Category: Language Arts
Grade Level: 1st Grade
Objective:
Language Arts TEKS 1.6B
Reading/phonological awareness. The
student orally demonstrates phonological awareness (an understanding
that spoken language is composed of sequences of sounds). The student is expected
to: identify, segment, and combine syllables within spoken words such
as by clapping syllables and moving manipulatives to represent syllables
in words.
Music
TEKS 1.6A
Response/Evaluation.
The student responds to and evaluates music and musical performance.
The student is expected to: distinguish between beat/rhythm, higher/lower,
louder/softer, faster/slower, and same/different in musical performances.
Behavioral Objective:
Students will participate in a conversation about what they want to become
when they grow up, and identify syllables within the spoken words.
Materials:
Markers, large sheet of construction paper, When I'm Big by Debi
Gliori.
Published by Candlewick Press. 1992.
ISBN 1-56402-241-2. Ages 2 and up.
Activities:
Perform a read aloud to the students with the book entitled When I'm Big
by Debi Gliori. Then proceed to ask students about what they want to
be when they grow up, and maybe why they would like to do this type of job.
Another question to discuss is: Do they know anyone that has the job
they want to do, and what are some of the things that person does? Use
the construction paper to write down the jobs that the students call out.
For example: Chef, Teacher, and Policeman.
Process:
-
Say the jobs in a large group.
(Choose three).
-
Divide the class into three
groups. Assign a job to each group.
-
Start by having all groups say
the one syllable job, then the two-syllable job, and lastly the
three-syllable job. Then have each group say one of the one, two, or
three-syllable words.
-
Add body percussion with the
syllables.
-
Drop the words and have the
students performing the body percussions only.
|
Pitch |
Word |
Body Percussion |
|
Low Voice |
Chef |
Stomp |
|
Medium Voice |
Teacher |
Clap |
|
High Voice |
Policeman |
Pat Head |
Evaluation:
Observe to see that every child is participating in the conversation of
listing jobs, saying the words, and then appropriately adding the body
percussion to their assigned word. Ask the students which word was the
fastest and which was the slowest. Also, what were some other ways we
can say the words instead of highs and lows?
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