Computer and projector, Mobile devices for students, Computer, Speakers
Activity Description
Source: RhymeCool (License: Protected by Copyright (c) [i.e. screenshot])
In this short lesson, students reflect on their identity and values to write a personal theme song, which can serve to introduce themselves to the class.
Preparation
Check the website to ensure it is not blocked at your site.
Read through the lesson plan.
Practice using the site. See a sample song made with Rhyme.cool.
Practice using the site to anticipate student questions and challenges. Make your own sample song using the site to show to students.
To use the site:
Open a web browser and navigate to https://rhyme.cool/.
Enter the topic (Drop some bars about...), In the style of (a musician/rapper), and key words.
Select "Drop the bars" for the lyrics to render.
Teacher Tips
No sign up is necessary, but users are limited to three songs per day. See samples of output on the RhymeCool Instragram account at https://www.instagram.com/rhyme.cool/.
More Ways
The site can be used to create lyrics for many types of projects and language practice: an ode to a person, place, or thing; demonstration of learning, reflection on one's learning, goal setting, end-of-class celebration, biography or autobiography, etc.
The lyrics can also be used for grammar analysis, parts of speech practice, rewriting exercises, pronunciation practice, and so on.
Program Areas
ABE: Adult Basic Education
ESL: English as a Second Language
Levels
Beginning Literacy
Beginning Low
Beginning High
Intermediate Low
Intermediate High
Advanced
All Levels
View Lesson Plan
Warm-up
Engagement
Discuss with students personal identity. What makes up who a person is?
List students' ideas.
Introduction
Tell students that they are going to create a song / rap about themselves using an AI tool. Ask students if they can name any rap musicians. List their ideas and open an internet browser and search for songs or videos that have lyrics you know are appropriate for your student audience.
Presentation
Engagement
Demonstrate how to list one or more words about yourself for your personal identity for each of the following items students brainstormed in the warm-up phase, such as the following:
Adjectives that you would use to describe yourself - personality/ character and appearance
Job / Career Goal
Important family or other roles or relationships (e.g., father, soccer coach, brother)
Passion, Goal, or Accomplishment
Hobby or Interest
Where you are from or live
Practice
Engagement Enhancement
Students now write words for these or other personal identity categories. Students may choose to add other categories and words as desired. Provide feedback as needed. Have student select just the most relevant words from their lists, if their lists become very long or are in sentence form.
Demonstrate how to use the site. Enter your own sample words. The site form fields ask for a topic ("Drop some bars about ____), in the style of (enter a rapper/rap group/musical group), and words. Then select "drop the bars."
Then show students how to copy and paste their rap/song lyrics onto a Word document or a shared Google Doc or on a separate slide for each student of a shared Google Slideshow. Demonstrate how to find synonyms for any words they may want to change but pointing out that some changes may alter the rhyme or rhythm scheme of the song. Allow students to otherwise alter their song/rap lyrics as they like.
Let students share their rap songs in pairs or small groups and practice saying them. Give feedback as needed.
Evaluation
Engagement Enhancement
For students who feel confident, they can "rap" their songs. Others can just read or let the teacher read them.
Application
Extension
Students will be able to introduce themselves in a creative way, considering what makes a person's identity unique, and will have created community with their peers.
View Subjects
Reading
Critical Thinking/Decision Making
Vocabulary
View Standards
Reading Foundational Skills
RF.2 - Demonstrate understanding of spoken words, syllables, and sounds (phonemes). (Phonological Awareness)
RF.3 - Know and apply grade-level phonics and word analysis skills in decoding words. (Phonics and Word Recognition)
RF.4 - Read with sufficient accuracy and fluency to support comprehension. (Fluency)
Reading
CCR Anchor 4 - Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.
Writing
CCR Anchor 6 - Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.
Speaking and Listening
CCR Anchor 5 - Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.
CCR Anchor 6 - Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.
Language
CCR Anchor 1 - Demonstrate command of the conventions of English grammar and usage when writing or speaking.
CCR Anchor 3 - Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.
View Tags
Grammar, Reading, Speaking, Writing, introductions, lyrics, music, personal theme song, rap, writing, RhymeCool, artificial intelligence, AI
