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