M = Mnemonics. Using musical mnemonics to remember lists of words or concepts has been a staple of early instruction for centuries, including the Alphabet Song and “Uno, Dos, Tres” from Sesame Street. When you ask students to remember lists of names, important details, language conventions, or other basic concepts, have them construct their own musical mnemonic devices, using tunes that are familiar to them or original melodies.

A = Adaptations. Great stories have been adapted to song by opera composers and popular musicians, and your students can do their own musical adaptations of the stories they read if you give them the opportunity. You may need to teach basic song structure, such as 1–4–5 progressions in folk or blues, or use your musically inclined students to lead groups in developing melody, but the key is in the verses they compose to retell the story (or event) and the mood that the music helps to create. Students can tie musical elements to story elements, such as having a bridge or a key change at the turning point in the story. Their adaptations may be faithful to the themes and spirit of the original text (as interpreted by the students). Have them write explanations of their composing process and choices.