| Book Title |
Author |
Activity / Idea / Weblink
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Grade level
|
Submitted by |
Holes
|
Louis Sachar |
Madame Zeroni's Music -
Do you remember the lullaby, "If Only" that was handed down through the generations in Stanley's family? How do the lyrics of the lullaby relate to the story? Do you have a song that your family has loved for generations? Students can share songs that have been passed down through their family or write a new one. Taken from:
http://library.thinkquest.org/J0113061/
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Middle School |
J. Phillips |
The Pennywhistle Tree
|
Doris Buchanan Smith
|
This story and others are about children who pursue their interest in music and the arts. How do those interests help the characters to cope in their world, with their friends, their families? What connections do you have with those characters? Other books - Bridge to Terabithia (art talent), Thursday's Children (dance), Carver (wood carving), A Sound of Chariots (poetry), The Cartoonist (cartooning), The Glory Girl (gospel singing), Come Sing Jimmy Jo(voice), and Yang the Youngest and His Terrible Ear (violin). {Ideas from Moss, J. (1994). Using literature in the middle grades: A thematic approach. Norwood, MA: Christopher-Gordon Publishers.
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Middle School, High School
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GIBSON
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The Legend of the Bluebonnets
|
Tommie dePaola
|
Go to your Music Specialist and obtain the correct music terms your grade level is required to know- rhythm, tone, beat, tempo, volume,.... The music specialist would be a great source of music for this activity. Play Native American music and perhaps Latin or Eastern music. Have the children compare and contrast using the music terms. If possible, have some video of dances for the children to watch. Older students (grades 4-5) could compare 3 types of music. The children might then enjoy moving the music as they feel it makes them move.
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K-5
|
Diane Haase
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| The Drinking Gourd |
F. N. Monjo |
Learn the lyrics to the original song, "Follow the drinking gourd". Discuss the meaning and the significance of the lyrics. This activity will help students understand how music is related to history and a variety of cultures. |
All Ages |
Jennifer Phillips |
| Roll of Thunder, Hear My Cry |
M. Taylor |
After reading this book, students will look at pre-depression time when slavery was the only way anyone knew. Students will look at various slave song lyrics and try to understand what the lyrics are all about. They can also download and listen to them. These include Follow the drinking gourd, swing low sweet chariot, etc. http://www.osblackhistory.com/songs.php |
6th |
Chassadi Strong |
The Legend of the Indian Paintbrush
|
De Paola
|
After reading this book, discuss aspects of the Native American culture... clothes, colors, tools, shelter, etc. Collaborate with the school's music teacher to have them learn about Native American culture and music. Have students be exposed to Native American dances that go along with the music also and discuss why this was such an important part of their culture.
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2nd-5th
|
Marisa Gebert
|
| There Was an Old Lady who Swallowed a Fly. |
Simms Taback |
After reading the story, students can sing and clap out the song lyrics to the book. Teachers could challenge students to come up with their own song lyrics to their own song with the prompt, there was an (insert grade level) student who .....It would be interesting to see what students chose to do. Further connections to reading would be for students to make a book over their created song. |
3rd-5th |
Shannon Compton |
| Sing a Song of Pocorn |
Beatrice DeRegniers |
Choose a poem from this book. Students could select 1 from the following: Sing the words of a poem; Rap the words to a poem; or Play an instrument inspired by a poem. |
K-5 |
J. Phillips |
| Nightmares: Poems to Trouble Your Dreams |
Jack Prelutsky |
Divide students into small groups. Students may choose a poem from this book, and make up a melody for the words. The students will perform the song as a group in front of the class. |
3-6 |
Sarah Faith Howard-Montgomery |
| Joyful Noise |
Paul Fleischman |
Joyful Noise is a collection of short poems about insects. The poems are meant for two readers and in some parts for the two readers to read words at the same time. The sounds in turn come out sounding like a musical duet. Lesson: each child should be given a partner. Each group will be given a poem from the book to read and perform for the class. |
3-5 |
Lauren Nichols |
| Duke Ellington |
Andrea Pickney |
After reading the book Duke Ellington to the students and discussing the book after, play many different examples of his music for the students to hear. After each song, have students talk in pairs about how that long made them feel. Students can also discuss different musical instruments they hear. Students can also try using their body and voices to imitate the instruments and sounds that they hear. |
K-2 |
Lindsey Dickson |
| Honey, I Love and other love poems |
Eloise Greenfield |
Honey, I Love is a book that contains multiple poems. Each poem has a unique characteristic about it also. I felt that I could have understood the poems better as a song than a piece of poetry. I found myself giving the poems a beat or rhythm as I read. This could be a cool lesson to do in class; assign each student a poem and have them make a song out of the poem. They should design a beat, harmony or melody that would flow with the piece of poetry. After students have done so have them perform their song in front of the class. |
5-8 |
Jeremy Sanders |
| Zin! Zin! Zin! a Violin |
Lloyd Moss |
After reading the book Zin! Zin! Zin! a Violin, plan an outdoor "concert" for children. In an area where disturbances will hopefully be at a minimum, allow students to sit on quilts and blankets, possibly snack on something yummy, and listen to recorded classical music. It would be great if an educator could find pieces of classical music where the different muscial instruments could easily be detected. I love classical music and use it a great deal when my students are working on assignments in class. They love it and say that it helps them concentrate on what they have to do. I woul encourage anyone to try using classical music in his or her classroom. |
3-5 |
Lesley Whitaker |
| Elijah of Buxton |
Christopher Paul Curtis |
Read the lyrics of songs written during the time of the Underground Railroad:
(www.negrospirituals.com/news-song/index.htm) and as a class discuss how these songs represented freedom to those trying to escape slavery. In the story, there is a ceremony each time a new slave is free. It is customary to ring the Liberty Bell twenty times. Plan a ceremony that happens when Elijah brings the baby Hope to Freedom. Include poems, a speech by Elijah, and songs.
Lesson from: http://www.scholastic.com/teachers/lesson-plan/elijah-buxton-extension-activity
|
Grades 5-6 |
Jennifer Green |
| Stone Soup |
Marcia Brown |
This story is a traditional folk story about three hungry soldiers who teach a community of peasants the meaning of sharing. This story would be great for music class because there is actually a song about stone stoup. This website shows activities to use along with Stone Soup as well as the lyrics and a clip of the song. http://www.songsforteaching.com/stephanieburton/stonesoup.htm. Students could learn to sing the song is rounds as well as play instruments for each ingredient that goes into the soup. This could be a whole class interactive song where each student could play a role in performing this story. In addition to learning the song, students could take turns acting out different parts of the story, playing the part of the peasants and soldiers. This could be a very fun and engaging activity for the music classroom. |
Grades 3-5 |
Dana Brinkley |
| The Jack Tales |
Richard Chase |
This collection of Appalachian folk tales can be used as a part of a unit on Appalachia. Often, this culture is overlooked in the literature canon. As part of the unit, students could listen to Appalachian music and explore instruments such as the dulcimer through a research project. Students could use technology to create a Powerpoint on whatever aspect of the unit they chose to research. |
Any Grade |
Elizabeth Coomer |
| Affrilachia |
Frank X Walker |
Walker, F. X. (2000). Affrilachia. Lexington, KY: Old Cove Press
and
http://www.edutopia.org/poetry-literacy-live-technology-performance-video
http://www.edutopia.org/poetry-slam-global-writes
These sites show the power of poetry to engage young people by tapping into their own experience and passions. They are authenticating their own lives and in the process find the power to their individual identities.
I have just received a job offer at an International Baccalaureate School in Bogota, Columbia. According to the Director, most of the students I would teach unlike the disadvantage youths in the video come from affluent Columbian families. Regardless I would likely incorporate this technique with the MYP side of my work where students have more curricular leeway. I expect that the Poetry Slam’s efficacy there will for the same reasons be just as effective with students with high SES because it is about them.
Regarding the interdisciplinary dimension of IB MYP, I think it would really be neat to build units and/or lessons that incorporate music, theater* and dance*. For that, I would team with the teachers in the MYP Arts Subject group. Would look to do presentations at the school for other students and also possibly for parents. Could also be turned into a Poetry Slam Competition where the audience selected the best slam.
*There is an Art category but no Arts so I assume that Thearter and Dance would go in the Other category.
|
7th through 10th MYP |
Wendel Maunula |
| Sarah, Plain and Tall |
Patricia MacLachlan |
Sarah, Plain and Tall is a historical fiction book and many social studies lessons can easily relate with the book among many others. The book can also be used in music and writing. Singing is important to the family in the book because it makes them feel happy and reminds them of their mother. In the book, Sarah begins to sing with Anna and Caleb and Caleb writes a song about a woolly ragwort. The students could make up songs about things such as nature or people that are important in their lives and then put a catchy melody with it. The songs could be shared with the class. These songs can be funny, happy, sad, or convey another feeling that the students would like to use with their song. This activity would also help students find a sense of audience while learning how to present something to their peers and using speaking and listening skills. |
Grades 1-5 |
Molly Fackler |
| Ah, Music |
Aliki |
Ah, Music is a wonderful book that combines a lot of pictures and information about music, instruments, dance and composers. Aliki makes real life examples for all of the vocabulary that includes simple, colorful pictures to interest the reader. Another think about this book that I love is that it can teach a wide grade range. I teach middle school and they learned things from this book that they had forgotten or relearned, especially my low level readers. One thing I had them do to increase their understanding of music vocabulary was to have them look at the author's examples and then think of their own and act/perform it out. The book talks about how music and sound is all around us if we pay attention more. I had them fill out a log that they carried around with them all day where they were to truly listen to everything around them and write out rhythms they hear from regular objects or noises. |
1-6 |
Jessica Pelfrey |
| Joyful Noise: Poems for Two Voices |
Paul Fleischman |
Discuss FLUENCY and the idea of choral reading to strengthen fluency. Guide children through choral readings of the poems in this book. The author's "booming/boisterous/joyful" way of using the world of insects will grab students attention in ways that lend itself to focus on fluency. Students can then work in pairs to practice and assist one another. This is a creative way of exaggerating tones to increase fluency focus. |
3-5 |
Lauralee Samples |
| Wonders and Miracles |
Eric A. Kimmel |
Not only is food an important part of the Seder feast, music is also integral to the celebration. Students who have had the opportunity to cook the foods that are served, can now experience the music that coincides with the meal. According to author Eric A. Kimmel, Debbie Friedman is one of America’s foremost contemporary Jewish singers and songwriters. She has written versions of many of the songs that are sung at the Seder, including, among others, the “Kadish D’rabanan” and “Miriam’s Song.” The famous African-American spiritual “Go Down, Moses” is also often sung at many Seders. In music class, the teacher could download and play recordings of some of these songs and work with the students to learn to sing some of them. Students could also do a web search for other versions of the songs to present to the class. This might be an excellent moment to ask students to draw parallels between Moses leading the Israelites out of slavery in Egypt and Harriet Tubman (often referred to as Moses) leading African-American slaves along the Underground Railroad. While some may shy away from studying Passover and the Seder in public schools because they are part of a religious observance, it is important that students are made aware of cultures and faiths that are different (but in many ways, very much like) what they are exposed to on a regular basis.
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Grades 6-8 |
Kate Hendrix
|
| Abiyoyo |
Pete Seeger |
Abiyoyo is a traditional literature book based on a South African lullaby and folk story. The musical notes are given throughout the book so it can be played using instruments. After reading the book, children can retell the story using sound effects (ukelele and drums are mentioned in the story). For technology integration, the children can record the story with the sound effects and use the recording in the classroom listening center. Another musical adaption would be to have the audience sing along faster and faster until the giant falls to the floor. |
Grade
K-2
|
Jana Harrison |
| Hush, Little Baby |
Brian Pinkney |
The song Hush, LIttle Baby is a common nursey rhyme that mothers sing to their babies. Although this is a baby song, the book could still be read by young elementary students. A great way to introduce rhyme to students would be to read this book to the class. As I read this book, I realized that I have encountered quite a few versions of this nursery rhyme. Some of the words that Pinkney uses are different the from the way I have sung this song to my baby. A great activity for young students would be to have them work in groups and come up with a new Hush, Little Baby song. I would have my students begin the same way with the original words, "Hush, little baby, don't say a word..." Then, I would have students finish the song, and try to change the lyrics. I would still emphasize that I want them to use rhyming words the way that the book and the nursery rhyme use them. As they come up with their song, it could also be written down in the form of a poem. Students should be given several days to complete this, and when everyone is finished, the class could have a mini concert where each group performed their new version of Hush, Little Baby. http://www.kidspot.com also has many other activities and ideas for many different nursery rhymes. |
K-1 |
Morgan Hagedorn |
| FOREIGN EXCHANGE: A MYSTERY IN POEMS |
Mel Glenn |
In this mystery, the poems are presented in a multi-point of view, free verse form. There is a death and suspicions are flying high. This story connects to big topics like racism and class as well. Since the books is aimed at older students, I thought it would be great to introduce the activity by showing the students how to put different types of a poem into song. Scholastic.com had a wonderful way to do this:
Teaching the basics - One of the best ways to introduce students to figurative language, poetic form, and sound devices is to use lyrics from popular songs. Take snippets from various songs and print them out so that students can read the lyrics as they listen to short clips. Here is a brief list of poetic elements that I've taught using songs with great success:
- Metaphor - My Girl by The Temptations, Bitter Sweet Symphony by The Verve
- Simile - Like a Rock by Bob Seeger, Turn Me On by Norah Jones
- Hyperbole - Ain't No Mountain High Enough by Marvin Gaye
- Allusion - Hey Leonardo by Blessed Union of Souls, 1985 by Bowling For Soup
- Persona - Beat It by Michael Jackson
- Rhyme Scheme - Can't Take My Eyes Off of You by Frankie Valli
- Alliteration, Assonance, Consonance - Dear Mamaby Tupac Shakur
After you have practiced this with the students, you can break them into groups and have them create their own songs to the tune of some "hip" music by using snipits from "Foreign Exchange." Music is such a huge part of our students' lives these days and I think this is a natural way to help them learn.
|
7-12 |
Karen Rice |
| Honey I Love |
Eloise Greenfield |
Honey I Love is a cute poem that was written in 1978 and was re-released with added illustrations for a children's book. This poem could be used in a middle school music classroom by having the students make up a tune and a rhythm for the poem to be presented. The students could use instruments to add to the song. The students could choose which genre to perform the song in. Students could use current instrumentals to sing the song too. Of course this poem could be told through rap or hip hop but it would be neat to see the stories told through the country or folk style. It could be used to teach the students about rhyme and rhythm. This poem does not have a chorus to go with the verse so the students could create their own chorus for the performance. It would be interesting to see each groups adaptation. |
5-8 |
Shakira Harris |
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