Literature and Music A Keeping Score Lesson

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Literature and MusicA Keeping Score Lesson

• Joan Perez
• Pearl Zanker School
• Milpitas School District

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Literature and MusicA Keeping Score Lesson

• Essential Understanding
• What is the Big Idea of the unit or lesson?
•  
• Students will understand that Music can enhance
  and evoke a response.
•  
• Skills and Knowledge Students Need and/or Will
  Develop
•  
• Needed
• Good listening skills
• Expose students to classical music by having them
  listen to classical music.
• Students will become familiar with musical terms.
•  
• Will develop
• The ability to read the novel, Island of the Blue
  Dolphin, or other literature book.
• The ability to summarize chapters
• The ability to recognize and plot, setting,
  problem and solution, rise and fall of action,
  etc to make an excitement graph of the chapters
  in the novel, using coordinating grids.
• The ability to become familiar with a variety of
  pieces of classical music, as they listen
  critically to different music, using adjectives
  to describe each piece.
• The ability to illustrate chapter
• The ability to choose music to enhance
  illustration.

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Literature and MusicA Keeping Score LessonMusic
Content Standards

• Grade 3
• Listen to, Analyze, and Describe Music 1.3
  Identify melody, rhythm, harmony, and timbre in
  selected pieces of music when presented aurally.
  1.4 Identify visually and aurally the four
  families of orchestral instruments and male and
  female adult voices. 1.5 Describe the way in
  which sound is produced on various instruments.
• Responding to, Analyzing, and Making Judgments
  About Works of Music
• Students critically assess and derive
  meaning from works of music and the performance
  of musicians according to the elements of music,
  aesthetic qualities, and human responses.
•  
• Analyze and Critically Assess 4.1 Select
  and use specific criteria in making judgments
  about the quality of a musical performance.
• Derive Meaning 4.3 Describe how specific
  musical elements communicate particular ideas or
  moods in music.
•  
• Connections and Applications 5.1 Identify
  the use of similar elements in music and other
  art forms (e.g., form, pattern, rhythm).
•  

• Grade 4
• Listen to, Analyze, and Describe Music 1.4
  Describe music according to its elements, using
  the terminology of music.
• Students critically assess and derive meaning
  from works of music and the performance of
  musicians according to the elements of music,
  aesthetic qualities, and human responses.
• Analyze and Critically Assess 4.1 Use
  specific criteria when judging the relative
  quality of musical performances.
• Connections and Applications 5.1 Identify
  and interpret expressive characteristics in works
  of art and music. 5.2 Integrate several art
  disciplines (dance, music, theatre, or the visual
  arts) into a well-organized presentation or
  performance.
•  
• Grade 5
• Listen to, Analyze, and Describe Music 1.4
  Analyze the use of music elements in aural
  examples from various genres and cultures.
•  
• Analyze and Critically Assess 4.1 Identify
  and analyze differences in tempo and dynamics in
  contrasting music selections.

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Literature and MusicA Keeping Score
LessonContent Standards

• Language Arts
• Grade 4
• Word Recognition 1.1 Read narrative and
  expository text aloud with grade-appropriate
  fluency and accuracy and with appropriate pacing,
  intonation, and expression.
• 2.0 Reading Comprehension
• Students read and understand grade-level-appropria
  te material.
• Structural Features of Informational Materials
  2.1 Identify structural patterns found in
  informational text (e.g., compare and contrast,
  cause and effect, sequential or chronological
  order, proposition and support) to strengthen
  comprehension.
• Comprehension and Analysis of Grade-Level-Appropri
  ate Text 2.2 Use appropriate strategies when
  reading for different purposes (e.g., full
  comprehension, location of information, personal
  enjoyment). 2.3 Make and confirm predictions
  about text by using prior knowledge and ideas
  presented in the text itself, including
  illustrations, titles, topic sentences, important
  words, and foreshadowing clues.
• Narrative Analysis of Grade-Level-Appropriate
  Text 3.2 Identify the main events of the
  plot, their causes, and the influence of each
  event on future actions.
• 2.4 Write summaries that contain the main
  ideas of the reading selection and the most
  significant details.
• Students listen critically and respond
  appropriately to oral communication. They speak
  in a manner that guides the listener to
  understand important ideas by using proper
  phrasing, pitch, and modulation.
•  
• Organization and Delivery of Oral Communication
  1.5 Present effective introductions and
  conclusions that guide and inform the listener's
  understanding of important ideas and evidence.

• Math
• Grade 4
• 2.0 Students use two-dimensional coordinate
  grids to represent points and graph lines and
  simple figures
• 2.1 Draw the points corresponding to linear
  relationships on graph paper (e.g., draw 10
  points on the graph of the equation y 3 x and
  connect them by using a straight line). 2.2
  Understand that the length of a horizontal line
  segment equals the difference of the x-
  coordinates.
• Art
• Grade 4
• Creating, Performing, and Participating in the
  Visual Arts
• 2.0 Students apply artistic processes and
  skills, using a variety of media to communicate
  meaning and intent in original works of art.

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Literature and MusicA Keeping Score Lesson

• Objectives (final performance or product)
• In what way(s) will students demonstrate what
  they have learned?
•  
• Students will Write a short summary of a
  chapter, illustrate that chapter, and choose
  music to enhance the chapter. Each student will
  be
• responsible for one chapter and will contribute
  to a class movie
•  
• Student Pre-Assessment
• How do you know what the students already know?
  What pre-assessment activities will help you
  determine what students already know?
•  
• Pretest on musical terms.
• Teacher observation from class brainstorming on
  musical terms and exposure.
• KWL chart
•  
• Teachers Needs Assessment
• What content knowledge and resources will you
  need to implement this lesson?
•  
• Knowledge of musical terms
• Curricular knowledge of novel to be taught.
•  

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Literature and MusicA Keeping Score Lesson

• Learning Sequence
• The Lesson Plan What are the various steps in
  the unit/lesson implementation?
•  
• Introduction
• Expose students to classical music by having them
  listen to classical music.
• Using the terms as a spelling list, the students
  will become familiar with musical terms.
• Instruction
• Read novel chapter by chapter.
• Simultaneously students will listen to musical
  excerpts from the San Francisco Symphony for Kids
  web site and fill in worksheet with their ideas.
• Discuss words that describe the music
  (adjectives) and fill this information in on the
  worksheet.
• As class listens to musical excerpts, also
  discuss what chapters each musical piece might be
  used inand note this on the worksheet.
• After completing novel, each student will create
  an excitement graph, based on rise and fall of
  action in novel.
• Using averaging, create class excitement graph.
• Students assigned a chapter to summarize,
  illustrate, and choose music to go with the
  chapter.
• Students meet in groups to discuss the rough
  draft of their summary, illustration, and music.
  Groups discuss the appropriateness of chosen
  music using musical terms.
• Each student will complete the final draft of the
  chapter.

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Literature and MusicA Keeping Score Lesson

• Vocabulary
• What vocabulary will students need to know and
  learn, in order to achieve the standards
  addressed in the unit/lesson?
•  
• 1. scale
• 2. melody
• 3. rhythm
• 4. tempo
• 5. adagio
• 6. largo
• 7. andante
• 8. allegro
• 9. presto
• 10. dynamics
• 11. pianissimo
• 12. piano
• 13. mezzo piano
• 14. mezzo forte
• 15. forte
• 16. fortissimo

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Literature and MusicA Keeping Score Lesson

• Equipment, Materials and Resources
• What equipment, materials, and resources will you
  need to implement the unit/lesson and the student
  assessment?
• Novel
• Computer with access to the internet and
  sfskids.org
• Adobe Premiere software
•  
• Additional Notes
• What adaptations might you make to the learning
  sequence, to meet the needs of different
  students?
• Any other notes or comments you would offer with
  regard to implementing this unit/lesson?
•  
• This is planned as a long-term unit, in which
  several aspects in different curricular areas,
  will be taught simultaneously.
• Since few, if any students, may have any expose
  or background in music, instruction will need to
  begin below current grade level.
•  

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Literature and MusicSan Francisco Symphony for
Kids Worksheetwww.sfskids.org
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Literature and MusicSan Francisco Symphony for
Kids Worksheetwww.sfskids.org
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Literature and MusicMusical terms

• Scale - Successive notes of a key or mode either
  ascending or descending.
•  
• Melody Organization of music using pitch the
  part of the music you can hum, whistle or sing
  the tune.
•  
• Rhythm- The organization of in time, the part of
  the music that you can tap you toes.
•  
• Tempo The speed of the music
• Adagio A tempo having slow movement very
  slowly restful at ease.
• Largo - Large, broad, slow and stately
• Andante Moderate
• Allegro - Direction to play lively and fast.
• Presto Very fast
• Pitch - The frequency of a note determining how
  high or low it sounds.

• Dynamics - The loudness or softness of a musical
  composition.
• Pianissimo - Very soft pp.
• Piano - An instruction in sheet music to play
  softly p.
• Mezzo piano - Moderately soft mp
• Mezzo forte -Moderately loud mf
• Forte - A symbol indicating to play loud f
• Fortissimo - Very loud ff
•  
• Crescendo - Gradually growing louder increase
  the volume
• Decrescendo Gradually grow softer decrease the
  volume
•  
• Staccato - Short detached notes, as opposed to
  legato.
• Legato - Word to indicate that the movement or
  entire composition is to be played smoothly.
•  
• Accelerando - Gradually quicken tempo.
• Ritardando - Gradually growing slower

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Literature and MusicExcitement Graph Blank
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Literature and MusicExcitement Graph Island of
the Blue Dolphins