1 / 21

Music/Movement and Language Arts RING-O

Music/Movement and Language Arts RING-O. Michele Sepulveda. Sail Away Little Boat (book). Amazon Review:

yanka
Télécharger la présentation

Music/Movement and Language Arts RING-O

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Music/Movement and Language Arts RING-O Michele Sepulveda

  2. Sail Away Little Boat (book) • Amazon Review: • A red toy boat that sports a yellow stripe on its sail travels from brook, to river, to the ocean. Arriving at the seashore, it is quickly embraced by three children. The back page has a visual epigraph: the little boat floats in a luxurious bubble bath with its new, yellow rubber-ducky friend. Ishida's brilliantly colored spreads, done in mixed media, cast a swirling, whirling spell of balanced design. Working together in perfect pace, both text and illustration explore the natural world with circular lines and round, playful shapes that convey the toy boat's passage among deer, whirligig beetles, Past silver-swift minnows/that scatter and school, onward to the river where lickety-split/the sleek otters slide. Delightful sounds, rich language, imagery, and buoyant verse characterize the writing.

  3. Sail Away Little Boat • Activity • Students will be singing a song in a round (the song will be Row, Row, Row Your Boat). They will also be introduced to the same song in Spanish. The students will participate in singing to the song in English and singing it in Spanish • Students could be given a list of different Spanish words along with their translations. The students would then pretend to be news reporters working on a story about Spain's boat day! This is a day when individuals are welcome to come out and race their designed boats. Many people show up for this event and bring picnic lunches. The students would be responsible for writing up interview questions for the participants. These interview questions would need to include a certain amount of Spanish words from the list given previously. They would also need to have an introduction question and ending statement. • Language Arts Standard • 3.7.6 Provide a beginning, a middle, and an end to oral presentations, including details that develop a central idea. • Gardner: Musical Intelligence ( Students will be singing a song in a round)

  4. Pirate Pete’s Talk Like A Pirate (book) • Amazon Review: • “Ye gots to be stubborn and mighty cranky, Ye gots to be dirty and awfully stanky!Ye gots to load a cannon and know how to fire it,But most of all, ye gots to talklike a pirate!” One by one Pete interviews his potential crew, and one by one they get the boot! Whoever will he find to help him sail the high seas? A hilarious and fun-to-read-aloud book that will have every child talking like a pirate.

  5. Pirate Pete’s Talk Like A Pirate • Activity • Students will have the opportunity to dress up like a pirate from the story. They can wear bandana’s, eye patches, and pirate hates made from newspaper. Students will then play Pirate Dodge ball. Students will be split into two “crews”. They will need to defend their ship. Once everyone on a ship gets hit by a cannonball (dodge ball) that ship is overtaken by the other team. • Students will then construct/draw their version of a pirate ship. They can sketch or paint a picture or construct one using legos, modeling clay, or aluminum foil. • Students then write a journal entry as if they were a pirate on the ship they constructed. They will include their name, names of their crew members, the setting, and any important events that occur. They will also include an illustration of the ship they created. • Language Arts Standard • 2.5.1 Write brief narratives based on experiences that describe the setting, characters, objects, and events in detail. • Gardner: Visual/Spatial (Students are constructing their own pirate ship)

  6. The Birthday Dream (book) • Jill Gregory (Director of the Novato Center for Dreams) • The story of a child who falls asleep impatiently awaiting his or her birthday party. The dream is an engrossing fantasy illustrated with charming line drawings. This booklet appeals to children's sense of adventure and their love of ponies and birthday parties. Elementary ages. This is notable as an example of a storybook that can be personalized. The mother's disinterest in the dream is disappointing but is balanced by the child's delight in the excitement of the dream. 24 pages.

  7. The Birthday Dream • Activity • Students will partner read through this book. They will then work together to write new lyrics to a song about dreams using the tune to Twinkle, Twinkle, Little Star. • Students will then work individually to design a cover page for their personal ‘dream journal’. They will record their dreams over the next 2 weeks in their ‘dream journal’. At the end of the 2 weeks, they will select one dream or pieces from combined dreams and write a personalized dream poem. Students will be aloud to write any type of poem for this assignment. Students will complete this poem on a computer and it will be displayed anonymously for the class to see. • Language Arts Standard • 3.4.5 Use a computer to draft, revise, and publish writing. • Gardner: Intrapersonal (students will be working individually to learn more about their selves through own dreams)

  8. Young Cam Jansen and the Missing Cookie (book) • Amazon Review • Cam Jansen can find a mystery anywhere--even in the school lunch room! When Jason opens his lunch box and finds only cookie crumbs, Cam's amazing memory clicks into action. Full color. This book is great for children ages 4-8.

  9. Young Cam Jansen and the Missing Cookie • Activity • After reading though part of the story, the teach will stop and have the students make their predictions as to who they think is behind the mystery of the missing cookie. Who took it? Why did they take it? Students will then check and share their predictions after the story has concluded. • After reading through this book, students could learn and sing along to the sing ‘Who Took the Cookies from the Cookie Jar’. One students could secretly have a “cookie” and the other students would have to find out who has it by singing through the song and asking different students. • Language Arts Standard • 3.2.4 Recall major points in the text and make and revise predictions about what is read. • Gardner: Musical Intelligence (Students will be singing the song ‘Who Took the Cookies from the Cookie Jar’)

  10. I Love My Lips (song) This song is off of the veggie tales show/CD. The title of the soundtrack is Silly Songs with Larry. The song is about a young cucumber who is afraid of loosing his lips. He talks to his psychiatrist about the emotions he would feel if his lips “left his mouth”, because he loves his lips.

  11. I Love My Lips • Activity • Students will each get a lyrics sheet. • They will read through the lyrics as the song is playing • As a class, students will restart the song and sing along using the lyrics sheet. • Students will listen to the song a third time and write down at least 5 pairs of rhyming word they hear. • Students will then choose one pair of rhyming words to post at online pbwiki page. • Language Arts Standard • 1.1.7 Create and state a series of rhyming words • Gardner: Linguistics (Students will be writing series of rhyming words)

  12. All Aboard (song) This song is off of the Doodlebops CD entitled Bringing It All Together. The CD is designed for students ages 5-10. The song is about getting on board a train and taking a journey. The lyrics express a strong excitement for seeing new things on this journey to an unknown destination.

  13. All Aboard • Activity • Song will be split into smaller sections. Groups of students will be assigned to each section. • Groups will create a series of choreography to accompany their section of the song. Their movements would be based on a chosen type of transportation. For example, if the group chooses an airplane they would have movements like holding out their arms and leaning. • Teacher will then play through the song while each group shows their choreography at the appropriate times. • Students will write a short story about a fictional character going on a trip to a destination of their choosing. They will include how long it took to get there, what was the scenery like on the way, and the differences between this new destination and their home/classroom setting. • Language Arts Standard • 1.5.1 Write brief narratives (stories) describing an experience that is real or imagined. • Gardner: Bodily/Kinesthetic (Students will be creating a series of movements to accompany a song)

  14. Bring A Song Around (song) This song is off of the Doodlebops CD entitled Bringing It All Together. The CD is designed for students ages 5-10. The song is about having a new invention and wanting to share it with everyone.

  15. Bring A Sound Around • Activity • Students could work in small groups to write their own lyrics to the tune of this song. The new lyrics would be about an invention of the group’s choosing. • Groups will then take turns introducing their lyrics by singing them to the class. The class would then echo back the sung lyrics. • Students would then choose their favorite invention/inventor. They would write a short letter to this inventor describing what they like or appreciate about his/her invention. The students would also include information describing their own invention and how they think it could benefit an individual or the community. • Language Arts Standard • 1.5.5 Write for different purposes and to a specific audience or person. • Gardner: Musical Intelligence (students are creating lyrics and singing them to the class)

  16. Tell Me More (song) This song is off of the Doodlebops CD entitled Bringing It All Together. The CD is designed for students ages 5-10. The song is about telling a great story about adventure. In the song, the singers keep wanting to hear more and more of the story being told.

  17. Tell Me More • Activity • Students will sing through the song and then within small groups, the students will be given a section of the song and they will choreograph , and then teach that section of the choreography to the class. • After practice the students will dance to the student choreographed song. • Next, the song will lead into a discussion of stories from different cultures. Students will discuss the difference and similarities between two versions of Cinderella. • They will make a Venn Diagram with a partner. They could also write their own version of a Cinderella story and choose any alternate ending. • Language Arts Standard • 2.3.3 Compare and contrast versions of same stories from different cultures. • Gardner: Interpersonal (Students will be working in small groups)

  18. Pirates Who Don’t Do Anything (song) This song is off of the veggie tales show/CD. The title of the soundtrack is Silly Songs with Larry. The song is about a group of “pirates” on a pirate ship. They say they are the “pirates who don’t do anything, they just stay at home and lay around”. They then continue to list all of the things they have never done.

  19. Pirates Who Don’t Do Anything • Activity • Students will work in groups to write a short pirate skit. The skit will need to include a problem and a solution. They will make pirate costumes using bandanas, eye patches, and pirate hats made from newspaper. They skit could include pirate slang and even events that are usually not associated with pirates (the song shows pirates that are very out of character. This will give the students a chance to be unique and creative). • After each skit has been performed, students will discuss the problem that was presented and how the pirates solved it. They will sing through the song as a class. Students can choreograph the chorus of the song and improvise during the verses. • Students will then work in small groups to make a pirate ship using aluminum foil. The groups’ ships will then be placed in a container of water, and the container will be shaken (simulating the waves in the ocean). Students be have the chance to see what would happen to a boat of their design if it were in the waves of the ocean. • Language Arts Standard • 3.3.8 Identify the problem and solutions in a story • Gardner: Naturalistic (Students are seeing what would happen to a boat of their design if placed into a container of moving water simulating the waves of the ocean)

  20. What Time Is It (song) This is a song from the High School Musical II Movie Soundtrack. It is sung by a group of students on their last day of school before summer break. They talk about all the excitement and anticipation that they are feeling. Some of the singers even briefly discuss their plans for the summer through the lyrics in the song.

  21. What Time Is It • Activity • Students could watch the YouTube video of this song being performed by the cast of High School Musical II. They could then vote and select a section of the dance that they would like to learn. Students could then learn that section of the choreography. They could all sing through the song and when it gets to the dance section they could join in and mock the dance moves of the cast! • Students will then work individually to come up with a plan (schedule) for their first full day of summer break! They will write a paragraph explaining what they would like to do on that first day and what they would need to do in order to be able to participate in those activities. They would also make a chart of what they would like to do each hour of the day. They would also have to calculate how much time is spent on each activity through the day. • Language Arts Standard • 3.4.3 Create single paragraphs with topic sentences and simple supporting facts and details. • Gardner: Logical/Mathematics (Students are working will numbers and time)

More Related