The Crunch Cereal Contest
- Writing Jingles
Language Arts, Music, Social Studies
Objectives:
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Students will list several words to describe the characteristics of a particular
cereal.
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Students will define what a jingle is and its purpose.
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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:
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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.
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Ask students to define what a jingle is or for characteristics of a jingle.
What is the purpose of a jingle?
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Ask students for examples of jingles that they have heard from television
or the radio.
Guided Practice:
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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.
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On the overhead, make a class list of words and phrases that possibly could
be used to describe Crunch Cereal.
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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.
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If time allows, write a jingle for Crunch Cereal as a class.
Independent Practice:
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Break students into groups of 4-5.
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Give each group a small box or container of cereal.
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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
