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CET 728 Language Arts in a Mobile Computing Environment

Lori L. Rook


Class: Language Arts-Reading
Unit: Fluency and Presentation
Teacher: Mrs. Rook
 Students will select a poem from his/her personal poetry journal and record it with fluency(being sure to continue from one line of poetry to the next without pause until a punctuation mark) and expression using Garageband. After completing the poetry track, each student will add a track of music that enhances the poem by matching the tone and feeling.
 5.S.4.2 Deliver presentations that describe a situation and establish connections.
 5.S.4.4 Communicate various messages clearly, precisely, and effectively.
 5.S.4.5 Use tools to enhance communication.
5.CT.2.1 Use technology systems to enhance learning, extend capability, and promote creativity.
M4.0 Composing and arranging music within specified guidelines.
M4.2 Use a variety of traditional and non-traditional sound sources and electronic media when composing and arranging.
M8.0 Understanding relationshiips between music, the other arts, and disciplines.
M8.1 Identify ways in which the principles and subject matter of other disciplines taught in the school are interrelated with those of music.

Anticipatory Set:
 The teacher plays a recording of a Shel Silverstein poem using iTunes. Some examples are "Boa Constrictor" or "Sick". These poems can be purchased through iTunes for $0.99 each, or excerpts may be played. The students read along from a displayed copy of the poem. Discuss with the students SilversteinŐs fluency and expression including the previously learned terms and skills of tone, pace/tempo, articulation, and dynamic level. How does his fluency and expression enhance the readerŐs understanding?
     The students already have several poems in their poetry journals. Some have been personally written and others are favorites written by other poets. Fluency and expression are terms the students understand from previous mini-lessons in reading.

     The teacher demonstrates selecting a poem from his/her own poetry journal and practices reading it with fluency and expression. Tone, pace/tempo, articulation, and dynamic level are included in the demonstration. Over-exaggerating non-expression is useful here in order for students to be clear about the expectations.
     The teacher demonstrates recording, playing back, and deleting a voice track using GarageBand.
     After saving the recorded poem, the teacher models adding and deleting a jingle track that matches the tone and feeling of the poem and adjusting the volume. Tracks give you a way to organize your music, and control the sound of the instruments in a project. Tracks are where you record Real and Software Instruments, where you drag loops to add them to your project, and where you arrange regions in the timeline. It is useful here to try a couple jingle tracks that do NOT match as examples. The teacher then demonstrates how to click on the right side of the jingle track, and it will be listed as a favorite so it is easy to find.

Checking for Understanding
     Review steps for recording, deleting and adding a jingle track with the students. Call upon various students in the classroom to demonstrate a step in the process of recording a track and to demonstrate tone, pace, articulation, and dynamic level.

Guided Practice:
     Divide the class into two groups. Students in group one use the time to practice and  record while the other group listens to and marks favorite jingle tracks. The groups switch when given the signal. The teacher circulates answering questions, monitoring behavior, and checking that favorite jingle tracks are bookmarked. Expect this to be a noisy time, as students will probably listen to many jingle tracks.

For one to two minutes only, each student turns to their table partner and orally shares their chosen poem being sure to practice tone, pace, articuluation, and dynamic level.

Independent Practice:
     Students practice their poem with fluency and expression throughout the day. As they are ready, students may go to the designated quiet location in the hallway or library to record. When recordings are complete, students select a jingle track to add to their poetry reading.
     iBooks/laptop computers
     Garageband software
     Personal Poetry Journal
     A quiet location for recording
    External microphone, if possible
"Sick" and "Boa Constrictor" poems by Shel Silverstein- can be downloaded from iTunes for $0.99 each
 Duration: One thirty-minute lesson with time available throughout the school day for making recordings.

    Students are assessed with a rubric. An evaluation is completed by each student and the teacher.

(Example Rubric)

Student Name: ______________________________ Date: ___________________________

Evaluator: ________________________________




Poetry Track- Tone

The tone of the recorded voice matches the tone of the poem exactly- happy, sad, scared, etc.

Most of the time, the tone of the recorded voice matches the tone of the poem.

There is no real tone of voice-- a monotonous sound.

Poetry Track- Pace/Tempo

Poem is recorded at exactly the right pace and tempo.

The pace and tempo  are right most of the time.

Poem is too fast or too slow throughout the recording.

Poetry Track- Articulation

Poem is clear, easy to understand and follow throughout the entire recording.

Poem is clear, easy to understand most of the time.

Poem is difficult to understand more than three times during the recording.

Poetry Track- Dynamic Level

The recording has exactly the right loudness or softness.

At times the recording is too loud or soft.

The recording is either too loud or too soft throughout or the music is too loud.

Jingle Track

Included in the recording

Not included in the recording

Jingle Track-

Matches the tone/feeling of the poem

Does not match the tone/feeling of the poem

Total Points __________________                Grade ___________________


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