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Bianca Bartolomei MUS 463 Integrated Lesson Plan Day 3: Learning Language Arts through Music Age Group:

3rd Grade Materials: Paper Pens/ Pencils Red/ Blue (pencils, crayons, markers) Classical music o Pandora classical music station Language Arts Objectives: Know: Students will learn the definitions of a simile and a metaphor Be able to: Students will be able to construct sentences utilizing similes and metaphors for comparisons Appreciate: Students will gain a greater understanding of different ways to describe something beyond the use of adjectives

Music/ Movement Objectives: Know: students will increase their musical vocabulary by listening to these songs that are written very differently Be able to: students will be able to compose a song with lyrics

Appreciate: Students will gain a greater respect for music and song writers by studying their lyrics and recognizing they serve a greater purpose than entertainment.

Language Common Core Standards: CCSS.ELA-Literacy.L.3.5 Demonstrate understanding of figurative language, word relationships and nuances in word meanings. CCSS.ELA-Literacy.L.3.5a Distinguish the literal and nonliteral meanings of words and phrases in context

Music/ Movement National Standards: 1. Singing, alone and with others, a varied repertoire of music. 4. Composing and arranging music within specified guidelines. 6. Listening to, analyzing, and describing music. 8. Understanding relationships between music, the other arts, and discipline outside the arts.

Procedure: 1. The students desks will be in small table groups of four students. 2. The students will go to their desks and will choose a topic of their choice to write about. They will write a full-page story including similes and metaphors. They will then underline their metaphor in red and their simile in blue. Once the students are finished they will draw an illustration for what is happening in their story so they are quiet and patient while the other students are finishing.

3. When everyone is done, I will explain that they now need to come up with a beat or tune for presenting their story. It could be performed like a chant or like a song, but it has to be rhythmic. 4. After the students have had time to come up with a way to transform their story into a song or chant, they will present individually in their small groups. 5. As the teacher, I will be walking around and will choose the student that I think are the best for them to perform in front of the whole class. 6. I will ask the students that are not reading to give a thumbs up when they hear the performer chanting/ singing a simile and a thumbs down when they hear the performer chanting/ singing a metaphor to encourage active listening. 7. I will collect their writings and will use them as an assessment.

Assessment : Correctly identifying simile: ?/1 Correctly identifying metaphor: ?/1 Writing is clear and fluent: ?/4 6/6 Mastering 4-5/6 Excelling 2-3/6 Learning 0-1/6 Exploring

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