Integrated Lessons
Lesson #1: Literacy and Music
This lesson is geared toward middle elementary aged students; most likely grades 2-4.
Objective: The students will be able to use adjectives to describe objects around the classroom as well as music they listen to.
Materials: selected objects throughout the classroom. Some examples include American Flag, desk, window, clock, and the chalkboard. Recorded music such as “Ants in My Pants” by Gunner Madsen (http://www.youtube.com/watch?v=aigyovy6teo), and “Philharmonic Fool” by Rick Scott(http://www.cdbaby.com/cd/rickscott9).
Learners Context: We have already gone over examples of adjectives and they have some listed on their “word wall” that they can use if it is appropriate to describe the object or musical selection.
Procedure: To start, I will ask the students to remind me what an adjective is (a describing word). I will then remind them of all the adjectives we have gone over in the last few days. I will then explain that I will point out different objects around the classroom and they should write down as many words as they can that describe said item. I will point out 4-5 items (listed above under materials) and give the students one minute to write down as many adjectives as they can think of to describe the item. Once the students have written down adjectives for all 4 or 5 items they will share their answers with a partner. With that partner they will pick 2 adjectives that they think best describes the object and they will share these 2 adjectives with the class. Next, I will play a few musical selections (also listed above). The students will listen to the music and write down adjectives that describe the music (how it makes them feel, what it makes them think of, etc). The students will then share their words with a partner and then with the entire class. As a wrap-up we will discuss as a class how adjectives are used to describe
physical objects, as well as sounds, feelings, etc. By incorporating music into this lesson it helps students better understand that even though you may not be able to see the music, you can explain how it makes you feel through adjectives.
Assessment: As an assessment for this lesson, I will collect each student’s papers with their list of adjectives. If the words listed are adjectives the students will receive credit for the assignment.
Lesson #2: Math and Music
This lesson is intended for students in first grade.
Objective: Students will learn to count by tens. Students will also learn how to count pennies and dimes to make one dollar.
Materials: Lyrics, recorded music to “Math Jingles” and plastic pennies and dimes.
Lyrics:
Ten Tens
(tens)
(chorus)
Ten tens are a hundred,
And each ten has a name.
Ten, twenty, thirty, forty, fifty.
The order's always the same.
I dump out all my pennies
And pile them up by ten.
Each time I get to a hundred.
I have a dollar again.
(chorus)
Counting dimes is better.
There's a dollar in each pile.
But to save enough to buy a bike
Will take me quite a while
(chorus)
http://www.harcourtschool.com/jingles/jingles_all/1ten_tens.html
Learners Context: Students will know how to count up to ten (1, 2, 3, 4 and so on). They can also identify a penny and dime and know the value of each.
Procedure: I will have the lyrics to the song posted on the board. I will introduce the lesson stating that we know how to count up to ten, now we will learn to count by tens. We will listen to the song without and other materials in front of us. I will pass out dimes to each student and as we listen to the song again, I will demonstrate by holding up one dime for ten, two dimes for twenty and so on. I will play the song a few more times as the students work on piling up their dimes to equal one dollar.
Assessment: I will ask the students to draw enough dimes to make 50 cents, 70 cents and one dollar. I will demonstrate how to draw them (by putting the number 10 inside of a circle – represents one dime). I will collect the papers and use the following grading scale to assess them:
Rubric:
3: The students correctly drew and labeled 5 dimes for 50 cents, 7 dimes for 70 cents and 10 dimes for one dollar.
2: The students drew the dimes correctly but did not draw enough dimes for one of the amounts given.
1: The students drew the dimes correctly but did not draw enough dimes for 2 or more of the amounts given.
Lesson #3: Foreign Language (or Anatomy) and Music
This lesson can be used in 2nd-5th grade classrooms.
Objective: Students will be able to replace the body part words in “The Hokey Pokey” with the same body part words in other languages.
Materials: recording of the English version of The Hokey Pokey (http://www.youtube.com/watch?v=sLqENbb7jLM), lyrics printed on board, a list of the body parts vocabulary in the language you are studying (in this case Spanish).
mano (MAH-noh)-- hand
cabeza (cah-BAY-suh) -- head
pie (pee-AY) -- foot
codo (COH-doh) -- elbow
hombro (OHM-broh) -- shoulder
rodilla (roh-DEE-yah) -- knee
cadera (cah-DAY-rah) -- hip
trasero (trah-SAY-roh) -- derierre cuerpo (QUAYR-poh) -- body
Learners Context: The students already know the English version of The Hokey Pokey, and each body part the song names.
Procedure: First we will do the Hokey Pokey in English. Then we will make a list of all of the body parts it names in English. Next we will go over the list of Spanish words and connect them to the correct English word. We will then listen to and sing along with The Hokey Pokey by singing the Spanish body part word instead of the English body part word. For example, when singing “put your right hand in”, the students will sing “put your right mano in”. We will do this for the whole song.
We can go over the song a few depending on the class… you can also spread this out and do it once or twice a day for a week.
Assessment: For the assessment I will provide an outline of the human body to each student along with a list of the body parts in Spanish. Students will label the body parts using the foreign language body part words.
Rubric:
3 – Students labeled at least 6 of the 8 body parts using the correct Spanish word.
2 – Students labeled 3-6 of the body parts using the correct Spanish word.
1 – Students labeled less than 3 of the body parts using the correct Spanish word.
This lesson is geared toward middle elementary aged students; most likely grades 2-4.
Objective: The students will be able to use adjectives to describe objects around the classroom as well as music they listen to.
Materials: selected objects throughout the classroom. Some examples include American Flag, desk, window, clock, and the chalkboard. Recorded music such as “Ants in My Pants” by Gunner Madsen (http://www.youtube.com/watch?v=aigyovy6teo), and “Philharmonic Fool” by Rick Scott(http://www.cdbaby.com/cd/rickscott9).
Learners Context: We have already gone over examples of adjectives and they have some listed on their “word wall” that they can use if it is appropriate to describe the object or musical selection.
Procedure: To start, I will ask the students to remind me what an adjective is (a describing word). I will then remind them of all the adjectives we have gone over in the last few days. I will then explain that I will point out different objects around the classroom and they should write down as many words as they can that describe said item. I will point out 4-5 items (listed above under materials) and give the students one minute to write down as many adjectives as they can think of to describe the item. Once the students have written down adjectives for all 4 or 5 items they will share their answers with a partner. With that partner they will pick 2 adjectives that they think best describes the object and they will share these 2 adjectives with the class. Next, I will play a few musical selections (also listed above). The students will listen to the music and write down adjectives that describe the music (how it makes them feel, what it makes them think of, etc). The students will then share their words with a partner and then with the entire class. As a wrap-up we will discuss as a class how adjectives are used to describe
physical objects, as well as sounds, feelings, etc. By incorporating music into this lesson it helps students better understand that even though you may not be able to see the music, you can explain how it makes you feel through adjectives.
Assessment: As an assessment for this lesson, I will collect each student’s papers with their list of adjectives. If the words listed are adjectives the students will receive credit for the assignment.
Lesson #2: Math and Music
This lesson is intended for students in first grade.
Objective: Students will learn to count by tens. Students will also learn how to count pennies and dimes to make one dollar.
Materials: Lyrics, recorded music to “Math Jingles” and plastic pennies and dimes.
Lyrics:
Ten Tens
(tens)
(chorus)
Ten tens are a hundred,
And each ten has a name.
Ten, twenty, thirty, forty, fifty.
The order's always the same.
I dump out all my pennies
And pile them up by ten.
Each time I get to a hundred.
I have a dollar again.
(chorus)
Counting dimes is better.
There's a dollar in each pile.
But to save enough to buy a bike
Will take me quite a while
(chorus)
http://www.harcourtschool.com/jingles/jingles_all/1ten_tens.html
Learners Context: Students will know how to count up to ten (1, 2, 3, 4 and so on). They can also identify a penny and dime and know the value of each.
Procedure: I will have the lyrics to the song posted on the board. I will introduce the lesson stating that we know how to count up to ten, now we will learn to count by tens. We will listen to the song without and other materials in front of us. I will pass out dimes to each student and as we listen to the song again, I will demonstrate by holding up one dime for ten, two dimes for twenty and so on. I will play the song a few more times as the students work on piling up their dimes to equal one dollar.
Assessment: I will ask the students to draw enough dimes to make 50 cents, 70 cents and one dollar. I will demonstrate how to draw them (by putting the number 10 inside of a circle – represents one dime). I will collect the papers and use the following grading scale to assess them:
Rubric:
3: The students correctly drew and labeled 5 dimes for 50 cents, 7 dimes for 70 cents and 10 dimes for one dollar.
2: The students drew the dimes correctly but did not draw enough dimes for one of the amounts given.
1: The students drew the dimes correctly but did not draw enough dimes for 2 or more of the amounts given.
Lesson #3: Foreign Language (or Anatomy) and Music
This lesson can be used in 2nd-5th grade classrooms.
Objective: Students will be able to replace the body part words in “The Hokey Pokey” with the same body part words in other languages.
Materials: recording of the English version of The Hokey Pokey (http://www.youtube.com/watch?v=sLqENbb7jLM), lyrics printed on board, a list of the body parts vocabulary in the language you are studying (in this case Spanish).
mano (MAH-noh)-- hand
cabeza (cah-BAY-suh) -- head
pie (pee-AY) -- foot
codo (COH-doh) -- elbow
hombro (OHM-broh) -- shoulder
rodilla (roh-DEE-yah) -- knee
cadera (cah-DAY-rah) -- hip
trasero (trah-SAY-roh) -- derierre cuerpo (QUAYR-poh) -- body
Learners Context: The students already know the English version of The Hokey Pokey, and each body part the song names.
Procedure: First we will do the Hokey Pokey in English. Then we will make a list of all of the body parts it names in English. Next we will go over the list of Spanish words and connect them to the correct English word. We will then listen to and sing along with The Hokey Pokey by singing the Spanish body part word instead of the English body part word. For example, when singing “put your right hand in”, the students will sing “put your right mano in”. We will do this for the whole song.
We can go over the song a few depending on the class… you can also spread this out and do it once or twice a day for a week.
Assessment: For the assessment I will provide an outline of the human body to each student along with a list of the body parts in Spanish. Students will label the body parts using the foreign language body part words.
Rubric:
3 – Students labeled at least 6 of the 8 body parts using the correct Spanish word.
2 – Students labeled 3-6 of the body parts using the correct Spanish word.
1 – Students labeled less than 3 of the body parts using the correct Spanish word.