Biography lt teacher guide

ELA Learning Task – Biography Teacher Guide

gBiography Learning Task Teacher GuideSubject English Language ArtsGrade Level

3rd Grade

Task Description

In this Task, students will learn about Louis Armstrong, the great jazz musician. They will be looking at a website and listening to songs performed by Louis Armstrong. In this task Sstudents will view and listen to multimedia, read articles and refer to graphics. related to Louis Armstrong. Students will respond to questions in sentence and paragraph form as well as in graphic organizers. Students will demonstrate their understanding of the informational text through clear responses to questions and prompts.

Task Objectives

Upon completion of this task, the student will be able to develop a topic when writing a paragraph by explaining the main idea in print and multimedia text, providing details that support the main idea, understanding the meaning of domain-specific words, and using information found in print text and multimedia. Written student responses will make connections (comparisons, cause/effect, and sequencing)..develop atopic when writing, determine the meaning of domain-specificwords, locate information using text features, refer to illustrations and describe connections in the text.

Standards Addressed

RI 3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.

RI 3.2 RI 03.02

Determine the main idea of a text; recount the key details and explain how they support the main idea.

RI RI 3.7 Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur).

RI SL 3.8 Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison, cause/effect, first/second/third in a sequence).RI 03.08

Integration of Knowledge and Ideas: Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison, cause/effect, first/second/third in a sequence).RI 03.07

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Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur).SL 03.02

Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.

L 3.6 Acquire and use accurately grade-appropriate conversational, general academic, and domain-specific words and phrases, including those that signal spatial and temporal relationships (e.g., After dinner that night we went looking for them).

Depth of Knowledge

DOK 2, DOK 3

Expected Duration

A combined maximum of three hours should be allotted. for these tasks.Session 1: Medium: 30–4559 minutesSession 2: Medium: 30–4559 minutesSession 3: Medium: 30–4559 minutess

Materials List (Studeent)

access to a computer with Internet access for each student access to Aattachments 1, 2, 3, and 4 (on computer or printed

copy)***ADD TEACHER MATERIALS LIST HERE: computer with internet (and projector, if desired) Attachments 1, 2 3, and 4

Attachments

Session 2, Attachment 1 - 1920s JazzSession 3, Attachment 2 -, Chart Oh, Yeaaaaah! Attachment 3 - “What a Wonderful World” lyrics Attachment 4 – Thematic Web/Main Idea graphic Organizer

Web Links

http://kidsmusiccorner.co.uk/composers/jazz/louis- armstrong

armstrong/ www.bing.com/videos/search?q=satchmo&M=VIRE2#view=detach&mi d (Jazz-Louis Armstrong-“Hello Dolly Live”)

http://www.metrolyrics.com/what-a-wonderful-world-lyrics-louis-armstrong

Session 1 Teacher Directions

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http://www.bing.com/videos/search?q=satchmo&M=VIRE2#view=detach&mid

http://kidsmusiccorner.co.uk/composers/jazz/louis-armstrongarmstrong/

http://kidsmusiccorner.co.uk/composers/jazz/louis-armstrongarmstrong/


Step 1

Teacher: “In this Task, you will learn about Louis Armstrong, the great jazz musician. We will be using multimedia; this includes a website, print text, still images, video, and sound. First you will be looking at a website and listening to songs performed by Louis Armstrong.”

Click the link below and play both of the videos (at the bottom of the webpage) of Louis Armstrong performing. (If you have a projector, play the videos for the whole class. Otherwise, have students click on the link—using headphones—to see and listen to the performances.

http://kidsmusiccorner.co.uk/composers/jazz/louis-armstrong

Teacher: (If students haven’t already done so”), “Click the link below to visit the website about Louis Armstrong. We will now read information about Louis ‘Lewee’ Armstrong.”

http://kidsmusi c c orner.co.uk/composers/jazz/louis-armstrong

Tell students that the two songs, “When the Saints Go Marching In” and “What a Wonderful World” were two of the most popular songs that Louis Armstrong ever performed.

Students are going to read the website’s print text. Tell students that the class will read and discuss the information about Louis “Lewee” Armstrong. (Teacher may decide to “chunk” the information by reading the beginning of the site to the class, then asking individuals to each read one bullet point under “Some interesting Facts”

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Teacher Directions Session 1Directions:The students are going to watch a video and listen to several songs performed by Louis Armstrong.

Student Directions:

You will be looking at a website and listening to two songs performed by Louis Armstrong.

Step 1: Click the link below to visit the site. As you scroll through the site, read the information about Louis “Lewee” Armstrong.Step 2

Students will now read the following embedded text “And All That Jazz” (as a whole class, in small groups, with a partner, or individually, depending on scaffolding needs of students).

Before reading the text, students should be familiar with the following vocabulary words that will help them understand what they are reading:

Jazz - a type of American music originating in New Orleans between 1900-1910 with lively rhythms and melodies that are often made up by musicians as they play

Black Storyville – an area in the city of New Orleans, Louisiana Cornet – a brass instrument, much like the trumpet Trumpeter – someone who plays the trumpet Musician – a person who performs or plays music

Step 3

Students will read the embedded text “And All That Jazz.”

And All That Jazz . . .In 1917 many black jazz musicians went to Chicago and New York to play. One great trumpeter was Joe Oliver. He liked Louis. Louis thought Oliver was the best trumpeter.

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When Oliver left for Chicago, Louis was asked to take his seat in the Kid Ory Band. At last Louis got a chance to be heard. Soon people were coming to Black Storyville just to hear Louis Armstrong.

Joe Oliver asked Louis to come play the cornet in Chicago. So he went. There he married Lil Hardin. She played the piano.

Lil wanted Louis to start his own band. But Louis wasn’t ready. He played with some of the best bands in New York and Chicago.

In the 1920s everyone was talking about jazz . . . jazz . . . and more jazz. And the jazz player most people were talking about was Louis Armstrong.

Step 4The teacher will begin a discussion about “sequence,” the order in which events happen. Understanding sequence is a skill that helps us understand a story or a film or even a conversation. Ask students to each write down directions for brushing your teeth (or making a peanut butter and jelly sandwich or any other task that has several steps). Have them “think/pair/share,” asking their partner to follow their directions EXACTLY. Listen for directions that are not in correct order to share with the class. If all directions are complete and correct, present your own example of written directions that are mixed up. Ask some students to try to follow your directions in front of the class—and have fun with this!

Brainstorm words that can give clues for sequence. We call these signal words (first, second, third, next, before, after, then, later, finally, and even dates and time) Look for any sequence signal words in “And All That Jazz.”

Students will complete Attachment 1 1920s Jazz (they may open the link OR write in the box OR the teacher will make a hard copy of the Attachment for each student.

Students will complete the Attachment 1 chart on their own. The first and last events are filled in on the chart. The students will use the article “And All That Jazz” to find what is missing from the chart. They will submit the chart electronically or in a hard copy—whichever the teacher prefers.

Teacher should review each student’s completed Attachment chart before Session 2, using it as a formative assessment to determine if more teaching is required on sequencing of ideas before moving on to Session 2.

File Attachments:Attachment 1 Chart 1920s Jazz.doc

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Louis Armstrong

Step 2: Watch and listen to both of the songs at the bottom of the site page.

Step 3: Read the quote about Louis Armstrong.

Soul is when you want to use what you have to make other people feel good, even if it’s just saying “good morning.” And Louis’s soul was in his sound, whether he was playing his trumpet or singing. It was just warm, round and good.~Wynton Marsalis, Jazz for Young People Curriculum

Break the class into groups so that they can discuss the music and the quote. Students will think about what the quote says about Louis Armstrong as a person and performer. Students will write a paragraph telling the main idea of the multimedia. Be sure to write two details that support the main idea and explain how these details support the main idea.

The paragraph may include but is not limited to the following ideas:Louis Armstrong was a musician.He sang and played a trumpet.He became famous because of his music.People enjoyed seeing him perform.His music made other people happy when they heard it.

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Teacher Directions Session 2 Teacher Directions2Step 1

Learning Targets

Students will read the following embedded text “Oh Yeaaaaah” (as a whole class, in small groups, with a partner, or individually, depending on scaffolding needs of students),

Before reading the text, students should be familiar with the following vocabulary words that will help them understand what they are reading.

Jazz - a type of American music originating in New Orleans in the early 1900s with lively rhythms and melodies that are often made up by musicians as they play

Handerkerchief – a small piece of cloth, usually square, used to wipe the nose, mouth, and face

I can identify the events as they happen in a text. I can retell the order of events. I can tell if one event caused another.

Before the students begin, introduce the following vocabulary for this session:

Black Storyville – an area in the city of New Orleans, Louisiana

Cornet – a brass instrument, much like the trumpet

Trumpeter – someone who plays the trumpet

S catting (or scat singing) – in jazz, using nonsense syllables or sounds that are not words

Step 2

Remind the students to pay attention to how the sentences are connected. As the students read, they should think about the following:

Are they comparing anything? Do they explain a cause and effect? Do they tell the order of events?

Musician – a person who performs or plays music

Students will read the embedded article. Then they will open Attachment 1 1920s Jazz.

And All That Jazz . . .

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In 1917 many black jazz musicians went to Chicago and New York to play. One great trumpeter was Joe Oliver. He liked Louis. Louis thought Oliver was the best trumpeter.

When Oliver left for Chicago, Louis was asked to take his seat in the Kid Ory Band. At last Louis got a chance to be heard. Soon people were coming to Black Storyville just to hear Louis Armstrong.

Joe Oliver asked Louis to come play the cornet in Chicago. So he went. There he married Lil Hardin. She played the piano.

Lil wanted Louis to start his own band. But Louis wasn’t ready. He played with some of the best bands in New York and Chicago.

In the 1920s everyone was talking about jazz . . . jazz . . . and more jazz. And the jazz player most people were talking about was Louis Armstrong.

The first and last events are filled in on the chart. The students will use the article “And All That Jazz” to find what is missing from the chart. They will submit the chart electronically or in a hard copy—whichever you prefer.

File Attachments:Attachment 1 Chart 1920s Jazz.doc

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1. Attachment 1 Chart 1920s Jazz.doc

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Teacher Directions Session 3

Students will read the embedded article.

Oh, Yeaaaaah!

For many years Louis played the cornet. One night he played the trumpet. It was larger than the cornet. He liked its sound. From then on he

played the trumpet.

Louis also made records with many different bands. More and more people heard his music. He made them love the sounds of Storyville jazz the same way he did. “It’s a hot sound,” he said. Then he would wipe his face with a big, white handkerchief.

At last Louis started his own band. They went all over the United States playing jazz . . . jazz . . . and more jazz.

Sometimes when Louis played he also sang. His voice sounded like he had a bad cold. But that was his own special sound.

There is a story people tell about Louis Armstrong. It may or may not be true. It is said that one night he was singing and forgot the words. So he made trumpet sounds with his voice. Do-skid-dat-de-dat-dat-do. That way of singing is called scatting.

And at the end of a song, Louis always sang “Oh, yeaaaaah!” People waited so that they could join him in singing, “Oh, yeaaaaah!”

When everyone is finished reading, the teacher should go to the following website so students may watch and listen to the performance of “Hello Dolly.” Ask students what they see and hear in the “Hello Dolly” video that they just read about in “Oh Yeaaaaah” (wiping his face with a handkerchief, scatting).

www.bing.com/videos/search?q=satchmo&M=VIRE2#view=detach&mid

Ask students if they saw anything in the video that was described in the excerpt.

Step 3

Discuss with students each of the following questions about how the sentences in the excerpt “Oh Yeaaaaah” are connected. Ask students to reread the excerpt, one paragraph at a time, as they consider each of the following questions:

Are they comparing anything? Do they explain a cause and effect?

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Do they tell the order of events?

First ask if students can find any sequence signal words in the excerpt.Next, have students look for any comparisons (comparing trumpet and cornet; voice sounding as if he had a cold).Last, discuss cause-and-effect. Step 3 Remind the students to pay attention to how the sentences are connected. As the students read, they should think about the following:

Are they comparing anything? Do they explain a cause and effect?

Do they tell the order of events?

Students will complete open Attachment 2 Chart "Oh, Yeaaaaah!" (open the Attachment OR write directly on the chart found below OR teacher may copy the Attachment for each student. Students will complete the chart and answer the two questions independently, using the article “Oh Yeaaaaah” to find the answers. Discuss these connections with the students.

Submitted Work

NAME_______________________________There are several examples of cause and effect in the passage. Fill in the missing information to complete the chart. If the Cause is listed, write the Effect. If the Effect is listed, write the Cause.

Cause

1.

Effect

From then on he played the trumpet.

2. He was singing and forgot the words.

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3. People waited so they could join him in singing, “Oh, Yeaaaaah!”

1. Is the passage comparing Louis or his music with anyone? If yes, tell the two things or people who are being compared.

2. Is the passage telling the events in the order they happened? If yes, give an example of how you know.

Students should submit the Attachment electronically or hand in the hard copy, whichever the teacher prefers. ,Teacher should review the completed Attachment before Session 3 as a formative assessment to determine if more teaching is necessary If it is, the teacher may consider reviewing signal words used in comparisons, cause and effect relationships, and sequencing before beginning Session 3. complete the chart and answer the two questions. File Attachments:1. Attachment 2 Chart Oh, Yeaaaaah!.doc

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Teacher Directions Session 3Step 1

Tell students that just as we read printed texts, we can “read” other kinds of texts, too—such as audio and visual texts such as the videos we watched and listened to in Sessions 1 and 2.

Ask students what they notice about Louis Armstrong in his performances. To stimulate ideas, play “When the Saints Go Marching In” once again.

http://kidsmusiccorner.co.uk/co/co.mposers/jazz/louis-armstrong

Ask students:

“ Do you think Armstrong enjoys performing? How do you know? ” Help students notice Armstrong’s:

smile his visible enjoyment of singing the song the warmth of his voice his comment “What a beautiful audience out there singin’ with us.” his invitation to the audience to sing along his introduction of each member of his band.

“How did Armstrong’s music make you feel? Why? ”

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Play the video again if students run out of ideas. Help them “re-read” this video text.

Step 2 Hand out Attachment 3 (“What a Wonderful World” lyrics ) . Read the words aloud to students. Return to the Music Corner website and play the second video “What a Wonderful World”) again.

http://kidsmusiccorner.co.uk/co/co.mposers/jazz/louis-armstrong Then have students do a choral reading of the lyrics. (Students may recite the lyrics all together, OR ask half the class to read the first stanza aloud and the other half of the class to read the second stanza, etc. ). The teacher may even have the class sing the song.

Ask students to find the main idea of the lyrics with a partner in a Think/Pair/Share. These partners should then find details in the lyrics that support the main idea they agreed upon. (Students may use highlighters to do this). Discuss their findings.

Hand out a hard copy of Attachment 4, (Thematic Web/Main Idea graphic organizer), to each student. Each student should independently complete this graphic organizer for the performance of the music “What a Wonderful World” and its lyrics, individually this time. They should identify the most important idea in the video and in the song lyrics in the center circle of the chart, and then jot down the details that support the main idea in the surrounding squares. Students may wish to view the video again. Teacher should circulate among students to review their responses on the chart. Teacher should guide students if help is needed.

Step 3: Read the quote about Louis Armstrong.

“Soul is when you want to use what you have to make other people feel good, even if it’s just saying “good morning.” And Louis’s soul was in his sound, whether he was playing his trumpet or singing. It was just warm, round and good.”~Wynton Marsalis, Jazz for Young People Curriculum

Break the class into groups so that they can discuss Armstrong’s musical performances and this quote. (Be prepared to talk about what “soul” could mean in the quote)

Students will think about what they learned about Louis Armstrong from the website, the embedded texts, the videos, and the quote. What do these texts say about Louis Armstrong as a person and performer? Students will write a paragraph telling the main idea of the multimedia and how it relates to the

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quote. Students should write at least two details that support the main idea and explain how these details support the main idea.

The paragraph may include but is not limited to the following ideas:Louis Armstrong was a musician.He sang and played a trumpet.He became famous because of his music.People enjoyed seeing him perform.His music made other people happy when they heard it.

Students will submit their paragraphs electronically or in a hard copy, whichever the teacher prefers.

File Attachments:

Attachment 3 – (”What a Wonderful World” lyrics) Attachment 4 – (Thematic Web/Main Idea graphic organizer)

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Formative Assessment SuggestionsStudents use information in sources to answer specific questions and write summaries and explanations.

Teachers can monitor the responses to determine levels of performance and need for support or enrichment. Teachers should informally evaluate students’ levels of learning using questioning and discussion techniques.

SAMPLE FORMATIVE ASSESSMENT TECHNIQUES

Immediate Response:Examples: Dry-Erase Boards, Thumbs Up-Down-Sideways, Traffic Light (red-yellow-green),Technology Response Devices (personal response system)

Summaries & Reflections | Verbal-Linguistic & Interpersonal:

Examples: Quick Write, Write About, Minute Paper, Exit Ticket, Muddiest Point, Reflection, Question-Answer Relationship, Opinion Journal, SOSSummary (Statement, Opinion, Support), 321 Summarizer (3 facts learned, 2 questions remaining, 1 personal connection with information)

Lists, Charts, and Graphic Organizers | Logical-Mathematical:

Examples: My Top Ten List, Matrix, Graphic Organizer (what learned) – Pictures & Write/Equations & Steps, List-Group-Label (LGL) – Ideas for Essay, Web, Concept Map, KWL/KWOL

Visual Representations of Information | Spatial:

Examples: Picture and 3 Things about Topic, Quick-Write/Quick Draw! Collage Poster, Flipbooks, Smartcards

Collaborative Activities | Kinesthetic & Interpersonal:

Examples: Think-Pair-Share, Find Someone Who…Review, Carousel Brainstorming

Teacher Techniques:

Examples: Wait Time, Rapid Rewards, Questioning, Other Social Engineering Techniques, Risk-Taking

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Instructional PracticesAs they monitor students, teachers ask questions, explain, and redirect students as needed to ensure learning. Teachers may choose to provide additional support by varying the amount of teacher/student, student/student, and independent work.Teachers manage partner and discussion activities by grouping students intentionally for learning support.

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ResourcesBook titles:

If I Only Had a Horn: Young Louis Armstrong by Roxanne Orgill and Leonard Jenkins

This Jazz Man by Karen Ehrhardt

When Louis Armstrong Taught Me Scat by Muriel Harris Weinstein and R. Gregory Christie

The Jazz Fly by Matthew Gollub and Karen Hanke

Websites:www.smithsonianjazz.org

http://kidsmusiccorner.co.uk/composers/jazz/louisarmstrong

www.bing.com/videos/search?q=satchmo&M=VIRE2#view=detach&mid (Jazz-Louis Armstrong-“Hello Dolly Live”)


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http://kidsmusiccorner.co.uk/composers/jazz/louisarmstrong

http://www.smithsonianjazz.org/


AppendixA. Attachment 1 Chart 1920s Jazz.doc B. Attachment 2 Chart Oh, Yeaaaaah!.doc C. Attachment 3 (Lyrics-“What a Wonderful World”)D. Attachment 4 (Idea Chart)Thematic Web/Main

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Documents

Biography lt teacher guide