Rubric: Tongue Twisters with Motions
Process:
1. Students will choose and learn one of the provided tongue twisters with self-selected body percussion motions (clap, stomp, pat).
2. Students will work in partners or small groups on the performance of the tongue twister with motions.
3. Students will perform the tongue twister with their partner(s) for evaluation.
Evaluation/Quality of Performance:
The teacher will circle the appropriate performance levels.
Advanced: (5 points each)
• The student(s) performed both the rhyme and all three motions simultaneously.
• The student(s) performed both the rhyme and motions without error.
• The student(s) performed both the rhyme and motions at a very quick speed.
• The student(s) stayed together throughout the performance.
Accomplished: (4 points each)
• The student(s) performed both the rhyme and two of three motions simultaneously through the
• The student(s) performed both the rhyme and motions with one or two errors in each area.
• The student(s) performed both the rhyme and motions at a moderately quick speed.
• The student(s) stayed together throughout most of the performance.
Developing: (3 points each)
• The student(s) performed both the rhyme and one of three motions simultaneously through the
• The student(s) performed both the rhyme and motions with few errors in each area.
• The student(s) performed both the rhyme and motions at a moderate speed.
• The student(s) stayed together through some of the performance.
Beginning: (2 points each)
• The student(s) performed both the rhyme and one of three motions through only half of the
• The student(s) performed both the rhyme and motions significant errors in each area.
• The student(s) performed both the rhyme and motions at a slow speed.
• The student(s) stayed together through very little of the performance.
Comments/Reflection:
______
Student Name: ______Date Completed: ______
Tongue Twisters
Moses supposes his toeses are roses, but Moses supposes erroneously.
But, Moses, he knowses his toeses aren’t roses as Moses supposes his toeses to be.
Chester chooses chestnuts, cheddar cheese with chewy chives.
He chews them and he chooses them.
He chooses them and he chews them;
those chestnuts, cheddar cheese with chewy chives in cheery, charming chunks.
Peter Piper picked a peck of pickled peppers.
A peck of pickled peppers Peter Piper picked.
If Peter Piper picked a peck of pickled peppers, how many pecks of pickled peppers did Peter Piper pick?
Through three cheese trees three free fleas flew.
While these fleas flew, freezy breeze blew.
Freezy breeze made these three trees freeze.
Freezy trees made these trees' cheese freeze.
That's what made these three free fleas sneeze.
Betty Botter bought some butter but, said she, the butter's bitter.
If I put it in my batter, it will make my batter bitter.
But a bit of better butter will make my bitter batter better.
So she bought some better butter, better than the bitter butter,
put it in her bitter batter, made her bitter batter better.
So 'twas better Betty Botter bought some better butter.
Instructions:
1.Put a star next to the tongue twister that you chose.
2.Create a key for the words and body percussion motions to be used. You can use the back of this paper, if necessary.
3.Work on performing the tongue twister with the body percussion motions simultaneously.
Remember: Accuracy is more important than speed!