5 6 5 jazz, jazz, jazz TG

5.6.5 Jazz, Jazz, Jazz SUMMARY This reader discusses the Harlem Renaissance and the national and world events that led to the rise of this cultural phenomenon It also introduces three jazz legends: Louis Armstrong, Fletcher Henderson, and Duke Ellington LESSON VOCABULARY bass fidgety jammed secondhand clarinet forgetful nighttime INTRODUCE THE BOOK INTRODUCE THE TITLE AND AUTHOR Discuss with students the title and author of Jazz, Jazz, Jazz Encourage students to comment on how the photograph on the cover relates to the title BUILD BACKGROUND Play recordings of jazz, blues, ragtime, and/or scat Ask students to compare forms of jazz with the popular music of today Have students speculate how new music forms emerge and become accepted PREVIEW/USE TEXT FEATURES Have students practice scanning text by asking them to scan for different U.S cities and the people associated with each city in the text Then ask them to mark each city on a map of the U.S Tack an index card next to the marked cities and ask students to write the names of people on the corresponding card Next have students look at the photographs Ask students to comment on how the historical photographs help them imagine what it was like to live during that time SEQUENCE PRIOR KNOWLEDGE READ THE BOOK SET PURPOSE Have students set a purpose for reading Jazz, Jazz, Jazz For example, if students are familiar with some of the musicians discussed in the book, they may want to choose one and look for that musician’s specific contribution to jazz as they read STRATEGY SUPPORT: PRIOR KNOWLEDGE Review with students the three types of prior knowledge connections they can make: text-to-self—the feeling of hearing or playing jazz, text-to-world—general knowledge of jazz and U.S history, and text-to-text—books about jazz or U.S history Discuss how the author makes these connections for the reader on pages 20–23 COMPREHENSION QUESTIONS PAGE When you read that the music scene would change forever because of Armstrong, Henderson, Ellington, and others, what does that suggest? (Possible response: Music continues to be influenced by these musicians.) PAGE 10 How would the fact that a musician improvised make his or her music exciting and lively? (Possible response: You would not know what to expect each time you heard the musician play the same song.) PAGE 11 How did Armstrong make jazz an accepted art form? (by inventing scat) PAGES 13–17 Was it fortunate or unfortunate that Henderson could not find work as a chemist? (Possible response: fortunate, as he became a successful and influential musician instead) PAGES 16–18 Which happened first—Fletcher Henderson playing at the opening of the Savoy ballroom or Duke Ellington being hired to perform at the Cotton Club? (Fletcher Henderson playing at the Savoy) 128 Jazz, Jazz, Jazz 16911_LRD_TG_128-129 600 12/16/05 9:35:14 AM REVISIT THE BOOK READER RESPONSE Possible response: 1922: Armstrong moved to Chicago; 1924: Armstrong invited to New York to play with Henderson’s band; 1926: Armstrong makes New York his home base Responses will vary, but might include slavery before the Civil War, inequality after the Civil War, civil rights issues, or African American influence on music ranging from rock and roll to rap Possible response: The phrase “mixing ragtime and blues music” suggests that jamming is a spontaneous activity, and “he jammed with local pick-up bands” implies that he was participating by playing an instrument Possible responses: 1890–1900—Jazz is born in New Orleans; 1926—King of Jazz joins Henderson’s band for the first jazz big band; 1927—Cotton Club gives Duke Ellington the visibility he needs EXTEND UNDERSTANDING When students come to pages 22–23, point out the time line Ask students how their time lines from the Sequence activity compares with the one in the book Prompt students to recognize that their time line is much more detailed than the one in the book Ask students to comment on how the text is organized on pages 20–23 RESPONSE OPTIONS WRITING Have students imagine what is was like to live in Harlem during the Harlem Renaissance Ask them to write a fictional letter to a family member and describe what they imagine SOCIAL STUDIES CONNECTION Many aspects of life during the Roaring Twenties will interest students to research further on the Internet or at a library Spark their interest by briefly discussing inventions, fashion, and popular culture of the 1920s Skill Work TEACH/REVIEW VOCABULARY Remind students that when they encounter unfamiliar words, they can use context clues in the sentence and surrounding sentences to help them get a sense of the word’s meaning Start with the word influence on page Invite students to say the meaning in their own words, then explain which context clues helped them understand the word Repeat each vocabulary word Write each vocabulary word on a separate index card as well as any additional words you think might be difficult for English language learners Discuss the meanings Have students work in pairs to sort the words by parts of speech TARGET SKILL AND STRATEGY SEQUENCE Ask students to plot the sequence of major events of the history of jazz on a time line as they read First have students scan for the earliest and latest years mentioned in the book—1890s and 1930s Instruct students to draw a time line that starts in 1850 and ends at 1950 Guide students to problem solve how to plot intermediate points on the time line as they read PRIOR KNOWLEDGE Students may find it helpful to think of this book as a compilation of biographies Each section about a particular musician contains facts in sequence or chronological order Ask students to activate their prior knowledge of biographies to help them understand the events happening to different people about the same time and how they fit in the overarching sequence of the history of jazz ADDITIONAL SKILL INSTRUCTION FACT AND OPINION Remind students that a statement of fact is one that can be proved true or false A statement of opinion is someone’s judgement or belief Students can clarify this distinction by looking at page 10 Have students point out a few of the statements of fact and of opinion on that page Jazz, Jazz, Jazz 16911_LRD_TG_128-129 601 129 12/16/05 9:35:16 AM Name Jazz, Jazz, Jazz Sequence • Sequence refers to the order of events in both fiction and nonfiction • Sequence can also refer to the steps in a process Directions Reread the following paragraphs from Jazz, Jazz, Jazz Write the five most important facts in sequence on the lines below L ouis Armstrong grew up in New Orleans When he was seven years old, he bought his first trumpet As a teenager, he jammed with local pick-up bands that were mixing ragtime and blues music In 1922 Armstrong left New Orleans for Chicago There, he joined King Oliver’s Creole Jazz Band The band was popular, but it was Louis Armstrong who was the real star In 1924 Armstrong was invited to join Fletcher Henderson’s big band based in New York City He moved to Harlem Armstrong stayed with Henderson’s band for only one year But he would return to New York again in 1926 and make it his home base for the rest of his life © Pearson Education Directions Write how someone might become a musician like Louis Armstrong Use time-order words such as first, next, then, and last 130 16911_LRD_TG_130-131 12/16/05 9:35:44 AM Jazz, Jazz, Jazz Name Vocabulary Directions Read each list of words Choose a word from the box that best fits in each category Check the Words You Know bass jammed midnight evening nightfall clarinet nighttime nervous uneasy squirmy fidgety secondhand recorder flute whistle forgetful guitar violin banjo Directions Write a sentence using each of the words below clarinet fidgety forgetful © Pearson Education jammed nighttime 10 secondhand 131 16911_LRD_TG_130-131 12/16/05 9:35:46 AM ... of the statements of fact and of opinion on that page Jazz, Jazz, Jazz 169 11_LRD _TG_ 128-129 60 1 129 12/ 16/ 05 9: 35: 16 AM Name Jazz, Jazz, Jazz Sequence • Sequence refers to the order of events... Armstrong Use time-order words such as first, next, then, and last 130 169 11_LRD _TG_ 130-131 12/ 16/ 05 9: 35: 44 AM Jazz, Jazz, Jazz Name Vocabulary Directions Read each list of words Choose a word... clarinet fidgety forgetful © Pearson Education jammed nighttime 10 secondhand 131 169 11_LRD _TG_ 130-131 12/ 16/ 05 9: 35: 46 AM