For educators who are looking to extend the Accentuate the Positive: Guide to Lyric Writing for Kids programming, The Johnny Mercer Foundation is pleased to provide four additional lesson plans.
These lessons are to be used for classes who have received the original Accentuate the Positive programming. Using additional Johnny Mercer classics like "I'm an Old Cowhand," "Lazybones," "Too Marvelous for Words," and "Summer Wind," students will be exposed to different subject matter and will have further opportunities to continue practicing their craft of lyric writing while fulfilling National Core Standards. Songs were selected as a way to continue exploration of lyric writing and Johnny Mercer’s contribution to the Great American Songbook. Enjoy!
Lesson 1: “I’m An Old Cowhand” (in addition to “Accentuate the Positive”) Lesson 2: “Lazybones” (in addition to “Blues in the Night”) Lesson 3: “Too Marvelous for Words” (in addition to “Hooray for Hollywood”) Lesson 4: “Summer Wind” (in addition to “Moon River”) 1 “I’m An Old Cowhand (From the Rio Grande)”
(1936) by Johnny Mercer Lesson Overview This lesson introduces the song “I’m An Old Cowhand.” Within this lesson, the students will increase their understanding of the use of rhyme and slang in songwriting, learn the skill of alliteration, and develop personal lyrics using first person.
Objectives Upon completion of this lesson students will be able to:
Know more about songwriter Johnny Mercer
Have more songwriting skills: Rhyme, Slang, Alliteration
Write lyrics for a song
Standards Nat’l Core Arts - Music: Creating. Students will generate musical ideas, rhythms and will be encouraged to create their own melodies.
English/Lang Arts Standards: STRANDS--Students Language Standards, Reading Standards for Information Text, for Literature, Standards for Speaking & Listening, and Writing Standards will apply phonics and word recognition as well as writing personal opinionated texts using the figurative language concepts discussed in the lessons.
Time Required One class period of at least 45-50 minutes Lesson Preparation Materials: Review: Ask students what Accentuate the Positive: Guide they remember from past lessons to Lyric Writing for Kids booklet of “Accentuate the Positive,” Whiteboard space for teacher/teaching artist and review previous lessons as needed. Writing paper and pencils
Resources: The Johnny Mercer Foundation: www.johnnymercer.org If needed, refer to the video of the educator workshop on the Accentuate the Positive webpage.
Johnny Mercer Collections at Georgia State University: http://library.gsu.edu/mercer Additional Lesson Lesson Additional
Additional Lesson 1
Extension
Lesson Procedure Lesson
the students copyright their songs. their copyright students the
Review the importance of copyright and have have and copyright of importance the Review
Have students share their work. their share students Have
(Example: “I’m a smart doctor” or “I’m a dazzling superstar,”etc.) dazzling a “I’m or doctor” smart a “I’m (Example:
Write the lyrics for a song using the brainstorming prompt. prompt. brainstorming the using song a for lyrics the Write
Brainstorm song ideas: song Brainstorm
descriptive sentences about a “character” using writing skills. writing using “character” a about sentences descriptive
Additional writing skills: Introduce term “Alliteration” and practice practice and “Alliteration” term Introduce skills: writing Additional
(see page 22 of the the of 22 page (see
Circle the rhymes in the lyrics of lyrics the in rhymes the Circle
(see below: Information about about Information below: (see
Discuss the background of the song the of background the Discuss
understand. not may they words of
c.
b.
a. a.
(see page 22 of the the of 22 page (see
ask students to follow along with lyrics lyrics with along follow to students ask
Play the song song the Play
a.
Introduce the concept of the song. the of concept the Introduce
Students could create the accompaniment music for the song. the for music accompaniment the create could Students
the “character” in the photograph through lyrics. through photograph the in “character” the
Have students bring in a photograph and describe describe and photograph a in bring students Have
from literature that’s relevant to the curriculum. curriculum. the to relevant that’s literature from
Students could explore creating lyrics about a character character a about lyrics creating explore could Students
a. a.
b.
a. a.
Review understanding of lyrics – clarify definitions definitions clarify – lyrics of understanding Review
Johnny Mercer lyrics often describe a particular character. particular a describe often lyrics Mercer Johnny
What are descriptive qualities/adjectives about themselves? about qualities/adjectives descriptive are What
What did we learn about this character from his lyrics? his from character this about learn we did What
Encourage students to experiment with rhyme/patter. with experiment to students Encourage
What characters do they love? they do characters What
What character is Johnny Mercer describing? Mercer Johnny is character What
“I’m An Old Cowhand” Old An “I’m
Accentuate the Positive: Guide to Lyric Writing for Kids for Writing Lyric to Guide Positive: the Accentuate
Accentuate the Positive: Guide to Lyric Writing for Kids for Writing Lyric to Guide Positive: the Accentuate
“I’m An Old Cowhand” Old An “I’m
“I’m An Old Cowhand.” Old An “I’m
and and
).
booklet) booklet)
Additional Lesson 1
Lesson Evaluation Lesson
1st ed., Alfred A. Knopf, 2009. Knopf, A. Alfred ed., 1st
Citation: Mercer, Johnny, and Robert. Kimball. The Complete Lyrics of Johnny Mercer. Mercer. Johnny of Lyrics Complete The Kimball. Robert. and Johnny, Mercer, Citation:
my Hollywood career because I began to get more offers after that.” after offers more get to began I because career Hollywood my
it all into a song. Bing put the song into a picture, and I really think he saved saved he think really I and picture, a into song the put Bing song. a into all it
cars around. That struck me as kind of funny and so I thought maybe I should put put should I maybe thought I so and funny of kind as me struck That around. cars
and I saw all those guys down there in those spurs and ten-gallon hats driving driving hats ten-gallon and spurs those in there down guys those all saw I and
to Savannah in a little car. We took three days out of six just to cross Texas, Texas, cross to just six of out days three took We car. little a in Savannah to
Mercer remembered: “Between movie assignments Ginger and I took a trip down down trip a took I and Ginger assignments movie “Between remembered: Mercer
From the book the From
1st ed., St. Martin's Press, 2003. Press, Martin's St. ed., 1st
Citation: Furia, Philip. Skylark: The Life and Times of Johnny Mercer. Mercer. Johnny of Times and Life The Skylark: Philip. Furia, Citation:
while Johnny and Ginger Mercer were driving across the country. the across driving were Mercer Ginger and Johnny while
The song was written in 15 minutes on the back of an envelope envelope an of back the on minutes 15 in written was song The
From the book the From
Information about about Information
Student self-evaluation of process and project. and process of self-evaluation Student
Evaluation of song lyrics using a rubric. a using lyrics song of Evaluation
Teacher observation of participation. of observation Teacher
It was performed in the film and made popular by vocalist Bing Crosby. Bing vocalist by popular made and film the in performed was It
Featured in Paramount’s 1936 film Rhythm on the Range. the on Rhythm film 1936 Paramount’s in Featured
to write the music for some of his songs. his of some for music the write to
Mercer could not play the piano or read music, but he still managed managed still he but music, read or piano the play not could Mercer
Music and lyrics written by Johnny Mercer in 1936. in Mercer Johnny by written lyrics and Music
The Complete Lyrics of Johnny Mercer: Johnny of Lyrics Complete The
Skylark: The Life and Times of Johnny Mercer Johnny of Times and Life The Skylark:
“I’m An Old Cowhand (From the Rio Grande)” Rio the (From Cowhand Old An “I’m
: : “Lazybones” 2 (1933) by Johnny Mercer and Hoagy Carmichael
Lesson Overview This lesson introduces the song “Lazybones.” Within this lesson, the students will gain a better understanding of collaboration and syllabication, explore rhyme, and how to develop character lyrics. Objectives Upon completion of this lesson students will be able to: Know more about songwriter Johnny Mercer
Gain an understanding of composer/lyricist collaboration
Have more songwriting skills: Syllabication, Rhyme
Write lyrics for a song
Standards Nat’l Core Arts - Music: Students will generate rhythmic phrases within a given structure that conveys expressive intent. Another core standard is satisfied when students are encouraged to present and share their creative musical work that conveys intent and demonstrates craftsmanship.
English/Lang Arts Standards: : STRANDS--Language Standards, Reading Standards for Information Text, for Literature, for Foundational Skills, Standards for Speaking & Listening, and Writing Standards. During the writing portion of the workshop, students will utilize phonological awareness by analyzing the syllabic structure and patterns within the material. They will also be encouraged to write their thoughts in story form through song structure using personal experiences. Time Required One class period of at least 45-50 minutes Lesson Preparation Materials: Review: Ask students what Accentuate the Positive: Guide they remember from past lessons to Lyric Writing for Kids booklet of “Blues in the Night,” Whiteboard space for teacher/teaching artist and review previous lessons as needed. Writing paper and pencils Resources: The Johnny Mercer Foundation: www.johnnymercer.org If needed, refer to the video of the educator workshop on the Accentuate the Positive webpage.
Johnny Mercer Collections at Georgia State University: http://library.gsu.edu/mercer Additional Lesson Lesson Additional
Additional Lesson 2
Extension
Lesson Procedure Lesson
the students copyright their songs. their copyright students the
Review the importance of copyright and have have and copyright of importance the Review
Have students share their work. their share students Have
(Example: How do you encourage someone from putting off on doing their homework?) their doing on off putting from someone encourage you do How (Example:
TOPIC: Encouraging someone not to be a procrastinator. procrastinator. a be to not someone Encouraging TOPIC:
This can be executed as an individual or group writing activity. activity. writing group or individual an as executed be can This
Write the lyrics for a song using the brainstorming prompt. prompt. brainstorming the using song a for lyrics the Write
c.
Brainstorm song ideas: song Brainstorm
Break down the syllabic structure as a class for each lyric line of the song. the of line lyric each for class a as structure syllabic the down Break
Accentuate the Positive: Guide to Lyric Writing for Kids booklet Kids for Writing Lyric to Guide Positive: the Accentuate
a. a.
Familiarize students with the melody of the song. the of melody the with students Familiarize
(see page 22 of the the of 22 page (see
Circle the rhymes in the lyrics of lyrics the in rhymes the Circle
(see below: Information about about Information below: (see
Discuss the background of the song the of background the Discuss
understand. not may they words of
b.
a. a.
(see page 22 of the the of 22 page (see
Play the song song the Play
music music just like they did for Harold Arlen’s music in the “Blues in the Night” lesson.
a.
Introduce concept that sometimes lyricists and composers are different people. different are composers and lyricists sometimes that concept Introduce
Students could create the accompaniment music for the song. the for music accompaniment the create could Students
(e.g. the Great Depression). Great the (e.g.
This lesson can be used to analyze the time period in which the song was written written was song the which in period time the analyze to used be can lesson This
a. a.
b.
a. a.
What problems do you have when you procrastinate? you when have you do problems What
Explain that students will be putting personal lyrics into Johnny Mercer Mercer Johnny into lyrics personal putting be will students that Explain
What would you rather be doing? be rather you would What
Review understanding of lyrics – clarify definitions definitions clarify – lyrics of understanding Review
Encourage students to experiment with rhyme/patter. with experiment to students Encourage
What are things you want to avoid? to want you things are What
Call and Repeat—Sing/Speak in rhythm the lyrics on page 22 of the the of 22 page on lyrics the rhythm in Repeat—Sing/Speak and Call
What is the message of the song? the of message the is What
“Lazybones”
Accentuate the Positive: Guide to Lyric Writing for Kids for Writing Lyric to Guide Positive: the Accentuate
Accentuate the Positive: Guide to Lyric Writing for Kids for Writing Lyric to Guide Positive: the Accentuate
and ask students to follow along with lyrics lyrics with along follow to students ask and
“Lazybones”
“Lazybones.”
).
booklet)
booklet) .
Additional Lesson 2
Lesson Evaluation Lesson
1st ed., Alfred A. Knopf, 2009. Knopf, A. Alfred ed., 1st
Citation: Mercer, Johnny, and Robert. Kimball. The Complete Lyrics of Johnny Mercer. Mercer. Johnny of Lyrics Complete The Kimball. Robert. and Johnny, Mercer, Citation:
conform to Nazi ideals. Nazi to conform
of “race” songs and considered that “Lazybones” encourages idleness and does not not does and idleness encourages “Lazybones” that considered and songs “race” of
Adolf Hitler banned the song outright. His regime was concerned about the popularity popularity the about concerned was regime His outright. song the banned Hitler Adolf
From the book the From
Culture Collection, Special Collections and Archives, Georgia State University Library University State Georgia Archives, and Collections Special Collection, Culture
Citation: M011_MercerJ-ConoverW, Johnny Mercer Oral History Project, Popular Music and and Music Popular Project, History Oral Mercer Johnny M011_MercerJ-ConoverW, Citation:
worth it because it was a great big hit and got me started. I'm grateful to Hoagy for it too. it for Hoagy to grateful I'm started. me got and hit big great a was it because it worth
But then after that we had to write the verse. It took about a year and finally, of course, it was was it course, of finally, and year a about took It verse. the write to had we that after then But
which was marvelous. Well of course, I got the credit for it because my name was on the lyric. lyric. the on was name my because it for credit the got I course, of Well marvelous. was which
And then Hoagy came up with the surprise line, you know, "you never heard a word I say" say" I word a heard never "you know, you line, surprise the with up came Hoagy then And
months later that I got an ending which I thought was all right and we had it penciled in. in. penciled it had we and right all was thought I which ending an got I that later months
been a month later that we got the middle part. And then, oh it must have been three or or three been have must it oh then, And part. middle the got we that later month a been
We had the first 16 bars the first afternoon we worked on it. Then we got . . . oh, it must have have must it oh, . . . got we Then it. on worked we afternoon first the bars 16 first the had We
much about writing. I learned a lot from him. I learned a lot after that song from other writers. writers. other from song that after lot a learned I him. from lot a learned I writing. about much
it took a long time. It was my first song that was a big song. It was with Hoagy. I didn't know know didn't I Hoagy. with was It song. big a was that song first my was It time. long a took it
Mercer: "Lazybones" took a year, took a year and a half. Took forever. Took . . . oh God, God, oh . . . Took forever. Took half. a and year a took year, a took "Lazybones" Mercer:
Mercer said this about writing “Lazybones.” writing about this said Mercer
From an interview with with interview an From
Information about about Information
Student self-evaluation of process and project. and process of self-evaluation Student
Evaluation of song lyrics using a rubric. a using lyrics song of Evaluation
Teacher observation of participation. of observation Teacher
to be a vocalist in his group. his in vocalist a be to
As a result of the popularity of the song, Paul Whiteman hired Mercer hired Whiteman Paul song, the of popularity the of result a As
The term “Lazybones” found itself attached to recreational products to promote sales. promote to products recreational to attached itself found “Lazybones” term The
At one point, it sold 15,000 copies a day and 350,000 in a three-month time span. time three-month a in 350,000 and day a copies 15,000 sold it point, one At
It was recorded by Ted Lewis, Mildred Bailey, and Louis Armstrong (among others). (among Armstrong Louis and Bailey, Mildred Lewis, Ted by recorded was It
First big hit for Mercer. for hit big First
Written with Hoagy Carmichael in 1933 in Carmichael Hoagy with Written
Johnny Mercer collaborated with 230 composers 230 with collaborated Mercer Johnny
The Complete Lyrics of Johnny Mercer: Johnny of Lyrics Complete The
“Lazybones”
Willis Conover, Conover, Willis
“Too Marvelous for Words” 3 (1937) By Johnny Mercer and Richard Whiting
Lesson Overview This lesson introduces the song “Too Marvelous for Words.” Within this lesson, the students will gain an understanding of how specificity aids in songwriting, explore patter, and review the use of adjectives in storytelling and songwriting. They will put these skills to use in a personal or class song about people/places they love. Objectives Upon completion of this lesson students will be able to: Know more about songwriter Johnny Mercer
Have more songwriting skills: Specificity, Rhyming/Patter, etc.
Write lyrics for a song
Standards Nat’l Core Arts: Creating & Interpretation. Not only are the students going to be creating lyrics as a group this time, they will be encouraged to listen to existing Johnny Mercer music and interpret the material demonstrating their knowledge of expressive qualities like dynamics and tempos as well as make interpretations based on what they hear.
English/Lang Arts Standards: : STRANDS--Language Standards, Reading Standards for Information Text, for Literature, Standards for Speaking & Listening, and Writing Standards. Students will create lyrics using specific nouns, adjectives, and verbs to express historical and social contexts and experiences. They will be reviewing historical people, places, and things from the 1950’s using Johnny Mercer material and then applying the use of specificity with people, places, and things of today. Time Required One class period of at least 45-50 minutes Lesson Preparation Materials: Review: Ask students what they Accentuate the Positive: Guide remember from past lessons to Lyric Writing for Kids booklet of “Hooray for Hollywood,” Whiteboard space for teacher/teaching artist and review previous lessons as needed. Writing paper and pencils Resources: The Johnny Mercer Foundation: www.johnnymercer.org If needed, refer to the video of the educator workshop on the Accentuate the Positive webpage.
Johnny Mercer Collections at Georgia State University: http://library.gsu.edu/mercer Additional Lesson Lesson Additional
Additional Lesson 3
Extension
Lesson Procedure Lesson
the students copyright their songs. their copyright students the
Review the importance of copyright and have have and copyright of importance the Review
Have students share their work (If doing this as a class, recite it as a class). a as it recite class, a as this doing (If work their share students Have
b.
Brainstorm song ideas (This can be an individual or group writing activity): activity): writing group or individual an be can (This ideas song Brainstorm
Introduce songwriting skills songwriting Introduce
about “Too Marvelous for Words”). for Marvelous “Too about
Discuss the background of the song (see below: Information Information below: (see song the of background the Discuss
c.
b.
a.
to follow along with lyrics lyrics with along follow to
Play the song “Too Marvelous for Words” and ask students students ask and Words” for Marvelous “Too song the Play
Students could create the instrumental music for the song. the for music instrumental the create could Students
accompaniment for the song. the for accompaniment
If using patter and rhyme, students could create the beat/rhythm the create could students rhyme, and patter using If
(Example: My Marvelous Mom” or “Fabulous Friend,” etc. Friend,” “Fabulous or Mom” Marvelous My (Example:
Encourage students to use more songwriting skills like rhyme and alliteration alliteration and rhyme like skills songwriting more use to students Encourage
a.
b.
a.
Accentuate the Positive: Guide to Lyric Writing for Kids for Writing Lyric to Guide Positive: the Accentuate the of 18 page (see
o They could also experiment with word play and using made-up words made-up using and play word with experiment also could They o
that embody the intention of the original word. original the of intention the embody that
Guide to Lyric Writing for Kids booklet. Kids for Writing Lyric to Guide
Have students recite the “rap” on page 18 of the Accentuate the Positive: the Accentuate the of 18 page on “rap” the recite students Have
descriptive qualities of the person Mercer is describing in the song. the in describing is Mercer person the of qualities descriptive
of words they may not understand. not may they words of
) words” for marvelous “too just are (that love they thing or place, person, A
Explore specificity by identifying the lyrics that are adjectives and adjectives are that lyrics the identifying by specificity Explore
Review understanding of lyrics – clarify definitions clarify – lyrics of understanding Review
What is the message of the song? the of message the is What
What do they love about their school? their about love they do What
Discuss the idea of patter and relate it to modern day genres like rap. like genres day modern to it relate and patter of idea the Discuss
Circle the rhymes. the Circle
o Specific adjectives and traits that are unique to their school. their to unique are that traits and adjectives Specific o
o Specific adjectives and qualities that describe their chosen topic (noun) topic chosen their describe that qualities and adjectives Specific o booklet)
Additional Lesson 3
Lesson Evaluation Lesson
1st ed., Alfred A. Knopf, 2009. Knopf, A. Alfred ed., 1st
Citation: Mercer, Johnny, and Robert. Kimball. The Complete Lyrics of Johnny Mercer. Mercer. Johnny of Lyrics Complete The Kimball. Robert. and Johnny, Mercer, Citation:
to finish the lyrics and even references it in the song. song. the in it references even and lyrics the finish to
home. Later that day, Whiting came by and gave him a Webster’s dictionary, which he used used he which dictionary, Webster’s a him gave and by came Whiting day, that Later home.
Mercer had a difficult time with the lyrics for this song. At one point, he got angry and went went and angry got he point, one At song. this for lyrics the with time difficult a had Mercer
From the book the From
Culture Collection, Special Collections and Archives, Georgia State University Library University State Georgia Archives, and Collections Special Collection, Culture
Citation: M011_MercerJ-ConoverW, Johnny Mercer Oral History Project, Popular Music and and Music Popular Project, History Oral Mercer Johnny M011_MercerJ-ConoverW, Citation:
to a pretty good start. I think it kept our job at Warner Brothers for a few years.” few a for Brothers Warner at job our kept it think I start. good pretty a to
Cowhand" which I wrote myself. But the first one I wrote with Dick Whiting, and it got us off off us got it and Whiting, Dick with wrote I one first the But myself. wrote I which Cowhand"
you know and it fit his melody. That was the first big hit I had in Hollywood, well, after "Old "Old after well, Hollywood, in had I hit big first the was That melody. his fit it and know you
Mercer: “Yeah, I wrote that with Richard Whiting. That was a just a phrase that was around around was that phrase a just a was That Whiting. Richard with that wrote I “Yeah, Mercer:
Mercer said this about writing “Too Marvelous for Words.” for Marvelous “Too writing about this said Mercer
From an interview with with interview an From
Information about about Information
Student self-evaluation of process and project. and process of self-evaluation Student
Evaluation of song lyrics using a rubric. a using lyrics song of Evaluation
Teacher observation of participation. of observation Teacher
and Frank Sinatra Frank and
Was also later recorded by notable vocalists such as Nat King Cole, Billie Holiday, Holiday, Billie Cole, King Nat as such vocalists notable by recorded later also Was
Initially recorded by Bing Crosby and stayed on the top of the charts for 10 weeks. weeks. 10 for charts the of top the on stayed and Crosby Bing by recorded Initially
Featured in Warner Brothers’ 1937 film Ready, Willing and Able. and Willing Ready, film 1937 Brothers’ Warner in Featured
Written with Richard Whiting in 1937 in Whiting Richard with Written
The Complete Lyrics of Johnny Mercer: Johnny of Lyrics Complete The
“Too Marvelous for Words” for Marvelous “Too
Willis Conover, Conover, Willis
“Summer Wind” 4 (1965) by Johnny Mercer and Henry Mayer
Lesson Overview This lesson introduces the song “Summer Wind.” Within this lesson, the students will gain an understanding of imagery, metaphors, and similes while creating personal lyrics about an environment they love. Objectives Upon completion of this lesson students will be able to: Know more about songwriter Johnny Mercer
Have more songwriting skills: Imagery, Metaphors, Similes
Write lyrics for a song
Standards Nat’l Core Arts: Creating. Not only are the students going to be creating lyrics as a group this time, they will be encouraged to listen to existing Johnny Mercer music and interpret the material demonstrating their knowledge of expressive qualities like dynamics and tempos as well as make interpretations based on what they hear.
English/Lang Arts Standards: : STRANDS--Language Standards, Reading Standards for Information Text, for Literature, Standards for Speaking & Listening, and Writing Standards. Students will create lyrics using specific nouns, adjectives, and verbs to express historical and social contexts and experiences. They will be reviewing historical people, places, and things from the 1950’s using Johnny Mercer material and then applying the use of specificity with people, places, and things of today. Time Required One class period of at least 45-50 minutes Lesson Preparation Materials: Review: Ask students what they Accentuate the Positive: Guide remember from past lessons to Lyric Writing for Kids booklet of “Moon River,” and review previous lessons as needed. Whiteboard space for teacher/teaching artist Writing paper and pencils Resources: The Johnny Mercer Foundation: www.johnnymercer.org If needed, refer to the video of the educator workshop on the Accentuate the Positive webpage.
Johnny Mercer Collections at Georgia State University: http://library.gsu.edu/mercer Additional Lesson Lesson Additional
Additional Lesson 4
Extension
Lesson Procedure Lesson
students copyright their songs. their copyright students
Explain the importance of copyright and have the the have and copyright of importance the Explain
Have students share their work. their share students Have
love and use your five senses to describe it. describe to senses five your use and love
Write the lyrics for a song. TOPIC: Choose an environment that you you that environment an Choose TOPIC: song. a for lyrics the Write
Brainstorm song ideas: song Brainstorm
a. a.
Review the five senses: Sight, sound, taste, smell, touch. smell, taste, sound, Sight, senses: five the Review
Discuss the background of the song the of background the Discuss
c. c.
b. b.
a. a.
Play the song “Summer Wind” and ask students to follow along with lyrics with along follow to students ask and Wind” “Summer song the Play
Additional Writing Skills: Imagery – painting pictures with words. with pictures painting – Imagery Skills: Writing Additional
a.
Introduce the concept of the song. the of concept the Introduce
Students could create the accompaniment music for the song. the for music accompaniment the create could Students
metaphors, similes, etc. similes, metaphors,
in their personal lyrics – rhyme, alliteration, personification, specificity, imagery, imagery, specificity, personification, alliteration, rhyme, – lyrics personal their in
Students can practice incorporating many of the writing skills used in previous lessons lessons previous in used skills writing the of many incorporating practice can Students
a.
(see below: Information about “Summer Wind”). “Summer about Information below: (see
(see page 20 of the Accentuate the Positive: Guide to Lyric Writing for Kids booklet) Kids for Writing Lyric to Guide Positive: the Accentuate the of 20 page (see
a.
What are various environments they love? they environments various are What
Explore how using senses can aid in the use of imagery in personal lyrics. personal in imagery of use the in aid can senses using how Explore
Review understanding of lyrics – clarify definitions of words of definitions clarify – lyrics of understanding Review
What is the message of the song? the of message the is What
Depending on grade and skill level, one can also include metaphors/similes. include also can one level, skill and grade on Depending
Consider reading “Nature Lyrics” section in red in section Lyrics” “Nature reading Consider
(see page 18 of the the of 18 page (see
Discuss imagery used in the song. the in used imagery Discuss
they may not understand. not may they
booklet) Kids for Writing Lyric to Guide Positive: the Accentuate
Additional Lesson 4
Lesson Evaluation Lesson
Citation: Eskew, Glenn T. Johnny Mercer: Southern Songwriter for the World. 2013. World. the for Songwriter Southern Mercer: Johnny T. Glenn Eskew, Citation:
Danish singer Grethe Ingmann perform it. it. perform Ingmann Grethe singer Danish
Mercer first came across the German song “Der Sommerwind” in 1965 when he heard heard he when 1965 in Sommerwind” “Der song German the across came first Mercer
Southern Songwriter for the World: World: the for Songwriter Southern
From the book the From
St. Martin's Press, 2003. Press, Martin's St.
Citation: Furia, Philip. Skylark: The Life and Times of Johnny Mercer. 1st ed., ed., 1st Mercer. Johnny of Times and Life The Skylark: Philip. Furia, Citation:
acts like The Beatles and Bob Dylan were dominating the charts. the dominating were Dylan Bob and Beatles The like acts
of love and youth. The song was a hit in the United States in a time where rock and roll roll and rock where time a in States United the in hit a was song The youth. and love of
back to his childhood in Savannah. The theme for his “Summer Wind” lyrics were the loss loss the were lyrics Wind” “Summer his for theme The Savannah. in childhood his to back
When Mercer first heard the German version of “Summer Wind”, his imagination took him him took imagination his Wind”, “Summer of version German the heard first Mercer When
From the book book the From
Information about about Information
Student self-evaluation of process and project. and process of self-evaluation Student
Evaluation of song lyrics using a rubric. a using lyrics song of Evaluation
Teacher observation of participation. of observation Teacher
The song was featured in an episode of The Simpsons and the film film the and Simpsons The of episode an in featured was song The
This was Mercer’s last major hit song. hit major last Mercer’s was This
it reached #1 on the the on #1 reached it
First recorded by Wayne Newton, and then later by Frank Sinatra in which which in Sinatra Frank by later then and Newton, Wayne by recorded First
English lyrics by Johnny Mercer in 1965. in Mercer Johnny by lyrics English
Music by Henry Mayer with original German lyrics by Hans Bradtke. Hans by lyrics German original with Mayer Henry by Music
Johnny Mercer: Mercer: Johnny
Skylark: The Life and Times of Johnny Mercer: Johnny of Times and Life The Skylark:
Billboard Billboard
“Summer Wind” “Summer
chart in 1966. in chart Blade Runner 2049 Runner Blade