An introduction to the jazz elements: musicians, instruments and origins.

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Jazz Encounter
Grade: 1st Grade High School Number of students in class: 40 2 classes of 50 each

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Jazz Encounter
Goals: To broaden students vocabulary in Jazz: instruments, musicians, music elements. To help students use correctly the Simple Present Tense in affirmative sentences.

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1st Class
Warm up: 10
Start the class playing a jazz song (One oclock

jump/Count Basie) without announcing it. Ask students if they know what kind of music is this: Write the phrase Jazz Encounter on the board. Ask them which instruments they can hear in the song.
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Presentation: 20 As they are mentioning the instruments, show them pictures of: a saxophone, a piano, a trumpet, a bass. Include a picture of a singer, asking them if they heard anyone singing in that song. Ask them to repeat the names of the instruments, written in the picture. Elicit the types of musicians by asking them: Now tell me, what do we call a person who plays the saxophone, the piano, etc./Who uses their voice as an instruments? Place the new vocabulary next to the instruments they correspond to.
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By this time, the blackboard will look like this: Saxophone Saxophonist Piano Pianist Trumpet Trumpeter

Bass Bassist
Voice Singer
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 Show them pictures of jazz musicians: Charlie Parker,

Count Basie, Ella Fitzgerald, Louis Armstrong, Ron Carter.

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 Ask them to try and guess which instruments they

play. As they make the right guesses, place the musicians next to their instruments. By this time the board will look like this (with pictures): Saxophone Saxophonist Charlie Parker Piano Pianist Count Basie Trumpet Trumpeter Louis Armstrong Bass Bassist Ron Carter Voice Singer Ella Fitzgerald
*Explain that many of those musicians play/played more than one instrument or could sing, but that we are going with their main instrument.
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 Write sentences on the board in the simple present using

the verb to play: Charlie parker Count Basie Louis Armstrong Ron Carter Ella Fitzgerald Debora He plays the saxophone. He plays the piano. He plays the trumpet. He plays the bass. She sings. I play the guitar.

Compare the sentences. Explain about the final s to the

third person singular. Compare to plays to play and to He/She to I. Write on the board the verb to play with all the personal pronouns: I play, you play, he plays, etc.
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Practice: 10
Divide the class in pairs. Provide them a set of pictures

of people playing instruments so they can practice the use of the verb by saying one of the sentences just presented to them.

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Assign homework (Production): 10

They will create a slide show with 5 pictures of people

playing instruments. Each picture will have to bring 2 sentences in the simple present: 1 in the third person, 1 in any other person. Provide examples: He plays de piano; She plays the guitar; I play the saxophone.

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2nd Class
Practice: 10
Give the students the lyrics of What a Wonderful World

and ask them to correct the mistakes in the text. Tell them that, whenever they see a mistake, they will have to write the correct word on the line next to the sentence. If the sentence is correct, they so not write anything. Play the song once. If necessary, play it again, pausing after each sentence. After that, ask them to exchange the papers and give them the answers so they can correct the paper of someone else. They should write their names on the paper they correct. After they finish, collect the papers to grade them.
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What a Wonderful World with Louis Armstrong

Name: ______________________________
I sees trees of green, red roses too I sees them bloom for me and you And I thinks to myself, what a wonderful world I sees skies so blue and clouds of white The bright blessed days, the dark sacred night And I thinks to myself, what a wonderful world The colors of the rainbow, so pretty in the sky Are also on the faces of people going by I sees friends shaking hands, saying, "how do you do?" They're really saying, "I love you" I hears babies cry, I watches them grow They'll learn much more, than I'll never know And I thinks to myself, what a wonderful world ___________ ___________ ___________ ___________ ___________ ___________ ___________ ___________ ___________ ___________ ___________ ___________ ___________

Yes, I thinks to myself, what a wonderful world

___________

Corrected by: __________________________

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Warm up: 1o
Ask students what places in the United States they can

relate to jazz: New York, New Orleans, Kansas City Tell them about Kansas City and The American Jazz Museum. Show them pamphlets and pictures; go to the website of the museum and (front page). http://www.americanjazzmuseum.com/
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Presentation: 15
Brainstorm vocabulary related to the topic. Ask them

what they think there is in a museum like that. Elicit vocabulary, such as: music, poetry, exhibition, history of jazz, interactive, learn, harmony, rhythm, melody, art, performance Write the vocabulary on the board. Make sure you write the words above on the left and other words which may come up on the right of the blackboard. Show them a 2:29 minutes video about a tour to the museum: http://www.youtube.com/watch?v=IwsBRoyxBFM
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Practice: 5
Tell students you are going to play the video again and,

this time, they will have to stand up if they hear one of the words in the left of the board. This will enhance their awareness to the new vocabulary.

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Assign homework (Production): 10

They will create a Tagxedo with as many words as they

can from the vocabulary related to Jazz seen in this class. Tell them they will have to use at least tem words. Give the directions to create the Tagxedo and ask them to e-mail it to the teacher.

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