SING ME A POEM 6-8

SING ME A POEM

SING ME A POEM

Learning Description

In this lesson, students will explore how different multimedia formats of a ballad impact audience perception.

 

Learning Targets

GRADE BAND: 6-8
CONTENT FOCUS: MUSIC & ELA
LESSON DOWNLOADS:

Download PDF of this Lesson

"I Can" Statements

“I Can…”

  • I can analyze and evaluate texts through multimedia formats.
  • I can explain and analyze how the media's portrayal of the text impacts the audience.
  • I can use musical vocabulary to explain what I hear in a ballad.
  • I can use good posture, breath support, and accurate pitch while singing.

Essential Questions

  • How does the emotional impact and audience engagement differ between reading a ballad’s text and listening to it being sung?
  • How does a text's portrayal change across its written and musical formats, and how do these differences shape audience perception?
  • How can I use my voice to express emotions and communicate a message?

 

Georgia Standards

Curriculum Standards

Grade 6:

ELAGSE6SL2 Interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how it contributes to a topic, text, or issue under study.

 

Grade 7:

ELAGSE7SL2 Analyze the main ideas and supporting details presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how the ideas clarify a topic, text, or issue under study.

 

Grade 8:

ELAGSE8SL2 Analyze the purpose of information presented in diverse media and formats (e.g., visually, quantitatively, orally) and evaluate the motives (e.g., social, commercial, political) behind its presentation.

Arts Standards

MSGM6.PR.2 Perform a varied repertoire of music on instruments, alone and with others.

MSGM6.RE.1 Listen to, analyze, and describe music.

MSGM6.RE.2 Evaluate music and music performances.

MSGM6.CN.2.d Demonstrate performance etiquette (e.g. stage presence, attire, and behavior) and audience etiquette appropriate for venue, purpose, context, and style.

 

South Carolina Standards

Curriculum Standards

Grade 6:

ELA.6.AOR.10.1 Analyze a text or subject presented through multimedia formats and explain how each media’s portrayal of the text or subject impacts the audience.

 

Grade 7:

7.AOR.10.1 Evaluate a text or subject presented through multimedia formats and analyze how each media’s portrayal of the text or subject impacts the audience.

 

Grade 8:

8.AOR.10.1 Evaluate a text or subject presented through multimedia formats and analyze how each media’s portrayal of the text or subject impacts the audience.

Arts Standards

Anchor Standard 3: I can sing alone and with others.

Anchor Standard 6: I can analyze music.

Anchor Standard 7: I can evaluate music.

 

Key Vocabulary

Content Vocabulary

  • Ballad – A poem that tells a story of adventure, of romance, or of a hero, that is suitable for singing, and that usually has stanzas of four lines with a rhyme on the second and fourth lines
  • Text - Can include, but is not limited to, materials such as books, magazines, newspapers, movies, paintings, television shows, songs, political cartoons, online materials, advertisements, maps, digital media, infographics, podcasts, charts, graphs, diagrams, notes, captions, lab reports, scenarios, and works of art
  • Analyze - To study something closely and carefully
  • Evaluate - To study carefully and make a judgement
  • Multimedia - Using different types of media, like pictures, videos, sounds, and words, all together to tell a story or share information

Arts Vocabulary

  • Ballad – A poem that tells a story of adventure, of romance, or of a hero, that is suitable for singing, and that usually has stanzas of four lines with a rhyme on the second and fourth lines
  • Pitch - The highness or lowness of sound
  • Rhythm - Long and short sounds and silences
  • Dynamics - Loud and soft sounds; volume
  • Tempo - The speed of the beat
  • Timbre - The distinctive quality of sounds; the tone color or special sound that makes one instrument or voice sound different from another
  • Form - The organization of a piece (how the music is put together)
  • Articulation - How a performer moves from one note to the next; how notes are connected or not

 

Materials

  • Projection board with internet access
  • Implements for completing writing assignments
  • Graphic organizers (optional)
  • Printed song lyrics
  • Audio recordings
  • Music video (if available)
  • Harvard Project Zero Thinking Routines

 

 

Instructional Design

Opening/Activating Strategy

See, Think, Wonder (See, Think, Wonder Harvard Project Zero Thinking Routine)

  • Prepare students for a “See, Think, Wonder” reading activity by telling students they are going to read a ballad poem excerpt and answer three prompts. (**Ballad suggestions are in the Additional Resources section of the lesson plan.) Students will need implements for documenting their responses.
    • “I see”: What do you see? What stands out to you?
    • “I think”: What do you think about while reading the ballad poem?
    • “I wonder”: What does the poem make you wonder? What questions do you have?
  • Students are each given copies of the ballad poem to read individually or as a group and answer the first prompt (I see) using words or images.
    • Tell students to “Turn and Talk” about their response with a neighbor.
    • Call on students to share their responses with the class.
      • Restate students’ responses. All responses are acceptable.
    • Students will read the ballad poem a second time and answer the second prompt (I think) using words or images.
      • Tell students to “Turn and Talk” about their responses with a neighbor.
      • Call on students to share their responses with the class.
        • Restate students’ responses. All responses are acceptable.
        • Ask “What did you read in the ballad poem to make you think about …?” to encourage deeper connections to the written text.
      • Students will read the ballad poem a third time and answer the third prompt (I wonder) using words or images.
        • Tell students to “Turn and Talk” about their responses with a neighbor.
        • Call on students to share their responses with the class.
          • Restate students’ responses. All responses are acceptable.
          • Tell students they are going to be examining two different formats of the ballad: the ballad written as a poem and the ballad sung as a song. Students will evaluate how each format impacts them.

Work Session

Ballad Poem Analysis

  • Prepare students to analyze the entire ballad poem by considering and discussing the following questions:
    • Title: What clues do the title give about the poem's subject matter?
    • Speaker: Who is "speaking" in the poem?
    • Words and phrases: What words stand out? Are there any unfamiliar words? Is there a consistent rhyme or pattern?
    • Imagery: What pictures or sensory details does the poet create using language?
    • Tone/mood: How does the poem make you feel?
    • Theme: What is the message?
    • Include additional relevant questions to help guide students’ poetry analysis.
  • Students collaborate with a partner to read, analyze and annotate the entire ballad poem.
    • Tell partners to “Turn and Talk” about their responses with another pair of partners.
  • Read the poem aloud with the whole class and engage the students in a class discussion about their answers to the questions.

 

Music Analysis: Hear, Think, Wonder

  • Prepare students for a “Hear, Think, Wonder” listening activity. This is a modification of the Project Zero “See, Think, Wonder” Thinking Routine activating strategy.
  • Tell students they are going to listen to the ballad as a song and answer three prompts:
    • “I hear”: What sounds do they hear? Musical sounds can include pitch (high/low sounds), rhythm (long/short), dynamics (loud/soft), tempo (fast/slow), timbre (instruments), form (same [repetition], different [contrasting]), articulation (smooth/detached).
    • “I think”: What does the music make you think about?
    • “I wonder”: What “wonderings” do you have? Wonderings are generally
  • Students listen without talking the first time and answer the first prompt (I hear) using words or images.
    • Tell students to “Turn and Talk” about their response with a neighbor.
    • Call on students to share their responses with the class.
      • Restate students’ responses. All responses are acceptable.
    • Students listen without talking a second time and answer the second prompt (I think) using words or images.
      • Tell students to “Turn and Talk” about their responses with a neighbor.
      • Call on students to share their responses with the class.
        • Restate students’ responses. All responses are acceptable. Ask students, “What did you hear in the music to make you think about …?” to encourage deeper connections to the music.
      • Students listen without talking a third time and answer the third prompt (I wonder) using words or images. **The “I think” and I wonder” prompts can be combined into one listening event instead of two separate events.
        • Tell students to “Turn and Talk” about their responses with a neighbor.
        • Call on students to share their responses with the class.
          • Restate students’ responses. All responses are acceptable.
        • The teacher will play the song again while students sing along with the recording. The teacher will remind students to demonstrate good posture, breath support, and accurate pitch while singing.
        • The teacher will lead a discussion with the class about how the musical sounds from the song help contribute to the message of the written text. (Focus on the vocabulary from the “I Hear” prompt.)
          • Ask students whether the music makes the narrative more or less engaging and why.

 

6th grade: Focus more on analyzing the text and explaining the impact on the audience.

  • For example:
    • What is the overarching message of the text?
    • What emotions do they make you feel?
    • Does certain text or sections of text repeat?
    • What is your overall impression of the poem/song?

 

7th and 8th grade: Focus more on evaluating the text and analyzing the impact on the audience.

  • For example:
    • What are the ballad’s strengths and weaknesses?
    • Does the ballad leave a lasting impression or make you want to read/listen to it again?
    • How does the ballad compare to other ballads in the same genre or style?
    • What is your overall impression of the ballad?

 

Closing Reflection

Wrap It Up

  • Remind students that they have explored text presented as a ballad poem and a ballad song.
  • Present students with the following:
    • 6th grade:
      • (a) How does the emotional impact and audience engagement differ between reading a ballad’s text and listening to it being sung?
      • (b) Which format do you prefer and why?
    • 7th and 8th grade:
      • (a) How does a text's portrayal change across its written and musical formats?
      • (b) How do these differences shape audience perception?
      • (c) Which format do you prefer and why?
    • Remind students to keep the question(s) in mind as the class reviews each format.
      • Review both formats of the ballad.
      • After the review, allow students time to think about and thoughtfully answer the questions making sure they use content and music vocabulary in their responses.
        • Students should annotate the content and music vocabulary in their responses using a highlighter, underlining, or circling the vocabulary words.
      • Students will “Turn and Talk” with their neighbor discussing their response to the questions.
      • Call on students to share their responses with the class.

 

Assessments

Formative

  • Evaluate students’ responses to See, Think, Wonder and Hear, Think, Wonder.
  • Observe partner and whole class discussions.

Summative

  • The teacher will evaluate students’ learning through students’ responses (written or oral) to the essential question that includes content and music vocabulary. Using a rubric or checklist may help provide assessment guidance for students.

 

 

Differentiation

Accelerated: 

  • Research and compare additional poem and song ballads.
  • Discuss historical context such as, “How do ballads reflect the time period they were written in?”.

 

Remedial:

  • Use excerpts of the poem and song when completing the analysis.
  • Use graphic organizers.
  • Provide guided notes or sentence starters for discussion.
  • Use partner reading or small group support for comprehension.

 

Additional Resources

Suggested Ballad Titles:

  • “Ballad of John Henry” (poem)
  • “Ballad of John Henry” sung by Wee Sing
  • “Promised Land” sung by Chuck Berry
  • “Puff the Magic Dragon” sung by Peter, Paul, and Mary

 

Credits

Ideas contributed by: Dr. Rue S. Lee-Holmes

*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.

Revised and copyright:  May 2025 @ ArtsNOW

 

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STARS & PLANETS: PLANET MUSIC & MOVEMENT RESPONSES 4

PLANET MUSIC & MOVEMENT RESPONSES

STARS & PLANETS:PLANET MUSIC & MOVEMENT RESPONSES

Learning Description

Students will listen to music and identify various musical components, relate those components to attributes of planets. Students will then create movements to demonstrate those attributes with music.

 

Learning Targets

GRADE BAND: 4
CONTENT FOCUS: MUSIC & SCIENCE
LESSON DOWNLOADS:

Download PDF of this Lesson

"I Can" Statements

“I Can…”

  • I can listen and respond to music with words and movement as it relates to attributes of the planets.

Essential Questions

  • How do the physical characteristics of stars differ from those of planets, and what methods can we use to observe and understand these differences?

 

Georgia Standards

Curriculum Standards

S4E1: Obtain, evaluate, and communicate information to compare and contrast the physical attributes of stars and planets.

Arts Standards

ESGM4.RE.1 Listen to, analyze, and describe music.
ESGM4.RE.2 Evaluate music and music performances.

 

Key Vocabulary

Content Vocabulary

  • (Composition) Gaseous - A planet composed of mostly gasses
  • (Composition) Rocky - A planet composed of mostly rocks
  • Orbit - The path an object takes in space
  • Planet - Large natural objects that orbit around a star
  • Relative size - How the size of one object compares to another
  • Satellite - Any object that orbits another object
  • Star - A massive, luminous sphere held together by its own gravity
  • Telescope - A tool used to observe far away objects

Arts Vocabulary

  • Composer - The person who writes the music
  • Gustav Holst - (1874–1934) An English composer, arranger, and teacher, best known for his orchestral suite "The Planets"
  • Tempo - The speed of the beat
    • Allegro - Fast
    • Adagio - Slow
  • Dynamics - Loud and soft sounds; volume
    • Crescendo - Get louder
    • Decrescendo - Get softer (synonymous with diminuendo)
    • Piano - Soft
    • Forte - Loud

Materials


Instructional Design

Opening/Activating Strategy

  • Play a portion of Gustav Holst’s composition “Earth, The Bringer of Life”
  • Engage students in the Hear, Think, Wonder Artful Thinking Routine.
    • What do you hear?
    • What do you think about what you’ve heard?
    • What do you wonder about this piece?

Introduce the composer as Gustav Holst, born in 1874 in England. Tell students that he was most famous for his orchestral composition called “The Planets”.

Work Session

Teacher Note: Students will have already learned about planet attributes: Terrestrial/rocky, gaseous, size, rotation speed (slow or fast), and color.

  • Teach or review musical vocabulary:
    • Tempo - The speed of the beat
      • Allegro - Fast
      • Adagio - Slow
    • Dynamics - Loud and soft sounds; volume
      • Crescendo - Get louder
      • Decrescendo - Get softer (synonymous with diminuendo)
      • Piano - Soft
      • Forte - Loud
    • Review listening skills as they relate to music.
    • Set a purpose for listening:
      • Say to students, “When you listen to the next piece of music I want you to listen for how loud or soft the music is. Is it fast or slow? Does it start slow and get faster or start fast and get slower? Or start softly and become LOUD?!”
      • Tell students that it is the song they listened to earlier. It is a composition that is written about one of the planets.
      • Ask students to think about what they know about planets and how the tempo (fast and slow) and dynamics (loud and soft) might tell the listener about the planet.
      • Play EARTH, The Bringer of Life.
        • Ask students:
          • What did you notice about the tempo? Dynamics?
          • Does it remind you of any specific planet?
          • Why does that tempo or dynamic remind you of that?
        • Lead students to attributes of planets such as cold, hot, big/small (in relation to Earth), rocky, gaseous, fast spinning or slow spinning.
          • Example: Slow spinning could be represented with slow music.
        • Divide students into small groups. Assign each group a planet (other than Earth).
        • Have each group listen to Gustav Holst’s composition on that planet.
          • As they listen, have students record observations about the tempo and dynamics. Students should explain how the tempo and dynamics connect to the attributes of the planet.
          • Students should then imagine that they are composers tasked with writing music to express the attributes of that planet.
            • Students should decide the following:
              • What tempo would it be?
              • What would the dynamics be?
              • What instruments would they use?

Closing Reflection

Play a small section of each musical composition. Allow students time to share their observations about the tempo and dynamics and how they see it connecting to the attributes of that planet.


Assessments

Formative

  • Teachers will observe students’:
    • Responses during class discussion
    • Ability to identify attributes of planets
    • Ability to identify the tempo and dynamics in music

Summative

  • Students can connect musical concepts like tempo and dynamics to attributes of planets.
  • Students can explain the attributes of their assigned planets.
  • Students can describe how they would represent their planet using tempo and attributes.


Differentiation

Acceleration: 

Students can create their own musical composition using body percussion (stomping, clapping, snapping, etc.) and/or found sound (using objects around them such as pencils or crumpling paper) for their planet.

Remediation:

Create a class key for what a fast or slow tempo or loud or soft dynamics might represent to support students as they analyze music.


Credits

U.S. Department of Education- STEM + the Art of Integrated Learning

Ideas contributed by: SAIL Grant Teacher Leaders

*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.

Revised and copyright:  June 2025 @ ArtsNOW

 

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STARS & PLANETS: SING THE SOLAR SYSTEM 4

SING THE SOLAR SYSTEM

STARS & PLANETS: SING THE SOLAR SYSTEM

Learning Description

In this music lesson, students collaborate in groups to research stars and planets, translating their attributes into verses set to a steady beat. They'll creatively meld scientific facts with rhythmic lyricism, each verse contributing to a collective song about the cosmos. A unifying chorus will weave these verses together, highlighting the marvels of the universe. The lesson culminates in a class performance, showcasing a harmonious blend of astronomy knowledge and musical expression.

 

Learning Targets

GRADE BAND: 4
CONTENT FOCUS: MUSIC & SCIENCE
LESSON DOWNLOADS:

Download PDF of this Lesson

"I Can" Statements

“I Can…”

  • I can compose a verse that describes attributes of planets and stars in our solar system.
  • I can speak rhythmically to a steady beat.
  • I can perform body percussion to a steady beat.

Essential Questions

  • How are the physical attributes of stars and planets similar and different?
  • How can I use rhythm and music to describe attributes of stars and planets?

 

Georgia Standards

Curriculum Standards

S4E1: Obtain, evaluate, and communicate information to compare and contrast the physical attributes of stars and planets.

Arts Standards

ESGM4.CR.2 Compose and arrange music within specified guidelines.
ESGM4.PR.2 Perform a varied repertoire of music on instruments, alone and with others.

 

Key Vocabulary

Content Vocabulary

  • Orbit - The path an object takes in space
  • Planet - Large natural objects that orbit around a star
  • Star - A massive celestial body made of gas, held together with its own gravity
  • Attribute - A quality, characteristic, or feature of something or someone
  • Solar System - A group of celestial bodies, including a star and the bodies that are bound by its gravitational pull
  • (Composition) Gaseous - A planet composed of mostly gasses
  • (Composition) Rocky - A planet composed of mostly rocks

Arts Vocabulary

  • Rhythm - Long and short sounds and silences
  • Steady beat - A consistent, steady pulse that occurs at regular intervals in a piece of music
  • Unpitched percussion - Percussion instruments that do not have a pitch
  • Verse - A verse is a section of a song where the melody stays the same but the lyrics usually change each time it's heard
  • Chorus - A section of a song that is repeated after each verse, usually featuring the main message or theme of the song


Materials


Instructional Design

Opening/Activating Strategy

  • Warm up by having students sit in a circle. Tell students that they should follow along with your movements.
  • Begin by patting your legs with both hands to a steady beat. Have students follow along. Switch to a pat-clap-pat-clap pattern. Switch to a pat-clap-snap-pat-clap-snap pattern.
  • While continuing the steady beat with body percussion, introduce yourself to the steady beat, “Hi, my name is _________”. Go around the circle of students having students introduce themselves to the steady beat.
  • Then lead students in using body percussion to recite the following using a steady beat:
    • Mer-cury, Ve-nus, Earth and Mars / Planets in this sol-ar sys-tem of ours / Jup-i-ter, Sa-turn, Uranus, Nep-tune / Each is u-nique and round as a ba-lloon.
    • It can be displayed here.

Work Session

  • Read aloud from 13 Planets: The Latest View of the Solar System by David A. Aguilar to review the different attributes of each of the planets and our sun that have been previously taught (size, color, planet surface, composition, etc.).
  • Explain that today, students will create a song that describes the attributes of different planets in our solar system.
  • Return to “Mer-cury, Ve-nus, Earth and Mars / Planets in this sol-ar sys-tem of ours / Jup-i-ter, Sa-turn, Uranus, Nep-tune / Each is u-nique and round as a ba-lloon” chanting it with accompanying body percussion to a steady beat.
  • This will become the chorus of the class’s song. Explain that a chorus is a part of a song that is repeated after each verse. Practice the chorus as a group several times. This form of music is called rondo.
  • Divide students into nine groups and assign each a different celestial object from our solar system.
  • If needed, students can use the NASA Solar System Exploration website and the book 13 Planets: The Latest View of the Solar System by David A. Aguilar to research attributes of celestial objects in our solar system.
  • In their groups, students will create a verse that describes attributes of their assigned planet. Their verse will follow a steady beat. Students can use unpitched percussion instruments if available or body percussion to create their beat for their verse.
  • Students will share their compositions with the whole class performing the chorus between each verse.
  • Record the song so it can be played back for students and shared with your community.

Closing Reflection

Students will complete a 3-2-1 graphic organizer to reflect on the lesson. This can also be completed in students’ STEAM journals.


Assessments

Formative

  • Teachers will assess student learning throughout the lesson by observing students’:
    • Ability to use body percussion and speak/chant to a steady beat
    • Collaboration with group members to create a verse that describes the attributes of their chosen star or planet

Summative

  • Students will complete a 3-2-1 organizer at the end of the lesson: 3 things they learned, 2 things they have questions about, 1 thing they want their teacher to know.
  • Students’ songs should demonstrate that they understand steady beat and the attributes of their star or planet.


Differentiation

Acceleration: 

  • Students can create a verse to describe other celestial objects such as asteroids, comets, meteors, galaxies, moons, etc.
  • Create a class video of the whole song to share with your learning community.

Remediation:

Provide students with a word bank of possible attributes of planets.

Credits

U.S. Department of Education- STEM + the Art of Integrated Learning

Ideas contributed by: SAIL Grant Teacher Leaders

*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.

Revised and copyright:  June 2025 @ ArtsNOW

 

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HABITATS & ANIMAL ADAPTATIONS: EXPLORING HABITATS THROUGH MUSIC COMPOSITION 3

EXPLORING HABITATS THROUGH MUSIC COMPOSITION

HABITATS & ANIMAL ADAPTATIONS: EXPLORING HABITATS THROUGH MUSIC COMPOSITION

Learning Description

Through composition of original speech pieces, students will develop skills and understandings in science and music. Teamwork and creativity are necessary to create a chant that demonstrates understanding of plant and animal life in various habitats. Musical skills addressed in this lesson include improvising, composing, listening, speaking, and moving.

 

Learning Targets

GRADE BAND: 3
CONTENT FOCUS: MUSIC & SCIENCE
LESSON DOWNLOADS:

Download PDF of this Lesson

"I Can" Statements

“I Can…”

  • I can create and accurately perform an original speech composition in rondo form about my assigned habitat.
  • I can create and accurately perform a body percussion ostinato to accompany my speech composition.

Essential Questions

  • How can music composition help us understand and remember habitats?

 

Georgia Standards

Curriculum Standards

S3L1. Obtain, evaluate, and communicate information about the similarities and differences between plants, animals, and habitats found within geographic regions (Blue Ridge Mountains, Piedmont, Coastal Plains, Valley and Ridge, and Appalachian Plateau) of Georgia.
a. Ask questions to differentiate between plants, animals, and habitats found within Georgia’s geographic regions.
b. Construct an explanation of how external features and adaptations (camouflage, hibernation, migration, mimicry) of animals allow them to survive in their habitat.
c. Use evidence to construct an explanation of why some organisms can thrive in one habitat and not in another.

Arts Standards

ESGM3.CR.1 Improvise melodies, variations, and accompaniments.
ESGM3.CR.2 Compose and arrange music within specified guidelines.
ESGM3.PR.2 Perform a varied repertoire of music on instruments, alone and with others.
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

3-LS4-2. Use evidence to construct an explanation for how the variations in traits among individuals of the same species may provide advantages in surviving and producing offspring.
3-LS4-3. Construct an argument with evidence that in a particular habitat some organisms can thrive, struggle to survive, or fail to survive.

Arts Standards

Anchor Standard 1: I can arrange and compose music.
Anchor Standard 2: I can improvise music.
Anchor Standard 4: I can play instruments alone and with others.
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

  • Habitat - The natural environment of an organism; place that is natural for the life and growth of an organism
  • Organism - A living thing, like an animal, plant, fungus, bacterium, or protist
  • Adaptation - How organisms change or adjust to new conditions
  • Environment - All external conditions, influences, and factors that affect and interact with living organisms

Arts Vocabulary

  • Rondo - A form of composition in which the first section recurs throughout the piece, alternating with different sections (e.g., A-B-A-B-A or A-B-A-C-A, etc.); this form is found especially in compositions of the Baroque and Classical eras
  • Ostinato - A repeated pattern (plural: ostinati)
  • Body percussion - Sounds produced by striking or scraping parts of the body; typically includes snapping, clapping, patting, and stomping
  • Musical phrase - Musical sentence or unit, commonly a passage of four or eight measures; a dependent division of music, much like a single line of poetry in that it does not have a sense of completion in itself; usually two or more phrases balance each other
  • Texture - The thickness or thinness of sound


Materials

  • Habitat cards (individual cards with one habitat on each)
  • Cutouts of shapes (or shapes can be written on the board)
  • Visual of A section text (to be displayed after chant is learned)
  • Sound source (computer and speakers)
  • Recording of musical composition in rondo form (this could be a song that is structured verse-chorus-verse-chorus)


Instructional Design

Opening/Activating Strategy

Classroom Tips: Arrange groups so that students can move away from each other during the creation process to enable careful listening and minimize distraction from other groups.

  • Play a musical composition in rondo form (such as verse-chorus-verse-chorus, etc.), challenging students to listen for repeated sections. (NOTE: Music with text may facilitate students’ discernment of repetition and contrast.)
  • Identify form heard in composition as rondo form.
  • Demonstrate different body percussion techniques, such as snapping, clapping, patting, and stomping. Have students follow your movements.
  • Challenge students to establish a simple two, four, or eight beat body percussion ostinato.

Work Session

  • Explain that students will now become composers of their own speech piece to illustrate rondo form.
  • While students perform the body percussion ostinato that they created, teach the following chant by rote (teacher speaks, students echo).

Habitats define life and growth within a place
Where animals and plants naturally live in their space.
Each is connected by the environment in which they live;

Contributing uniquely, they all have something to give.

 

  • To facilitate student success in learning the chant aurally, begin by speaking the entire chant, then speak the first phrase (first eight beats) and have students echo.
  • Continue speaking each phrase and having students echo. Then combine two phrases (16 beats) and have students echo.
  • Once students are comfortable with 8- and 16-beat phrases, speak the entire chant.
  • This becomes the A section of the class composition.
  • Analyze the structure of the chant (32 beats long with the last word on beat 31).
  • A visual such as follows may be helpful in guiding students’ analysis.

A rectangular box containing four identical rows of numbers. Each row lists numbers 1 through 8, spaced evenly across the width of the box, resembling patterns found in music composition.

  • To help students understand the chant’s length and structure, point to each number while speaking the chant.
  • Analyze the rhyme scheme of the chant, marking on the visual of the chant to facilitate understanding.
  • Divide students into small groups so that each of Georgia’s habitats will be represented by at least one group. Tell students that they will be writing their own chant about their assigned habitat.
    • Chants should include plants, trees, body of water, animals, etc.
    • Their chant must be the same length and use the same rhyme scheme as the A section.
  • Once students are satisfied with their composition, have them write it down (text only) on large paper.
    • Encourage students to write their composition in four lines to facilitate understanding of the four phrases.
  • Provide time for students to practice performing their chant.
  • Next, have students add body percussion to their chants.

Closing Reflection

  • Combine group compositions with the original chant to create a rondo form.
  • The original chant is the A section while student creations become the alternating sections. For example:

Original chant: A section

Blue Ridge Mountains chant: B section

Original chant: A section

Piedmont: C section

Original chant: A section

Coastal Plains: D section

Original chant: A section

Valley and Ridge: E section

Original chant: A section

Appalachian Plateau: F section

Original chant: A section

  • Allow time for students to comment on the compositional efforts of others, perhaps noticing distinctive rhythms and/or word choice.
  • Discuss the characteristics of each of the habitats performed.


Assessments

Formative

Teachers will assess students’ understanding of the content throughout the lesson by observing students’ participation in the activator, ability to repeat and learn the A section of the habitat chant, analysis of rhyme scheme, and collaboration with their groups to create their own habitat chant.

Summative

CHECKLIST

  • Students can create and accurately perform an original speech composition using the prescribed form and content (assigned habitat).
  • Students can create and accurately perform a body percussion ostinato to accompany the speech composition.
  • Students aurally and visually identify rondo form in musical compositions.


Differentiation

Accelerated: 

  • Have students record their creations using technology and evaluate their work.
  • Challenge students to create simple melodies to accompany their text.
  • Have students transfer their spoken text to body percussion (e.g., clap the rhythm of the words rather than speaking the words). Experiment with and discuss various textures. For example, have half the students maintain the ostinato while the other group performs their chant on body percussion; then have only the chant performed on body percussion. Discuss what happens to the texture of the sound as other parts are added or deleted.
  • After students have transferred their spoken text to body percussion, have two (or more) groups superimpose (perform simultaneously) their chants. Discuss the texture changes this compositional device creates.
  • To connect to dance, have students create movement compositions demonstrating plants and/or animals found in their habitats. Then have other students guess the habitat demonstrated through movement.
  • To connect to theater, have students create dialogues between plants and/or animals found in various habitats. Dialogues should not include the name of the habitat so that after performing their dialogues, other students can guess the habitat being discussed.

Remedial:

  • Scaffold the lesson by working collaboratively as a class to create a chant about a habitat. Then release students to create their own.
  • Reduce the number of lines students are required to create in their chant.
  • Provide sentence starters to help students structure their chants.

 

Credits

U.S. Department of Education- STEM + the Art of Integrated Learning

Ideas contributed by: Maribeth Yoder-White

*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.

Revised and copyright:  June 2025 @ ArtsNOW

 

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ROUNDING THROUGH THE ARTS: ROUNDING RHYMES–EXPLORING NUMBERS THROUGH MUSIC 3

ROUNDING RHYMES–EXPLORING NUMBERS THROUGH MUSIC

ROUNDING THROUGH THE ARTS: ROUNDING RHYMES–EXPLORING NUMBERS THROUGH MUSIC

Learning Description

In this music-integrated lesson, students will review their understanding of place value and apply it to the concept of rounding whole numbers to the nearest 10 or 100 using musical concepts. Students will create a rap, cheer, or song that expresses their specific number’s journey as it rounds to the nearest ten or hundred using body percussion, tempo, dynamics, and pitch.

 

Learning Targets

GRADE BAND: 3
CONTENT FOCUS: MUSIC & MATH
LESSON DOWNLOADS:

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"I Can" Statements

“I Can…”

  • I can apply my understanding of place value to the concept of rounding whole numbers.
  • I can determine when a multi-digit whole number should be rounded up and when it should be rounded down.
  • I can create a rap, cheer or song that expresses my overall understanding of the concept of rounding.
  • I can use musical concepts like body percussion, tempo, pitch, and dynamics to express rounding.

Essential Questions

  • How does place value relate to rounding multi-digit whole numbers?
  • How can musical terms like body percussion, tempo, pitch, and dynamics help to express rounding?

 

Georgia Standards

Curriculum Standards

3.NR.1.3 Use place value understanding to round whole numbers up to 1000 to the nearest 10 or 100.

Arts Standards

ESGM3.CR.2 Compose and arrange music within specified guidelines.

ESGM3.PR.2 Perform a varied repertoire of music on instruments, alone and with others.

 

South Carolina Standards

Curriculum Standards

3.NSBT.1 Use place value understanding to round whole numbers to the nearest 10 or 100.

Arts Standards

Anchor Standard 1: I can arrange and compose music.

Anchor Standard 4: I can play instruments alone and with others.

 

Key Vocabulary

Content Vocabulary

    • Ones place - The last or right digit. Ex: In 784, 4 is in the ones place
    • Whole number - A number without fractions or decimal parts
    • Greater than - A symbol used to compare two numbers, with the greater number given first. Ex: 5 > 3 shows that 5 is greater than 3
    • Place value - the numerical value that a digit has by virtue of its position in a number.
    • Thousands place - The value of where the digit is in the number. Example: In 1,352, the 1 is in the "thousands" position, so it shows a value of 1,000
    • Hundreds place - The value of where the digit is in the number. Example: In 1,352, the 3 is in the "hundreds" position, so it shows a value of 300
    • Tens place - The value of where the digit is in the number. Example: In 1,352, the 5 is in the "tens" position, so it shows a value of 50
    • Rounding - Making a number simpler but keeping its value close to what it was. The result is less accurate, but easier to use. Example: 73 rounded to the nearest ten is 70, because 73 is closer to 70 than to 80
    • Less than - A symbol used to compare two numbers, with the lesser number given first. For example: 5 < 9 means 5 is less than 9
    • Number line - A line with numbers placed in their correct position. Useful for addition and subtraction and showing relations between numbers

Arts Vocabulary

  • Lyrics - The words of a song
  • Tempo - The speed of the beat
  • Body percussion - Percussive sounds you can make with your body, such as clapping, stopping, tapping, snapping, etc.
  • Dynamics - Loud and soft sounds; volume
  • Pitch - The highness or lowness of sound

 

Materials

  • Rubber ball (light weight, size of basketball)
  • Paper
  • Pencils

 

Instructional Design

Opening/Activating Strategy

  • Play Zip-Zap-Zop:
    • Place students in a circle.
    • One student passes the word “Zip” to another student by making eye contact and throwing the ball.
    • The student that catches the ball passes the word “Zap” to another student in the circle by making eye contact and throwing the ball.
    • The third student catches the ball and does the same thing with the word “Zop”.
    • It repeats again with three new players saying the phrase again.
  • Apply this game to rounding to the nearest ten:
    • The game works exactly the same except this time the first person throwing the ball will call out a two digit number.
    • The student catching the ball must determine if the number should be rounded up or rounded down to the nearest ten by stating “round up!” or “round down!”.
    • The third student catching the ball will do the actual rounding and then throw the ball to a new person giving the new person a new two digit number.

*This game could also be used to round to the nearest hundred if time permits.

Work Session

  • Explain that students will create their own rap, song, or cheer using musical elements to demonstrate how a number rounds to the nearest ten or hundred.
  • Introduce students to various forms of body percussion, such as stomping, tapping, clapping, snapping, etc. Ask students to make observations about what parts of their bodies they are using to make sound–hands, feet, arms, etc.
  • Play a simple beat in the background and have students follow the teacher in practicing various body percussion techniques to the beat.
  • Speed the tempo up and then slow it down. Ask students what happened with the tempo.
  • Add a simple chant to the beat–this could be a familiar nursery rhyme or the lyrics of “Happy Birthday”. Change the pitch of your voice (high, low) and ask students to observe what changes you made. Next, make changes in dynamics (soft to loud); ask students to make observations about the changes in sound.

Create a Rounding Rap/Song/Cheer:

  • Divide students into small groups of three to four and assign (or allow the group to pick) a number.
  • Provide the following guidelines to students:
    • Students’ task is to write a short rap, song, or cheer about their number’s rounding journey.
    • Students’ compositions must include lyrics with key rounding terms like "round up", "round down", "nearest ten", and "nearest hundred".
    • Students must choose to use two out of the following three musical concepts to help explain rounding:
      • Body percussion: Consider what part of the body they use to make sound–high, middle or low to express what is happening with the number when it rounds up or down
      • Tempo: Consider how speeding up or slowing down the tempo could connect to rounding up or down
      • Dynamics: Consider how getting louder or softer could connect to rounding up or down
      • Pitch: Consider how making higher pitched sounds or lower pitched sounds could connect to rounding up or down
    • Allow groups time to practice their creations, focusing on integrating their chosen musical elements.
    • Each group will perform their rap, song, or cheer for the class. Discuss appropriate audience participation and etiquette prior to performances.

Closing Reflection

  • Ask students to reflect on what they learned about rounding through creating their music.
    • How did using musical terms like body percussion, tempo, pitch, and dynamics help them express rounding?
    • Recap the rounding rules and how the musical elements helped communicate the journey.

 

Assessments

Formative

  • The teacher will monitor the group’s discussions and participation.
  • The teacher will observe students’ ability to use body percussion and change tempo, dynamics, and pitch.

Summative

  • Evaluate the content of each rap/song/cheer for understanding of rounding concepts.
  • Evaluate whether students used body percussion, tempo, dynamics, and/or pitch to communicate the concept of rounding.
  • Assess students’ ability to articulate what they learned during the wrap-up discussion.

 

Differentiation 

Accelerated: 

  • Include more complex numbers and/or rounding to the nearest thousand.
  • Have students record their performances to share on a digital platform like Flipgrid.
  • Have students create a visual storyboard of their number's rounding journey.
  • Listen to a popular song and identify its beat, tempo, dynamics, etc. to reinforce the musical terms learned.

Remedial:

  • Use simpler numbers and focus on rounding to the nearest ten.

 

Credits

U.S. Department of Education- STEM + the Art of Integrated Learning

*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.

Revised and copyright:  June 2025 @ ArtsNOW

 

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