Flocabulary’s Language Arts program can be a fun go-to when the usual tricks no longer work. These smart songs and high-quality videos will capture kids’ interest from the first “Yes-yes, y’all!" They'll also offer plenty of teachable moments, even for the most hip-hop-reluctant teacher. You can take well-worn topics like the parts of speech, the five-paragraph essay, or the elements of fiction, and transform them into memorable songs that kids will beg to hear again. Go for the Reading and Writing and Grammar units first; these are treasure troves of material for mini-lessons. After that, the Literature and Research Skills lessons make for a fantastic way to introduce new material while building excitement and curiosity.
One of the site’s most notable features is the guide to writing and filming academic hip-hop songs. This option may be the site's best way to keep high school students engaged no matter what they're learning -- be it grammar, the research process, a novel, or a play. The Reading and Writing, Grammar, Literature, and Research Skills units all have printable lyrics, online exercises, and recommended extensions. However, these units are broadly assigned to either the K-12 or the 6-12 grade bands, so you may need to do some differentiation.Continue reading Show less
Key Standards Supported
Reading Foundational Skills
Read with sufficient accuracy and fluency to support comprehension.
Know and apply grade-level phonics and word analysis skills in decoding words.
By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 2–3 text complexity band independently and proficiently.
By the end of the year, read and comprehend literature, including stories, dramas, and poems, at the high end of grades 6–8 text complexity band independently and proficiently.
By the end of grade 11, read and comprehend literature, including stories, dramas, and poems, in the grades 11–CCR text complexity band proficiently, with scaffolding as needed at the high end of the range.
Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)
Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes