SONGBOOK
Uploaded by
ScribdTranslationsSONGBOOK
Uploaded by
ScribdTranslationsSEQUENCE OF SONGBOOK
1st grade
MINIMUM FREQUENCY: no less than twice a week.
ORGANIZATIONAL MODALITY: project/sequence
READING MOMENTS: in class, in the library, in the computer room.
MODES OF READING AND WRITING
INTRODUCTION
The proposal consists of producing a songbook that compiles:
regional songs (popular and by authors).
Songs by María Elena Walsh, chosen by the children. It could also be recorded on a CD.
or cassette the songs that are part of the songbook 'on paper'.
The songbook produced could be intended for children from other institutions and leave a copy.
for the school and community library. We propose a possible itinerary of situations of
reading and writing of literary works - contemporary narratives - and informative sources that
they accompany and enable the knowledge of written language and the acquisition of reading and writing
conventional.
MOMENTS IN THE PROJECT
Students, as they progress in listening to songs, will be able to:
Encountering the written form of the song.
Recognize certain resources specific to an author.
Read with various purposes.
Identify the graphic distribution of the poetic text and differentiate it from that corresponding to the
prose texts.
Exchange with the teacher and classmates about the meaning of the songs.
Follow the reading of a song while it is performed by a singer and solve different
challenges of understanding.
Follow the reading of a song while it is being performed and reflect on it.
correspondence between the spoken text and the written text.
Dictate and review a text created collaboratively.
Review the suitability of the task.
Write a part of a song.
Transcribe songs.
BRIEF DEVELOPMENT OF THE PROJECT
GET TO THE POINT
List known songs
Write down the songs they are singing and learning to know how many and which ones.
son.
Make a ranking of the most well-known songs by everyone.
From the list created, a more focused one could remain with those songs that "everyone knows about".
memory.
READING AND SINGING SONGS KNOWN BY CHILDREN
Start singing a song chosen by the teacher and the children.
Bring different songbooks to explore them to find well-known songs.
In this situation, one can reflect on the carrier: index, title, names of authors and
interpreters; the different formats. On CD, on cassette, in a book or magazine (what is repeated? What
What are the differences?
Listen to a song and read where it says.
In pairs with a copy of a known song.
In this situation, it is proposed to sing a song, then the printed lyrics are handed out in pairs.
children to identify in the text some issues, for example:
Tell which song it is about and request to locate where it says.
Follow the song as it has been done other times.
Read to arrange a well-known song.
The teacher hands out the song with the verses out of order, so that by listening
once again they will have to arrange the song.
Include blank spaces (words or expressions) to identify what is missing and complete.
Compare and identify versions: authors and performers.
DICTATE, TRANSCRIBE AND NOTE SONGS
Dictate a well-known song to the teacher.
The proposal is to dictate it to the teacher so that it is recorded. They decide to do it on a paper.
poster, that can be read by everyone, to revisit it on successive days.
Write for oneself.
Each child writes their favorite song or part of it.
Write in pairs.
Each pair receives a photocopy with two well-known short songs. The children are explained.
they should choose the one they like best to include in the songbook and then alternate copying it in the
writing.
Dictate to a colleague.
Each child selects a song they like and dictates it to a classmate. It will be worked on in the classroom.
of computer science.
Write by yourself a well-known part—like the chorus—from a song.
Read and write the names of the well-known songs.
In this situation, two songs are sung. Subsequently, photocopies of their lyrics are distributed.
but without including the titles. So, the students will have to figure out which is which in order to write the
title of each one.
Write a missing part of a song.
Each couple is given the lyrics of an incomplete song, so they need to fill in what is missing.
in the text.
Assemble the songbook
To create the songbook, a book that gathers the known and selected songs by the group,
the following situations are proposed:
Select with the students the songs that will be part of the songbook.
Returning to the songbooks: reconnecting with these texts will help to think about one's own.
Write and review together by dictating to the teacher a prologue for the anthology commenting on the
process of creating the text.
Prepare the songbook: the parts that make up the songbook are discussed (cover, back cover,
index, covers...). Tasks are distributed for those activities that have been completed.
collectively, for example, a group of children copies different verses of a selected song, among
Everyone prepares the index. Each child searches for their completed work, arranging it in order.
review what has been written, number the pages according to the index... the teacher coordinates the process
from disassembly until reaching the final product.
Bibliography
STORY AUTHOR SONGS
Dinosaur Birthday Mónica Weiss Dino
When the elephant walks Keiko kasza The little trumpet elephant
Excuse me, are you a witch? Emily Horn The little lid witch
The crazy jungle Tracey and Andrew Rogers Crocodile cha-cha-cha
In love frog Max Velthuijs Frog Pepe
Wolf fascicle Maria Elena Cuter Let's play in the forest
Run mouse run Conboy and Holmes Susanita has a mouse.
Oh Renata! Estela Smania The studious cow
The little Black Tobias The town criers
The selfish monkey Silvia Schujer The twist of the smooth monkey