The Crunch Cereal Contest - Writing Jingles
Language Arts, Music, Social Studies

Objectives:

    1. Students will list several words to describe the characteristics of a particular cereal.
    2. Students will define what a jingle is and its purpose.
    3. Students will create an original jingle.
 

Focus/Set Induction:

Read the first two chapters of the book Arthur and the Crunch Cereal Contest. Rationale: Jingles are another tool that advertisers use to sell products. By writing their own jingles they will learn how to make creative descriptions of a product (in this case Crunch cereal) that will appeal to people that may want to buy a product. Materials:

                    Arthur and the Crunch Cereal Contest by Marc Brown
                    4-5 small boxes or containers of cereal
                    Overhead, overhead pens
                    Paper, pencil
                    Optional: musical instruments - keyboard, triangle, drum, rattle, etc.
 

Activities:

Instructional Input:

    1. Ask students for the main idea of the passage that you just read. This book is about Arthur trying to write a jingle for a Crunch Cereal contest. Tell students that they will now be learning how to write their own jingles for Crunch Cereal.
    2. Ask students to define what a jingle is or for characteristics of a jingle. What is the purpose of a jingle?
    3. Ask students for examples of jingles that they have heard from television or the radio.
Guided Practice:
    1. Tell students that jingles often use descriptive words and phrases to help people get a mental picture of how the cereal looks, tastes, smells, makes you feel, etc.
    2. On the overhead, make a class list of words and phrases that possibly could be used to describe Crunch Cereal.
    3. Tell students that jingles sometimes use familiar tunes (Jingle Bells, Pop! Goes the Weasel, Twinkle, Twinkle Little Star). Give students examples of tunes they could use and/or have students come up with their own.
    4. If time allows, write a jingle for Crunch Cereal as a class.
Independent Practice:
    1. Break students into groups of 4-5.
    2. Give each group a small box or container of cereal.
    3. As a group they are to use some of the descriptive words and phrases and/or find more of their own to write a jingle for their cereal. Students may use a familiar tune, write their own, or create a rap.
Evaluation: Students will be assessed on group participation and on their use of descriptive words and phrases in their jingle. Creativity will also be a factor in grading. Closure: Have students perform their jingles for the class. Ask remaining students what words or phrases in the jingle were used to describe their cereal.
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1998 - Amanda Thompson  amandakaye@yahoo.com

 
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