Flocabulary has been creating original hip-hop music and standards-based curricular materials to teach academic content for grades 3-12. Flocabulary programs are proven to increase student motivation and achievement and are currently being used in over 10,000 schools nationwide.
Flocabulario is Mr. Mahannah's intellectual kleptomania in action with a Remix of the Remix. Students will use Hip Hop songs or "canciones" to learn new grammar and vocabulary. They also will be asked to create their own original song and video using Spanish or Spanglish to teach the class in a new and exciting way.
Why is Mr. Mahannah's class so loud? You can see the inspiration and pedagogy behind Flocabulario by clicking here.
Task
The task of this "WebQuest" is simple:
1) Demonstrate that you have mastered the grammar and vocabulary of the chapter by translating the 4A and 4B Hip Hop Songs (Canciones)
2) Teach your classmates one of the following topics using Flocabulario en espanol (see p.500-515):
a) The difference between Preterite and Imperfect (10 verb minimum, Spanglish)
b) The difference between past and present participles (10 verb minimum, Spanglish)
c) An array of vocabulary in any tense (1-2 themes, minimum of 30 vocabulary words, Spanglish; for example: driving vocab, medical terms, classroom vocabulary/rules)
d) The 4A or 4B songs (w/video)
e) Past participles
f) present participles
g) spelling changing verbs or stem-changing verbs
3) Produce a final product (mixed song, video, or powerpoint) using the lyrics you created to teach your topic to your classmates.
1) Demonstrate that you have mastered the grammar and vocabulary of the chapter by translating the 4A and 4B Hip Hop Songs (Canciones)
2) Teach your classmates one of the following topics using Flocabulario en espanol (see p.500-515):
a) The difference between Preterite and Imperfect (10 verb minimum, Spanglish)
b) The difference between past and present participles (10 verb minimum, Spanglish)
c) An array of vocabulary in any tense (1-2 themes, minimum of 30 vocabulary words, Spanglish; for example: driving vocab, medical terms, classroom vocabulary/rules)
d) The 4A or 4B songs (w/video)
e) Past participles
f) present participles
g) spelling changing verbs or stem-changing verbs
3) Produce a final product (mixed song, video, or powerpoint) using the lyrics you created to teach your topic to your classmates.
Procedure
1. Complete your 4A Hip Hop Cancion Translation and turn it in.
Hip Hop Canciones (en espanol) for Chapter 4A
Hip Hop Canciones (en espanol) for Chapter 4B
2. Choose a topic for your flocabulario song from the list provided.
Click here to read the Task again.
3. Read about how to create rhymes.
How to write rhymes even with words that don't rhyme.
4. Read the rubric and create your lyrics (Spanglish/Spanish).
Edit your lyrics for the required elements. Get Mr. Mahannah to check the lyrics.
5. Choose an instrumental track.
6. Practice speaking your lyrics using the instrumental track you chose. Get Mr. Mahannah to check your pronunciation.
7. Record your lyrics.
Click here for instructions.
8. Combine the tracks. How to mix your lyrics with music.
9. Burn and ThinkShow!
Hip Hop Canciones (en espanol) for Chapter 4A
Hip Hop Canciones (en espanol) for Chapter 4B
2. Choose a topic for your flocabulario song from the list provided.
Click here to read the Task again.
3. Read about how to create rhymes.
How to write rhymes even with words that don't rhyme.
4. Read the rubric and create your lyrics (Spanglish/Spanish).
Edit your lyrics for the required elements. Get Mr. Mahannah to check the lyrics.
5. Choose an instrumental track.
6. Practice speaking your lyrics using the instrumental track you chose. Get Mr. Mahannah to check your pronunciation.
7. Record your lyrics.
Click here for instructions.
8. Combine the tracks. How to mix your lyrics with music.
9. Burn and ThinkShow!
Evaluation
We will design the rubric in class April 12-13.
Dimensions include:
Content (Amount of vocabulary used)
Accuracy (Grammar Used Appropriately)
Creativity (Original Presentation)
Works Cited (including the beat maker/original artist)
Rough Draft (outline of lyrics, video, or powerpoint)
Final Product (electronic format delivered to class)
Dimensions include:
Content (Amount of vocabulary used)
Accuracy (Grammar Used Appropriately)
Creativity (Original Presentation)
Works Cited (including the beat maker/original artist)
Rough Draft (outline of lyrics, video, or powerpoint)
Final Product (electronic format delivered to class)
Conclusion
Understanding your topic is essential to any type of meaningful research.
Please answer the following questions in the Comments section at the end of this post:
1. Two things I learned during this project are:
2. One way this project would have been easier is:
3. I am glad that I:
4. I wish I had:
5. My name is:
Congratulations!
You have completed your Think Show! project!
Make sure you invite your family to see your work!
Subscribe to:
Posts (Atom)
