1. ELD unit 2 VISUAL AND PERFORMING ARTS

2.  Students will use adjectives to discuss how instruments represent characters and actions in Peter and the Wolf LESSON OBJECTIVE

3.  Did you know that Peter and the Wolf was written with music?!  This week we will start learning about the music and instruments that go with the story  The instruments help the story come to life!  Today we get to listen to the CD!  First, let’s review vocabulary PETER AND THE WOLF

4.  How many instruments can you name?  In the story, each instrument is always the same character. It stands for that character  Each instrument stands for a character. (echo). PETER AND THE WOLF

5. Nouns  Violins  Flutes  Clarinets  Bassoons  Oboes  French Horns  Bass Drums  Kettledrums  Instruments Verbs  Stand(s) for  Sound(s) VOCABULARY

6. Adjectives  Light  Deep  High  Low  Slow  Fast  Loud Conjunctions  When  And VOCABULARY  Soft  Happy  Upset  Scary  Strong  Friendly  Sneaky

7.  Materials: Character cards 1-7, Instrument cards 1-8, and worksheets  As the narrator introduces each character’s instrument, hold up the character and instrument cards for that character.  We will pause after each instrument is introduced to tell which instrument stands for which character.  Example: The violins stand for Peter. (Echo) CHARACTER & INSTRUMENT MATCHING

8.  Description cards 7, 10-11, and 14-20  We will use the description cards to tell how the instruments sound at different parts of the story.  Let’s review the adjectives we use to describe instrument sounds  When the bird greets Peter and the duck, the flutes sound light and friendly (Echo). DESCRIBING INSTRUMENT SOUNDS

9.  Look back at your language logs describing the character’s actions. We will use the same sentences, but this time in the PRESENT TENSE.  Example: Change snuck to sneak.  You try it! Pick an action from your language log and change it from past to present tense.  We will use and to connect two adjectives that describe the sound  Listen to the flutes when Bird greets Peter and the duck.  The flutes sound light and friendly (echo)  Light is the opposite of low. A light sound is soft and cheerful. (echo)  What does the flute sound make you think about the bird? DESCRIBING INSTRUMENT SOUNDS

10.  Now let’s combine the 2 sentences  The flute stands for the bird. When he says hello to Peter, it sounds light and friendly. (Echo). DESCRIBING INSTRUMENT SOUNDS

11.  When the hunters start shooting, the kettledrums and bass drums sound deep, low, and heavy. (Echo)  Deep is the opposite of high. High sounds are light and sunny.  Let’s make a high sound  Now, let’s make a deep sound  What does the deep sound make you think is going to happen?  Example: The kettledrums stand for the hunters. When they shoot into the air, they sound deep and loud. (echo) DESCRIBING INSTRUMENT SOUNDS

12.  I will play a part of the story.  Take turns matching the instrument card with the character in the clip.  Explain to your group why you chose to match the instrument with the character.  Use the talking stick so that everyone gets a chance to play!  Example: The oboe stands for the duck. When the duck waddles into the meadow, the oboe sounds slow and happy. (echo) MATCHING GAME!

13.  Now you’ll write what you’ve been saying!  First choose a character to write about  Then use the instrument and description cards you’ve matched to your character to write a sentence  For example, if I wanted to write about the duck, I would ask myself, which instrument stands for the duck? How does the instrument sound? TICKET OUT THE DOOR The oboe stands for the duck. When the duck waddles into the meadow, the oboe sounds slow and happy. (echo).

14.  The ________ stands for __________. instrument character  When _____________ the ____ sounds _____ & _____ (Present tense action) (instrument) (adjective) (adjective) TICKET OUT THE DOOR

15.  Now let’s share!  Lines of Communication  Tables 1, 2, & 3 line up facing the center of the room  Tables 4, 5, 6, & 7 line up facing the wall. Find a partner. We’ll read our sentences and then rotate! TICKET OUT THE DOOR

16. Lesson 2 VISUAL AND PERFORMING ARTS

17.  Students will use comparative adjectives to describe changes in characters’ actions and instrument sounds. LESSON OBJECTIVE

18. Nouns  Violins  Flutes  Clarinets  Bassoons  Oboes  French Horns  Bass Drums  Kettledrums  Instruments Comparative Adjectives  Lighter  Deeper  Higher  Lower  Slower  Faster  Louder VOCABULARY  Softer  Happier  Sneakier  Friendlier  Stronger  Scarier

19.  Materials managers collect description cards 7, 10-11, and 14-20  Spread the cards out on the table so everyone can see them  As the music plays, SILENTLY work with your group to hold up the words that describe the sounds you hear.  For example, as the bass and kettledrums play, you might hold up cards to show that the sounds are DEEP and DANGEROUS! PETER AND THE WOLF CD

20. Adjective  Slow  Strong  Light  Scary  Fast  Low  High  Loud  Deep  Happy  Soft  Jolly  Sad Comparative Adjective  Slower  Stronger  Lighter  Scarier  Faster  Lower  Higher  Louder  Deeper  Happier  Softer  Jollier  Sadder COMPARATIVE ADJECTIVES Now let’s make a list of different comparative adjectives using a T-Chart

21.  When ______ ______, the ______s sound _____er and _____er. (Character) (Action) (instruments) (adjective) (adjective)  When Peter captures the wolf, the violins sound higher and louder. (Character) + (Action) (instruments) (adjective) (adjective)  When the wolf creeps out of the meadow, the French horns sound scarier and softer.  Now you try it! As we listen to the music, pay attention to how it helps you see and feel what is happening in the story.  Give one, get one!  Share Responses COMPARING SOUNDS FOR DIFFERENT ACTIONS

22.  When the cat is creeping in the grass, the clarinets sound soft and slow. (Echo)  When she sees the wolf, they sound higher and faster. (Echo).  When the Bird teases the duck, the flutes sound soft and slow. (Echo)  When he distracts the wolf, they sound faster and stronger. (Echo)  Now you try! Think about how the instrument sounds change in the story for different characters. Use pronouns to replace the instrument and character names PRACTICE USING PRONOUNS

23.  Materials managers collect description cards 7, 10- 11, and 14-20. Character Cards 1-7 and Instrument Cards 1-8  Teachers choice collect whiteboards, markers, 1 eraser per table  Character Cards face down in the middle of the group  All other cards face up so everyone can see them MATCHING CARD GAME

24. 1.Table leaders draw a character card and choose the matching instrument. Choose two actions that the character does. Use the description cards to tell how the sound changes at different points in the story. 2.If the sentence makes sense, the group echoes. If it doesn’t make sense, the group offers suggestions to correct them. Once the sentence is correct, the group says it together. 3.Continue until everyone gets a turn. If you finish early, take another turn! *Use your language log to help ECHO CARD GAME!

25. #1 When ______ ______, the _____ sounds _____ and _____. character action 1 instrument adjective adjective #2 When ______ ______, the _____ sounds ____er and ____er. pronoun action 2 instrument comparative adjectives  Example: #1 When the bird says hello to Peter, the flute sounds high and slow. #2 When he distracts the wolf, the flute sounds higher and faster. ECHO CARD GAME!

26.  Write your sentences!  Use the character card you drew to describe and compare the two actions! #1 When ______ ______, the _____ sounds _____ and _____. character action 1 instrument adjective adjective #2 When ______ ______, the _____ sounds ____er and ____er. pronoun action 2 instrument comparative adjectives TICKET OUT THE DOOR

27. Lesson 3 VISUAL AND PERFORMING ARTS

28.  Students will classify the brass and woodwind families, then compare and contrast instruments. LESSON OBJECTIVE

29. Nouns  Family of instruments  Brass  Reed  Woodwind  Holes  Keys  Valves  Mouthpiece  Tube  Trumpet  Tuba  Trombone Verb phrases  Made of  Play by + blowing into  pressing VOCABULARY

30.  Instrument Cards 1-8  Try to recognize the instrument sounds as you hear them!  I will play a few tracks. Hold up the instrument card for the sounds you hear MATCH THE INSTRUMENT TO ITS SOUND!

31.  Listen to the sound of the instruments.  You will make appointments with other students INSTRUMENT APPOINTMENTS!

32. Adjectives  Lighter  Deeper  Higher  Lower  Slower  Faster  Louder  Softer  Happier  Sneakier  Friendlier  Stronger  Scarier Conjunctions  Both  Because VOCABULARY  Stronger  Scarier  Narrow  Bigger  Smaller  Wider  Lower  + than

33. Lesson 4 VISUAL AND PERFORMING ARTS

34.  Students will classify the string and percussion families, then compare and contrast the instruments. LESSON OBJECTIVE

35. Nouns  Strings  Percussion  Sticks  Bow  Wood  Metal  Leather Nouns  Pick  Cello  Guitar  Harp  Cymbals  Snare drum  Family of instruments VOCABULARY

36. Verbs  Strike  Play by +  Strumming  Running  Striking  Clashing  Made of Conjunctions  Both  Because VOCABULARY