Part B

The Society of the Four Arts Children’s LibraryPresents

Sergei Prokofiev’sPeter and the Wolf

Presented by Palm Beach Symphony & Ballet

Friday, November 9, 2018

10:15 a.m. & 11:45 a.m.

A Teacher’s Manual & Student Guide Approved for Grade Levels K – 5

Children’s LibrarySociety of the Four Arts

2 Four Arts Plaza, Palm Beach, FL 33480T – (561) 655-2776 F – (561) 655-7233

RESERVATIONS BEGIN: Wednesday, September 5, 2018

TABLE OF CONTENTS

Part B

About Performances at The Society of the Four Arts 3

Programs Summary 5

Palm Beach Symphony 5

Ballet Palm Beach 6

Teacher Development 7

Adaptations of Peter and the Wolf 8

Vocabulary 9

Types of Instruments 10

Cast of Characters 10

More About Orchestras 10

Pre-Activities 11

Post-Activities 12

Lesson Plan 13

Lesson Plan Scale 17

Peter and the Wolf Character Traits Worksheet 19

Key Terms Match 26

Key Terms Teacher Sheet 28

Are You Ready to Visit The Four Arts? 30

Standards: Kindergarten through 5th Grade 33

Evaluation 41

Peter and the Wolf Key Terms Match

Part B

Directions: Cut apart the squares. Put the table back together, putting the word, its definition and picture in a row.

BackdropA large orchestra of

string, wind, and percussion instruments

Composer

dance form performed to music using precise and

formal steps; often tells a story

SymphonyA raised platform on

which plays are presented

OperaA painted cloth

hung across the rear of a stage

Play A story acted out by people or puppets

Part B

Stage A person who writes music

Theater A play set to music

Ballet A building or area for plays

27

Part B

Peter and the Wolf Key Terms MatchTEACHER KEY SHEET

Directions: Cut apart the squares. Put the table back together, putting the word, its definition and picture in a row.

BackdropA painted cloth hung across the rear of a stage

Ballet

dance form performed to music using precise and

formal steps; often tells a

story

SymphonyA large orchestra of string, wind, and percussion

instruments

Opera A play set to music

Part B

PlayA story acted out

by people or puppets

StageA raised platform on which plays are presented

Theater A building or area for plays

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Part B

Are You Ready To Visit

The Society of the Four Arts?

What does it mean when the lights blink in the hallway outside of an auditorium?

A. The theater is trying to save electricityB. There is a problem with the light bulbsC. It is a special effect to make the theater seem interestingD. It is time to go into the theater and sit down

The answer is D. The lights blinking means that the performance is going to start in just a few minutes. Your teacher or chaperone will lead you to your seats so you don’t miss anything.

When should you go to the restroom when at a performance?

A. During the quiet partsB. During the loud partsC. When there are only a couple of people on stageD. Before or after the performance so I don’t disturb anyone

The answer is D. Even if you try to be very quiet, getting up in the middle of the performance bothers the people sitting around you and can distract the performers. Try to go to the bathroom before or after a performance so you can concentrate on what’s happening on stage.

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Part B

When is it OK to talk during a performance?

A. When my friends are talkingB. When I think of something funnyC. If it’s loud enough that the performer can’t hear me talking.D. When the performer asks the audience a question

The answer is D. Remaining quiet unless asked a question shows the performer that you care about what they are doing or saying, and helps the people who are sitting around you hear the program. Even if your friends are talking, it is good theater manners to remain quiet.

What should you do with food and drink when attending a performance at The Four Arts?

A. Sneak it in under my jacketB. Ask my teacher to hold itC. Hide it in a plant or behind a chairD. Leave it in a safe place, such as the bus or the car, and enjoy it

later.

The answer is D. The Four Arts doesn’t allow food or drinks in the auditorium at all. Sneaking or hiding food is not allowed either.

NO FOOD

31

Part B

After the performance, sometimes the performers take questions from the audience. If you are called on, what should you do?

A. Stand UpB. Speak SlowlyC. Speak Very LoudlyD. All of the Above

The answer is D. If the performer asks “Does anyone have any questions?” by all means, raise your hand! If you get called on, speaking slowly, loudly and standing up helps the performer and the audience hear your question.

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STANDARDS

Part B

The following standards are addressed through the program, as well as pre- and post-activities.

KINDERGARTEN STANDARDS

ENGLISH LANGUAGE ARTS:LAFS.K.L.1.1 Demonstrate command of the conventions of standards English grammar and usage when writing or speaking.LAFS.K.L.3.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on kindergarten reading and contentLAFS.K.L.3.6 Use words and phrase acquired through conversations, reading and being read to, and responding to texts.LAFS.K.RL.1.1 With prompting and support, ask and answer questions about key details in a text. LAFS.K.RL.1.2 With prompting and support, retell familiar stories, including key details.LAFS.K.RL.1.3 With prompting and support, identify characters, settings, and major events in a story.LAFS.K.RL.2.4 Ask and answer questions about unknown words in a text.LAFS.K.RL.2.5 Recognize common types of text (e.g., storybooks, poems).LAFS.K.RL.3.9 With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories.LAFS.K.SL.1.2 Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood.LAFS.K.SL.1.3 Ask and answer questions in order to seek help, get information, or clarify something that is not understood.LAFS.K.SL.2.5 Add drawings or other visual displays to description to provide additional detail.LAFS.K.W.1.2 Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, tell about the events in the order in which they occurred, and provide a reaction to what happened.

MUSIC:MU.K.C.1.1 Respond to music from various sound sources to show awareness of steady beat.MU.K.C.1.2 Identify various sounds in a piece of music.MU.K.C.2.1 Identify similarities and/or differences in a performance.MU.K.C.3.1 Share opinions about selected pieces of music.MU.K.O.1.1 Respond to beat, rhythm, and melodic line through imitation.MU.K.O.1.2 Identify similarities and differences in melodic phrases and/or rhythm patterns.MU.K.O.3.1 Respond to music to demonstrate how it makes one feel.

THEATRE:TH.K.C.2.1 Respond to a performance and share personal preferences about parts of the performance.TH.K.C.3.1 Recognize that individuals may like different things about a selected story or play.TH.K.C.3.2 Share reactions to a live theatre performance.TH.K.H.2.1 Identify how the elements of place and time can change a story.TH.K.H.3.1 Describe feelings related to watching a play.TH.K.O.1.1 Share opinions about a story with classmates.TH.K.O.2.1 Draw a picture of a favorite scene from a play.TH.K.O.3.1 Compare a story that is read to one that is acted out.TH.K.S.1.1 Demonstrate appropriate audience behavior at a live performance.TH.K.S.1.2 Describe play-acting, pretending, and real life.TH.K.S.1.3 Describe personal preferences related to a performance.

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FIRST GRADE STANDARDS

ENGLISH LANGUAGE ARTS:

Part B

LAFS.1.L.1.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.LAFS.1.L.3.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 1 reading and content, choosing flexibly from an array of strategies.LAFS.1.L.3.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using frequently occurring conjunctions to signal simple relationships (e.g., because)LAFS.1.RL.1.1 Ask and answer questions about key details in a text.LAFS.1.RL.1.2 Retell stories, including key details, and demonstrate understanding of their central message or lesson.LAFS.1.RL.1.3 Describe characters, setting, and major events in a story, using key details.LAFS.1.RL.2.4 Identify words and phrases in stories or poems that suggest feelings or appeal to the senses.LAFS.1.RL.2.5 Explain major difference between books that tell stories and books that give information, drawing on a wide reading of a range of text types.LAFS.1.RL.3.9 Compare and contrast the adventures and experiences of characters in stories.LAFS.1.SL.1.2 Ask and answer questions about key details in a text read aloud or information presented orally or through other media.LAFS.1.SL.1.3 Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood.LAFS.1.SL.2.5 Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings.LAFS.1.W.1.3 Write narratives in which they recount two or more appropriately sequences events, include some details regarding what happened, use temporal words to signal event order, and provide some sense of closure.

MUSIC:MU.1.C.1.2 Respond to music from various sound sources to show awareness of differences in musical ideas.MU.1.C.3.1 Share different thoughts or feelings people have about selected pieces of music.MU.1.O.1.1 Respond to contrasts in music as a foundation for understanding structure.MU.1.O.1.2 Identify patterns of a simple, four-measure song or speech piece.MU.1.O.3.1 Respond to changes in tempo and/or dynamics within musical examples.

THEATRE:TH.1.C.3.1 Share opinions about selected plays.TH.1.H.2.1 Re-tell a story, demonstrating respect, from a culture other than one's own.TH.1.H.3.1 Identify similarities between plays and stories.TH.1.O.1.1 Demonstrate how the parts of the story go together by acting out a story with a beginning, middle, and end.TH.1.O.2.1 Describe in words or by drawing a picture, the most exciting part in the story line of a play.TH.1.S.1.1 Exhibit appropriate audience etiquette and response.TH.1.S.1.2 Demonstrate the differences between play-acting, pretending, and real lifeTH.1.S.1.3 Explain personal preferences related to a performance.

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SECOND GRADE STANDARDS

ENGLISH LANGUAGE ARTS:

Part B

LAFS.2.L.1.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.LAFS.2.L.3.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 2 reading and content, choosing flexibly from an array of strategies.LAFS.2.L.3.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy.)LAFS.2.RL.1.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.LAFS.2.RL.1.2 Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral.LAFS.2.RL.1.3 Describe how characters in a story respond to major events and challenges.LACC.2.RL.2.4 Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song.LAFS.2.RL.2.5 Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action.LAFS.2.RL.3.9 Compare and contrast two or more versions of the same story (e.g., Cinderella stories) from different authors or from different cultures.LAFS.2.SL.1.2 Recount or describe key ideas or details from a text read aloud or information presented orally or through other media.LAFS.2.SL.1.3 Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic and issue.LAFS.2.SL.2.5 Create audio recordings of stories or poems; add drawings or other visual displays to stories or recounts of experiences when appropriate to clarify ideas, thoughts, and feelingsLAFS.2.W.1.3 Write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure.

MUSIC:MU.2.C.1.1 Identify appropriate listening skills for learning about musical examples selected by the teacher.MU.2.C.1.2 Respond to a piece of music and discuss individual interpretations.MU.2.C.1.3 Classify unpitched instruments into metals, membranes, shakers, and wooden categories.MU.2.F.2.1 Describe how people participate in music.MU.2.O.1.1 Identify basic elements of music in a song or instrumental excerpt.MU.2.O.1.2 Identify the form of a simple piece of music.MU.2.O.3.1 Describe changes in tempo and dynamics within a musical work.

THEATRE:TH.2.C.3.1 Identify important characteristics to discuss when sharing opinions about theatre.TH.2.H.2.1 Identify universal characters in stories from different cultures.TH.2.H.3.1 Create dialogue for characters from a story.TH.2.O.1.1 Compare the differences between reading a story and seeing it as a play.TH.2.O.2.1 Re-tell what happened in the beginning, middle, and end of a story after viewing a play.TH.2.S.1.1 Exhibit the behavior necessary to establish audience etiquette, response, and constructive criticismTH.2.S.1.2 Compare, explain, and exhibit the differences between play-acting, pretending, and real life.TH.2.S.1.3 Explain, using specific examples, why some individuals may or may not like a particular performance.

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THIRD GRADE STANDARDS

ENGLISH LANGUAGE ARTS:LAFS.3.L.1.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

Part B

LAFS.3.L.3.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies.LAFS.3.L.3.6 Acquire and use accurately grade-appropriate conversational, general academic, and domain-specific words and phrases, including those that signal spatial and temporal relationships (e.g., After dinner that night we went looking for them). LAFS.3.RL.1.1 Ask and answer such questions to demonstrate understanding of a text, referring explicitly to the text as the basis for answers.LAFS.3.RL.1.2 Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text.LAFS.3.RL.1.3 Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events.LAFS.3.RL.2.4 Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language.LAFS.3.RL.2.5 Refer to parts of stories, dramas, and poems when writing or speaking about text, using terms such as chapter, scene, and stanza; describe how each successive part builds on earlier sections.LAFS.3.SL.1.2 Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.LAFS.3.SL.1.3 Ask and answer questions about information from a speaker, offering appropriate elaboration and detail.LAFS.3.SL.2.5 Create engaging audio recordings of stories or poems that demonstrate fluid reading at an understandable pace; add visual displays when appropriate to emphasize or enhance certain facts or detailsLAFS.3.W.1.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.

MUSIC: MU.3.C.1.1 Describe listening skills and how they support appreciation of musical works.MU.3.C.1.2 Respond to a musical work in a variety of ways and compare individual interpretations.MU.3.C.1.3 Identify families of orchestral and band instruments.MU.3.C.2.1 Evaluate performances of familiar music using teacher-established criteria.MU.3.C.3.1 Identify musical characteristics and elements within a piece of music when discussing the value of the work.MU.3.O.1.1 Identify, using correct music vocabulary, the elements in a musical work.MU.3.O.2.1 Rearrange melodic or rhythmic patterns to generate new phrases.MU.3.O.3.1 Describe how tempo and dynamics can change the mood or emotion of a piece of music.

THEATRE:TH.3.C.3.1 Discuss the techniques that help create an effective theatre work.TH.3.H.2.1 Identify geographical or cultural origins of stories.TH.3.H.3.1 Identify interpersonal skills that are learned through participation in a play.TH.3.O.1.1 Describe how an actor creates a character.TH.3.O.2.1 Describe what happened in a play, using age-appropriate theatre terminology.TH.3.S.1.1 Demonstrate effective audience etiquette and constructive criticism for a live performance.TH.3.S.1.2 Compare a theatrical performance with real life and discuss how theatre makes pretense seem like real life.TH.3.S.1.3 Evaluate a performance, using correct theatre terms, and give specific examples to support personal opinions. 36

FOURTH GRADE STANDARDS

ENGLISH LANGUAGE ARTS:LAFS.4.L.1.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.LAFS.4.L.3.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 4 reading and content, choosing flexibly from a range of strategies.

Part B

LAFS.4.L.3.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation.)LAFS.4.RL.1.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.LAFS.4.RL.1.2 Determine a theme of a story, drama, or poem from details in the text; summarize the text.LAFS.4.RL.1.3 Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., character’s thoughts, words or actions). LAFS.4.RL.2.4 Determine the meaning of words and phrases as they are used in a text, including those that allude to significant characters found in mythology (e.g., Herculean)LAFS.4.RL.2.5 Explain major differences between poems, drama, and prose, and refer to the structural elements of poems (e.g., verse, rhythm, meter) and drama (e.g., casts of characters, settings, descriptions, dialogue, stage directions) when writing or speaking about a text.LAFS.4.SL.1.2 Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. LAFS.4.SL.1.3 Identify the reason and evidence a speaker provides to support particular points.LAFS.4.SL.2.5 Add audio recordings and visual displays to presentations when appropriate to enhance the development of main ideas or themes.LAFS.4.W.1.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequence.

MUSIC:MU.4.C.1.1 Develop effective listening strategies and describe how they can support appreciation of musical works.MU.4.C.1.2 Describe, using correct music vocabulary, what is heard in a specific musical work.MU.4.C.1.3 Classify orchestral and band instruments as strings, woodwinds, brass, percussion, or keyboard.MU.4.C.2.1 Identify and describe basic music performance techniques to provide a foundation for critiquing one's self and others.MU.4.C.2.2 Critique specific techniques in one's own and others performances using teacher-established criteria.MU.4.C.3.1 Describe characteristics that make various musical works appealing.MU.4.F.2.1 Describe roles and careers of selected musicians.MU.4.O.1.1 Compare musical elements in different types of music, using correct music vocabulary, as a foundation for understanding the structural conventions of specific styles.MU.4.O.3.1 Identify how expressive elements and lyrics affect the mood or emotion of a song.

THEATRE: TH.4.C.3.1 Identify the characteristics of an effective acting performance.TH.4.H.2.1 Discover how the same idea or theme is treated in a variety of cultural and historic periods.TH.4.H.3.1 Describe how individuals learn about themselves and others through theatre experiences.TH.4.O.1.1 Describe what a designer and director do to support the actor in creating a performance.TH.4.O.2.1 Write a summary of dramatic events after reading or watching a play.

37TH.4.S.1.1 Exhibit proper audience etiquette, give constructive criticism, and defend personal responses.TH.4.S.1.2 Discuss the concept of "willing suspension of disbelief" used in theatre to help create the illusion of real life in performancesTH.4.S.1.3 Use theatre terms to evaluate a live performance and discuss the qualities that directly impacted the audience's response to the production.

Part B

38FIFTH GRADE STANDARDS

ENGLISH LANGUAGE ARTS:LAFS.5.L.1.1 - Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

a. Demonstrate fluent and legible cursive writing skills.b. Explain the function of conjunctions, prepositions, and interjections in general and

their function in particular sentences.c. Form and use the perfect (e.g.,  I had walked; I have walked; I will have walked) verb

tenses.d. Use verb tense to convey various times, sequences, states, and conditions.e. Recognize and correct inappropriate shifts in verb tense.f. Use correlative conjunctions (e.g., either/or, neither/nor).

Part B

LAFS.5.L.3.4 - Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 5 reading and content, choosing flexibly from a range of strategies.LAFS.5.L.3.6 - Acquire and use accurately general academic and domain-specific words and phrases as found in grade level appropriate texts, including those that signal contrast, addition, and other logical relationships (e.g., however, although, nevertheless, similarly, moreover, in addition).LAFS.5.RL.1.1 – Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.LAFS.5.RL.1.2 – Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text.LAFS.5.RL.1.3 - Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text (e.g., how characters interact).LAFS.5.RL.2.4 - Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes.LAFS.5.RL.2.5- Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story, drama, or poem.LAFS.5.SL.1.2 - Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.LAFS.5.SL.1.3 - Summarize the points a speaker makes and explain how each claim is supported by reasons and evidence.LAFS.5.SL.2.5 - Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes.LAFS.5.W.1.3 - Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.

MUSIC:MU.5.C.1.1 Discuss and apply listening strategies to support appreciation of musical works.MU.5.C.1.2 Hypothesize and discuss, using correct music vocabulary, the composer's intent for a specific musical work.MU.5.C.1.3 Identify, aurally, selected instruments of the band and orchestra.MU.5.C.2.1 Define criteria, using correct music vocabulary, to critique one's own and others performance.MU.5.C.3.1 Develop criteria to evaluate an exemplary musical work from a specific period or genre.MU.5.O.1.1 Analyze, using correct music vocabulary, the use of musical elements in various styles of music as a foundation for understanding the creative process.MU.5.O.3.1 Examine and explain how expressive elements, when used in a selected musical work, affect personal response.

THEATRE:TH.5.C.3.1 Discuss alternate performance possibilities of the same character in the same play.TH.5.H.2.1 Recognize theatre works as a reflection of societal beliefs and values.TH.5.H.3.1 Identify symbolism in a play that is found in other art forms. TH.5.O.1.1 Explain an actor’s choices in the creation of a character for a scene or play.

39TH.5.O.2.1 Create a story board of the major events in a play.TH.5.S.1.1 Describe the difference in responsibilities between being an audience member at live or recorded performances.TH.5.S.1.2 Weigh the use of "fourth wall" and "willing suspension of disbelief" in effectively creating the illusion of real life in specified theatre performances.TH.5.S.1.3 Evaluate a performance, using theatre terminology, and articulate emotional responses to the whole and parts of dramatic performances.

Part B

40

Part B

THE SOCIETY OF THE FOUR ARTS

Teacher Evaluation Form

Thank you for taking the time to evaluate our program. Your comments will help the Society of the Four Arts to better serve the children and teachers of our community.

School: ________________________________Name: ________________________________Grade level: ___________________________Date of visit: ___________________________Program: Peter and the Wolf

Please rate the following:Scale: 5-excellent 4 –good, 3-satisfactory, 2-fair, 1-poor

Student experience: __________Teacher experience: __________Performance: _______Pre-visit materials: _________Post-visit materials: ________Facility: ________Additional on-site activity (if applicable): ______

Please answer the following:1. What did your students most enjoy?

2. What portion of the program materials did you find most helpful?

3. What could the Society of the Four Arts improve to make your visit more productive or enjoyable?

4. Would you recommend this venue to other teachers? Why or why not?

Please return this form in the mail after your visit to Susan Harris, The Society of the Four Arts, 2 Four Arts Plaza, Palm Beach, FL 33480. 41

Part B