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Intention Outline

Ally Scott

Student-Centered Multimedia Project

Project Title: “Hook that Beat”

Project Goals:

Students will be able to organize, create, and record raps using

multimedia tools (Audacity, Flocabulary, PowerPoint, mic, and Word)

Students will be able to create rhymes with accurate musical timing.

Students will be able to use technology to compose a rap and apply a

beat background that fits the mood and style of the rap.

Students will connect their application of music learning to their

learning in other content areas.

Audience: 5th grade students

Timeline: 6 days

Day 1: Watch videos of creative raps about educational subjects.

Discuss what students notice about those raps and how they can help
to learn and make learning fun. Practice creating a teacher-led group
rap with backbeats and simple phrases adding on student by student.
Practice rhythm raps by selecting icons and putting them in order on
the smartboard and increasing in difficulty.

Day 2: Use Flocabulary worksheets to introduce the idea of rapping

about a subject or vocabulary word (see page 7-8). Students practice
creating their own rap couplet based on a fact or vocabulary word they
are learning in their general classroom. Select partners and brainstorm
rap subject ideas. Begin writing the rap using MS Word and Rap
Template worksheet(see page 10-11).
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Day 3: Complete Decide phase. Compose and type the rap with
partners. Discuss ideas for a “hook” that can repeat in between verses.
As a class, discuss expectations for the project.

Day 4: Complete the Design phase. Design the outline of the rap and
choose the backbeat that fits the mood and style of the rap using
resources on the Flocabulary website. Download beat for recording.

Day 5: Complete the Develop phase. Record the rap using Audacity
software and Flocabulary beats. Combine the recording and
background beat in Audacity. Develop a PowerPoint presentation about
the rap to accompany the performance.

Day 6: Complete the Evaluate phase. Perform and present the raps to
the class. Evaluate the process and outcome of the project. Evaluate
what students learned from other students’ presentations.
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DECIDE PHASE

Teacher Role:

 TEKS covered in this lesson:

o §117.118.(a)(1) Creativity, encouraged through the study of the fine
arts, is essential to nurture and develop the whole child.
o §117.118.(b)(3) Creative expression. The student performs a varied
repertoire of developmentally appropriate music in informal or
formal settings.
o §117.118.(b)(4)(A) The student is expected to create rhythmic
phrases through improvisation and composition.
o §117.118.(b)(5)(D) The student is expected to examine the
relationships between music and interdisciplinary concepts.
 Goal: Teach students about meter and rhyme and allow for creative
expression and collaboration.
 Multimedia Project: Students will work in pairs to create a rap, type
the poem in Word, create a PowerPoint presentation, record the rap
through Audacity using a beat downloaded from the Flocabulary
website, share the PowerPoint and Recording to a shared google doc
folder, and present the project using all the above.
 Prerequisite skills: Use of Microsoft Word and PowerPoint, use mic,
download, save, and edit files
 Grouping method: Allow student choice depending on class behavior
 Assessment method: Checklist, rubric, and peer evaluations

Student Role:

 Brainstorm: Decide as a pair whether the rap will be based on a

topic learned in class or a vocabulary word, identify the specific
topic, and discuss ideas for the overall structure and message of the
rap.
 Research: Listen to the online Flocabulary beats for inspiration.
Watch video examples shown in class. Begin checklist and continue
to keep up with check marks. Complete Flocabulary worksheets for
practice (see page 7-8).
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DESIGN PHASE

Teacher Role:

 Present rubric and explain specific and high expectations for the
project.
 Show personal example made by teacher for reference and inspiration.
 Provide groups with a template for the structure of the rap (see pages
10-11) and the content of the PowerPoint presentation (see page 9).
 Informally assess students on their progress and provide help and
feedback.
 Help students download beat files from the Flocabulary website
resources.

Student Role:

 Work in pairs to write the rap (each partner must have equal
representation in the writing)
 Complete next sequence in checklist
 Fill in rap structure chart with rhyming lyrics. Compose a “hook” to be
repeated between the verses (see page 10-11)
 Begin design of the PowerPoint slides. Include subject, names, song
title, lyrics, and accompanying clip art or animations. Use PowerPoint
Template (see page 9)
 Select and download the chosen Flocabulary beat that matches the
mood and style of the rap. Practice with the track to prepare for
recording and performance.
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DEVELOP PHASE

Teacher Role:

 Facilitate group collaborations and recordings

 Provide feedback
 Monitor behavior and partner cooperation
 Assist with technological issues
 Informally assess student work and participation by walking through
the class
 Help students finalize their recordings and beats in Audacity
 Help students enter their recordings into their PowerPoint
presentations

Student Role:

 Type rap lyrics, song title, subject/topic, and art content into the
PowerPoint slides.
 Make the PowerPoint slides aesthetically appealing and engaging.
 Find and insert clipart and animations to enhance the presentation.
 Print copies of the word document rap for the class rap book to be
hung in the hall
 Record the audio of the rap lyrics through Audacity (both partners must
be represented audibly in the recording)
 Combine the recording with the beat from Flocabulary using Audacity
 Save the recorded file and upload to the shared folder
 Embed recording into PowerPoint presentation
 Practice performing the rap live with the recording
 Upload PowerPoint presentations and recordings to shared google file
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EVALUATE PHASE

Teacher Role:

 Assist students with sharing their files and presentation PowerPoint to

the shared google document folder
 Provide students with evaluation assessment criteria
 Reflect and revise project for future use
 Evaluate student performances
 Instruct and assess students on proper audience etiquette
 Collect and print the rap lyrics, bind them into a book and hang the
books on a “hook” outside the classroom for other student and
teachers to peruse.
 Check through completed student checklists
 Assign final grades for the project and provide specific feedback and
encouragement in writing

Student Role:

 Evaluate peer performances and presentations

 Conduct self-evaluations
 Reflect on the process of the project
 Show proper audience etiquette during peer performances
 May add instruments to the performance if students are prepared and
the instruments are appropriate to the style of the song
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Appendix
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PowerPoint Template

Rap Title Dynamite Dynamic

By: Student Names By: Mrs. Scott

Subject of Rap (Ex: Math)

Subject: Music
Topic or Vocabulary Word (Ex:
Dynamics (forte and piano)
Multiplication)

Dynamics indicate how loud or soft music

Brief description of Topic or should be played or sung

Definition of Vocabulary Word Forte means loud

Piano means soft

Piano, you know, is theRap Lyrics

quiet dynamic
Include
softly sing like you’re lying clip
in a art
hammock
Include
Forte dynamic is Play button
the loud foryo
one, recording

When you sing (should be more

forte, people be than 1 slide)
like woah!
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Rap Template

Song Title:

Subject/Topic:

Verse 1:

A1 ___________________________________________________________________________

A2 ___________________________________________________________________________

B1 ___________________________________________________________________________

B2 ___________________________________________________________________________

C1 ___________________________________________________________________________

C2 ___________________________________________________________________________

D1 ___________________________________________________________________________

D2 ___________________________________________________________________________

Hook: (a short, catchy chorus sung)

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________
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Verse 2:

E1 ___________________________________________________________________________

E2 ___________________________________________________________________________

F1 ___________________________________________________________________________

F2 ___________________________________________________________________________

G1 ___________________________________________________________________________

G2 ___________________________________________________________________________

H1 ___________________________________________________________________________

H2 ___________________________________________________________________________

Hook: (a short, catchy chorus sung)

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

Ending Verse (optional):

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________
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Hook that Beat Checklist

Name:
_______________________________________________________________________

Class: _______________________________________________________________________

Song Title:
___________________________________________________________________

Day Activity Chec Grad

k e
Day 1 Practice Rhythm Raps
Day 1 Select Partner
Partner’s Name:
Day 2 Complete Flocabulary Worksheet – Master Any Fact
Day 2 Complete Flocabulary Worksheet – Master Any Word or
Term
Day 2 Brainstorm and Select Rap Topic or Word
Topic or Vocabulary Word:
Day 3 Write the Rap in Rap Template
Day 3 Type the Rap in Microsoft Word
Day 3 Create a “hook”
Day 4 Decide on a beat that fits the mood and style of your
rap
Flocabulary Beat:
Day 4 Download Flocabulary beat to use in recording and
practice
Day 5 Complete PowerPoint presentation including title, topic,
description, lyrics, recording, and accompanying clip-art
Day 5 Record your rap using Audacity
Day 5 Combine your audio with your Flocabulary beat
Day 5 Upload your PowerPoint and Final Recording to Google
doc folder “Mrs. Scott’s 5th Grade Raps”
Day 6 Present your Rap and perform with the recording for the
class
Day 6 Demonstrate proper audience etiquette
Day 6 Evaluate your classmates’ raps and reflect on your
project
FINAL GRADE
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Hook that Beat Rubric

Criterion Excellent! Satisfactory Needs Teacher

Improvement Comments:

by
Unknown
by Unknown
Group Work Worked well Worked
Author is well Did not work
Author is
licensed
with partner with licensed
10 pts underpartner well with
under
and shared some of the partner
work time
Word Includes full Includes most Does not

Document lyrics, follows of the lyrics, include full

5 pts the rap follows parts lyrics or

template, and of the rap follows the rap
organized template template
Checklist Complete Mostly Incomplete

5 pts complete
Recording Includes both Includes one Only involves

20 pts partners, or both one person’s

enthusiasm partners, voice, rhythm
and rhythmic words are is not followed
accuracy spoken in
rhythm
PowerPoint Includes title, Includes most Missing

20 pts names, topic, of the several

lyrics, requirements required
recording, art, and is elements and
and is visually somewhat basic visuals.
appealing visually
appealing
Performance With Rhythms Lacking in

40 pts enthusiasm mostly creativity and

and rhythmic accurate and missing
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accuracy performed rhythms

well