MUS 463 Lesson Plan Rebecca Taylor Creative Writing: Integrating Language Arts and Music Age Group:

Third Grade Materials: Journals, Pencils, Todo Cambio by Camila http://www.youtube.com/watch?v=gO8-9OWzPOQ Day 1 Objectives: Language Arts Know: The students will gain creative writing skills specifically focusing on the use of adjectives. Be able to: The students will need to focus and simply be able to write while listening to music for a five minute span of time. Appreciate: In the end the students should take away that adjectives are used to describe things while expanding their knowledge base of adjectives. Music Know: The students will gain experience with flowing music and use the tempo and dynamics to set the scene in their free write essay. Be able to: The students will need to focus and simply be able to write while listening to music for a five minute span of time. Appreciate: In the end the students should take away that music can be used in a variety of ways other than for entertainment. It can be used to conjure up creative ideas and to explore different musical elements.

Standards/Benchmarks: Language Arts

CCSS.ELA-Literacy.L.3.1a Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences. CCSS.ELA-Literacy.W.3.3a Establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally. CCSS.ELA-Literacy.W.3.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.

Music Listening to, analyzing, and describing music.

Evaluating music and music performances.

Understanding relationships between music, the other arts, and disciplines outside the arts.

Procedure: 1. The students have experienced using adjectives, nouns, and verbs. They know how to use them in writing and have also done free-writes before. The students also know basic musical elements such as tempo and dynamics. The students know that when we do freewrites in class they need their journals and pencils. They know that they can free-write anywhere in the classroom. They also know that this is a privilege and if they are misbehaving or cant seem to stay focused on the task at hand that they will be required to move back to their original seats. This lesson falls after our lesson about adjectives and is just another way to use our newfound writing skills.

2. The classroom will be set up as usual but it will need to be clean. The classroom will be organized and neat with desks, tables, chairs, and a cozy reading corner. 3. I will use a repeat after me chant and clap to gain the attention of the class. 4. First I will recall what information they already know by asking the entire class what an adjective is. a. Ask for spoken examples of adjectives. (Red, fat, tall, soft, etc.) b. Ask three or four students to write a sentence with an adjective in it on the board. Be sure they underline their adjective. c. Take out your journals d. By the count of 10 they will all be in their comfy writing spots with pencils and ready to write. (slowly count, sing, or do a chant) e. As soon as they are ready and seated play the song. Remember to remind the students about writing descriptively; they have 5 min. to create a story from the song. Use the elements of the song to make their stories and include adjectives in the story. Highlight adjectives. 5. The stories can be fiction or non-fiction but be sure to use the musical elements to write the story. Tempo, dynamics, feelings or emotions evoked, etc. Day 2 Objectives: Language Arts Know: The students will need to use comparative and superlative adjectives in their writing. Be able to: The students will need to focus and simply be able to write while listening to music for a five minute span of time. Appreciate: Overall the students will need to understand how to use comparative and superlative adjectives. Music Know: The students will gain experience with flowing music and use the tempo and dynamics to set the scene in their free write essay. Be able to: The students will need to focus and simply be able to write while listening to music for a five minute span of time. Appreciate: In the end the students should take away that music can be used in a variety of ways other than for entertainment. It can be used to conjure up creative ideas and to explore different musical elements.

Standards/Benchmarks: Language Arts

CCSS.ELA-Literacy.L.3.1g Form and use comparative and superlative adjectives and adverbs, and choose between them depending on what is to be modified. CCSS.ELA-Literacy.W.3.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. CCSS.ELA-Literacy.W.3.3a Establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally.

Music Listening to, analyzing, and describing music.

Evaluating music and music performances.

Understanding relationships between music, the other arts, and disciplines outside the arts.

Procedure: 1. The students are familiar with adjectives, musical elements, and they know procedures when it comes to doing free-writes. 2. The classroom will be set up as usual but it will need to be clean. The classroom will be organized and neat with desks, tables, chairs, and a cozy reading corner. 3. I will use a repeat after me chant and clap to gain the attention of the class. 4. First I will recall what information they already know by asking the entire class what an adjective is. a. Have them give examples of adjectives and write them on the board. b. Use adjectives that they already know to create comparative adjectives. c. Say they said fat as an example. Create a sentence comparing TWO cats. The white cat is fatter than the brown cat Underline the adjective and explain that this is a comparative adjective. d. Explain that in order to compare two cats you used a comparative adjective and added er to the end of the original adjective. e. Make 3 more sentences f. Create3 sentences together by having them come to the board and write them. g. Have them make 3 sentences on their own sheets of paper with a partner. h. Now say that you want to compare three cats or more than 3. This is when you need to use a superlative adjective. i. Create 3 sentences on your own modeling the addition of est. The brown cat is fat. The white cat is fatter than the brown cat but the black cat is the fattest. Be sure to underline your adjectives. Use different colors to differentiate between adjectives, comparative, superlative. j. Create 3 sentences together on the board while underlining the different types of adjectives. k. Have the students create 3 sentences with a partner using superlatives. l. Now use a Repeat after me chant and clap to gain their attention. m. Take out your journals n. By the count of 10 they will all be in their comfy writing spots with pencils and ready to write. (slowly count, sing, or do a chant) o. As soon as they are ready and seated play the song. Remember to remind the students about writing descriptively; they have 5 min. to create a story from the song. Use the elements of the song to make their stories and include adjectives in the story. Highlight adjectives. 5. The stories can be fiction or non-fiction but be sure to use the musical elements to write the story. Tempo, dynamics, feelings or emotions evoked, etc.

Day 3 Objectives: Language Arts Know: The students will gain creative writing skills specifically focusing on the use of adjectives, comparative/superlative adjectives, and literary expressions and figurative language in their writing. Be able to: The students will need to focus and simply be able to write while listening to music for a five minute span of time. Appreciate: Overall the students will need to be able to understand the use for adjectives, comparative and superlative adjectives, and literary expressions or figurative language. Music Know: The students will gain experience with flowing music and use the tempo and dynamics to set the scene in their free write essay.

Be able to: The students will need to focus and simply be able to write while listening to music for a five minute span of time. Appreciate: In the end the students should take away that music can be used in a variety of ways other than for entertainment. It can be used to conjure up creative ideas and to explore different musical elements.

Standards/Benchmarks: Language Arts

CCSS.ELA-Literacy.W.3.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. CCSS.ELA-Literacy.L.3.1g Form and use comparative and superlative adjectives and adverbs, and choose between them depending on what is to be modified. CCSS.ELA-Literacy.L.3.5 Demonstrate understanding of figurative language, word relationships and nuances in word meanings.

Music Listening to, analyzing, and describing music.

Evaluating music and music performances.

Understanding relationships between music, the other arts, and disciplines outside the arts.

Procedure: 1. The students already are aware and knowledgeable of adjectives, comparative and superlative adjectives. The students are familiar with adjectives, musical elements, and they know procedures when it comes to doing free-writes. 2. The classroom will be set up as usual but it will need to be clean. The classroom will be organized and neat with desks, tables, chairs, and a cozy reading corner. 3. I will use a repeat after me chant and clap to gain the attention of the class. 4. First I will recall what information they already know by asking the entire class what an adjective, comparative and superlative adjectives are. a. Have them give examples of all types of adjectives. Create 2 examples on the board and then have them come to the board to create their own sentences. b. Explain how we have been writing these past two days and focusing on adjectives but now we are going to add a third element. Figurative language. c. Give examples from current songs that are culturally relevant to them

i. Miley Cyrus I came in like a wrecking ball ii. Sugarland Stuck Like Glue iii. Beyonce I get butterflies when I hear the DJ d. Come up with 3 on the board. e. Come up with 3 together as a class. f. Have them come up with 3 sentences on their own. g. Have the students create 3 sentences with a partner using superlatives. h. Now use a Repeat after me chant and clap to gain their attention. i. Take out your journals j. By the count of 10 they will all be in their comfy writing spots with pencils and ready to write. (slowly count, sing, or do a chant) k. As soon as they are ready and seated play the song. Remember to remind the students about writing descriptively; they have 5 min. to create a story from the song. Use the elements of the song to make their stories and include adjectives in the story. Highlight adjectives. 5. The stories can be fiction or non-fiction but be sure to use the musical elements to write the story. Tempo, dynamics, feelings or emotions evoked, etc. 6. The assessment will be their writing that they create and being sure that they properly use and underline adjectives, comparative/superlative adjectives, and figurative language.