CET 728 Language Arts in a Mobile Computing Environment
Lori L. Rook
Class:
Language Arts-Reading
Unit: Fluency and
Presentation
Teacher: Mrs. Rook
Objectives:
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.
Standards:
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?
Teaching:
Input
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.
Modeling
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.
Closure:
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.
Materials:
iBooks/laptop
computers
Garageband
software
Personal Poetry
Journal
A quiet
location for recording
Headphones
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.
Assessment:
Students are assessed with a rubric. An evaluation is
completed by each student and the teacher.
(Example Rubric)
Student Name: ______________________________ Date: ___________________________
Evaluator: ________________________________
|
|
3 |
2 |
1 |
|
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 ___________________