            Arts Vocabulary

            • Unison - This is a single melody; all instruments or voices sing/play the same notes.

            • Body percussion - Using different parts of the body to make music.

            • Beat - Basic unit of time in music, regular and repeating pulse under the music

            • Steady beat - A consistent and regular pulse or rhythm that is maintained throughout a piece of music

             

            Materials

             

            Instructional Design

            Opening/Activating Strategy

            • Watch the “The Beat is the Heart of Music” with students.
              • Have students follow your movements in unison as you demonstrate different methods of body percussion such as tapping your foot on the floor, clapping, tapping fingers in palm, patting legs with hands, etc, to the steady beat. 
              • Begin simply with one body percussion movement, gradually making it more complex with varying snaps, slaps and claps. Students should follow along in unison.

             

            Work Session

            • Introduce “counting on” or skip-counting to students. 
            • Start with simple body percussion and low numbers, such as “one”, followed by four counts and four claps together. 
            • Continue on with higher numbers or skip-counting according to ability/readiness level.
            • Tell students that they will be creating a four beat body percussion progression adding skip-counting or “counting on” to their movements. First, the class will practice some body percussion movements together.
              • Begin by playing music with a strong steady beat. 
              • Have students pat their legs to the steady beat. 
              • Then, invite a few students to the front of the room, one at a time, to choose a new percussive movement to lead the class in.
            • Divide students into small groups. In their groups, have students create a four beat body percussion progression following the steady beat of the music. Assign each group a different criteria for “counting on” or skip-counting.
            • Have students return to the whole group. 
            • Allow students to share their percussive progressions. Be sure to arrange student performances so that the number progression is in order.
            • Have the whole class join the group in  “counting on” or skip-counting to the progression.

             

            Closing Reflection

            • Have students physically arrange themselves in the correct order depending on the value of the number that they are starting from.
            • Then, have students perform one last time in order.
            • As a whole group, reflect on the process by asking students what a steady beat is and what they learned about “counting on” or skip-counting through percussive movements.

             

            Assessments

            Formative

            Teacher will assess student learning by observing which students are “counting on” or skip-counting correctly from the given number, which students are using body percussion to make a steady beat, and which students are able to follow the teacher’s body percussion movements.

             

            Summative

            CHECKLIST

            • Students can “count on” or skip-count correctly from a given number.
            • Students can create body percussion progressions that follow a steady beat.

             

            Differentiation

            Accelerated: Assign students individual challenges such as starting at a higher number or skip-counting by two instead of five, for example.

            Remedial: 

            • Limit the numbers to up to 10. 
            • Assign the same number progression to the whole class.
            • As a whole class, create a body percussion progression adding “counting on” or skip-counting.

             

            *This integrated lesson provides differentiated ideas and activities for educators that are aligned to a sampling of standards. Standards referenced at the time of publishing may differ based on each state’s adoption of new standards.

            Ideas contributed by: Elizabeth Paige

            Revised and copyright:  May 2024 @ ArtsNOW

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            Carnival of the Animals K-1

            CARNIVAL OF THE ANIMALS

            CARNIVAL OF THE ANIMALS

            Learning Description

            Students will expand knowledge about music vocabulary through exploration of The Carnival of the Animals, composed by Camille Saint-Saëns. Students will be able to use key music terms in discussions with their peers and in persuasive writing.

             

            Learning Targets

            GRADE BAND: K-1
            CONTENT FOCUS: MUSIC & ELA
            LESSON DOWNLOADS:

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            "I Can" Statements

            “I Can…”

            • I can use musical vocabulary to describe music I hear.
            • I can use musical vocabulary to share my opinion about music.

            Essential Questions

            • How can you write to describe and share your opinion about music you hear?

             

            Georgia Standards

            Curriculum Standards

            Kindergarten:

            ELAGSEKW1 Use a combination of drawing, dictating, and writing to compose opinion pieces in which they tell a reader the topic or the name of the book they are “writing” about and state an opinion or preference about the topic or book (e.g., My favorite book is…).

             

            Grade 1: 

            ELAGSE1W1 Write opinion pieces in which they introduce the topic or the name of the book they are writing about, state an opinion, supply a reason for the opinion, and provide some sense of closure.

             

            WIDA English Language Proficiency Standards:

            Standard 1: English language learners communicate for Social and Instructional purposes within the school setting. 

            Standard 2: English language learners communicate information, ideas, and concepts necessary for academic success in the content area of Language Arts.

             

            Arts Standards

            Kindergarten:

            MKGM.6: Listening to, analyzing, and describing music.

            MKGM.10: Moving, alone and with others, to a varied repertoire of music.

             

            Grade 1:

            M1GM.6: Listening to, analyzing, and describing music.

            M1GM.10: Moving, alone and with others, to a varied repertoire of music.

             

             

             

            South Carolina Standards

            Curriculum Standards

            Kindergarten:

            Standard 1: Write arguments to support claims with clear reasons and relevant evidence. 

            1.1 Use a combination of drawing, dictating, and writing to state the topic and communicate an opinion about it.

             

            Grade 1:

            Standard 1: Write arguments to support claims with clear reasons and relevant evidence. 

            1.1 Explore print and multimedia sources to write opinion pieces that introduce the topic, state an opinion, give a reason for the opinion, and provide a sense of closure.

             

             

            Arts Standards

            Anchor Standard 6: I can analyze music.

            Benchmark GM.R NL.6 I can identify contrasts in music.

            Benchmark GM.R NM.6 I can identify the elements of music. 

            Anchor Standard 7: I can evaluate music.

            GM.R NL.7.1 I can listen and respond to music.

             

             

            Key Vocabulary

            Content Vocabulary

            • Opinion writing - A form of writing in which the author expresses their personal views or opinions on a particular topic or issue; it is characterized by the use of persuasive language and supporting arguments to convey the author's stance

            Arts Vocabulary

            • Tone color (Timbre) - The quality of sound; component of a sound that causes different instruments to sound different from each other
            • Pitch - Relative highness or lowness of a tone in relation to other tones
            • Tempo - The speed at which a music piece is performed
            • Dynamics - Volume of sound (loudness, quietness
            • Movement - A self-contained part of a musical composition or musical form

             

            Materials

              • Recording of The Carnival of the Animals composed by Camille Saint-Saëns
              • Book illustrating The Carnival of the Animals
              • Writing paper
              • Chart paper
              • Marker
              • Large pictures of each animal
              • Pencils
              • Pitched percussion instruments (xylophone, tone bars, etc)

               

               

              Instructional Design

              Opening/Activating Strategy

              • As a group, have students brainstorm animals they might find at a carnival. If needed, project an image of a carnival for students.
              • Discuss what a carnival is and what animals you might see there. 
              • Have students turn and talk to their neighbor to discuss their favorite animal.

               

              Work Session

                • Have a recording preset to use the selections of The Carnival of the Animals you want students to hear. Place the large pictures of the animals on chart paper and hang up for students to see.
                • Have students sit in a circle on the floor.
                • Discuss that music has different qualities, including timbre, pitch, tempo, and dynamics. 
                  • For example, small animals such as a bird or frog may make soft, high-pitched, thin or shrill sounds, while larger animals like an alligator may make loud, low-pitched, thick or rumbling sounds.
                  • Play two different sounds that demonstrate the difference in high and low pitch (use pitched percussion instruments or recordings of pitched percussion instruments if possible).
                  • Discuss the sounds that animals make using these musical terms. Playing audio clips may be helpful. 
                • After the students understand the different types of sound, play the first selection from The Carnival of the Animals.
                • Have students stand under the picture of the animal that they think matches the sounds. 
                  • Have students move like the animal would move. 
                  • Ask students to explain why they chose the animal that they did.
                  • Ask students to describe the music using the terms timbre, pitch, tempo, and dynamics; write the words students say on chart paper.
                • After the animal has been identified, read the passage of the book that matches the animal and discuss qualities of the animal that are illustrated by the music.
                • Repeat this process for the other animals.
                • When all the music has been played, tell students to select their favorite animal from the music and book, The Carnival of the Animals. 
                  • Kindergarten will use a combination of drawing, dictating and writing to convey their opinions. Encourage students to support their opinion with one to two reasons why they chose that animal.
                  • First grade will convey their opinions through writing. Students should be sure to provide closure to their writing after they have stated their opinions and at least one reason for their opinions.
                  • Students should use at least one musical term (timbre, pitch, tempo, and/or dynamics) in their opinion writing.

                 

                Closing Reflection

                Allow students to share their opinions with the class. Establish agreed-upon guidelines for sharing and listening.

                Assessments

                Formative

                Teachers will assess students’ understanding by observing students’ responses during class discussion, students’ identification of the animals in The Carnival of the Animals using musical vocabulary, and students’ discussion of their favorite animals and reasons for their opinions.

                 

                 

                Summative

                CHECKLIST

                • Students can use musical vocabulary to describe music they hear.
                • Students can use musical vocabulary to share their opinions about music through drawing, dictating, and writing.

                 

                Differentiation

                Acceleration: 

                • Students can choose a new animal and create a musical composition to represent its characteristics using musical vocabulary.
                • Once students have picked their favorite animal from The Carnival of Animals, they will conduct research (through internet or book resources) to gather factual information about their animal to include in their opinion writing. Gifted Assessments Students will use mechanics to develop persuasive writing that includes facts and opinions.

                 

                Remediation:

                • ESOL Modifications and Adaptations: ESOL teachers will conduct a mini lesson on opinions and persuasion, allowing students to role play (ex: persuading their parents for an extra cookie or staying up later on a school night).
                • Special Education Modifications and Adaptations: Ask each student to name their favorite animal from the story. Record responses using a tally chart and ask students to identify the animal with the greatest number of votes. Work in small groups or as a whole to list attributes of the animal with the greatest amount of votes. Correlate the attributes to the musical vocabulary and then use the attributes to write or dictate two to three sentences about the animal.

                 

                ADDITIONAL RESOURCES

                • Recordings and illustrated books of The Carnival of the Animals are commercially available. One example is Saint-Saens, C. & Turner, B. C. (1998). Carnival of the animals. New York, NY: Henry Holt and Co. 
                • Audio recordings of the various movements are available through streaming online music sites like http:// www.grooveshark.com (search: Carnival of the Animals).
                • Full recording and descriptions of each of the 14 movements: http:// en.wikipedia.org/wiki/
                • The Carnival of the Animals Animal Sound Clips from the U.S. Fish and Wildlife Service: http://www.fws.gov/video/sound.html
                • Ballet company performances of The Carnival of the Animals: http://YouTube.com.

                *This integrated lesson provides differentiated ideas and activities for educators that are aligned to a sampling of standards. Standards referenced at the time of publishing may differ based on each state’s adoption of new standards.

                Ideas contributed by: Sandi Evans. Modifications, Extensions, and Adaptations Contributed by: Peggy Barnes, Candy Bennett, Lindsey Elrod, Jennifer Plummer, and Vilma Thomas. Reviewed by Emily Threlkeld. Updated by Maribeth Yoder-White.

                Revised and copyright:  June 2024 @ ArtsNOW

                 
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