Josefina Javelina-A Hairy Tale

In the classroom/library:

Introduction
GRADE LEVEL: 4th grade
SUBJECT(s): Language Arts and Fine Arts
OVERVIEW: In this lesson, students will use their imagination to create pseudo words by combining English and Spanish syllables. Students will learn how to put musical rhythms and beats to different syllables and sentences.
PURPOSE: The purpose of this lesson is to encourage students to use their imagination in creative writing and to understand the musical ties between rhythm and language.

Outcomes
Upon successful completion of this lesson, students will be able to apply musical beats to different word syllables and sentences and use their imagination to write fictional literature with creative word use.

Standards
Language Arts/Writing
Strand 2: Writing Elements
Concept 4: Word Choice
o Word choice reflects the writer's use of specific words and phrases to convey the intended message and employs a variety of words that are functional and appropriate to the audience and purpose. (W04-S2C4)
PO 4. Use literal and figurative language in a variety of ways (e.g., imitating, creating new words, rhyming), although may be inconsistent or experimental. (See R04-S1C4-04, -05)
Music
Standard 3: Art as Inquiry
o Analyze and demonstrate the use of the elements of music (e.g., in live and recorded performance, verbal discussion). (AM3-E3)
PO 2. demonstrate a story utilizing the elements of music
ELL Standards
Writing Applications - ELL III
Students will express in writing their own thinking and ideas. (ELL-W-1)
Delivery of Oral Communications - ELL III
Students will express orally his or her own thinking and ideas.

Resources
Josefina Javelina: A Hairy Tale written by Susan Lowell, illustrated by Bruce MacPherson
word cards
maracas
sample paragraph
Latin music (with use of maracas)
c.d./cassette player

Materials
maracas
word cards
paper
writing utensils

Process - EEI

1. Introductory/Anticipatory Set
Ask students what type of music they listen to? Ask students if they know what maracas are and what genre of music can maracas be heard in? Maracas can be heard in Latin music and are similar to drums- they hold the beat. Play a piece of music in which maracas are clearly heard. Ask students to clap along with the maracas to the beat of the music. Explain that a beat cannot only be found in music but also in stories and poems.

2. Objectives
Students will be able to:
1. combine English and Spanish syllables to form creative, non-sense words
2. compose a small paragraph that has creativity and displays the use of rhythm
3. recite their paragraphs and use maracas to demonstrate the beat of their written paragraph

3. Input
Read Josephina Javelina by Susan Lowell and illustrated by Bruce MacPherson. Exaggerate the words that were created by combining English and Spanish syllables with the raising of your voice and strong pronunciation. Use the maracas to demonstrate the rhythm in specific lines of the story-
"Oh I can play the concertina, and I wish I were a ballerina" (p. 4)
"I can play the concertina, and I WILL become a ballerina" (p.12)
"Boom-boom chile boom!" (in beginning and end of story, pgs. 7 & 30)

4. Modeling
Choose one paragraph from the book, and recite it using the maracas to display the beat and rhythm of the text. Share with the class a sample paragraph that models words that combine English and Spanish syllables. Recite our personal paragraph again, this time using the maracas to reinforce the beat of the paragraph. Brainstorm with the students ideas for their paragraphs- personal dreams and/or fun experiences.

5. Check for Understanding
For guidance as students write their paragraphs, have these steps written briefly on the board:
1. Choose a partner.
2. With partner, choose a topic to write about.
3. Create words by combining English and Spanish syllables that are written on note cards
4. Write a short (3 or 4 line) paragraph using rhythm and English/Spanish combination words.
5. Use the maracas to display the rhythm of written paragraphs.
6. Practice oral presentations of written paragraphs with the use of maracas to display the rhythm and beat in the paragraph.
7. Students who finish early should create more nonsense words using other English and Spanish syllables that they know and that were not given to them on the note cards.

6. Guided Practice
Support the students as they work in pairs to write a paragraph that has words created by combining English and Spanish syllables.

7. Independent Practice

8. Closure
Assessment:
Partners will recite their written paragraphs while using maracas to display the beat.
Bridge:
Students will use creative word choice and rhythm to write poems the following day for an introduction to poetry.

Assessment
Students will present their paragraphs to the class with the use of the maracas to convey the rhythm of the words.

Extensions/Modifications
This lesson can be expanded by having students combine their individual paragraphs to make one class story. As a class, they can use the maracas to display the rhythm and beat to the class paragraph. The students can proceed to combine the paragraphs and the beats to make a class song.

Modifications that can be added to this lesson are to select more or less difficult texts for the different reading abilities. You can also implement a peer or adult tutor if needed.

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