Lesson 4.

Features of Jazz Chants,

Raps, and Speech Choir
Presentations
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 Learning Competency

This lesson serves as a prerequisite lesson for the following

DepEd competency:

● Use the appropriate segmentals (sounds of English)

and the suprasegmentals or prosodic features of
speech when delivering lines of poetry and prose in
a speech choir, jazz chants, and raps (EN9F-Ih-3.14).
 Objective

At the end of this lesson, the learner should be able to

● Identify and discuss the types and features of jazz

chants, raps, and speech choir presentations.
Essential Question

What are the ways you can creatively express yourself

orally?
 Try it!
Warm-Up

Poem Interpretation
1. Form a group with 5 members.
2. Analyze the poem below and think of a creative way to
interpret it as a group.
3. Present your interpretation in class.
 Try it!
Warm-Up

Poem Interpretation

Wish upon a star,

Pray for a miracle,
These and I can do more,
For you and me to be together
Forevermore.
 Try it!
Warm-Up

Guide Questions
1. How did you present the interpretation of the selection to
the class?
2. What are the things you considered in preparing for the
presentation of the interpretation of the selection?
Review

What is an oral presentation?

 Learn about It

Jazz Chants

• created by Carolyn Graham

• helpful in practicing speaking skills such as stress and
intonation patterns
• When performing jazz chants, we express words, short
phrases, and sentences that occur in natural conversations
into rhythms of music.
 Learn about It

Features of Jazz Chants

1. It has rhythm.
2. It imitates the stress and intonation of a natural, spoken
language.
3. It is usually delivered in the form of dialogue.
 Learn about It

Example of Jazz Chants

Shawn

Shawn questions his actions.

Should I make education my passion?
Is my persuasion enough for my destination?
What is the relation of this narration and confusion?
Can somebody help me find a solution?
 Learn about It

Raps
- another form of rhythmic speaking or chanting
- often accompanied by music generally referred to as hip-hop
- arose in African American communities in the United States,
particularly in New York
- origins could be traced back to the country of Africa
- first became prominent in the 1970s
 Learn about It

Features of Raps

1. It uses slang words and does not follow formal grammar

rules.
2. Its lyrics are sometimes used to insult someone or say
something nonsensical but it may also be about life,
contemporary society, or any topic.
 Learn about It

Features of Raps

3. It follows a rhyme scheme.

4. It has punchlines.
5. It uses metaphors.
6. It is delivered with smooth transitions.
 Learn about It

Example of Raps

Rap: Three Stars and a Sun

by Francis Magalona
 Learn about It

Speech Choir

• Could be traced back to Ancient Greece where people

featured choruses of speakers in their plays.
• In the fifth century, choruses in Ancient Greek plays are
made up of approximately 50 members.
• As time passed, the members of a chorus were reduced to
12 by Greek playwright Aeschylus and were changed again
to 15 by Sophocles.
 Learn about It

Features of Speech Choir

1. It commonly has 12–100 members. In competitions, the

number may vary.
2. It requires a piece to be recited, often a poem or poetic
verses.
3. Some speech choirs have choreography.
4. Some speech choirs require participants to be in costumes.
 Learn about It

Features of Speech Choir

5. The quality of the participants’ voices is categorized into

light, medium, and dark.
a. Light voices are usually used for lines that suggest youth
or happiness. They sound brighter.
b. Dark voices are usually used for lines that suggest
sadness. It is also richer, darker and more powerful.
c. Medium is somewhere between light and dark.
 Learn about It

Features of Speech Choir

5. Verbal expressions like proper diction, intonation, and

stress are observed by participants.
6. Nonverbal expressions like gestures and body movements
are present in speech choirs.
 Learn about It

Example of Speech Choir

Youth
Samuel Ullman

Youth is not a time of life—it is a state of mind.

It is not a matter of red cheeks, red lips and supple knees.
It is a temper of the will; a quality of the imagination; a vigor of
the emotions;
it is a freshness of the deep springs of life
 Drills

Identify the type of speech presentation described in the

statements.

1. It follows a rhyme scheme.

2. It is usually sung by groups who express lines with
certain actions.
3. It is commonly used to teach certain sounds.
4. It is presented through a dialogue.
5. It uses informal language.
 Drills

Identify the type of speech presentation described in the

statements.

6. It usually has pieces that are meant to be sung.

7. It is used to improve one’s vocal and body techniques.
8. It is delivered with smooth transitions.
9. It imitates the stress and intonation of a natural, spoken
language.
10.It commonly has 12–100 members.
 Drills

Answer the following questions:

1. In one paragraph, differentiate raps from jazz chants.

2. Watch a speech choir presentation and write an analysis
of its features.
3. In your opinion, what is the most creative way of
expressing one’s thoughts orally? Justify your answer.
 Drills

Criteria Below expectations Needs improvement Meets expectations Exceeds expectations

1 2 3 4

Content/ Substance The written output is not The written output is The written output is The written output is well
(40%) substantiated with no somewhat substantiated with substantiated with very
Well-substantiated output significant supporting substantiated with little some significant significant supporting
with supporting details details. significant supporting supporting details. details.
that are significant details.

Content The ideas are not clearly The ideas are somewhat The ideas are clearly The ideas are very
(30%) nor logically presented. clearly presented, but presented, but an idea or clearly and very
Clear and logical some ideas are not two are not logically logically presented.
presentation of ideas logically sequenced. sequenced.

Content/ Substance The written output is not The written output is The written output is The written output is well
(40%) substantiated with no somewhat substantiated with substantiated with very
Well-substantiated output significant supporting substantiated with little some significant significant supporting
with supporting details details. significant supporting supporting details. details.
that are significant details.
 Drills

Criteria Below expectations Needs improvement Meets expectations Exceeds expectations

1 2 3 4

Unity The written output does The written output uses The written output uses The written output uses
(20%) not use any transitional limited transitional limited transitional appropriate transitional
Use of appropriate signals. The sentences signals. Many sentences signals. A sentence or signals. All the sentences
transitional devices and do not flow smoothly, are seemingly unrelated two are seemingly flow smoothly from one
smooth flow of sentences and some sentences are to the topic. unrelated to the topic. to another.
unrelated to the topic.

Language There are four or more There are two to three There is one language There are no language
(10%) language errors. language errors. error. errors.
Spelling, mechanics,
grammar, and word
choice
 Values Integration

What are the specific circumstances that can inspire the

youth to take an active stance?
 Synthesis

1. Form five groups.

2. You will hold a program in school called “Students’ Day.” In
the program, you have to prepare presentations related to
the theme, “Expressions of the Youth.”
3. Make your own pieces for the presentation and construct a
proposal for your presentations using the following contents:
a. Title of the piece
b. Type of speech presentation (jazz chant, rap, or speech
choir)
 Synthesis

c. Members of the group and their roles

d. Copy of the piece with identified features
e. Mode of presentation (Outline of the sequence,
positioning, and other elements of the presentation)
4. Once the proposal is done and approved, document your
practices. Make a 3–5 minute vlog showing how you were
able to make the piece and how you did the practices for the
performance.
 Assignment

1. Ask the students to work on the following at home:

Search for a rap piece and identify its present
features. Take note of the rubrics for evaluation.
 Criteria Below expectations Needs improvement Meets expectations Exceeds expectations
1 2 3 4

Content The given information The given information The given information The given information
(40%) are not clear nor are somewhat clear are clear and are very clear and
Focus on details is comprehensive. and somewhat comprehensive. very comprehensive.
clearly evident; all the comprehensive.
given information are
clearly related to the
topic.

Organization There is no logical There is a somewhat There is a logical There is a very logical
(40%) progression of logical progression of progression of progression of
Logical progression of details/events. The details/events. The details/events. The details/events. The
details; clear transitions transitions between transitions between transitions between transitions between
between ideas. ideas are not ideas are somewhat ideas are seamless. ideas are very
seamless. seamless. seamless.

Language (20%) There are four or There are two to three There is one language There are no language
Spelling, mechanics, more language errors. language errors. error. errors.
grammar, and word
choice
 Bibliography

Jones, David .(2008). Understanding the Vocal Weigh Factor in Singing. Retrieved from http://www.voiceteacher.com/vocal_weight.html

Sakamoto, Barbara. (2010). How to Create a Jazz Chant by Carolyn Graham [blog post].Retrieved from
http://www.teachingvillage.org/2010/05/23/how-to-create-a-jazzchant/

Shamontiel, Vaughn. (2014). Best punch lines in 2014 rap songs. [blog post].Retrieved from https://www.axs.com/best-punch-lines-in-2014-rap-
songs-34172

Segal, Beth . (2014). “Teaching English as a Second Language through Rap Music: A Curriculum for Secondary School Students.(Master’s
Thesis).The University of San
Francisco

Soronio, Fritzie. (2010). What is Jazz Chanting? How to do it? [ blog post]. Retrieved from https://ischoolsfritzie.wordpress.com/tag/jazz-chant/

Soronio, Fritzie. (2009).Some Tips for Speech Choir [blog post]. Retrieved from https://ischoolsfritzie.wordpress.com/2009/12/28/how-to-do-a-
speech-choir-2/

Waley, Arthur. (2008). A Hundred and Seventy Chinese Poems.Great Britain: Chiswick Press Charles Whittingham and Co.