• Science and Technology: Understanding Structures and Mechanisms: 3.2 identify the purpose, inputs, and outputs of various systems
  • Language: Writing: 3.5 use parts of speech correctly to communicate their meaning clearly; with a focus on subject/verb agreement and the use of nouns, pronouns, adjectives, adverbs, and prepositions
Familiar with basic parts of speech including: articles, nouns, pronouns, verbs, adjectives, adverbs and conjunctions
These lessons provide opportunities for teachers and students to gather evidence through teacher, peer, and self-assessments; and learning goals and success criteria. See Growing Success: Assessment, Evaluation, and Reporting in Ontario Schools, Chapter 4 for more information.
  • Percussion instruments, eg. maracas, triangles, tambourines, hand drums, jingle bells or homemade alternatives, eg. pot-lid cymbals, blocks of wood, beans in plastic containers (and alcohol wipes)
  • Several picture books with engaging stories and short declarative sentences.
  • Chart paper
  • Markers
This is the minds on button.
  • Display the percussion instruments and objects on a table or desks, and demonstrate the sound that each makes.
  • Make a T-chart on the board or chart paper with columns for Input - Parts of Speech & Punctuation and Output - Percussion Instrument.
  • Allocate a sound to each part of speech and punctuation mark.
  • Discuss and list success criteria. What characteristics will make a good performance as the story is dramatized through sound?
This is the action button.

Whole class
Teacher or one student is the book-reader.
10 students (one for each part of speech) each take an instrument.
Introduction - The whole class listens while the book-reader reads a picture book aloud to orient the class to the story line, characters, vocabulary, etc.
Performance - The reader reads the story aloud, slowly and with expression. Each word should prompt a student to play a brief sound on their percussion instrument.
The remaining students can act as audience or help individually as prompters for each instrument player.
Small groups
The concept is the same. Each group will have a book-reader and several performers. Students can play multiple roles, eg. noun and pronoun.

This is the consolidation button.
Second performance - Allows the performers to be more confident in their roles. Some performance roles are more complex than others.
Use Common and Proper nouns, objects, people, and places. (Articles are the easiest.)
Assign roles as needed.
Use partners for prompting to also support the performers.
  • Do the same activity with the same book but alternate roles.
  • Do the same activity but with a different book.
  • Make connection to algorithm and symbols for sounds. Have students write their own stories and/or transfer to coding software (i.e. Scratch).