Bianca Bartolomei MUS 463 Integrated Lesson Plan Day 1: Learning Language Arts through Music Age Group:

3rd Grade Materials: Muddy as a Duck Puddle and Other American Similes by Laurie Lawlor o Childrens picture book that includes several similes http://www.youtube.com/watch?v=zNFeAgUzpEQ o popular song lyrics that include a simile or a metaphor Language Arts Objectives: Know: Students will learn the definitions of a simile and a metaphor Be able to: Students will be able to distinguish between a simile and a metaphor Appreciate: Students will gain a greater understanding of different ways to describe something beyond the use of adjectives

Music/ Movement Objectives: Know: students will increase their musical vocabulary by listening to these songs that are written very differently Be able to: students will be able to describe a song of their choice by creating a metaphor or simile about some aspect of it. o Ex: that song is as fast as a racecar (simile)

Appreciate: Students will gain a greater respect for music and song writers by studying their lyrics and recognizing they serve a greater purpose than entertainment.

Language Common Core Standards: CCSS.ELA-Literacy.L.3.5 Demonstrate understanding of figurative language, word relationships and nuances in word meanings. CCSS.ELA-Literacy.L.3.5a Distinguish the literal and nonliteral meanings of words and phrases in context

Music/ Movement National Standards: 6. Listening to, analyzing, and describing music. 8. Understanding relationships between music, the other arts, and disciplines outside the arts.

Procedure: 1. The students desks will be in small table groups of four students. 2. To grab their attention, I will ask them all to come to the front carpet as I read them, Muddy as a Duck Puddle. 3. After the story, the students will go back to their desks. 4. Ill begin by teaching them the definitions of a simile and a metaphor 5. Simile looks like smile and we smile at things we like so we know that a simile uses the words: like or as 6. Metaphors are used to compare two things, but dont use like or as.

7. I will ask everyone to stand up and push their chairs in so we can do some kinesthetic learning 8. I will read some sentences, if my sentence has a simile, start hopping in place. If my sentence has a metaphor touch your toes and stand up and touch your toes and stand up (keep repeating). If it has neither stay still. 9. Read Examples: a. I run as fast as a racecar. (S) b. I like ice cream. (N) c. She has hair that flows like the ocean. (S) d. The kids at that school are all brains. (M) e. My boyfriend is my knight in shining armor. (M) f. Shes as pretty as an angel. (S) 10. The students will then sit down. 11. Next the students will listen to the YouTube song and write 6 songs that have either a simile or a metaphor. (I will pause after each clip to give them time to write) 12. The students will hear the clip one more time and will be asked to write about two songs that sound very different. This is an open-ended assignment so they can write about any musical component theyd like about those two songs, but they must include a simile and a metaphor within their writing.

Assessment for Kinesthetic: Simile: ?/3

Metaphor: ?/2 Neither: ?/1 Total: ?/6 6/6 Mastering 4-5/6 Excelling 2-3/6 Learning 0-1/6 Exploring

Assessment for 6 songs with similes and metaphors: 6/6 Mastering 4-5/6 Excelling 2-3/6 Learning 0-1/6 Exploring

Assessment for song description: 2/2 Mastering Learning 0/2 Exploring