Model
Digital Document
Publisher
Florida Atlantic University
Description
My objective is to determine if rhythm and rap can
help increase language development in an urban
elementary classroom. To determine this outcome
I created a pre/post assessment cycle design using
vocabulary relevant to the water cycle. Participants
included 18 first graders at Park Lakes Elementary.
These students took a pretest, were involved in 5
rhythm and rap based lessons, and a posttest. The
lessons included videos, vocabulary reviews, and
finally the development of a song to help reinforce
the vocabulary terms and their meanings. A pop
culture song from Justin Bieber was used to make
connections to their everyday lives. All 18 students
passed the posttest as compared to the pretest results.
Therefore, I concluded that the rhythm and rap
approach to teaching vocabulary was successful. I
intend to use this technique with future vocabulary
lessons to predict future improvement in the ELA area
of the Florida Standardized Assessments.
help increase language development in an urban
elementary classroom. To determine this outcome
I created a pre/post assessment cycle design using
vocabulary relevant to the water cycle. Participants
included 18 first graders at Park Lakes Elementary.
These students took a pretest, were involved in 5
rhythm and rap based lessons, and a posttest. The
lessons included videos, vocabulary reviews, and
finally the development of a song to help reinforce
the vocabulary terms and their meanings. A pop
culture song from Justin Bieber was used to make
connections to their everyday lives. All 18 students
passed the posttest as compared to the pretest results.
Therefore, I concluded that the rhythm and rap
approach to teaching vocabulary was successful. I
intend to use this technique with future vocabulary
lessons to predict future improvement in the ELA area
of the Florida Standardized Assessments.
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