Mark Vega
This lesson is adapted from a lesson originally developed by Andy Kenen, Kenston High School, Bainbridge Township, OH http://www.rockhall.com/teacher/sti-lesson-plans/
Lesson Plan Title: Rap and Rhyming 30 minutes
Grade Level: Third Grade
CA Standards
English Language Arts:
2.0 Writing Applications (Genres and Their Characteristics) Students write compositions that describe and explain familiar objects, events, and experiences. Student writing demonstrates a command of standard American English and the drafting, research, and organizational strategies outlined in Writing Standard 1.0.
Ø 2.2 Write descriptions that use concrete sensory details to present and support unified impressions of people, places, things, or experiences.
1.0 Listening and Speaking Strategies Students listen critically and respond appropriately to oral communication. They speak in a manner that guides the listener to understand important ideas by using proper phrasing, pitch, and modulation..
Ø 1.4 Identify the musical elements of literary language (e.g., rhymes, repeated sounds, instances of onomatopoeia).
Ø 1.9 Read prose and poetry aloud with fluency, rhythm, and pace, using appropriate intonation and vocal patterns to emphasize important passages of the text being read.
2.0 Speaking Applications (Genres and Their Characteristics) Students deliver brief recitations and oral presentations about familiar experiences or interests that are organized around a coherent thesis statement. Student speaking dem-onstrates a command of standard American English and the
Ø 2.2 Plan and present dramatic interpretations of experiences, stories, poems, or plays with clear diction, pitch, tempo, and tone.
Ø 2.3 Make descriptive presentations that use concrete sensory details to set forth and support unified impressions of people, places, things, or experiences.
Music:
1.0 ARTISTIC PERCEPTION
Processing, Analyzing, and Responding to Sensory Information Through the Language and Skills Unique to Music.
Students read, notate, listen to, analyze, and describe music and other aural information, using the terminology of music.
Ø Listen to, Analyze, and Describe Music 1.3 Identify melody, rhythm, harmony, and timbre in selected pieces of music when presented aurally.
2.0 CREATIVE EXPRESSION
Creating, Performing, and Participating in Music
Students apply vocal and instrumental musical skills in performing a varied repertoire of music. They compose and arrange music and improvise melodies, variations, and accompaniments, using digital/electronic technology when appropriate.
Ø Compose, Arrange, and Improvise2.4 Create short rhythmic and melodic phrases in question-and-answer form.
5.0 CONNECTIONS, RELATIONSHIPS, APPLICATIONS
Connecting and Applying What Is Learned in Music to Learning in Other Art Forms and Subject Areas and to Careers
Students apply what they learn in music across subject areas. They develop competencies and creative skills in problem solving, communication, and management of time and resources that contribute to lifelong learning and career skills. They also learn about careers in and related to music.
Connections and Applications
Ø 5.1 Identify the use of similar elements in music and other art forms (e.g., form, pattern, rhythm).
Lesson Objectives: a. Content Objectives. To organize and perform words that rhyme around a theme using intonation.
b. Process Objectives. To listen to a rap song and work with one another to develop poetic couplets.
Thinking Process Learn to carefully construct sentences in order to capture attention in both written and oral (rap) formats.
Value Process Work in a cooperative manner with other students.
Materials: CD or cassette player; blackboard or posterboard and markers; copy of selected recording (Just the Two of Us by Will Smith and original version by Bill Withers) and lyrics.
Introduction (7 minutes)
I have heard some of you say that you love rap music. Well today you have the opportunity to create your own rap song. You are going to listen to two songs (you are going to tell me what is the same and different about these songs) and we will see how well you mimic the rappers you listen to on CD’s, ipods, and the radio. In this English lesson you will create a rap song with at least four sentences with rhyming words. What you talk about should be important to you or your family. You will then perform your rap song to an eight beat rhythm in class.
Play about a minute of the Bill Withers song, “Just the Two of Us”. You do not need to play the whole song (3:57 minutes long), just about a minute or two so that the students can hear the rhythm and lyrics. Introduce the idea of rap music being built on eight beats (two sets of four beats).
Before playing the Will Smith rap version (5:15 minutes) ask the students to read the lyrics as the song is playing and to analyze the rhyming patterns because it will help them with their rap. Point out the song (the song is written to Smith’s young son) is about a father’s love for his son. As students listen remind them to think about something that is important to them before writing their rap.
Let students clap to the rhythm to get the eight beat feel. Point out how the chorus fits in with the verses as the song is playing.
Guided Practice (8 minutes)
What was the same (key point example – chorus) and what was different (key point example – Wither’s song was about the feelings between a man and woman and Smith’s song was about the relationship a father has with his son). Look at how Will Smith is rhyming the last word in his sentences in Verse 1, 7th sentence:
From the hospital that first night
Took a hour just ta get the carseat in right
People drivin all fast, got me kinda upset
Got you home safe, placed you in your basonette
You are going to write 4 sentences that have at least two poetic couplets (pairs of lines of rhymed verse) that have the same meter (rhythmic pattern). Rhymed verse is the most commonly used form of verse and usually has a meter and an end rhyme. Before you start working on your rap let’s practice the chorus we will all sing before each of you do your rap.
1. Introduce this chorus: Rappin’ 8, rappin’ 8,
2. Join the fun, don’t be late.
3. Rappin’ 8, rappin’ 8,
4. You’re up next student name, don’t hesitate.
5. Prepare a rap for the class and give it to the class. And then direct the students to go to step 1 again.
6. Start the class clapping and counting the rhythm. After each chorus have another student join in with a verse.
7. Encourage students to applaud at the end.
Independent Practice (10 minutes)
Your rap should be at least 4 sentences long, have two poetic couplets, and the last word in each sentence should rhyme. Use the worksheet and follow the guidelines to ensure you are writing a rap that will capture peoples attention When you are done share your rap with your partner to see if you can improve it.
Close ( 5 minutes)
Obtain a volunteer to start the rap and then let the student who completed their rap select the next student to rap by shouting out the name.
1. Introduce this chorus: Rappin’ 8, rappin’ 8,
2. Join the fun, don’t be late.
3. Rappin’ 8, rappin’ 8,
4. You’re up next student name, don’t hesitate.
5. Each student should choose two of the rhyming words and write a couplet to use for the rap. The couplet should follow the eight beat pattern of the chorus.
6. Start the class clapping and counting the rhythm. After each chorus have the next student join in with a verse.
7. Encourage students to applaud at the end
Assessment
Grade papers based on the rhymes and the overall message as detailed in the following rubric which both the students can use to self assess and the teacher can use to grade papers.
Before you begin to write your rap what are you going to rap about? Why are you writing the rap? You can write about anything you want but it will be easier if you write a rap that is important to you or your family.
Step 1.
What am I writing about? ______
Why am I writing about this subject? ______
______
If you cannot answer "YES" to these questions, what changes must you make in order for your rap to pass these tests.
· Does your rapinspire others to ask, "How?" or Why?"
· Would your classmates NOT respond with ""So what?" or "Who cares?"
· Is what you are writing about discussed in your rap? If not, think about how you can tie in your words to what you are writing about.
If both you and your classmates answered yes to each of the above questions you are on your way to earning 3 points (1 point for each question).
Step 2.
Now that you know what you are writing about lets create rhyming sentences. Remember to include rhyming words at the end of each sentence. For example,
From the hospital that first night
Took a hour just ta get the carseat in right
For sentence 1 and 2 there are two things you should check. First, the last word in each sentence rhymes (1 point). Second, each sentence relates to the main point you are writing about in Step 1 (1 point). Review your work with your partner. The total number of points is 2 per sentence for a total of 4 points.
Sentence 1: ______
______
Sentence 2: ______
______
For sentence 3 and 4 there are two things you should check. First, the last word in each sentence rhymes (1 point). Second, each sentence relates to the main point you are writing about in Step 1 (1 point). Review your work with your partner. The total number of points is 2 per sentence for a total of 4 points.
Sentence 3: ______
______
Sentence 4: ______
______
If you wish to keep writing sentences feel free to continue in the lines below:
______
How to score your rap:
12 Points – You create rhyming sentences that relate back to your main idea. You are ready to give some rap singers a lesson!
9 Points – Recheck your rhyming sentences to the main idea in Step 1 to make certain it is related. Make certain the last word in each sentence rhymes.
“Just the Two of Us” Recorded by Will Smith Big Willie Style (Columbia, 1997) is written to Will Smith’s young son..
Verse 1:
Now dad this is a very sensitive subject
From the first time the doctor placed you in my arms
I knew I'd meet death before I'd let you meet harm
Although questions arose in my mind, would I be man enough?
Against wrong, choose right and be standin up
From the hospital that first night
Took a hour just ta get the carseat in right
People drivin all fast, got me kinda upset
Got you home safe, placed you in your basonette
That night I don't think one wink I slept
As I slipped out my bed, to your crib I crept
Touched your head gently, felt my heart melt
Cause I know I loved you more than life itself
Then to my knees, and I begged the Lord please
Let me be a good daddy, all he needs
Love, knowledge, discipline too
I pledge my life to you
Chorus:
Just the two of us, we can make it if we try
Just the two of us, (Just the two of us)
Just the two of us, building castles in the sky
Just the two of us, you and I
Verse 2:
Five years old, bringin comedy
Everytime I look at you I think man, a little me
Just like me
Wait an see gonna be tall
Makes me laugh cause you got your dads ears an all
Sometimes I wonder, what you gonna be
A General, a Doctor, maybe a MC
Haha, I wanna kiss you all the time
But I will test that butt when you cut outta line, trudat
Uh-uh-uh why you do dat?
I try to be a tough dad, but you be makin me laugh
Crazy joy, when I see the eyes of my baby boy
I pledge to you, I will always do
Everything I can
Show you how to be a man
Dignity, integrity, honor an
An I don't mind if you lose, long as you came with it
An you can cry, ain't no shame in it
It didn't work out with me an your mom
But yo, push come to shove
You was conceived in love
So if the world attacks, and you slide off track
Remember one fact, I got your back
Chorus
Verse 3:
It's a full-time job to be a good dad
You got so much more stuff than I had
I gotta study just to keep with the changin times
101 Dalmations on your CD-ROM
See me-I'm
Tryin to pretend I know
On my PC where that CD go
But yo, ain't nuthin promised, one day I'll be gone
Feel the strife, but trust life does go wrong
But just in case
It's my place
To impart
One day some girl's gonna break your heart
And ooh ain't no pain like from the opposite sex
Gonna hurt bad, but don't take it out on the next, son
Throughout life people will make you mad
Disrespect you and treat you bad
Let God deal with the things they do
Cause hate in your heart will consume you too
Always tell the truth, say your prayers
Hold doors, pull out chairs, easy on the swears
You're living proof that dreams do come true
I love you and I'm here for you
Chorus to fade