What's Up With All That Jazz - Write a Song or Poem to Explain the Text Bud, Not Buddy
Lesson 4 of 10
Objective: SWBAT explain the events and significance of those the events in the book Bud, Not Buddy through the creation of a song/poem using voice recorder interactive technology.
In this lesson, we will explore poetry and music as it relates to the book Bud, Not Buddy. I play some of the music performed by big bands during the era of the Great Depression for my scholars. (Teacher will need to have access to a recording of big band music - i.e., Ella Fitzgerald, Count Basie, Dizzie Gillespie, etc. - from this era.) I ask the scholars the following questions to discuss the music we just heard.
- What do you notice about the music?
- Why do you think music was an important part of the culture during that time?
- How does music affect us in today's society?
- How has jazz music made an impact on today's music?
- What types of issues are sometimes addressed in music?
Collaborative Partner Work
Now, it's the scholars' turn to work with a partner to create a song/poem. I explain that a song is just basically a poem put to music. The song/poem they create should tell the important events and the significance of those events in the book Bud, Not Buddy. When writing the song/poem, consider themes of the story, Bud and other characters' feelings, and use of new vocabulary words. Early finishers may record their song/poem using the interactive voice recorder program - Voki. (Teacher may want to demonstrate how to use Voki by creating a song or poem and recording it.) The song does not have to be in jazz. It may be in a more contemporary format such as rap, R&B, or pop genres. I show scholars an example of a poem about the book Bud, Not Buddy that I created (see attachment). I believe the creation of original songs/poems by my scholars aligns to Common Core State Standards because uses reading, writing, listening, and speaking to demonstrate a level of independence, content knowledge, and creativity. As students perform this task, they are self-directed in that they get to choose whether they create a song or poem; however, they must use content from the book Bud, Not Buddy in their song or poem.
Now, it time to share the works of art with the whole class! Scholars recite their poem, sing their song, or play their Voki recording.
In order to build upon scholars' artistic expression, to close this lesson, I had students to select one vocabulary word from their song or poem to use to create a vocabulary map on the graphic organizer I provided (see attachment).
Homework: Read chapters 18 - Afterword in Bud, Not Buddy.
(Please be sure to continue the Bud, Not Buddy two week unit with the next lesson - Referring to Specific Details and Examples to Explain the Text Bud, Not Buddy.