Planning Sheet for Multi-Text Study and Unit
Name: Danielle Epley & Nikki Craig
Content Connection/Topic:
Mozart A Famous Composer
NCSCS GOALS AND OBJECTIVES:
Target Grade:
4th
Main Novel (reference information—title, author, year, publisher, reading
level):
A Mouse Called Wolf
Dick King Smith
1997
New York: Yearling Books
Companion Informational Text (reference information—title, author, year, and
publisher):
Getting to Know the World’s Greatest Composers – Wolfgang Amadeus Mozart
Venezia, M.
1995
Chicago: Children’s Press.
Other Books to Use (reference information—title, author, year, publisher)
McDonough, Y. Z. (2003). Who Was Wolfgang Amadeaus Mozart.
New York: Grosset & Dunlap.
Stanley, D. (2009 ). Mozart: The Wonder Child. New York: Collins.
Weeks, M. (2007). Mozart: The Boy Who Changed the World with His
Music. National Geographic Children's Books .
Web Sites to Use (list site address and what the site is about)
http://www.classicsforkids.com/composers/bio.asp?id=36
http://www.mozartproject.org/index.html
http://www.stringsmusicfestival.com/m2m/contents.htm
Rationale for Multi-Text Study
Context: I created this multi-text study in RE 4030 under the advisement of
Dr. Beth Frye in the Fall of 2009 as a Block II requirement. The study is geared
toward the fourth grade and was created around the fiction and non-fiction
books entitled A Mouse Called Wolf written by Dick King Smith and Getting to
Know the World’s Greatest Composers – Wolfgang Amadeus Mozart written by
Mike Venezia. In addition, an Internet Workshop focusing on Mozart, his life
and music was created to promote an understanding of who Mozart was. This
unit is a language arts unit which integrates Music by learning about a famous
composer.
The references for my unit are as follows:
BIBLIOGRAPHY \l 1033 Allman, B. (2004). See Inside! Minneapolis:
Lerner Publishing Group.
Bailey, G. (2004). Mozart's Wig by Gerry Bailey: Book Cover. Crabtree
Publishing Company.
Costanza, S. (2004). Mozart Finds a Melody by Stephen Costanza:
Book Cover. Henry Holt and Co.
Cover, M. b. (1992). Mozart by Ann Rachlin: Book Cover. Barron's
Educational Series, Incorporated.
McDonough, Y. Z. (2003). Who Was Wolfgang Amadeaus Mozart.
New York: Grosset & Dunlap.
Smith, D. K. (1997). A Mouse Called Wolf. New York : Yearling Books.
Stanley, D. (2009 ). Mozart: The Wonder Child. New York: Collins.
Summerer, E. M. (2006). Wolfgang Amadeus Mozart . The Rosen
Publishing Group, Incorporated.
Venezia, M. (1995). Getting to Know the World's Greatest Composers
- Wolfgang Amadeus Mozart. Chicago: Childrens Press.
Weeks, M. (2007). Mozart: The Boy Who Changed the World with His
Music. National Geographic Children's Books .
Impact:
This multi-text study is a great way to integrate both fiction and nonfiction texts through very creative and engaging formats. Through reading A
Mouse Called Wolf and Getting to Know the World’s Greatest Composers –
Wolfgang Amadeus Mozart text, students are given the opportunity to think
critically about what they read while completing a variety of engaging language
arts activities that connect to the multi-texts. I chose to develop this unit because
I find animal fantasy interesting and it made an excellent connection to Mozart
and his life which follows along with standards for fourth grade. I also chose it
because Mozart has always intrigued me. I was able to implement the following
parts of this unit in fourth grade language arts and music education. Since I did
not have a chance to implement my multi-text study this semester, I hope to put
the unit to use in my student teaching and future classroom in order to engage
the interests and intellects of my students.
Alignment:
This multi-text study unit aligns with the Department of
Public Instruction standard 1, indicator 3. In this study, I have included not
only a fictional text, but I have also included non-fictional texts which
addresses diversity through introducing students to the life of one of the
greatest musical composers. This unit also aligns with the Department of
Public Instruction standard 1, indicator 4. This indicator is met through
addressing the needs of students by providing a variety of instructional
activities in which students are able to exercise their communication skills
through a multitude of reading, writing, listening, and speaking activities that
cater to a multitude of learning styles. This study aligns with standard 1,
indicator 5. Throughout the multi-text study, I ask students questions in order
to activate prior knowledge that they have about the books they are reading.
Students are provided with individual and small group activities in which they
are able to interact with the text in order to increase their reading and
comprehension skills. This lesson also meets standard 1, indicator 6. As a
teacher, it is my job to encourage the development of literacy in each of my
students. It is also my job to cater to the individual needs of the students in my
class by providing developmentally appropriate activities that will help and
not hinder the development of literacy. Standard 7, indicator 2 is met through
integrating language arts, social studies and technology into this unit.
Students are reading, writing, learning about the famous composer Wolfgang
Amadeus Mozart, and participating in an internet workshop. Standard 7,
indicator 3 is met by activating the prior knowledge of students through
having them make predictions about their reading. Standard 7, indicator 5 is
met by providing the students with activities that cater to a variety of different
learning styles. As a part of this study, students will be artistically
representing similes, participating in a character sketcher activity, working in
small groups in a discussion director activity, writing poems, and even
creating a wanted poster for one of the characters in A Mouse Called Wolf.
Standard 7, indicator 7 is met by assessing students both informally and
formally through observations and a written vocabulary assessment at the end
of the vocabulary activities section of the multi-text study. Standard 8,
indicator 3 is met by encouraging students to use critical thinking skills when
reading or writing through the use of positive feedback and guidance.
Standard 8, indicator 4 is met through providing students with exciting and
interesting literature such as the novel A Mouse Called Wolf and Getting to
Know the World’s Greatest Composers – Wolfgang Amadeus Mozart. Standard 8,
indicator 5 is met by providing students with a variety of different writing
activities such as writing an “I am” poem, creating a wanted poster, writing
entries in a double-entry diary, and creating an ABC book. Students are
encouraged to share their products in both small and large group settings.
Standard 8, indicator 6 is met by making sure that I, as the teacher, use
proper English when working with students so that I will serve as a good
model for them as they continue to develop their use of the English language.
Join Ms. Epley and Ms. Craig
As we Discover
The Musical Delights
Of Wolfgang Amadeus Mozart
Meet a Mouse named Wolf while learning about the great composer Mozart.
Multi-Text Unit
Featuring
http://weread.com
A Mouse Called Wolf
By Dick King Smith
Principle Text:
A Mouse Called Wolf by Dick King Smith
4th grade reading level--Written in 1997 and published by Yearling
We feel that this book is an excellent choice for our interdisciplinary unit on the
life and music of Wolfgang Amadeus Mozart. This book is well written, reads
easily, while still offering content and connections to the real life of Mozart.
This book holds the attention of readers, by offering a heartfelt story of
compassion and learning as one unit. This book tells the exciting journey and
life of a small mouse who is given the name Wolf, the smallest child born in a litter
of mice to Mary the mouse. Besides telling an interesting story about Wolf, his
family, and housemates, the book gives many facts about the life of Mozart.
The book offers the life of Mozart in away that is entertaining to the reader
while still offering details, many readers may not even realize they are in fact
learning about Mozart.
Supplementary Informational Text:
Getting to Know the World’s Greatest Composers – Wolf Gang Amadeus
By Mike Venezia
4th grade reading level—written in 1997 and published by Children’s Press
This book is an excellent companion to A Mouse Called Wolf, offering
factual information on a 4rd grade reading level. The book is written in short
chapters, each talking about and describing the life of Wolfgang Amadeus
Mozart. This book is and information text that includes many details about the
life of Mozart, while still reaming entertaining and engaging. This book is
however easy enough for struggling readers to understand. This text
introduces young readers to the Mozart family, and offers many details about
life during the time period in which Mozart excelled. This book details the
adventures and hardships Mozart had to face as a result of being a musician in
the 1700’s.
Unit Outline
Week 1
Day 1-Pre-reading activities: KWL and Concept Map.
Day 2- Unit engagement, internet workshop--We will have all of the books
available for students to peruse and we will introduce the internet workshop.
Students will complete the internet workshop in the computer lab in order to
build background knowledge about who Mozart was and his life.
Day 3- Fill Out the before you read Worksheets.
Day 4- Read pp.1-21 (A Mouse …) and pp. 1-5(World’s…)
Character Sketcher-Wolf (Mouse)
DED Entries for both books-Compare what it was like for Wolf the mouse
and Mozart in the other book as they grew up and ventured into their musical
careers.
Day 5- Read pp.22-38 (Mouse…) and pp.6-15 (World’s…)
Character Sketcher- Wolf’ Mother
**Write student friendly definitions for tier 2 vocabulary words in vocabulary
journal. Illustrate each word and use it in a sentence.
Week 2
Day 1- Discussion
Students will use their character sketchers and DED entries to have
discussion in small groups.
Day 2- Read pp.39-57 (Mouse…) and pp. 16-23 (World’s…)
DED Entries in journal for both books
Write a short passage or quote from the books and tell how it makes you feel or
how you can tell what the characters feelings are in the story.
Day 3- Read pp.58-86 (Mouse…) and pp. 24-25 (World’s…)
DED for both books.
**Write student friendly definitions for tier 2 vocabulary words in vocabulary
journal. Illustrate each word and use it in a sentence.
Day 4- Discussion
Students will use their DED entries to choose a passage from to have
discussion in small groups.
Day 5- Read pp.86-98 (Mouse…) and pp. 26-32 (World’s…)
Make a wanted Poster for Wolfgang the Mouse-Instructions and requirements
provided.
Week 3
Day1- Write an I-poem about Mozart as a mouse like in A Mouse called Wolf,
using I-poem template provided.
Day 2- Present I-Poems and Wanted Posters
Discuss them and what you were thinking as you did them.
**Write student friendly definitions for tier 2 vocabulary words in vocabulary
journal. Illustrate each word and use it in a sentence
Day 3-Discussion
Students will use their DED diaries to have small group discussion.
Day 4- Fill in Last Column of KWL chart from the beginning of our Unit and
have large class discussion.
A Mouse Called Wolf
Written by Dick King Smith
Wolfgang Amadeus Mozart
Written and Illustrated by Mike Venezia
You are invited to go on a musical journey with a mouse in the book, A Mouse
Called Wolf by Dick King Smith. You will read about the life a mouse named
Wolf through the book that is written about his life. You will learn about the life
of a mouse as well as many other exciting characters. In addition, you will be
reading sections of the nonfiction book Wolfgang Amadeus Mozart by Mike
Venezia.
You will expand your knowledge of Mozart as you read more specific
information about topics introduced to you through Wolf’s adventures. As
your teacher I invite you to keep your own diary about these two books.
You will begin a Double Entry Diary, otherwise known as a DED. You will be
reading, writing
In your diary, rereading, and discussing throughout these entire books of
historical fiction and nonfiction. As you are assigned your reading, you will write
a total of five entries in your DED—one from each section of A Mouse
Called Wolf and one from each section of Wolfgang Amadeus Mozart. You
will find important words, quotations, or passages from the book. Then you will
explain why those words, quotations, and passages are important—in other
words, when you read them, what do those words mean to you? You will also
answer the questions in Section IV.
You will write each entry so that it looks something like this table:
From the book (words, quotes,
What it means to me
passages).
Please include the page and
paragraph.
Page 35. Wolf – Traditional Music
The music being played is similar to
classical music.
Here are options that you may choose to write about and how you might
organize your thoughts:
Significant passage copied from the
text; include page and paragraph #.
Quote
Connections or reactions to recorded
statement
Quote
Reaction (How you feel about the
quote)
Quote
Connection (Self, Text, World)
Quote/Picture
Inference (What you think it means)
Quote Question
Prediction What Really Happened
(You will complete this after you know)
Question you have or something you
Answer or possible answer
don’t understand
Fact Your Opinion
Effect (What happened?) Cause
(Why did it happen?)
Author’s Craft (Simile, metaphor,
personification)
Explanation of what it means and how
it adds importance to the passage
Section 1
Part A
We will read pages 1-13 together in A Mouse Called Wolf. We will stop after
reading the entry for Sunday 30th .You and your partner or small group will
read pages 13-21. Be sure to stop before the entry labeled Saturday 20th.
As you are reading, think about the following:
Wolf and his family
Family’s feelings toward Wolf—what is your opinion?
Author’s craft-simile (comparison using like or as) and personification
(giving human or person traits to objects or things)
Predatory animals
Mouse food, housing
Mice games
Make a prediction after reading Friday 19th entry: What will Wolf do
with his new found talent?
Part B
Please read your book Wolfgang Amadeus Mozart by Mike Venezia for
further information on:
When and where Mozart was born? pp. 3
What did Mozart do? pp. 4
Who did Mozart entertain (play for)? pp. 5
Remember to write one journal entry for Wolf and one for Mozart. (Two
entries total.
Section II
Part A
You will read pages 22-38 in Wolf.
As you are reading, think about the following:
The mouse attack: cause and effect
Major events that occurred and why they happened
Steinway & Sons
Conditions in the house
Mouse rules – what the mice did and did not do to keep themselves safe.
Are these rules similar to some of the rules that we have?
Music and singing
Pianos - How do they work?
Remember to write at least a journal entry for Wolf.
Part B
Please read your book, pages 6-15 in Mozart
What are the different forms of music used at this time? pp. 6
How was Wolfgang Mozart different from other composers? pp. 7
What was Wolfgang Mozart’s childhood like? pp. 8-9
Why were Wolfgang Mozart and Nannerl different? pp. 10-11
What was travel like? pp. 12-13
How did people feel about Wolfgang Mozart’s music? pp. 14-15
Please write at least two journal entries about the information you read.
Section III
Part A You will read pages 39 – 57 in A Mouse Called Wolf. As you are reading,
think about the following:
How were Mary and Mrs. Honeybee alike?
Why did the cat leap upon hearing the door squeak like a mouse?
What happened when Mrs. Honeybee repeatedly sang a song?
Did Wolf and Mrs. Honeybee sing the same song?
What did Mrs. Honeybee decide to do in order to lure the mouse out of
the hole?
How did the mice feel about Wolf’s talent?
How did the mice feel about singing with a human?
Why do you think Wolf reacted the way he did to Mrs. Honeybee?
Part B
Please read your book, pages 16-23 in Mozart for further information on:
What changed for Wolfgang Mozart? pp. 16-18
What was decided would happen for Wolfgang? pp. 19
Did the Archbishop enjoy Wolfgang Mozart? pp. 20-23
What did Wolfgang want most of all? pp. 22-23
Please write at least two journal entries about the information you read in both
books.
Section IV-Notes for the Reader
Part A
You will read pages 58-86 with your classmates and teacher. In addition, you
will read
Pages 24-25 from the book Mozart. Please answer the following questions in
your pirate notebook:
1. What happened to the pair of mice?
2. What allowed the mice to be in the presence of a human?
3. How were the changes that Wolf and Wolfgang went through similar?
4. Who stood to gain from Wolf singing for the lady? Who stood to gain to
Wolfgang composing and playing in Italy?
5. Describe the relationship between the mice and Mrs. Honeybee.
6. What happened to Mrs. Honeybee? How did the mouse save her?
7. What happened while Mrs. Honeybee was gone?
8. How does Mary the mouse’s illness compare to the illness Wolfgang Mozart
experienced?
Part B
You will read pages 86-98 in Wolf. In addition, you will read pages 26-32 from
the book Mozart. Please answer the following questions in your pirate
notebook:
1. What did Wolf decide to do for Mrs. Honeybee?
2. How does Wolf’s actions relate to the life and actions of Wolfgang Mozart?
3. Do you think that Wolf lived up to the name that he was given?
4. Do you think another name would have been better suited to Wolf, why or
why not?
5. If you discovered a mouse with wonderful talents who would you tell? If you
discovered a boy with wonderful talents who would you tell? Why do you think
those two lists are different/alike?
“I Poem”
You need to write an I Poem from the point of view of the mouse as
Mozart in A Mouse Called Wolf. Try to get inside your character; help
the reader identify with the character’s thoughts, actions, emotions,
and personality. If possible, include personification and similes in your
poem. You may wish to use the format presented below, change it
up a little or, you may want to use your own format.
FIRST STANZA
I am (two special characteristics you have)
I wonder (something you are actually curious about)
I hear (an imaginary sound)
I see (an imaginary sight)
I want (an actual desire)
I am (the first line of the poem repeated)
SECOND STANZA
I pretend (something you actually pretend to do)
I feel (a feeling about something imaginary)
I touch (an imaginary touch)
I worry (something that really bothers you)
I cry (something that makes you very sad)
I am (the first line of the poem repeated)
THIRD STANZA
I understand (something you know is true)
I say (something you believe in)
I dream (something you actually dream about)
I try (something you really make an effort to do)
I hope
you
hope for)
first line of
repeated)
(something
actually
I am (the
the poem
Your job is to create a Wanted
Poster for Wolfgang the Mouse.
You will create an artistic representation of the suspect and then
complete the following information for the wanted poster:
Wanted:
Reward amount
Character name
Time and Place Last Seen
Physical Description
How he acts
Likes
Dislikes
Where he hangs out
Suspected Whereabouts
~Remember that this
information, plus the artistic
creation of the suspect, must
fit inside the white box in your
wanted poster. If you choose,
you may use your own creative
template instead of the one
given on the following page.
Data Retrieval Chart
List fascinating facts for each category of information. Be sure to continue
this chart as you read and discover new information. Write some about
Mozart and the Mouse called wolf.
Books/ Short
Summary of Book
AND Websites
A Mouse Called
Wolf by Dick King
Smith
Summary:
Getting to Know the
World’s Greatest
Composers – Wolf
Gang Amadeus
by: Mike Venezia
Summary:
Other Books:
Summary:
History/ Mozart as
a child and the
Mouse (wolf)
First work of art/
first composition
and instrument
used
Interesting
Facts about his
time in Italy/
Without
Siblings
Life as an Adult up to Death
http://www.classicsfork
ids.com/composers/bio.
asp?id=36
http://www.mozartproj
ect.org/index.html
http://www.stringsmusi
cfestival.com/m2m/cont
ents.htm
Name __________________________
Internet Workshop:
Wolfgang Amadeus Mozart
You will complete an Internet Workshop on Wolfgang Amadeus
Mozart using the following site:
http://www.stringsmusicfestival.com/m2m/contents.htm . Be sure to
thoroughly read all required sections on the website and fully answer
each question. You are expected to be an active participant within
your group during this assignment.
Mozart
How old was Mozart when he played his first work of art?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
What instrument did he first learn to play?
__________________________________________________________________
________________________________________________________________
What was Mozart’s first work of art or composed piece of music?
__________________________________________________________________
__________________________________________________________________
_______________________________________________________________
Why did he write Twinkle, Twinkle, Little Star?
__________________________________________________________________
__________________________________________________________________
________________________________________________________________
Why is Italy one of Mozart’s Favorite Places?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
________________________________________________________________
Please write any other important information that you have learned
about Mozart.
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
_______________________________________________________________
Before You Read: Take a look carefully at the front and
back covers of A Mouse Called Wolf. Answer the following
questions by making your own predictions:
Setting (Time and Place): When and where do you think
this book takes place?
_________________________________________________
__________________________________________________________
Characters (The people, animals, or objects around
which the action of the story is centered): Who do you believe
the main characters in the book will be?
______________________________________________________
___________________________________________________
_______
Problem(s) & Solution(s) (What goes wrong in the
story and how is it solved?): What do you predict will be
you
the most significant problems in this book? In what ways do
believe
these
problems
may
be
solved?
__________________________________________________________
__________________________________________________________
__________________________________________________________
Write down any other questions or predictions that you may have
about this book:
__________________________________________________________
__________________________________________________________
__________________________________________________________
_________________________________________________________
Using the Title to Make Predictions
 What do you think the title of this book means?
 Why do you think the mouse is called wolf? Why might
this be significant?
 What do you think might happen to this mouse in the
book?
 What ideas does the picture on the front cover give you
about what might happen in the book?
 Please tell me any other interesting facts you predict
will happen based on the front cover.
Vocab-o-gram/Predict-o-gram
A Mouse Called Wolf by: Dick King Smith
Vocabulary: Mozart, composer, mouse, music, singing, inspecting,
pondering, elegant, awkward, venture, woman, cautious, deceitful,
mouse hole, talent, lure, overwhelmed, piano.
Use the words above and the title of the book to help you make
predictions about the following elements of story:
Setting
Characters
What is the setting likely to be?
Who are possible characters in
the novel?
Problem
Characters’ Goals
What might some problems be
for the characters?
What are likely goals for some
of the characters?
Solution
Prediction/Questions
What are possible solutions to
the problems?
Any other predictions? Do you
have any questions about how
the story might evolve?
Concept Map
Directions: Please use the following format to create your own
concept map about what ideas/things you know about Mozart and
any connections that you may have. You need to create a bubble
concept map (like the one below), and write these ideas in bubbles
surrounding the center bubble called
Mozart.
KWL- Instructions
Fill in Chart using information that you already
know. Then fill in the second column as to what
kind of things you would like to learn about
Mozart. Later we will fill in the last column in.
K-W-L
What I Know
What I Want to
learn
What I Learned
Character Sketcher 3
Wolf--Mouse
Your job as Character Sketcher is to identify a character’s actions (traits) and
explain or prove these traits, identify the character’s goal (which is what the
character wants to do or accomplish), identify the problem and solution in
the reading, and complete an artistic impression of the character.
You need to be aware that the character traits you will choose will be
implied character traits. In other words, they are not directly stated in the
passage. You will want to use descriptive words for your character traits.
You do NOT want to use words like good, bad, nice, and mean. Be sure to
use your “Descriptive Character Traits” page for help.
Sometimes the solution to your character’s problem will not be in the
section of the book that you are reading. In this case, you will need to come
up with a possible solution for you character’s problem.
When you begin artistically representing your character, try to use any
physical descriptions from the text to help you. Your “artistic impression” of
the character will probably be on a separate piece of paper. The next page
gives you an example of how your paper may look with the character
information.
You will be learning about the Mouse named Wolf. Think
about the following traits as you read Chapters 1 and 2.
Venturous
Independent
Different
Talented
Curious
Cautious
Implied Character Traits (3)
1. (Trait) _________________ p.______ par.________
(Explanation or proof of trait)
_____________________________________________________________________
_____________________________________________________________________
2. (Trait) _________________ p.______ par.________
(Explanation or proof of trait)
_____________________________________________________________________
_____________________________________________________________________
3. (Trait) _________________ p.______ par.________
(Explanation or proof of trait)
_____________________________________________________________________
_____________________________________________________________________
Character’s Goal: _______________’s goal is to
___________________________________________________________
______________________________.
Problem: _______________’s problem is
___________________________________________________________
_____________________________________.
Solution or Possible Solution:
___________________________________________________________
__________________________________________________________.
Character Sketcher 3
Wolf’s Mother
Your job as Character Sketcher is to identify a character’s actions (traits) and
explain or prove these traits, identify the character’s goal (which is what the
character wants to do or accomplish), identify the problem and solution in
the reading, and complete an artistic impression of the character.
You need to be aware that the character traits you will choose will be
implied character traits. In other words, they are not directly stated in the
passage. You will want to use descriptive words for your character traits.
You do NOT want to use words like good, bad, nice, and mean. Be sure to
use your “Descriptive Character Traits” page for help.
Sometimes the solution to your character’s problem will not be in the
section of the book that you are reading. In this case, you will need to come
up with a possible solution for you character’s problem.
When you begin artistically representing your character, try to use any
physical descriptions from the text to help you. Your “artistic impression” of
the character will probably be on a separate piece of paper. The next page
gives you an example of how your paper may look with the character
information.
You will be learning about the Wolf’s Mother. Think about
the following traits as you read Chapters 1 and 2.
Encouraging
Caring
Loving
Favoritism
Frightened
Cautious
Implied Character Traits (3)
1. (Trait) _________________ p.______ par.________
(Explanation or proof of trait)
_____________________________________________________________________
_____________________________________________________________________
2. (Trait) _________________ p.______ par.________
(Explanation or proof of trait)
_____________________________________________________________________
_____________________________________________________________________
3. (Trait) _________________ p.______ par.________
(Explanation or proof of trait)
_____________________________________________________________________
_____________________________________________________________________
Character’s Goal: _______________’s goal is to
_____________________________________________________________________
Problem: _______________’s problem is
__________________________________________________________________________
__________________________________________________________________________.
Solution or Possible Solution:
__________________________________________________________________________
__________________________________________________________________________.
Error! Reference source not found.
Student Rubric
Internet workshop

Answers are
complete and thorough

/10 pts
Evidence that
student has examined all websites.
Character Sketchers






Clearly
identifies character’s actions, traits, and
goals.
Defines
problem and solution.
Double Entry Diary
Entries
connect to topics and themes in that
section.
Well written,
explained and thoughtfully crafted.
Each entry
has at least two connections to the text.
All entries are
present.
/10 pts
/25 pts.
Data Retrieval Chart

Fully filled out
with thoughtful insights and information
provided.
/15pts.
Vocabulary Journal




Words are
defined with correct meaning and
connection to text
Illustrations
are present for each word
All words are
present
Journal is
legible
I-Poem

Is in form of IPoem
/25 pts.

Includes
thoughtfully chosen words and images
that reveal intended character
/15 pts.
Wanted Poster
Includes
correct, complete information

Displays
thoughtful connections to Mozart

Well
designed and creative format

Includes
creative artistic representation

/10 pts.
Artistic Impression



Thoughtful
and creative representation
/5 pts.
Shows
understanding of text
Vocabulary Assessment
Student
shows understanding of vocabulary words
/10 pts.
Total— 125 pts
Books Used in this Unit:
A Mouse Called Wolf, By: Dick King Smith, Fourth grade reading level.
A mouse with an unusual name shares his musical gift with a widowed
concert pianist. This mouse learns how to sing along with an elderly lady in
whose how he lives in. He sings along as she plays and learns to have
confidence in himself and to trust others.
Getting to Know the World’s Greatest Composers – Wolf Gang Amadeus,
By Mike Venezia, Fourth grade reading level.
A biography of the child prodigy who wrote more than 800 pieces of music
before his untimely death at thirty-five. This is part of a series of books and this
one book focuses on Mozart. Displaying factual information about Mozart and
his life.
Who Was Wolfgang Amadeus Mozart? by Yona Zeldis McDonough, Carrie
Robbins (Illustrator), Fourth and Fifth grade reading level.
Born in Austria in 1756, Wolfgang Amadeus Mozart composed his first
piece of music, a minuet, when he was just five years old! Soon after, he was
performing for kings and emperors. Although he died at the young age of thirtyfive, Mozart left a legacy of more than 600 works. This fascinating biography
charts the musician's extraordinary career and personal life while painting a vivid
cultural history of eighteenth-century Europe. Black-and-white illustrations on
every spread explore such topics as the history of opera and the evolution of
musical instruments. There is also a timeline and a bibliography.
Mozart: The Wonder Child, by Diane Stanley, Diane Stanley (Illustrator),
Fourth and Fifth grade reading level.
Johannes Chrysostomus Wolfgang Gottlieb Mozart was only three
years old—not much bigger than his name—on the day his life changed forever.
So begins this vivid biography about one of the most legendary prodigies
in history. Award-winning author and illustrator Diane Stanley engagingly tells
the story of a brilliant boy who grew up to be a complex and often troubled
young man—a man who composed some of the most beautiful music of all time.
With stunning and expressive illustrations, she portrays Mozart's
turbulent life as a marionette show, inspired by the famous Salzburg
Marionette Theatre, using an innovative artistic approach to present the life of
a renowned musical genius. In concise and lyrical prose, Stanley presents an
honest and sympathetic portrait of the boyhood and tragically short adulthood
of a composer whose music has lived on for more than two hundred years.
Mozart: The Boy Who Changed the World with His Music (World History
Biographies Series), by Marcus Weeks
Fourth and Fifth grade reading level.
At 5 years old, he composed a minuet. By six, he was performing for
royalty. The compelling story of Wolfgang Amadeus Mozart is a timeless tale
of musical genius, its rewards, and its pitfalls.
Author and musician Marcus Weeks takes us around Mozart's world—
from the Royal courts of 18th century Europe to the opera houses and balls
where Mozart enjoyed triumph and fame. We meet the kings and queens of the
age, learn of the young Mozart's favorite games, see the clothes he wore, and
the new musical instruments of the time. The lively text also gives readers an
appreciation of Mozart's vast legacy of immortal music.
Wolfgang Amadeus Mozart, by Eric Michael Summerer, Fourth grade
reading level.
Introduces Wolfgang Amadeus Mozart, one of the best-known and
busiest composers of all time who, as a child, played for royalty but later tried to
break away from those who offered steady work but treated him badly.
Mozart Finds a Melody, by Stephen Costanza, Fourth grade reading level.
Wolfgang Mozart finds the inspiration to compose a new piano concerto from
his pet starling and the sounds heard through the streets of eighteenth-century
Vienna, Austria.
Mozart's Wig, by Gerry Bailey, Fourth and Fifth grade reading level.
Part of a series of books on famous individuals. This one was inspired by
someone’s wig and it talks about Mozart. It discusses his life works and how he
lived his life.
Musical Genius: A Story About Wolfgang Amadeus Mozart (Creative
Minds Biographies), Barbara Allman (Author), Janet Hamlin (Illustrator),
Fourth and Fifth grade reading level.
Describes the life of eighteenth-century Austrian composer, Mozart, a
musical prodigy who learned to write music before he could write letters and
grew up to become Imperial Court Composer to Emperor Joseph.
Mozart, by Ann Rachlin, Susan Hellard (Illustrator), Tony Hart, K-4th grade
reading level.
Focuses on the childhood and early musical training of the versatile
eighteenth-century Austrian composer, Wolfgang Amadeus Mozart.
Correlations of NCSCS Standards and activities:
North Carolina Language Arts Standard Course of
Study and Music: Grade 4
Unit Activity
NC Language Arts Grade 4
Students define Tier 2
1.06 Read independently daily
from self-selected materials
(consistent with the student's
independent reading level) to:
vocabulary with their student
packet and complete
vocabulary exercises
throughout the unit. This word
knowledge is assessed at the
end of the unit using a
multiple choice vocabulary
test. Students also examine
the author’s craft by
investigating similes within the
book A Mouse Called Wolf.
Then, students create an
artistic representation of a
simile found within the text.
Students completed a K-W-L
before we began the unit to
assess what they know, want
to know, and learned about
Mozart. Students used an
array of books to gather their
* increase fluency.
* build background
knowledge.
* expand vocabulary.
2.01 Use metacognitive
strategies to comprehend text
and to clarify meaning of
vocabulary (e.g., reread the
text, consult other sources, ask
for help, paraphrase, question).
1.01 Use word
identification strategies
appropriately and
automatically when
encountering unknown
words (graphophonic,
syntactic, semantic).
information. Students made
predictions about the book by
answering questions and
completing a vocabogram
before reading A Mouse Called
Wolf. Students also
participated in an Internet
Workshop to seek additional
information on the topic.
Students completed a learning
log/response journal as a
means of connecting the text
to the student’s personal
experiences. Students also
1.02 Infer word
meanings from taught
roots, prefixes, and
suffixes to decode words
in text to assist
comprehension.
1.03 Identify key words
and discover their
meanings and
relationships through a
variety of strategies.
1.04 Increase reading
and writing vocabulary
through:
completed two Double Entry
Diaries specifically noting the
dialect within the book.
Students complete a Wanted
Poster, making references to
the text by providing the
required information. An IPoem was created using
specific information gathered
from the text.
* wide reading.
* word study.
* knowledge of
homophones, synonyms,
antonyms, homonyms.
* knowledge of
multiple meanings of
words.
* writing process
elements.
* writing as a tool for
learning.
* seminars.
* book clubs.
* discussions.
* examining the
author's craft.
1.05 Use word reference
materials (e.g., glossary,
dictionary, thesaurus) to
identify and comprehend
unknown words
MUSIC STANDARDS
9.04 Identify and
describe roles of
musicians in various music
settings and cultures.
9.05 Show respect for
music from various
cultures and historical
periods.
Resources
We used ideas and templates from various sources. Ideas from the following
websites are reflected in our unit.
http://www.classicsforkids.com/composers/bio.asp?id=36
http://www.mozartproject.org/index.html
http://www.stringsmusicfestival.com/m2m/contents.htm
http://www.barnesandnobel.com
Templates from Dr. Beth Frye, Appalachian State University
Many ideas were borrowed from our professor Dr. Beth Frye (Thank you!)
Images from Google Images