HOUSE:ED 2013
Peter &
the Wolf Live
Teache
r
s’ Reso
u
rces
Stages
1,2&3
INTRODUCTION
These teachers’ notes have been designed to assist you with classroom preparation in relation
to the performance of Peter & the Wolf Live. We hope that this resource will assist your
students to further enjoy and enhance their performing arts experience back in the classroom.
The activities are designed for students from Years 1 - 6.
The activities included in this resource, provide opportunities for students to explore the
instruments of the orchestra, with their characters, as well as narrative, through the
orchestral work of Peter and the Wolf.
NSW Board of Studies Syllabi has been used as guides for the planning of these activities. You
should adapt the activities to suit the student age and stage of your class and the curriculum
foci and outcomes used in your school.
Some websites are suggested throughout this resource. It is recommended that you first visit
the sites and assess the suitability of the content for your particular school environment
before setting the activities based on these.
PERFORMANCE DESCRIPTION AND SYNOPSIS
Peter is a determined boy with a thirst for adventure. He wants to stare into the eyes of the
thing that scares him the most – but what will happen when he does?
Since its premier in Moscow in 1936, Prokofiev’s orchestral parable has become one of the
most enduring works of music education. Peter & the Wolf Live is now a compelling stage
production encapsulating the Oscar-winning animation, Peter & The Wolf, by Break Thru
Films, with live performance of the original score by the renowned Sydney Youth Orchestra.
A special guest narrator will bring this iconic tale to life.
This is a sensitive and imaginative retelling of this classic story in a contemporary landscape,
using state-of-the-art HD technology. It introduces modern twists and environmental themes,
while retaining all the educational and musical genius at the pieces’ core.
CLASSROOM CONTEXT & CURRICULUM LINKS
This performance provides the classroom teacher with opportunities for learning activities
that link to the following curriculum areas:
CREATIVE ARTS, MUSIC
Musical Genres: 20th Century Orchestral Music; Tone Colour;
Instruments of the Orchestra; Instrumental Music
ENGLISH
Literary Texts; Narrative; Visual Literacy; Non-verbal
Communication
STAGE 1:
OUTCOMES AND INDICATORS
PETER & THE WOLF
ENGLISH
CREATIVE ARTS
RS1.7
Understands that texts are
constructed by people and
identifies ways in which
texts differ according to
their purpose, audience and
subject matter.
INDICATORS
WS1.9
Plans, reviews and produces
a small range of simple
literary and factual texts for
a variety of purposes on
familiar topics for known
readers.
INDICATORS
TS1.1
Communicates with an
increasing range of people
for a variety of purposes on
both familiar and
introduced topics in
spontaneous and structured
classroom activities.
TS1.2
Interacts in more extended
ways with less teacher
intervention, makes
increasingly confident oral
presentations and generally
listens attentively.
•
•
•
•
•
retells and comments on incidents from a children’s story
book or short children’s film, with attention to plot
elements such as setting, character, conflict and resolution
makes inferences and expresses an opinion about a
character’s actions, qualities, characteristics and motives
in texts read or viewed and speculates on own behaviour
in a similar situation
writes a simple statement or short text for different
purposes
chooses appropriate words to label things such as
drawings and objects
begins to explore less familiar topics as a basis for writing
activities
MUS 1.1
Sings, plays and moves to a
range of music,
demonstrating an
awareness of musical
concepts.
•
•
•
MUS 1.2
Explores, creates, selects
and organises sound in
simple structures.
•
•
listens and contributes frequently to small-group
interaction
listens and contributes to class discussions on various
topics
•
•
sings songs developing a sense of beat, pitch, tone colour and
structure
moves to music maintaining a constant beat, identifying
structure, identifying changes in pitch
plays music using body percussion, percussion instruments and
self-made sound sources to explore the concepts of duration,
dynamics, tone colour and structure
explores simple aspects of musical concepts in their singing,
playing and moving activities, e.g. changing the dynamics,
changing the tempo, the effects of changing instruments,
arranging musical material in a different order.
INDICATORS
•
•
expresses a point of view about texts read, heard or
viewed
recounts real or imagined events in a logical sequence
uses a comment or a question to expand on an idea in a
discussion
listens to and shows respect for the contribution of
another in group and class discussions
INDICATORS
•
•
INDICATORS
•
INDICATORS
•
creates simple musical compositions, with a sense of
spontaneity, that are variations on known material and material
that is new
explores ways of making different sounds on instruments or
sound sources
organises own musical ideas into simple pieces, e.g. by creating,
exploring and selecting materials to form soundscapes, creating
simple musical structures using repeated sections and sections
that are variations on known material.
MUS 1.3
Uses symbol systems to
represent sounds.
INDICATORS
MUS 1.4
Responds to a range of
music, expressing likes and
dislikes and the reasons for
these choices.
INDICATORS
•
•
begins to use simple representations leading to the
understanding of graphic notation
begins to use simple representations leading to the
understanding of graphic notation.
STAGE 2:
OUTCOMES AND INDICATORS
PETER & THE WOLF
ENGLISH
RS2.7
Discusses how writers relate to
their readers in different ways,
how they create a variety of
worlds through language and
how they use language to
achieve a wide range of
purposes.
CREATIVE ARTS
INDICATORS
•
•
•
•
•
WS2.9
Drafts, revises, proofreads and
publishes well- structured texts
that are more demanding in
terms of topic, audience and
written language features.
TS2.1
Communicates in informal and
formal classroom activities in
school and social situations for
an increasing range of purposes
on a variety of topics across the
curriculum.
TS2.2
Interacts effectively in groups
and pairs, adopting a range of
roles, uses a variety of media
and uses various listening
strategies for different
situations.
recognises and describes the purpose of a narrative,
recount, procedure, information report
identifies in stories main elements of structure such as
orientation, complication and resolution
recognises recurring character types and their traits
identifies symbolic use of music, sound effects and
voice style
makes comparisons and identifies differences between
text produced in different media
INDICATORS
•
•
•
writes fuller descriptions of people, animals, objects,
places
writes more involved recounts
expresses a point of view in writing with some
supporting arguments
MUS 2.1
Sings, plays and moves to a
range of music,
demonstrating a basic
knowledge of musical
concepts.
MUS 2.2
Improvises musical phrases,
organises sounds and
explains reasons for choices.
INDICATORS
•
•
INDICATORS
•
•
INDICATORS
•
•
•
•
justifies a point of view with supporting evidence
discusses and reflects upon a variety of responses and
views
participates in class discussions on a variety of topics
engages in improvisation or role-play based on texts
read, heard or viewed
INDICATORS
•
•
•
retells the gist of a conversation
responds to different viewpoints in a discussion
performs, giving some consideration to use of voice
and gesture, e.g. in poetry, drama, improvisation,
Readers Theatre
moves to music maintaining a constant beat, identifying
structure, identifying changes in pitch, elements of duration and
dynamics
plays music using body percussion, percussion instruments and
other sound sources to explore and demonstrate the concepts of
duration, tone colour, pitch, dynamics and structure
•
•
improvises and explores musical ideas based on rhythmic or
melodic patterns and incorporates these into own compositions
explores ways of varying musical material, e.g. changing beat,
metre, rhythm and tempo, exploring the pitch possibilities of
instruments and voices, exploring tone colours and sound
production methods of various instruments, exploring dynamics
and dynamic contrasts, exploring ways of varying structures or
inventing new structures
organises own musical ideas into simple compositions, e.g. by
improvising, creating, exploring and selecting materials to form
compositions, and giving reasons for making these choices
recognises and discusses the intentions behind own work, e.g. ‘I
chose this instrument because …’, ‘I wanted to get louder here so
it would become more exciting’.
MUS 2.3
Uses commonly understood
symbols to represent own
work.
INDICATORS
MUS 2.4
Identifies the use of musical
concepts and musical
symbols in a range of
repertoire.
INDICATORS
•
•
•
Devises symbols to represent sounds for use in graphic notation
identifies basic musical features of the music that is performed
and listened to, e.g. rhythm, tempo, pitch, structure, dynamics,
tone colour
listens to a range of repertoire and discuss features of the music
and the differences between different repertoire.
STAGE 3:
OUTCOMES AND INDICATORS
PETER & THE WOLF
ENGLISH
RS3.7
Critically analyses techniques
used by writers to create
certain effects, to use language
creatively, to position the
reader in various ways and to
construct different
interpretations of experience.
CREATIVE ARTS
INDICATORS
•
•
•
•
identifies typical structures used in different text types,
such as narrative and exposition
considers how change to aspects of a text can alter
people’s interpretation of meaning, such as reversing
the roles of males and females in a novel, poem or play
justifies own preferences for a particular
interpretation of a text, referring to text details and
own knowledge and experience
justifies opinions about the motives and feelings of
characters in literary texts
WS3.9
Produces a wide range of wellstructured and well-presented
literary and factual texts for a
wide variety of purposes and
audiences using increasingly
challenging topics, ideas, issues
and written language features.
INDICATORS
TS3.1
INDICATORS
Communicates effectively for a
range of purposes and with a
variety of audiences to express
well developed, well-organised
ideas dealing with more
challenging topics.
•
•
•
•
•
•
•
TS3.2
Interacts productively and with
autonomy in pairs and groups
of various sizes and
composition, uses effective oral
presentation skills and
strategies and listens
attentively.
•
MUS3.2
Improvises, experiments,
selects, combines and
orders sound using musical
concepts.
discusses the similarities and differences between
spoken and written language
works with different text types using different channels
of communication, e.g. poetry, dramatic performance
uses diagrams, charts, maps, graphs, illustrations
relevant to text
listens to and gives detailed descriptions of a range of
settings, people, places, objects
identifies the main idea and supporting details of a
spoken text and summarises it for others
explores ideas and topics in a group set up by teacher
or peer
rehearses and tells a story to peers or younger children
using approaches designed to engage the listener
INDICATORS
•
•
MUS3.1
Sings, plays and moves to a
range of music, individually
and in groups,
demonstrating a knowledge
of musical concepts.
listens in group discussions and records key issues
uses group interaction strategies to work
collaboratively
uses a range of strategies to participate cooperatively
in small-group discussions, e.g. taking turns, asking
questions to gain more information, adding to the
group’s ideas
INDICATORS
•
•
INDICATORS
•
•
•
MUS3.3
Notates and discusses own
work and the work of
others.
MUS3.4
Identifies the use of musical
concepts and symbols in a
range of musical styles.
moves to a variety of music, individually and in groups, to gain
understanding of musical concepts and as a form of selfexpression
plays a variety of music, individually and in groups, using a
range of vocal and instrumental sound sources to explore
musical concepts
improvises and explores musical ideas based on rhythmic and
melodic patterns and incorporates these into own compositions
and as variations on others’ compositions
explores ways of varying musical material, e.g. exploring metre
changes, rhythm changes, tempo changes and gradations,
dynamic changes and gradation, pitch changes and changes in
pitch register, exploring structures, incorporating variations in
tone colour and sound production methods
organises musical ideas into compositions demonstrating
compositional intentions, e.g. by improvising, creating,
exploring, and selecting and combining musical materials and
varying others’ musical materials
INDICATORS
•
•
devises graphic symbols to represent sound, as a means of
recording and communicating own musical ideas
discusses own compositions and the compositions of others,
using the musical concepts as a guide
INDICATORS
•
identifies the use of musical concepts and changes that occur in
relation to music that they perform, compose and listen to, e.g.
rhythm, tempo, pitch, structure, dynamics, tone colour and the
changes that occur within the music
LESSON
TEACHING AND LEARNING ACTIVITIES
RESOURCES
PRE-SHOW ACTIVITIES
1
ENGLISH ACTIVITIES: The Story of Peter & the Wolf
NARRATIVE
• Go through the STRUCTURE and sequence of a Narrative - Orientation; Complication (series of events that lead to
the problem being solved); Resolution (the problem being solved). Also can be sequenced as BEGINNING, MIDDLE
and END. NB. Stage one may need to have this outline created for them.
THE STORY
• Read the story of ‘Peter and the Wolf’’ (Appendix 1) without the music and discuss.
• ORIENTATION: Setting (the story takes place in the meadow surroundings Peter’s house); Characters (Peter, Bird,
Duck, Wolf, Cat, Grandfather, hunters)
• COMPLICATION / PROBLEM (A wolf is on the hunt to eat animals)
• RESOLUTION (Peter plans to catch the Wolf. Peter catches the wolf after the bird distracts it).
‘Peter and the Wolf’
PowerPoint
Appendix 1: Story of
‘Peter and the Wolf’
EXTENSION ACTIVITY
The story is open-ended, students can create their own ending. Some questions could be: Will something happen on the
way to the zoo? Will they all reach the zoo? Was Peter’s grandfather still be angry with him?
2
THE ORCHESTRA / INSTRUMENTS OF THE ORCHESTRA
INTRODUCTION TO THE ORCHESTRA
• Refer to www.sfskids.org and the PowerPoint for diagram of a typical orchestra, print out each or display on an
interactive whiteboard.
• Introduce or revise these terms: Families of the Orchestra (an orchestra is divided into four sections: STRINGS;
WOODWIND; BRASS; PERCUSSION); Conductor (Leader of the orchestra) and Baton (what the conductor holds to
indicate timing and for when the musicians need to play).
INSTRUMENTAL FAMILIES OF THE ORCHESTRA
• Refer to www.sfskids.org and briefly go through each family of the orchestra and the general sound of each
instrument. Describe each instrument.
• Ask the students if anyone know how these instruments are played. Ask students to mime how you would play each
instrument. If they don’t know, you can lead them here to mimic the teacher.
• Go through a typical orchestral seating arrangement using Worksheet 1: Orchestral Seating
• Refer to www.dsokids.com/visit-the-symphony/orchestra-seating-chart.aspx
‘Peter and the Wolf’
PowerPoint
www.sfskids.org
Worksheet 1: Orchestral
Seating
www.dsokids.com/visitthesymphony/orchestraseating-chart.aspx
REGISTER
INSTRUMENTS AND THEIR REGISTERS
• In music we have high, medium and low sounds. Some instruments can have high, medium and low sounds on the
one instrument, this is called REGISTER.
• In Peter and the Wolf, registers are used to portray certain characters, for example, the low register of the clarinet,
and high register of the flute.
• Play to the class various instruments that play in a high, middle or low register and indicate this through movement.
High = hands stretched in the air; Medium = arms crossed and Low = crouch on the ground.
• Students can also experiment with high, medium and low registers of classroom instruments.
• Can refer to the excerpts at www.dsokids.com/listen/by-instrument/.aspx
3
www.dsokids.com/listen
/by-instrument/.aspx
PETER AND THE WOLF
THE COMPOSER
• Explain that Peter and the Wolf is an orchestral piece of music, to a narrated story by the Russian composer SERGEI
PROKOFIEV in 1936. Explain what a composer is.
‘Peter and the Wolf’
PowerPoint
INTRODUCTION TO THE CHARACTERS & INSTRUMENTS (After the story has been read in Lesson One)
a) The Characters
• List the characters in the story: PETER; BIRD; DUCK; CAT; GRANDFATHER; WOLF and HUNTERS and ask students
to describe their personalities. NB: Stages 1-2 will need to be led with descriptions; Stage 3 can create their own
adjectives.
• Adjective ideas: Peter (brave, adventurous, playful, light, carefree); Bird (brave, confident, fast, small, quick, light);
Duck (waddling, slow, innocent, steady); Cat (smooth, steady, sly); Grandfather (stern, grumpy, worried, protective,
strict, heavy, slow); Wolf (scary, low, heavy, big, sniffing the air and licking lips, broad); Hunters (brave, quiet, slow,
alert, violent, strong).
b) The Instruments
• Show a picture and listen (interactive whiteboard, or print Worksheet 2) then describe each of the following
instruments: Strings; Flute; Oboe; Clarinet; Bassoon; French Horn; Timpani and Bass Drum.
c) Matching characters with their instruments
• Listen to each instrument while looking at the list of characters and pictures (interactive whiteboard or Worksheet
3) with their descriptions from the class, and match the instrument that would suit each character. NB: Descriptions
and matching can vary with level.
(Answers: Bird = flute, Duck = oboe, Cat = clarinet, Grandfather = bassoon, Wolf = French Horn, Hunters = timpani /
bass drum, Peter = violin / strings)
• Do you think the characters suit their instruments, why?
Worksheet 2 – the
instruments
Worksheet 3 – Matching
character and instrument
d) The Story
• Listen to the full version of Peter and the Wolf and describe the music through the musical concepts. NB. Descriptions
can vary with level, though encourage musical responses that include all of the concepts of music.
DURATION: characteristic rhythm for each theme; mainly some parts speed up.
PITCH: Peters theme mainly ascending (getting higher) in pitch; Wolf and hunters theme set lower to create emphasis;
high strings and notes clashing when the duck is caught by the wolf.
DYNAMICS: moderate volume throughout though wolf and hunters theme (drums and horns) louder in volume.
TONE COLOUR: Every family of the orchestra heard, all introduced separately; combination of high/medium and low
instruments and registers.
STRUCTURE: Every character has a musical theme; Narrator and musical excerpt make up the piece, mainly separately.
•
Complete Story Strip exercise (Worksheet 4)
•
Cloze passage exercise (Worksheet 5)
e)
i.
•
•
Musical Themes
RHYTHM & BEAT
Play the first part of the piece with Peter’s theme, and ask students to march around the room to the beat.
Clap the rhythm of Peter’s theme for the students to copy or can try and pick up the rhythm first.
Worksheet 4 – Story
Strip
Worksheet 5 – Cloze
passage
ii. MOVEMENT
• Ask students to imitate each character around the room.
• Play a recording of Peter and the Wolf and imitate each character when it is heard in the story
• Stages 1-2 may like to repeat this activity using puppets if available, or class could create their own.
f) Composition
• Divide the students into 7 groups, each to represent a character.
• Each group is to compose their own short motif for each character. Don’t need to restrict students to a correct
timing, though do emphasize to keep it short. Stages 1-2 can use untuned percussion instruments or any
instrument, make sure they are all different sounds that have similar qualities to the instruments in the work, and
stage 3 can use tuned percussion instruments that have been altered (e.g. Xylophone bars removed) to create the
pentatonic scale. (The pentatonic scale is a five note scale where no key knowledge or blending of notes is needed).
Instrument suggestions (untuned/tuned): Peter (shakers/ metallophone); Bird (Triangle/ Glockenspiel); Duck
(Kazoo or castanets); Cat (cabasa or bells); Grandfather (Drum/ bass xylophone); Wolf (Low Drum); Hunters (Drum
or tambour). Can use table as a guide for selecting instruments for the characters:
High Instruments
Bird
Recording of Peter and
the Wolf (see resources
for suggestions)
Medium register instruments
Peter
Duck
Cat
Low Instruments
Grandfather
Wolf
Hunters
•
•
Read the story of ‘Peter and the Wolf’ and pause after a character name for the groups to play their short theme they
have composed. Note that earlier stages may like to just play the instrument when the character is heard and later
stages can create their own musical theme.
After the students have performed for the class, each group can comment on the other groups musical themes. (can
vary this activity if students have only played an instrument randomly in the pauses to represent the characters)
EXTENSION ACTIVITY
Students can draw their melody using lines and shapes, for example, if the melody is mainly ascending (getting higher)
then the lines (or notation) will be mainly getting higher. These groups (or individuals) can show their graphic notation
scores to the class before and after they perform for the class.
POST-SHOW ACTIVITIES
4
POST- SHOW DISCUSSION
•
•
•
•
5
‘Peter and the Wolf’
PowerPoint
COMPOSITION
•
•
•
•
6
Students to discuss the performance and what aspects they enjoyed the most
Ask students what part of the performance they remembered the most
Name and discuss all of the instruments you saw and heard. Draw two of these instruments.
Stage 3 can list the instruments in order that they were heard with the characters from the story.
Stage 1-2: choose any short story with main characters and ask students to choose an instrument for each character.
Stage 3: In groups or individually, write a short story with four characters that are all different, emphasizing to the
students that the story must have a beginning, middle and an end. Choose a classroom musical instrument that
represents each character.
Perform the story for the class. The narrator can be a student (perhaps from memory or written down) or the
teacher.
Students to reflect musically on each performance.
CLIPS (LET’S WATCH SOMETHING)
•
•
Watch one, two or three versions of clips of Peter and the Wolf - a Disney version, a puppet version and an animated
short film. NB: The animated short film is not as ‘light’ as the other versions therefore perhaps stages 1-2 can begin at
5’42”
Discuss all versions and compare with the original story and also the concert that the students saw.
‘Peter and the Wolf’
PowerPoint
Short story with
approximately four main
characters
‘Peter and the Wolf’
PowerPoint
Animated Disney
Version:
www.youtube.com/watc
h?v=zr25umYkxe4
Answers may include:
Animated Disney Version
•
•
•
•
•
Animated story with added word
to engage students
The animals have names: Sasha
the bird; Sonia the duck; Ívan
and the hunters.
The duck is not eaten by the wolf
Same story and music, some
added at the beginning to create
the setting.
Instruments come alive to link
the characters with their
instruments.
TEACHER’S OVERVIEW AND UNIT EVALUATION
Puppet Show version
•
•
Puppets as characters
Actual instruments shown how
each are played, with musicians
wearing face masks of the
animals the instruments is
representing.
Animated short film
•
•
•
•
•
•
No narrator
Movie like sequence
Set in the city at the beginning
rather than the woods the entire
story
Added features such as the
balloon
Peter lets the wolf go back into
the woods at the end rather than
to the zoo
The pond is ice rather than water
for the duck.
Puppet Show version
by The Chamber
Orchestra of Europe by
Claudio Abbado and
narrated by Sting:
www.youtube.com/watc
h?v=jzjIlni8_qg
Peter and the Wolf
animated short film:
www.youtube.com/watc
h?v=o15im2LRlng
REFERENCES AND RESOURCES
GENERAL:
PowerPoint file with main activity outlines: http://snk.to/f-cd1cfhhr
LESSON 1:
English Activities
Story Script (Appendix 1)
LESSON 2:
Instruments of the Orchestra
www.sfskids.org for diagram and sounds of the orchestra as a whole, and individually
www.dsokids.com
Worksheet 1: Orchestral Seating
LESSON 3:
‘Peter and the Wolf’
Recordings
YouTube clip - Peter and the Wolf by the Vancouver Symphony Orchestra:
http://www.youtube.com/watch?v=MfM7Y9Pcdzw
Australian versions (from the ABC bookshop): Carnival of the Animals – a parade of kids
classics; Peter and the Wolf, narrated by Dame Edna Everage and performed by the Melbourne
Symphony Orchestra.
Story Script (see Appendix 1)
Sequence of events of the story (see Appendix 2)
Worksheet 2 – Picture of Instruments
Worksheet 3 – Matching Character & Instrument (NB: The characters and instruments are
jumbled)
Worksheet 4 – Story Strip
Worksheet 5 – Cloze Passage
LESSON 6
Clips
Animated version by Disney, with original music, narrated by Sterling Holloway:
www.youtube.com/watch?v=zr25umYkxe4
Puppet Show version by The Chamber Orchestra of Europe by Claudio Abbado and narrated by
Sting: www.youtube.com/watch?v=jzjIlni8_qg
Peter and the Wolf animated short film: www.youtube.com/watch?v=o15im2LRlng
Activities & resources written by Helene Galettis
WORKSHEET 1: ORCHESTRAL SEATING
(Source: www.sfskids.org)
WORKSHEET 2: THE INSTRUMENTS
Strings
Sound Description
suggestions
Smooth, light, playful.
Flute
High, light.
Oboe
Nasal, reedy, closed
sound.
Clarinet
Mellow, thick, smooth,
open sound.
Bassoon
Low, thick, closed
sound.
French
Horn
Thick, mellow, smooth,
open sound, brassy.
Timpani
and Bass
Drum
Low, deep, thick, loud,
brash.
Instrument
Picture
Picture References:
Strings
http://blog.mymusictheory.com/2011/the
http://blog.mymusictheory.com/2011/the-mymusictheory-guide-to-orchestral
orchestral-instrumentspart-6-%E2%80%93-the-strings/s
strings/string-family/
Flute; Oboe; Clarinet;
rinet; Bassoon and French Horn
www.mymusictheory.com/grade5/lessons/15
www.mymusictheory.com/grade5/lessons/15-instruments-of-the-orchestra.html
orchestra.html
Timpani and Bass Drum
http://hyperphysics.phy-astr.gsu.edu/hbase/music/bdrum.html#c1
astr.gsu.edu/hbase/music/bdrum.html#c1
WORKSHEET 3: MATCHING CHARACTER AND INSTRUMENT
NAME:
__________________________________________________________________________________
TASK:
Match the character with the instrument from Peter and the Wolf.
Peter
Grandfather
Hunter
Bird
Cat
Duck
Wolf
WORKSHEET 4: STORY STRIP
Peter and the Wolf Story Strips: Cut out each strip and ask students to put them in order
Peters goes into the meadow and meets a bird.
A cat sneaks up and tries to eat the bird.
Peter and the bird meet a duck.
Peter’s grandfather gets angry with Peter and takes him home.
The wolf comes out of the forest and eats the duck.
Peter climbs the stone wall and onto a limb of the tree.
Peter catches the wolf by the tail with a rope.
Peter and the hunters take the wolf to the zoo.
WORKSHEET 5: CLOZE PASSAGE
Peter and the Wolf
Peter lived in a small house in the woods with his grandfather.
One morning Peter went to the pond to feed the _____________.
A hungry ____________ was waiting in the tree for some crumbs. There was also a __________ hiding
in the tall grass. When the _______ flew down, the _________ ran to catch him. Peter scared the
___________ away and the ____________ was saved.
Grandfather called Peter to come inside, then a ____________ came out of the woods.
The ____________ and the ____________ knew what to do. They went up high in a tree.
The _____________ could not get away. The _________ swallowed her whole. Peter knew the
___________ also wanted the ____________ and the __________.
He climbed on the wall and caught the _____________with a rope lasso. Some hunters helped Peter
take it to the zoo.
Word bank: cat, bird, duck, wolf
NB: Stage 3 may not need the wordbank
(Source:http://kidslink.scuole.bo.it/sanlazzaro1/PDF%20E%20FILE/mat%20musica/prog%2
0clil%20Covino.pdf)
APPENDIX 1: THE STORY
THE STORY OF ‘PETER AND THE WOLF’
One morning, a young boy named Peter opened his gate and walked out into the big green
meadow that was beyond it.
On a branch of a big tree in the meadow sat a little bird that was Peter's friend. "All is quiet!"
the bird chirped.
A duck came waddling around. She was glad that Peter had not closed the gate and, seeing that
it was open, decided to take a nice swim in the deep pond in the meadow.
The little bird saw the duck and flew down upon on the grass. The bird settled next to her and
shrugged his shoulders. "What kind of bird are you if you can't fly?" said the bird. The duck
replied, "What kind of bird are you if you can't swim?" and dove into the pond.
The bird and the duck kept arguing, and the duck swam around the pond while the little bird
hopped along the edge of the pond. Suddenly, something caught Peter's attention. He looked
around and noticed a sly cat crawling through the grass.
The cat thought; "That little bird is busy arguing with the duck, I'll just grab him while he is
busy!” Very carefully, on her little velvet paws, she crept towards him.
"Look out!" shouted Peter and the little bird flew up into the tree for safety, while the duck
quacked as loud as he could at the cat, from the middle of the pond.
The cat walked around the tree and thought, "Is it worth using up so much energy and climbing
up so high into the tree? By the time I get there the bird will have flown away."
Just then, Peter’s grandfather came out of their house. He was upset because Peter had gone in
the meadow without his permission. "The meadow is a dangerous place! If a wolf should come
out of the forest, then what would you do? You would be in great danger!"
But Peter paid no attention to his grandfather's words. Boys like him are not afraid of wolves.
Grandfather took Peter by the hand, locked the gate and led him home.
No sooner had Peter gone back into his house, than a big gray wolf came out of the forest.
In a second, the cat climbed up the tree.
The duck quacked, and leapt out of the pond. But no matter how hard the duck tried to run, she
just couldn't outrun the wolf. He was getting closer and closer and catching up with her! Then,
he grabbed her with his teeth and with one gulp, swallowed her.
And now, this is how things stood: the cat was sitting on one branch, the bird on another, not
too close to the cat.
And the wolf walked around and around the tree, looking at the cat and the bird with very
hungry eyes.
In the meantime, Peter, without the slightest fear, stood behind the closed gate and watched
everything that was happening.
He ran home, got a strong rope, and climbed up the high stone wall that divided his yard from
the meadow.
One of the branches of the tree around which the wolf was walking stretched out way beyond
the stone wall.
Grabbing hold of the branch, Peter carefully and quietly climbed onto the tree.
Peter said to the bird: "Fly down and circle over the wolf's head. Try to distract him! But, be
careful that he doesn't catch you."
The bird flew around the wolf and almost touched the wolf's head with his wings while the wolf
snapped angrily at him with his jaws, from this side and that.
Oh, how the bird annoyed the wolf — how he wanted to catch him! But the bird was clever and
very quick, and the wolf simply couldn't do anything about it.
Meanwhile, Peter made a lasso with the rope and carefully let it down from the tree, catching
the wolf by the tail. Peter pulled on the rope with all his might!
Feeling himself caught by the rope, the wolf began to jump wildly trying to get loose.
But Peter tied the other end of rope to the strong tree, and the wolf's jumping only made the
rope round his tail tighter.
Just then, two hunters came out of the woods, following the wolf's trail and shooting their guns
as they went.
But Peter, sitting in the tree, said: "Don't shoot! Birdie and I have caught the wolf. Now help us
take him to the zoo."
Then came the triumphant procession.
Peter was at the head.
After him came the two hunters leading the wolf.
And winding up the procession were Grandfather and the cat. Grandfather shook his head
discontentedly. "Well, what would have happened if Peter hadn't caught the wolf? What then?"
Above them flew Birdie chirping merrily. "My, what brave fellows we are,
Peter and I! Look what we have caught! A giant wolf!"
And perhaps, if you listen very carefully, you will hear the duck quacking inside the wolf,
because the wolf, in his hurry to eat her, had swallowed her alive.
(Source: www.dsokids.com)
APPENDIX 2: SEQUENCE OF EVENTS
Sergei Prokofiev, Peter and The Wolf
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Peter in the Meadow
The Bird
The Duck
The Cat
Grandfather
Peter Does Not Listen
Grandfather Takes Peter Home
The Wolf
The Cat Climbs the Tree
The Duck Jumps Out of the Pond
The Wolf Swallows the Duck
The Cat and the Bird in the Trees
The Wolf Prowls in Wait
Peter Takes a Rope and Climbs the Tree
He Tells the Bird to Distract the Wolf
Peter Catches the Wolf With a Lasso
The Wolf Tries to Escape
The Hunters Approach With their Guns
Peter Suggest that They all Take the Wolf to the Zoo
They All March Together
And After them Grandfather and the Cat
(Source: www.dsokids.com)