Jazz. Lesson plans. Cristina Fuertes IES Obert de Catalunya. CLIL Music activities for optional subject High School Level
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1 Lesson plans Jazz CLIL Music activities for optional subject High School Level Cristina Fuertes IES Obert de Catalunya
2 Unit 1 What is Jazz? Know/ understand: 1. Activate prior Listening to Information processing Vocabulary: 1. what s? knowledge, music matching concepts and Predicting Concepts: call and response, American 2. The meaning of making a concept map Organizing improvisation, blue note, music Identify Video-clip 2. Gap-fill, analyse and Classifying ragtime, gospel, marching classify vocabulary Identifying band Non-classical Define Describing music 3.To listen to, take notes Word bank Searching Write about Structures: and speak (video) Make concept map Geographical situation Express feelings 4.Complete sentences Use present and past related with and recognise vocabulary Popular music Identify contents Making deductions about 5. Interact, share What When How Who Search opinions and write a Language frame elements of Do you Are there? definitions using Classify contents report describing Internet Search Consolidate vocabulary I like, love, prefer... 6.Search definitions information 3. Contents of Representing swing, blues, work song, (homework) Be aware of: as symbol of identity how to explain their feelings about Extension: (fast finishers) Write feelings about Jazz Jazz elements Useful vocabulary Asking questions about what s Developing ideas about the meaning of Drawing conclusions about culture For me... My favourite... Giving opinions Defining concepts Summarising ideas 2 2
3 Unit 2: Elements of Know/ understand: 1. Review previous Listening to Information processing Vocabulary: lesson, organize music Concepts: Improvisation, Musical information and rhythms, tempo, syncopation, elements of the Identify matching swing harmony, comping 20th elements 1. Improvisation 2. Melody 3. Rhythm 4. Harmony 5. comping 6. swing 7. Instruments 8. Jazz bands Make concept map Identify elements of Classify elements of Consolidate new vocabulary Be aware of: 2. Listening to instruments 3. Match images and names 4. Classifying elements 5.Matching definitions 6. Gap-fill vocabulary 7. from the video 8.Complete sentences 9. Reconstruct a text Video-clip Word bank Frames Dictation Reviewing Identifying Matching Defining Classifying Making deductions about elements of Asking questions about instruments, sections and bands Names of instruments Instrumental families Jazz bands: combo, big-band, swing band, orchestra Jazz sections: rhythm and front line Structures I have... Who has the...? What Which.? Who or what am I? Non-classical instruments Bands Classify instruments and bands Recognize the common elements of Analyse elements Identify Recognise and classify instruments and bands 10. Define words The roots of Preparing a crossword Applying evaluation criteria Describing 3 3
4 Unit 3 The roots of Know/ understand: 1. Review previous Listening to music Information Vocabulary: lesson processing Concepts: work songs, gospel, Origins of 1. The origin of early ragtime, blues, marching bands Identify early 2. Listening to Background of Video-clip Review 2. Work songs music, take notes call and response, leader and Africa Comparing 3. Gospels and compare chorus Describing 4. Ragtime ragged, right-hand syncopation, Background of Matching 5. Blues 3. Describing Word bank left-hand march beat Europe Analyse musical Ordering forms 6. Marching bands words Defining blue format, blue notes Creoles Identify early styles Consolidate new vocabulary Be aware of how to: Differentiate early styles 4. Describing pictures 5. Matching images music and names 6. True or false 7.Order paragraphs 8. Analyse musical forms 9. Heading texts Jazz until the world II War Scores Lyrics Frames Reordering Using precise language Labelling patterns Asking and answering questions Predicting facts Writing predictions Writing a report Structures This is There are... In the left right background foreground From my point of view... I think... would have happened if Predicting Social, cultural, and economic origins of within the African- American community. Recognise differences between styles 4 4
5 Unit 4 Jazz until the II world war Know/ understand: 1. Discuss and Listening to Information processing Vocabulary: share opinions in music dixieland band; big band, Jazz Age The advent of small groups Reviewing New Orleans big four, backbone, rhythm Matching Stock Market 2. Localize music section, front line, Dixieland Video-clip Describing Crash Identify styles cities and write a Identifying Louis Armstrong journey vocalist, drummer, bass player, Localizing bassist, guitarist, pianist, soloist, Compare musicians The Jazz Age Chicago Locating 3. Complete Word bank arranger Great Comparing Big band sentences and swing Depression analyse music The swing New York Understand the evolution of The Duke 4. Matching music Explaining Structures Swing era with names and descriptions Scores Using precise language Linking words World II War 5. Identify true or Lyrics false Identify styles Who Which When Harlem Planning a research 6.Comparing Renaissance Know important musicians Research musicians Frames 7.Searching Compare musicians information and Be aware of: preparing a Developing ideas presentation Drawing the lyrics Preparing a presentation Agreeing / disagreeing the evolution of Time sequencing how make a presentation... Judging the value of information Select valuable information Comparing Summarising 5 5
6 6 6
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