Abigail m. Lanuzga Teacher II

Jazz Chants are Carolyn Grahams snappy upbeat and poems that use jazz rhythms to illustrate the natural stress and intonation patterns of conversational American English.

Jazz chants were first created by Carolyn Graham, undisputed queen of the genre, over 30 years ago.

Jazz Chants are designed as a language tool to improve students speaking and listening skills while reinforcing the language structures of everyday life.

Main Feature

The main feature of a jazz chant as opposed to a poem or rhyme is that there is no poetic license or artificial change to the stress and intonation patterns of natural speech. Jazz chants also often take the form of an interchange or dialogue which display the natural give and take of everyday spoken language.

freedom to disobey writing conventions: deliberate misuse of or disregard for the normal rules of fact, style, or grammar by a writer or speaker in order to achieve a special effect

Why Jazz Chants?

Why Jazz Chants? They introduce and reinforce the language structures and functions of everyday spoken English. They provide an innovative, exciting and effective way of improving students speaking and listening skills. They are simple and repetitive, providing students with the language they really use.

They add variety to language practice.

They improve all aspects of pronunciation.

They provide for lots of natural and enjoyable repetition.

Why Jazz Chants? They appeal to students of all ages and work with the large classes. They simulate pair work and role playing activities. They inspire and delight students and teachers alike. They fire the students imagination and help them remember difficult words and expressions.

Why Jazz Chants? They help student combine grammatical syllables with functional dialogues to produce practical and natural sounding English. They constitute a context for language use for learners. Students become themselves when they sing or play.

STOP THAT NOISESh! Sh! The babys sleeping (2X) What did you say? (2x) Hush! Hush! The babys sleeping (2x) What did you say? (2x) Please be quiet. (2x) The Baby is sleeping (2x) What did you say? (2x) Shut up (2x) the Babys sleeping (2x) WHAAAAAAAAAAAAA. NOT Anymore!!!

FOCUSPractice the pronunciation of Sh, Hush, Please be quiet. Listen carefully for the contraction Baby s and the ing sound in sleeping.

STRUCTURE NOTESThis chant provides practice in the present continuous is sleeping. It also illustrates several ways to complain about noise, from the polite, gentle, SH! HUSH! PLEASE BE QUIET, to the angry, rude SHUT UP!

Humpty Dumpty sat on a wall. Humpty Dumpty had a great fall. All the Kings horses and all the Kings men Couldnt put Humpty Dumpty together again.

I went to Costa Rica one fine day. I went to Costa Rica one fine day. And what did I find? What did I find? Warm, loving people with hearts so kind, Warm, loving people with hearts so kind I have a class in California, yes I do. I have a class in California, yes I do. And what do I find? What do I find? Warm, loving people with hearts so kind, Warm, loving people with hearts so kind. I do, I do, I do, do, do. nildareyessunga07 I do, I do, I do, do, do.

Chorus: Walkin', walkin', walkin' down the road. Walkin', walkin', walkin' down the road. I'm going to Jerusalem, walkin' down the road. Peace in my heart, not a care in the world. Chorus Along came some robbers, beat me on the head. Took all my money, left me for dead. Chorus Along came a rich man, dressed so fine. Stuck his nose in the air, he didn't have the time. Chorus Along came a poor man with a heart so kind. He took one look at me and changed his mind. Chorus He put me on his donkey, took me into town. True friend, true friend, couldn't let me down. True friend, true friend, couldn't let me down. True friend, true friend, couldn't let me down. True friend, true friend, couldn't let me down. True friend, true friend, couldn't let me down.

Down in the rushes, beside the pool, The frogs were having a singing school; Old frogs, tadpoles, and all, Doing their best at their leaders call. He waved a grass blade high in the air, And cried Kokak which means Prepare. But the youngest singer took up the strain, And sang, Kokak with might and main, The others followed as he sang; Kokak! Kokak! I heard him say.

Until their leader so angry grew, He snapped his baton quite in two And croaked, Oh, wrong! Oh wrong! Which class mistook for another song. At that, their leader hopped awayKokak! Oh, wrong! I heard him say. Then, flop! He went, right into the pool And that was the end of the singing school. -Author

Unknown+

Save big money at Menards! Dont wait long, the sale is on. Wood, hammers, carpet, and nails, Fans, grills, paint, and rails All half off until Memorial Day. No payments made until Labor Day. No money down. So, what do you say? Save big money at Menards! But wait shoppers(Instructor only) Ceiling fans, door knobs, and rubber gloves, garden hose, nail guns and wood stoves, All half off until Thanksgiving Day No money down. So, what do you say? Save big money at Menards!

FOCUSThis exercise can help students to: pronounce plural forms know what items are mass nouns know how to form compound words in the plural build vocabulary

language learning

culture learning

I drove my car to town today, I took it to the store. And at the store I bought some food; I threw it on the floor because I saw a man outside. Hey! He just stole my car! Uh-oh. He left the tires behind. I guess he wont get far.

irregular past tense verbs

What time is it? Is it morning already? My class! Im going to be late! Where are my glasses? Where are my shoes? Ill miss the bus at this rate! Why didnt my alarm ring? Will my teacher be angry? Im getting off to a bad start. When does the bus leave? Do I have time for breakfast? Hey! Who ate the last pop tart??? How could I oversleep again? Is there homework due today? Wait, what does the calendar say? Ohits Saturday.

using Wh-question words (who, what, where, when, why, how)

auxiliary question words (do, will, can).

Some expressions to talk about before reading the poem: Oversleep at this rate pop tart Grammar questions for the students after reading the poem: What are the different tenses used in the chant? (make reference to the use of going to versus will for future tense) List all of the question words used

Content questions: Who is the narrator? What is this person late for? Why is this person late?

The students can use this poem to facilitate a discussion about times when they were late or overslept, how they felt, what the consequences were, etc. Also, the teacher can touch on things like panic, irony, the double meaning of the title, and maybe even the cultural icon of the pop tart.

Where does John live? He lives near the bank. Where does he work? He works at the bank. When does he work? He works all day And he works all night, At the bank, at the bank, At the great big bank. Where does he study? He studies at the bank. Where does he sleep? He sleeps at the bank.

Why does he spend all day, all night, all day, all night at the bank, at the bank? Because he loves his bank, more than his wife. And he loves his money, More than his life.

using Wh-question words Using the simple present tense in asking for and giving information

Davina likes lettuce but she doesn't like peas. Does Davina like lettuce? Yes, she does. Does Davina like peas? No, she doesnt. Davina likes lettuce but she doesn't like peas. Freddie likes potatoes but he doesn't like rice. Does Freddie like potatoes? Yes, he does. Does Freddie like rice? No, he doesnt. Freddie likes potatoes but he doesn't like rice.

3rd Person simple present Forming Yes/No questions using the auxiliary do

Who did you see? I saw John. John who? John Brown I cant hear you. I said John Brown I cant hear you. I said John Brown. I cant hear you. I said John Brown. John Brown (3x)

What did he say? Who? John Brown. John Brown? Yes, what did he say? He didnt say anything. Nothing? Not a word. I dont believe it. (2x) Big Mouth John Brown didnt say a word? Not a word. I dont believe it. (2x) Big Mouth John Brown didnt say a word?

FOCUSPractice the pronunciation of the contracting can t, didn t , don t.

STRUCTURE NOTESThis chant provides practice in the simple past tense irregular verbs see-saw, say-said in contrast with the simple present statements, I can t hear you, I don t believe it. It offers useful practice in the negative contractions can t, don t didn t and the use of anything, nothing, not a.

Here's a question mark And what do I do? Put it after a sentence That asks something of you. Like, "Where's my shoe?" And "Do you like stew?" And "Is your name Lou?" And "Does one plus one equal two?" And yes, it's true A question mark Comes after a sentence That asks something of you.

Yes, it's true. A question mark Comes after a sentence That asks something of you. When a sentence starts with "Why," "where," "is," "does," or "when"..... Why are you here? What do you know?..... Yes, it's true. A question mark Comes after a sentence That asks something of you. Yes, it's true. A question mark Comes after a sentence That asks something of you.

Chorus: Take two words and make them one What do you get a compound word Take two words and make them one What do you get a compound word Take the word base and take the word ball put them together And what do you get? -- You get: baseball Take the word sun and take the word shine put them together And what do you get? -- You get: sunshine Take the word play and take the word ground put them together And what do you get? -- You get: playground Take the word fire and take the word house put them together And what do you get? -- firehouse

Repeat Chorus Take the word snow and take the word man put them together And what do you get? -- You get: snowman Take the word sail and take the word boat put them together And what do you get? -- You get: sailboat Take the word foot and take the word ball put them together And what do you get? -- You get: football Take the word barn and take the word yard put them together And what do you get? -- You get: barnyard Repeat Chorus

Let this song help your children learn the digraphs ch, sh, wh, th. The two different sounds make one new sound. With the open version of this song, you can use new words that begin with digraphs. Use visuals, charts and pictures of words. Repeat Chorus Take the letter s that makes the sound s Take the letter h that makes the sound h Put them together to make a new sound sh, sh, sh Take the letter c that makes the sound c Like in shake, shine, shoe Take the letter h that makes the sound h Take the letter t that makes the sound t Put them together to make a new sound ch, ch, ch Take the letter h that makes the sound h Like in cheer, chomp, cheeseburger Put them together to make a new sound th, Now take the letter w that makes the sound w th, th Take the letter h that makes the sound h Like in think, three, thunder Put them together to make a new sound wh, wh, Repeat Chorus wh Like in whistle, wheel, whisper Its fun to make new sounds And make new words each day Its fun to make new sounds And make new words each day

Animals Animals Animals Animals Animals, animals All at the zoo Animals, animals All at the zoo Come to see the animals And they can see you Come to see the animals And they can see you

A is for the Alligator B is for the Bear A is for the Alligator B is for the Bear

C is for the Caterpillar Creeping everywhere C is for the Caterpillar Creeping everywhere D is for the Dog E is for the Eel D is for the Dog E is for the Eel...

ReminderBefore using jazz chants in class, we need to establish the context and pre-teach any new vocabulary. Its also a good idea to set one or two pre-questions and do an initial listening activity in which children show understanding of the chant.

ReminderWhat does Davina like? What does Freddie like?Before using jazz chants in class, we need to establish the context and pre-teach any new vocabulary. Its also a good idea to set one or two pre-questions and do an initial listening activity in which children show understanding of the chant.

ReminderAt first, you can divide the class in half to take turns to ask and answer questions (if the chant follows this pattern) and then change roles and repeat As a follow up, children can practice saying the chant in pairs or groups in preparation for performing it to the rest of the class.