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Songwriter's Club

Grade 1, ELA & Reading

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Description of Unit

In this task, students will study songs and explore song lyrics as storytelling devices. Students will research the songwriting process and songwriters. Students will examine how songs communicate content and emotions. Their learning will culminate in the composition and presentation of original song lyrics that tell a story about their own life.

This guide links the Songwriter’s Club unit to the Texas Essential Knowledge and Skills (TEKS) for first graders. Songwriter’s Club is an English language arts and reading (ELAR) unit that allows students to analyze and create song lyrics. Songwriter’s Club also has interdisciplinary connections to fine arts and social studies disciplines. For example, students will listen to songs to identify language and narrative patterns as outlined in the English Language Arts and Reading TEKS, explore foundational music concepts such as song structure, tone, and rhythm, and learn about events or characters in history and literature as portrayed in songs. The following document includes the applicable TEKS and the details of the Songwriter’s Club unit. The final section of this document presents the applicable Texas College and Career Readiness Standards adopted by the Texas Higher Education Coordinating Board (THECB) on January 24, 2008.

Phase I. Learning Experiences

  1. Read several nursery rhymes and Mother Goose stories. Ask students what they can say about the selections you have read. What is the same about them? What is different about them? What are they used for?
  2. Print out the lyrics of several nursery rhymes. Have students circle the word or words that are the same, put squares around words that start with the same sound, and draw arrows between words that rhyme. Demonstrate first on a projector, and then let student groups work on 1­‐2 additional examples.
  3. Create a class name song. Choose a simple, familiar song, such as "If You Are Happy and You Know It." Have students clap the rhythm. Use a computer keyboard to play the tune, and work with the class to find a way to name every student in the class, using the song tune. (“If you are Amy and you know it, clap your hands.”) This can be made fun with each student identifying their own motion, such as stomp feet, wiggle ears, or make their own funny face with “then your face is gonna show it.” Or you can work on another type of song such as "The 12 Rules of Playtime" as appropriate to the class.
  4. Play the "Frog Went A­‐Courting" song. Ask students what they noticed about the song (e.g., repetition, rhyming). Listen to the song again, and lead the students in clapping the rhythm. 
  5. Assign different songs for analysis to groups of 2–3 students. Include historical and traditional songs that tell a longer, more complex story. Examples include “The Ballad of Davy Crockett,” “Frosty the Snowman,” “Puff the Magic Dragon,” and “When Johnny Comes Marching Home Again.” Students should listen to the song several times, and then tell the class what the song is about and why they think so. Pass out the lyrics to the class, and then play the song for the class having the children follow along. Point out the parts of the song (e.g., verse, refrain, chorus), and have students identify the patterns/structures (e.g., verse, chorus, verse). Teach the children the chorus to several of the songs and have them sing along.
  6. Present a lesson on the writing of "The Star­‐Spangled Banner" with images and content about the battle, the poem, and the author.
  7. Have students identify and find out about a song that they like that tells a story. They can either present or sing about it to the class.
  8. Have students select their favorite song and provide the lyrics to the song. Students are to summarize and explain what the song is about. Students then are to list at least three images in the song. Students are to determine why the song is popular.
  9. Students will list their favorite songs. Then the class will determine the top 10. Students will develop criteria for songs to be in the top 10. The students then create a survey for other students to list their top 10 or name their favorites.

Phase II. Independent Research

A. Research process

  1. Selecting a topic for a student story. Stories can be about an important event or person in the student’s life, a biographical story, or a dream or wish for the future.
  2. Composing a story. Students should draft and polish a story that will serve as the basis for song lyrics. It should include a beginning, middle, and end, and use standard literary conventions as appropriate for the age group.
  3. Drawing the story in pictures. Students should draw pictures from the story in frames that present a narrative sequence.
  4. Identifying key words. Students should identify the main characters and ideas of the story and write a list of key words. For each of the key story words, students should identify as many rhyming words as possible.
  5. Choosing a song to set the lyrics to. Students should sample a range of songs that might be appropriate for telling their story. Their choice should convey the mood of the story if possible.
  6. Creating a research proposal for finding out more about the original song the new song will be based on. The student’s research should include the original lyrics, in what context the student encountered the song originally, where it came from or what tradition it is linked to, and how it used today.
  7. Writing song lyrics. Write a set of lyrics loosely based on the student’s story set to the chosen tune.
  8. Presenting original lyrics. Practice and present the student’s song to the class using either a recording or a live performance, with lyrics provided to the class.
  9. Responding to student presentations. Students write a brief paragraph about each student’s song identifying what it was about and how it made them feel, then submit the paragraph to the performer.

B. The product

Each student develops a story and an original set of song lyrics loosely based on that story.

C. Communication

Each student presents the song to the class, and other students provide a written response to each performance.

D. A completed project consists of

  1. a draft and final personal story, including picture narrative;
  2. a list of key story words and rhymes;
  3. research on an original song; and
  4. original lyrics set to the song.

This unit may address the following TEKS.

110.3., English Language Arts and Reading, Grade 1, Adopted 2017

110.3(b)(8)
Multiple genres: listening, speaking, reading, writing, and thinking using multiple texts--literary elements. The student recognizes and analyzes literary elements within and across increasingly complex traditional, contemporary, classical, and diverse literary texts.
110.3(b)(6)
Comprehension skills: listening, speaking, reading, writing, and thinking using multiple texts. The student uses metacognitive skills to both develop and deepen comprehension of increasingly complex texts.
110.3(b)(2)
Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--beginning reading and writing. The student develops word structure knowledge through phonological awareness, print concepts, phonics, and morphology to communicate, decode, and spell.
110.3(b)(1)(E)
develop social communication such as introducing himself/herself and others, relating experiences to a classmate, and expressing needs and feelings.
110.3(b)(6)(H)
synthesize information to create new understanding with adult assistance
110.3(b)(7)(E)
interact with sources in meaningful ways such as illustrating or writing
110.3(b)(7)(F)
respond using newly acquired vocabulary as appropriate.
110.3(b)(7)(C)
use text evidence to support an appropriate response;
110.3(b)(11)(B)(ii)
developing an idea with specific and relevant details;
110.3(b)(13)(B)
develop and follow a research plan with adult assistance;
110.3(b)(12)
Composition: listening, speaking, reading, writing, and thinking using multiple texts--genres. The student uses genre characteristics and craft to compose multiple texts that are meaningful.
110.3(b)(11)
Composition: listening, speaking, reading, writing, and thinking using multiple texts--writing process. The student uses the writing process recursively to compose multiple texts that are legible and uses appropriate conventions.
110.3(b)(10)
Author's purpose and craft: listening, speaking, reading, writing, and thinking using multiple texts. The student uses critical inquiry to analyze the authors' choices and how they influence and communicate meaning within a variety of texts. The student analyzes and applies author's craft purposefully in order to develop his or her own products and performances.
110.3(b)(1)
Developing and sustaining foundational language skills: listening, speaking, discussion, and thinking--oral language. The student develops oral language through listening, speaking, and discussion.
110.3(b)(13)
Inquiry and research: listening, speaking, reading, writing, and thinking using multiple texts. The student engages in both short-term and sustained recursive inquiry processes for a variety of purposes.

113.12, Social Studies, Grade 1

113.12(b)(3)
History. The student understands the concepts of time and chronology.
113.12(b)(15)
Culture. The student understands the importance of family and community beliefs, customs, language, and traditions.
113.12(b)(17)
Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety of valid sources, including electronic technology.
113.12(b)(18)
Social studies skills. The student communicates in oral, visual, and written forms.
113.12(b)(19)
Social studies skills. The student uses problem-solving and decision-making skills, working independently and with others, in a variety of settings.

117.105, Art, Grade 1

117.105(b)(2)
Creative expression. The student communicates ideas through original artworks using a variety of media with appropriate skills. The student expresses thoughts and ideas creatively while challenging the imagination, fostering reflective thinking, and developing disciplined effort and progressive problem-solving skills.
117.105(b)(3)
Historical and cultural relevance. The student demonstrates an understanding of art history and culture by analyzing artistic styles, historical periods, and a variety of cultures. The student develops global awareness and respect for the traditions and contributions of diverse cultures.
117.105(b)(4)
Critical evaluation and response. The student responds to and analyzes artworks of self and others, contributing to the development of lifelong skills of making informed judgments and reasoned evaluations.

117.106, Music, Grade 1

117.106(b)(1)
Foundations: music literacy. The student describes and analyzes musical sound and reads, writes, and reproduces music notation.
117.106(b)(3)
Creative expression. The student performs a varied repertoire of developmentally appropriate music in informal or formal settings.
117.106(b)(4)
Creative expression. The student creates and explores new musical ideas.
117.106(b)(5)
Historical and cultural relevance. The student examines music in relation to history and cultures.
117.106(b)(6)
Critical evaluation and response. The student listens to, responds to, and evaluates music and musical performances.

128.3., Spanish Language Arts and Reading, Grade 1, Adopted 2017

128.3(b)(2)(D)
demonstrate print awareness by identifying the information that different parts of a book provide;
128.3(b)(1)(E)
develop social communication such as introducing himself/herself and others, relating experiences to a classmate, and expressing needs and feelings.
128.3(b)(6)(H)
synthesize information to create new understanding with adult assistance
128.3(b)(7)(E)
interact with sources in meaningful ways such as illustrating or writing
128.3(b)(7)(F)
respond using newly acquired vocabulary as appropriate.
128.3(b)(7)(C)
use text evidence to support an appropriate response;
128.3(b)(11)(B)(ii)
developing an idea with specific and relevant details;
128.3(b)(13)(B)
develop and follow a research plan with adult assistance;
128.3(b)(2)(A)(iii)
recognizing the change in spoken word when a specified syllable is added, changed, or removed;
128.3(b)(2)(A)(i)
producing a series of rhyming words;
128.3(b)(2)(A)(ii)
recognizing spoken alliteration or groups of words that begin with the same simple syllable or initial sound;
128.3(b)(6)(I)
monitor comprehension and make adjustments such as re-reading, using background knowledge, checking for visual cues, and asking questions when understanding breaks down.
128.3(b)(9)(B)
discuss rhyme, rhythm, repetition, and alliteration in a variety of poems;
128.3(b)(10)(D)
discuss how the author uses words that help the reader visualize
128.3(b)(10)(A)
discuss the author's purpose for writing text;
128.3(b)(6)(G)
evaluate details to determine what is most important with adult assistance;
128.3(b)(11)(C)
revise drafts by adding details in pictures or words;
128.3(b)(11)(B)(i)
organizing with structure
128.3(b)(12)(A)
dictate or compose literary texts, including personal narratives and poetry;
128.3(b)(11)(E)
publish and share writing.
128.3(b)(13)(E)
use an appropriate mode of delivery, whether written, oral, or multimodal, to present results.
128.3(b)(13)(A)
generate questions for formal and informal inquiry with adult assistance;
128.3(b)(13)(C)
identify and gather relevant sources and information to answer the questions with adult assistance;
128.3(b)(1)(D)
work collaboratively with others by following agreed-upon rules for discussion, including listening to others, speaking when recognized, and making appropriate contributions
128.3(b)(1)(A)
listen actively, ask relevant questions to clarify information, and answer questions using multi-word responses;

This unit may address the following Texas College and Career Readiness Standards.

Science:

S.I.C.1
Collaborate on joint projects.
S.I.D.1
Demonstrate literacy in computer use.
S.I.D.2
Use computer models, applications, and simulations.
S.III.B.4
List, use , and give examples of specific strategies before, during, and after reading to improve comprehension.
S.III.D.1
Use search engines, databases, and other digital electronic tools effectively to locate information.
S.V.C.1
Recognize patterns of change.

Social Studies:

SS.I.A.3
 Analyze how physical and cultural processes have shaped human communities over time.
SS.I.E.2
 Define the concept of socialization and analyze the role socialization plays in human development and behavior.
SS.I.F.1
 Use a variety of research and analytical tools to explore questions or issues thoroughly and fairly.
SS.II.A.2
 Evaluate the experiences and contributions of diverse groups to multicultural societies.
SS.II.B.6
 Analyze how individual and group identities are established and change over time.
SS.IV.A.1
 Identify and analyze the main idea(s) and point(s)-of-view in sources.
SS.IV.A.2
 Situate an informational source in its appropriate contexts (contemporary, historical, cultural).
SS.IV.A.3
 Evaluate sources from multiple perspectives.
SS.IV.A.5
 Read narrative texts critically.
SS.IV.B.4
 Identify and collect sources.
SS.IV.C.1
 Understand and interpret presentations (e.g., speeches, lectures, informal presentations) critically.
SS.V.A.1
 Use appropriate oral communication techniques depending on the context or nature of the interaction.
SS.V.A.2
 Use conventions of standard written English.
SS.V.B.1
 Attribute ideas and information to source materials and authors.

Cross-Disciplinary Standards:

CDS.I.A.1
 Engage in scholarly inquiry and dialogue.
CDS.I.A.2
 Accept constructive criticism and revise personal views when valid evidence warrants.
CDS.I.D.1
 Self-monitor learning needs and seek assistance when needed.
CDS.I.D.2
 Use study habits necessary to manage academic pursuits and requirements.
CDS.I.D.4
 Persevere to complete and master tasks.
CDS.I.E.1
 Work independently.
CDS.I.E.2
 Work collaboratively.
CDS.I.F.1
 Attribute ideas and information to source materials and people.
CDS.I.F.2
 Evaluate sources for quality of content, validity, credibility, and relevance.
CDS.II.A.3
 Identify the intended purpose and audience of the text.
CDS.II.A.4
 Identify the key information and supporting details.
CDS.II.A.5
 Analyze textual information critically.
CDS.II.A.6
 Annotate, summarize, paraphrase, and outline texts when appropriate.
CDS.II.A.7
 Adapt reading strategies according to structure of texts.
CDS.II.A.8
 Connect reading to historical and current events and personal interest.
CDS.II.B.1
 Write clearly and coherently using standard writing conventions.
CDS.II.B.3
 Compose and revise drafts.
CDS.II.C.2
 Explore a research topic.
CDS.II.C.3
 Refine research topic based on preliminary research and devise a timeline for completing work.
CDS.II.C.6
 Design and present an effective product.
CDS.II.C.7
 Integrate source material.
CDS.II.C.8
 Present final product.
CDS.II.D.1
 Identify patterns or departures from patterns among data.
CDS.II.E.1
 Use technology to gather information.
CDS.II.E.4
 Use technology appropriately.

English Language Arts:

ELA.I.A.4
Review feedback and revise each draft by organizing it more logically and fluidly, refining key ideas, and using language more precisely and effectively.
ELA.I.A.2
Generate ideas, gather information, and manage evidence relevant to the topic and purpose.
ELA.I.A.3
Evaluate relevance, quality, sufficiency, and depth of preliminary ideas and information; organize material generated; and formulate a thesis or purpose statement.
ELA.II.A.6
Identify and analyze the author’s use of rhetorical and literary devices to create meaning and affect the reader.
ELA.II.A.7
Compare and analyze how features of genre are used across texts.
ELA.II.A.4
Make evidence-based inferences about a text’s meaning, intent, and values.
ELA.II.A.1
Use effective reading strategies to determine a written work’s purpose and intended audience.
ELA.II.A.2
Use text features to form an overview of content and to locate information.
ELA.II.A.3
Identify explicit and implicit textual information including main ideas and author’s purpose.
ELA.II.D.2
Recognize the potential of diverse texts to cultivate empathy.
ELA.II.D.1
Make text-to-self, text-to-text, and text-to-world connections.
ELA.II.B.1
Identify new words and concepts acquired through study of their relationships to other words and concepts.
ELA.III.A.5
Plan and deliver focused, coherent presentations that convey clear and distinct perspectives and demonstrate sound reasoning.
ELA.III.A.4
Adjust delivery, vocabulary, and length of message for particular audiences, purposes, and contexts.
ELA.III.A.2
Engage in reasoned dialogue, including with people who have different perspectives.
ELA.III.A.3
Understand how style, register, and content of spoken language vary in different contexts and influence the listener’s understanding.
ELA.IV.A.1
Use a variety of active listening strategies to enhance comprehension.
ELA.V.A.3
Devise a plan for completing work on time.
ELA.V.A.2
Explore and refine a research topic.
ELA.V.C.3
Follow relevant rules governing attribution.
ELA.V.C.1
Integrate and organize material effectively.
ELA.V.C.2
Use and attribute source material ethically.
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