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Fiank Abiahams, 2u14
-
Present the idea of a patter song (a comic song depending for its humorous
effect on rapid enunciation of the words, occurring most commonly in comic
opera and operetta) and relate it to tongue-twisters (similarities are alliteration,
moderate/fast speech tempo, articulate consonants). *Could even go into more
in-depth by explaining the history of the patter song and common instances
where they are used.* (link under materials)
-
After making the class aware of the similarities between a tongue-twister and a
patter song, play two contrasting examples of a patter song. (Barenaked
Ladies/Mozart)
-
Play each song twice. For the rst run-through of each song ask the students to
listen for the fast/rhythmic sections that truly dene the patter song. Ask
students to raise hands as soon as that occurs. During the second run-through
ask them to solidify their understanding of the patter song. If there are any
confusions, I would make sure the student would have the opportunity to ask
me between or after the songs.
-
With the students having a solid understanding of what a patter song is, put
them into groups of four.
Jose Guilherme Proena 4/12/14
10th grade Green Eggs and Ham & Patter Songs
-
Ask students to think of a tongue-twister for next class, present one to them (She sells
seashells by the seashore).
-
Ask if anyone would like to share what they thought of. Discussion.
-
Upon nishing the composition, the groups are
to perform their nal product and explain to the
class the reasonings behind what they did and
how their compositions are similar to the
examples presented in class.

- Explain that each group must compose a piece in a patter song style
using the entire text of Dr. Seuss Green Eggs and Ham.
- Students are encouraged to use technology (nale, garageband, iPads,
noteight, etc.) in this assignment although it is not necessary.
- *WORST CASE SCENARIO* Show an excerpt of an example if the
students are having difculty starting. (Green Eggs and Ham Patter Song
by Ryan John)
By the end of this unit, students will be able to
perform their own collaborative compositions
inuenced by Dr. Seuss Green Eggs and Ham
with a success rate of 80%.
Students in the class will be able to recognize a
patter song and apply their observations in their
own compositions with a success rate of 80%.
Students will create/write/compose a piece in the
style of a patter song with an added text from Dr.
Seuss Green Eggs and Ham.
Students will be inuenced by patter songs
which will broaden their knowledge of different
styles of music.
In what ways will students absorb the styles of a patter
song and apply it to their own understanding.
http://en.wikipedia.org/wiki/Patter_song
https://www.youtube.com/watch?v=fC_q9KPczAg - One Week -
Barenaked Ladies
https://www.youtube.com/watch?v=7T4z6MI4hkU - Fin ch'han
dal vino Don Giovanni - Mozart
https://www.youtube.com/watch?v=RimguSXUVdI - Green Eggs
and Ham Patter Song - Ryan John

After every new concept presented ask
students whether they are
comprehending the information being
presented to them

Group composition at the end of unit.
After the lesson, I will take time to reect what succeeded and what did not.