ELD unit 2 VISUAL AND PERFORMING ARTS
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ELD unit 2VISUAL AND
PERFORMING ARTS
Students will use adjectives to discuss how instruments represent characters and actions in Peter and the Wolf
LESSON OBJECTIVE
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
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
Nouns
ViolinsFlutesClarinetsBassoonsOboesFrench HornsBass DrumsKettledrumsInstruments
Verbs
Stand(s) forSound(s)
VOCABULARY
Adjectives
LightDeep HighLowSlowFastLoud
Conjunctions
WhenAnd
VOCABULARY
SoftHappyUpsetScaryStrongFriendlySneaky
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
Description cards 7, 10-11, and 14-20We 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
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 soundListen 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 fl ute sound make you think about the bird?
DESCRIBING INSTRUMENT SOUNDS
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
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 soundNow, let’s make a deep soundWhat 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
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!
Now you’ll write what you’ve been saying!First choose a character to write aboutThen 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).
The ________ stands for __________. instrument
character
When _____________ the ____ sounds _____ & _____
(Present tense action) (instrument) (adjective) (adjective)
TICKET OUT THE DOOR
Now let’s share!Lines of CommunicationTables 1, 2, & 3 line up facing the
center of the roomTables 4, 5, 6, & 7 line up facing the
wall. Find a partner. We’ll read our sentences and then rotate!
TICKET OUT THE DOOR
Lesson 2VISUAL AND
PERFORMING ARTS
Students will use comparative adjectives to describe changes in characters’ actions and instrument sounds.
LESSON OBJECTIVE
Nouns
ViolinsFlutesClarinetsBassoonsOboesFrench HornsBass DrumsKettledrumsInstruments
Comparative Adjectives
LighterDeeperHigherLowerSlowerFasterLouder
VOCABULARY
SofterHappierSneakierFriendlierStrongerScarier
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
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 Joll ier Sadder
COMPARATIVE ADJECTIVES
Now let’s make a list of different comparative adjectives using a T-Chart
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
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 fl utes 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 diff erent characters. Use pronouns to replace the instrument and character names
PRACTICE USING PRONOUNS
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
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!
#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!
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
Lesson 3VISUAL AND
PERFORMING ARTS
Students will classify the brass and woodwind families, then compare and contrast instruments.
LESSON OBJECTIVE
NounsFamily of instrumentsBrassReedWoodwindHolesKeysValvesMouthpieceTubeTrumpetTubaTrombone
Verb phrasesMade ofPlay by + blowing
intopressing
VOCABULARY
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!
Listen to the sound of the instruments.
You will make appointments with other students
INSTRUMENT APPOINTMENTS!
AdjectivesLighterDeeperHigherLowerSlowerFasterLouderSofterHappierSneakierFriendlierStrongerScarier
ConjunctionsBothBecause
VOCABULARY
StrongerScarierNarrowBiggerSmallerWiderLower
+ than
Lesson 4VISUAL AND
PERFORMING ARTS
Students will classify the string and percussion families, then compare and contrast the instruments.
LESSON OBJECTIVE
NounsStringsPercussionSticksBowWoodMetalLeather
NounsPickCelloGuitarHarpCymbalsSnare drumFamily of
instruments
VOCABULARY
VerbsStrikePlay by +
StrummingRunningStrikingClashing
Made of
ConjunctionsBothBecause
VOCABULARY
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