English first additional language
Grade 9
Group work and music
Module 9
To listen for specific information
Activity 1:
To be able to listen for specific information
[lo 1.3.1]
Listen carefully while your educator reads a story to you.
- She will read the story twice.
- Pick up the main themes on the first reading; the details on the second.
Now see how many questions you can answer from just listening:
- In what grade was Joel?
- What stimulated his interest in musical instruments?
- What is the meaning of ‘vibrate’?
- What instrument did his father play?
- How is a high-pitched sound made in a piano?
What did he intend doing with his new knowledge about instruments and sound?
Explain the use of the commas in,
“ music-producing items include guitars, tambourines, bottles and glasses . .
Change the following into the past tense:
- try
- enjoy
- go
- see
- bring
- find
- make
- drink
- speak
- know
Why is there an apostrophe in “father’s guitar”?
The title “Sounds all Around” uses a poetic device. Give it its real name and explain it in the title.
Activity 2:
To be able to understand poetic elements: sounds and rhythm
[lo 3.2]
Reading rhythm and musical rhythm are very similar. We seem to remember words that form a rhythmic pattern quite easily, e.g. the repetition of ‘m’ and the assonance is attractive in . . .
- Mickey Mouse rocks the house Say this a few times.
Now, as a group, write 6 – 10 lines of poetry that rhyme and make use of repetition.
e.g. The fox hid in the box, hid in the boxin a flurry; in a hurry, hurry, hurryThe goose, the moose, the goosy moosethe kangaroo and you, you, yousat on the mat, sat on the mat to wait for his mate, who came too late!
Now, as a group, rap your poem to the class.
- You will need to do some rehearsing, so look at the next check list to see what you should do.
| Rhythm | ………. |
| Clarity | ……… |
| Liveliness | ……… |
| Team work | ……… |
Activity 3:
To demonstrate ability to write creatively: the haiku and quartet
[lo 4.4.2]
- A Haiku is a poem consisting of THREE lines:
- Line 1: Words totalling 5 syllables
- Line 2: Words totalling 7 syllables
- Line 3: Words totalling 5 syllables
e.g. The sea feels the pullOf the wind and the currentAnd moves to the beach.
A quartet is a poem of four lines, rhyming ABAB or ABBA, usually in iambic pentameter:
This means a poem looking something like this, with the rhyme as follows:
Rhythm is: light-strong/ light-strong / light-strong / light strong / light-strong (5) syllables.
e.g. The sea / comes in / to play / today / for fun
- So a quartet looks like this:
The sea / comes in / to play / today / for fun
The girls / and boys / arrive / and laugh / and run
The dogs / and cats / all seem / to un/ derstand
That play/ and sand / and sun / is real/ ly grand.
Now YOU try:
My Haiku
Rough work:________
Final product:_______
My Quartet_______
Rough work:______
Final product:______
Activity 4:
To be able to read for information and write to communicate information
[lo 3.4.1, 4.1.3, 5.3.1]
In your group, do some research on a music group or music artist.
1. Choose an artist or group
2. THREE sources of reference in your bibliography.
Rough notes: