Lesson Plan
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Boogie Woogie with a B: Using Alliteration while Exploring Patriotic Tunes by NNWP
Subject
English Language Arts (2005), English Language Arts (NYS P-12 Common Core)
Grade Levels
Intermediate, 5th Grade, 6th Grade, 7th Grade, 8th Grade
Description
Using a famous World War II propaganda song, students will explore alliteration by changing the lyrics to create a new version of the song. After discussing what alliteration is and why this particular song was used and enjoyed by the people at home to promote patriotic spirit, the students will play with the lyrics to create their own alliterative patriotic songs. The students will then perform or present to the class their version of the Boogie Woogie Bugle Boy.
Website(s)
Northern Nevada Writing Project
The National Writing Project
Information about The Andrews Sisters
6-Trait Overview
The focus trait for this lesson is word choice; writers will want to inspire themselves with sounds, rhymes and “just right” words to make their message about patriotism clear. The support trait is voice; writers will want to be aware of tone, purpose, and audience as they craft their new version of a famous song.
Author
Marie Johnson, Northern Nevada Teacher
Materials
Duration
One 40-45-minute class period
Step-by-Step Procedure
Anticipatory Set: Have students view several World War II primary sources demonstrating propaganda (posters, political cartoons, etc.). Tell the students that they will be listening to a famous World War II song. Let them know that you will be asking them what feelings came up after listening to this song.
- Introduce the song “Boogie Woogie Bugle Boy" by the Andrews Sisters by having the students listen first, followed by having them see the lyrics on the overhead and as a hand-out.
- Discuss the sounds of the song and the feelings that students have after listening to the song and reading the lyrics.
- Discuss the playful word choice of the song. Why Boogie Woogie? Why Bugle Boy? Do the words make being in the army sound sad or fun? Look at the other vocabulary. What is the draft? What does having your number up mean?
- Next, have the students talk about the voice of the song. What is the purpose of this song? Who is the audience? Is it sending the right tone to the people at home during this war?
- Tell the students that they are going to use a graphic organizer to create their own song by playing with the alliteration of the song.
- Distribute the graphic organizer to the class. Tell the students that they are going to use it to create their own song that plays with alliteration. Remind them that they are to keep the same tone and purpose of the original song, and that they are to imagine they have the same audience that the writers of this song had back when it was popular. The person their song should be about should be someone from the WWII era.
- If students are struggling with beginning their songs, share the Word Bank document and allow students to use these suggested words to get them started.
- As students are working on their graphic organizers, encourage them to keep saying their verses out loud. When all students have brainstormed at least one title/chorus for an original song, have them work on creating verses that would promote patriotism back home, but still use good alliteration.
- When they each have a first verse, have them present to or share with their group. Encourage students to get together in groups of three (like those Andrews Sisters) to sing/say their different verses of the song.
Closure: Allow time for students to perform their original songs in front of the class or in small groups.
Content Provider
The Northern Nevada Writing Project: WritingFix
The Northern Nevada Writing Project: HistoryFix
