Teachers Name: Tyler Weakland Grade: 8th Grade General Music Class

Date: 11 April 2014 Title of Lesson: Creating Patter Songs Partner: (Honor their world by beginning with an
experience students bring to the classroom. Include time for collaboration through sharing and dialogue.)

Plan: what learners will

be able to do (behavioral objective) -By the end of class, the students will identify a patter song among three different songs at the success rate of 90%. understand (cognitive objective) -The students will be able to define patter songs in their own words. encounter (experiential objective) -Compose their own patter song. making meaning (constructivist objective) -The students will realize the affect of patter songs in relaying text and will be able to identify this style of composition outside the classroom.

Ask the students to bring in a recording of one of their favorite songs they enjoy listening to. Discuss what genre/style of music the pieces they bring in are.

---------------------------------------------------------Present: (Sequence of the lesson steps. Take the learning

from their world to the world of the classroom. Present the information and allow time for students to practice. Engage critical thinking, problem posing and problem solving.)

Focusing Question: In what ways will students.

To what extent do patter songs impact our comprehension of text?

Play Modern Major General form Gilbert and Sullivans Pirates of Penzance. Then play Reviewing the Situation from Oliver. Finally, play Magic Johnson by the Red Hot Chili Peppers. Ask the students to identify similarities between these three pieces, specifically noting the text (if they dont mention it first). Explain that patter songs are songs with rapid enunciation of text and that they are often used for comic relief in a operas, musicals, or generally in popular music for affect. Help them realize that patter songs are important because they could be considered one of the first forms of what we now know as, and call, rapping. Then ask the students to come up with some other songs they think may be patter songs. Play them and ask the class to decide whether the suggested songs are in fact patter songs or not. Do they match the criteria the class came up with after listening to the three example pieces? Introduce Theodor Seuss Geisel, or Dr. Seuss as the students will probably recognize. Discuss his stories and poetry and ask the students to name their favorite Dr. Seuss story. Ask them to identify the similarities between Dr. Seusss stories and the text of patter songs. Could Dr. Suesss stories be considered patter stories? Is there such a thing? Is it different than just rhyming? Should their be a difference?

Assessment:

----------------------------------------------------------Personalize: (Make the learning personal to the student.

Provide opportunities for creativity and for students to be musicians. Encourage creativity and innovation.)

Formative: Have the students write the characteristics of the pattern songs I play for them. Summative: Do the students compositions reflect the style of a patter song? Integrative: Do their compositions sound like patter songs?

Materials: Garage Band on iPads & audio projection equipment. Process: (After the lesson, take time to reflect.)
How well did the students grasp the material? Did they find it relevant?

Put the students into groups based on the genre of the pieces they brought to class. Ask them to compose a song using the text of Green Eggs and Ham in a patter song style and in the genre of their favorite pieces they brought. Have the students use garage band on their iPads to create instrumental loops over which they can sing.

---------------------------------------------------------------Perform: (Communicate and share the new learning

through performance, demonstration or exhibition.)

Have the students present their compositions to the class and ask the class to identify the genre of their piece and the positive qualities that make the song a patter song.