LEARNING (EX PERIENCE(PLAN(
Learning(Experience(Title:(Jingling&All&the&W a y &to&th e&Inn(
Grade(level:(4
th
$or$5
th
$$
How(does(this(lesson(fit(within(a(larger(unit(of(study?(
Timeframe:(1-2$class$periods.$This$activity$can$go$more$in$
depth$and$detailed$or$be$more$of$a$fun$activity,$depending$on$
the$grade$level$and$n eed s$of$th e$stud en ts.$$
Objectives(
CT(State(Social(Studies(Standards:(
(
INQ$3–5.2$Identify$disciplinary$concepts$and$ideas$associated$with$a$
compelling$question$that$are$open$to$different$interpretations.$
$
INQ$3–5.9$Use$evidence$to$develop$claims$in$response$to$compelling$
questions.$
$
INQ$3–5.11$Construct$explanations$using$reasoning,$correct$sequence,$
examples,$and$details$with$relevant$information$and$data$
$
INQ$3–5.13$Critique$arguments.$$
$
INQ$3–5.14$Critique$explanations.$
(
Additional(CT(CORE(Standards:(
(
CT(Arts(Anchor(Standards(
$
#2$Organize$and$develop$artistic$ideas$and$work$
$
#6$Convey$meaning$through$the$presentation$of$artistic$work$
$
#8$Interpret$intent$and$meaning$in$artistic$work$
$
#11$Relate$artistic$ideas$and$works$with$societal,$cultural,$and$
historical$context$to$deepen$understanding$
• Lesson’s(Collaborative/Social(Objectives:(
□(Participate&fully&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&
□&Listen&attentively&
□&Express&appreciation&of&others’&ideas&
□&Reflect&on&group&interaction&
□&Think&constructively&
□&Make&group&decisions&
□&Respect&and&value&different&skills&and&opinions&
□&Other:(
• Compelling(Questions(Engaged:(
How$do$songs$and$pop$culture$survive$throughout$history?$
• Materials(and(Prep(Required:(
(
• Access$to$and$a$way$to$present$the$lyrics$of$“Jingle$
Bells”$to$the$whole$class$
• Paper$for$the$students$to$write$the$“new”$lyrics$on$$
• Optional:$An$audio$recording$or$mp3$of$the$song$
$
Read$over$the$lyrics,$history,$and$vocabulary$to$become$
familiar$with$the$material$used$in$the$less on .$Sinc e$th is$is$
based$on$a$holiday$song,$it$may$be$helpful$to$plan$this$lesson$
sometime$around$the$holiday$season.$$
(
• Lesson’s(Content(Objectives:(
Students$will:$
• Learn$the$history$behind$the$song$“Jingle$Bells.”$
• Compare$Jingle$Bells$to$other$historical$songs$and$customs$
• Relate$Jingle$Bells$to$the$painting$Seven&Miles&to&Farmington,$
and$modern$day$
• Learn$elements$of$song$structure$and$writing$
• Work$in$groups$to$discuss$and$form$part$of$a$song$
(
Lesson(Vocabulary((
(
One(Horse(Open(Sleigh:(A$sleigh$with$no$canopy$or$cover,$so$it$is$
referred$to$as$“open ,”$an d$w as $pu lled$b y$on e$ho rse .$(
(
O’er:(An$old$or$poetic$contraction$for$“over,”$helpful$when$
counting$syllables$for$poetry$or$songs.(
(
Sleigh(Bells:(Bells,$that$often$jiggled,$were$used$on$sleighs$to$
indicate$an d $warn$other$sle igh s $an d $p e o p le$o f$t h e$s leig h s$
presence.$By$putting$bells$on$the$harness$near$the$tail$of$the$
horse,$they$will$ring$every$time$the$horse$moves.(
(
Bobtail:(Horses$would$often$have$their$tail$“bobbed”$meaning$
they$would$eith er$hav e$the ir$tail$cut$or$h ave $their$tail$fold ed $and $
tied$to$keep$it$out$of$the$sleigh .(
(
Fanny(Bright:(This$could$be$a$general$term$for$a$young$woman$or$
also$specifically$referencing$a$woman$at$the$time.(
(
Drifted(Bank:(Referring$to$a$snow$bank$or$snow$drift$that$the$
horse$got$stuck$in.(
(
Upsot:(A$poetic$term$that$can$mean$both$“upset”$as$well$as$“to$
tip$or$overturn”$som e thin g.$Sin ce$the $ho rse$go t$stuck $in$a$sno w $
bank,$it$is$likely$that$the$sleigh$could$have$been$overturned$or$
tipped$over,$or$the$ride rs$we re$just$upset$about$being$slowed$
down;$either$meaning$works$in$this$case.(
(
Bay:(A$specific$hair$coat$color$of$horses:$a$horse$with$a$reddish-
brown$to$dark$brown$body$with$a$black$mane,$tail,$and$lower$
legs.(
(
Two(Forty:(Refers$to$the$horse$traveling$a$mile$in$two$minutes$
and$forty$seconds$or$22.5$miles$per$hour.(
(
Verse:(A$section$of$a$song$that$is$only$sung$once,$but$each$verse$
have$similar$number$of$lines,$syllables$per$line,$and$rhyming$
scheme.(
(
Chorus:(A$section$of$a$song$that$is$repeated$throughout,$often$
between$verses$and$at$the$end$of$the$song.(
(
Lyrics:$$The$words$of$a$song.$
(
Melody:$The$music$of$a$song.$
Time$
Hook;$Initiation;$Building$Inclusion$
Notes/Details$
($$minutes)$
$
$
How&will&you&connect&students&to&their&prior&learning&or&
experiences?&
&
Have$the$students$sing$“Jingle$Bells”$solely$from$
memory.$$
$
Note$how$many$verses$or$lyrics$the$students$recall$and$
have$a$brief$discussion$about$the$meaning$of$the$song$
(i.e.$what$do$the$stu de nts $think $of$w h en $the y$he ar$th e$
song,$what$is$the$song$about,$what$do$the$lyrics$mean).$$
$
After$the$discussion,$briefly$explain$that$the$song$
details$a$sleigh$race,$a$popular$winter$pastime$in$the$
1800s.$“Jingle$Bells”$was$a$sleighing$song,$a$song$which$
people$would$sing$while$they$were$sleighing$
(appropriately$n amed).$$
$
Ask$the$students$if$they$can$think$of$modern-day$
pastimes$similar$to$sleigh-racing,$and$try$to$think$of$a$
modern-day$equivalent$to$a$sleighing$song$(ie.$car$
radio,$iPod,$etc.)$
Facts(about(the(Song:$
$
James$Lord$P ierp on t$w ro te$th e$so n g$in$th e$1 85 0s ,$des crib ing$
a$sleigh$race$through$the$snow.$The$Durrie$painting$was$
completed$around$1853.$Though$the$extra$verses$are$not$well$
known$(and$some$of$the$lyrics$have$been$changed$from$the$
original)$they$describe$the$social$and$exciting $atm os ph ere$o f$
a$sleigh$race$in$the$1850s.$Before$the$invention$of$the$
automobile,$sleigh$racing$was$as$popular$as$other$winter$
pastimes,$such$as$ice$skating.$Although$it$is$now$a$popular$
Christmas$song,$it$did$not$originate$as$such,$and$was$likely$a$
Thanksgiving$song$originally$and$was$also$first$published$
under$the$title,$“One$Horse$Open$Sleigh.”$The$modern$lyrics$
(the$lyrics$listed$above )$are$a ctu ally$sligh tly$differe nt$th at$th e$
original$lyrics,$and$it$is$unknown$who$changed$the$lyrics$from$
those$that$are$know n $tod ay .$
Time$
Activities/Strategies$
Notes/Details$
($$$minutes)$
How&will&you&have&students&interact&with&each&other&about&the&
lesson&content? &H ow&will&students&be&enga ge d&in &inq u iry&a nd &
creativity?&What&assessment&strategies&will&be&employed?&
(
History(of(the(Song:((
Now$introduce$the$full$lyrics$of$the$song.$Try$to$read$or$
sing$through$the$whole$song$with$the$class.$As$they$
read/sing$along ,$they$w ill$likely$find$w o rds$o r$term s$
they$do$not$kno w .$The $attach ed $lyrics$high ligh t$the$
terms$or$words$u sed $in$the $son g$tha t$are$no t$w ell$
known.$$
$
After$reading$or$singing,$you$can$then$go$through$the$
terms$with$the$stud en ts$an d$an y$qu es tion s$they $hav e$
with$them.$Try$to$have$them$figure$out$the$meanings$of$
the$words$throu gh $inq uiry $and $the$context$of$the$song.$$
$
Break$the$class$into$groups$and$assign$a$group$of$
students$to$a$specific$verse$(one$group$to$the$first$
verse,$one$group$to$the$chorus,$one$group$the$second$
verse,$etc…$only$one$group$needed$for$the$chorus$
obviously).$$
$
Each$group$will$find$the$words$that$rhym e $in$the $ve rse$
or$that$make$the$verse$sound$musically$pleasing.$Also$
have$the$groups$count$the$syllables$in$each$line$of$the$
verse,$and$then$compare$with$other$groups$to$see$if$
they$can$discover$w h y$the$w o rds$so u nd $goo d $toge the r,$
and$if$there$are$any$patterns.$$
(
Making(Connections(to(the(Durrie(Painting:((
(
Tell$your$students$to$imagine$that$the$sleigh$race$in$
“Jingle$Bells”$ends$at$the$inn$in$Durrie’s$painting.$Break$
the$students$back $into $grou ps $(can$u se$the $sam e$gro u ps$
as$before)$and$tell$the$students$to$write$a$fifth$verse$of$
jingle$bells,$in c o rp o ra tin g$a s $m a n y $a sp e cts $o f$th e $
painting$that$they$can,$and$trying$to$stay$in$tune$with$
the$melody$of$th e$son g.$$
$
Finished$verses$should$have$8$lines$with$the$correct$
amount$of$syllables,$and$match$the$ABAB$CDCD$rhyme$
scheme.$
$
After$everyone$is$finished,$each$group$can$sing$their$
verse$to$the$rest$of$the$class.$$
(
Question(and(Relate:(
$
Ask$the$students$why$they$think$that$this$song$became$
popular,$while$other$songs$from$that$time$period$may$
not$have.$
$
How$can$forms$of$media$and$visualization$(such$as$
Durrie’s$painting)$memorialize$certain$customs$like$
sleigh$riding$and$sleigh$songs?$
$
Lyrics(to(“Jingle(Bells”!(
$
[Verse$1]$
Dashing$through$the$snow$
In$a$one-horse$open$sleigh$
O'er$the$fields$we$go$
Laughing$all$the$way$
Bells$on$bobtail$ring$
Making$spirits$bright$
What$fun$it$is$to$ride$and$sing$
A$sleighing$song$tonight!$
$
[Chorus]$
Jingle$bells,$jingle$bells,$$
Jingle$all$the$way.$
Oh!$what$fun$it$is$to$ride$
In$a$one-horse$open$sleigh.$
Jingle$bells,$jingle$bells,$
Jingle$all$the$way;$
Oh!$what$fun$it$is$to$ride$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$
In$a$one-horse$open$sleigh.$
$
[Verse$2]$
A$day$or$two$ago$
I$thought$I'd $ta k e $a$r id e$
And$soon,$Miss$Fanny$Bright$
Was$seated$by$my$side,$
The$horse$was$lean$and$lank$
Misfortune$seemed$his$lot$
He$got$into$a$drifted$bank$
And$then$we$got$upsot.$$
$
[Chorus]$
$
[Verse$3]$
A$day$or$two$ago,$
The$story$I$must$tell$
I$went$ou t$o n $th e $s n o w ,$
And$on$my$back$I$fell;$
A$gent$was$riding$by$
In$a$one-horse$open$sleigh,$
He$laughed$as$there$I$sprawling$lie,$
But$quickly$drove$away.$
$
[Chorus]$
$
[Verse$4]$
Now$the$ground$is$white$
Go$it$while$you're$young,$
Take$the$girls$tonight$
and$sing$this$sleighing$song;$
Just$get$a$bobta iled$b ay $
Two$forty$as$his$speed$
Hitch$him$to$an$open$sleigh$
And$crack!$you'll$take$the$lead.$$
$
Follow$this$question$by$asking$students$why$they$think$
only$part$of$the$song$is$commonly$remembered,$
instead$of$the$whole$song?$
$
Are$there$other$songs$or$customs$that$we$identify$with$
from$the$past$th at$still$ex ist$tod ay $(i.e.$Star$S pa ng led $
Banner,$snowball$fights$(Boston$Massacre),$etc.).$$
$
Have$students$discuss$these$questions$in$their$groups$
and$then$bring$the$discussion$to$the$whole$class,$to$
debate/decide$if$there$is$a$commonly$agreed$upon$or$
best$answer.$$
&
[Chorus]$
$
What’s!the!rhyme,!meter,!and!pattern!in!the!verse?$
The$song’s$verses$have$a$rhyming$system$known$as$alternate$
rhyme,$where $each $final$w o rd$(o r$End $Rh ymes)$in$alternating$
pair$of$lines$ends$in$a$rhyme.$The$rhyme$scheme$is$known$as$
ABAB$CDCD.$
$
Line$1:$Dash/ing/through/the/snow$(5$syllables)$
Line$2:$In/a/one/horse/op/en/sleigh$(7$syllables)$
Line$3:$O'er/the/fields/we/go$(5$syllables)$
Line$4:$Laugh/ing/all/the/way$(5$syllables)$
Line$5:$Bells/on/bob/tail/ring$(5$syllables)$
Line$6:$Mak/ing/spi/rits/bright$(5$syllables)$
Line$7:$What/fun/it/is/to/ride/and/sing$(8$syllables)$
Line$8:$A/sleigh/ing/song/to/night!$(6$syllables)$
$
Assessment(
Observe$how$the$students$sing$the$song$and$question$the$
lyrics;$
Observe$and$listen$to$the$questions$that$arise$from$th e$so ng;$
Listen$to$interactions$between$students$concerning$the$
rhyming,$pattern ,$and $de tails$of$th e$son g;$
Review$their$final$verse$of$the$song$based$off$of$the$painting,$
Seven&Miles&to&Farmington.&&
Observe$how$well$they$relate$Jingle&Bells$to$other$popular$
customs$and$songs$from$the$past.$(
Time$
Reflection$Questions$
Notes/Details$
(5$minutes)$
Content:$[Use&content&questio ns &from&above&“Question&a nd &
Relate”]&
Collaborative:$How&did&your&group&work&together&to&create&a&
new&song&verse?&
Personal:$How&did&you&contribute&to&the&work&of&your&group?&
Reflection$questions$can$be$done$in$a$variety$of$ways:$whole$group$
share;$partner$share;$written$response$via$an$“exit$slip”$(as$
examples)$
Time$
Appreciations$
Notes/Details$
(2$minutes)$
Invite&apprecia t io ns .&“W ha t&did&you&notice&about&our&work&
together&today?”&
$
!