Literature and Music
A Keeping Score Lesson
Joan Perez
Pearl Zanker School
Milpitas School District
Literature and Music
A 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.
Literature and Music
A Keeping Score Lesson
Music 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.
Literature and Music
A Keeping Score Lesson
Content Standards
Language Arts
Grade 4
Word Recognition
1.1 Read narrative and expository text aloud with gradeappropriate fluency and accuracy and with appropriate pacing,
intonation, and expression.
2.0 Reading Comprehension
Students read and understand grade-level-appropriate 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-Appropriate 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.
Literature and Music
A 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
Teacher’s 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.
Computer with Adobe Premiere, and ability to use that software.
Combine summary, illustration, and music, using Adobe Premiere, to make a class “movie of the novel”.
Final Student Assessment
How will you know that students have achieved the standard?
Students write a critical response after viewing final product.
Literature and Music
A 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.
Literature and Music
A 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
17. crescendo
18. decrescendo
19. staccato
20. legato
21. accelerando
22. ritardando
23. pitch
See attached sheet for spelling lists with definitions of musical terms.
Literature and Music
A 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.
Literature and Music
San Francisco Symphony for Kids Worksheet
www.sfskids.org
Station 1 All in the Family
Station 2 Big Moments
Station 3
Great Tunes
Benjamin Britten
Young Person's Guide to the Orchestra
Sergei Prokofiev
Dance of the Knights, Romeo and Juliet
Wolfgang Mozart
A Little Night Music
Johann Sebastian Bach
Brandenburg Concerto No. 3
Aaron Copland
Fanfare for the Common Man
Antonín Dvořák
Largo from Symphony No. 9
Peter Tchaikovsky
Scherzo from Symphony No. 4
Ludwig van Beethoven
Symphony No. 5
Franz Schubert
Theme from Symphony No. 8
Gustav Mahler
Adagietto from Symphony No. 5
Richard Wagner
Ride of the Valkyries
Gustav Mahler
Third movement from Symphony No. 1
Peter Tchaikovsky
Dance of the Reed Flutes, The Nutcracker
Richard Strauss
Sunrise from Also Sprach Zarathustra
Felix Mendelssohn
Wedding March, Midsummer Night's Dream
Béla Bartók
Game of Pairs from Concerto for Orchestra
Igor Stravinsky
Rite of Spring
Aaron Copland
Simple Gifts
Leos Janacek
Sinfonietta
Modest Mussorgsky
Great Gate of Kiev
George Gershwin
Rhapsody in Blue
Igor Stravinsky
Vivo from Pulcinella
Johannes Brahms
Third movement from Symphony No. 3
Christopher Rouse
Ku-Ka-Illimoku
Peter Tchaikovsky
Waltz of the Flowers from The Nutcracker
Literature and Music
San Francisco Symphony for Kids Worksheet
www.sfskids.org
Station 4
Musical Critters
Station 5
Once Upon a Time
Station 6 Sneak Preview
Sergei Prokofiev
The Duck from Peter and the Wolf
Zoltan Kodaly
Viennese Musical Clock
Giaocchino Rossini
Storm from William Tell
Nicolai Rimsky-Korsakov
Flight of the Bumblebee
Sergei Prokofiev
Midnight from Cinderella
Sergei Prokofiev
Young Juliet from Romeo and Juliet
Sergei Prokofiev
The Cat from Peter and the Wolf
Maurice Ravel
Beauty's theme from Mother Goose
Edvard Grieg
In the Hall of the Mountain King
Camille Saint-Saens
The Elephant from Carnival of the Animals
Maurice Ravel
Beast's theme from Mother Goose
Igor Stravinsky
Infernal Dance from The Firebird
Edward Elgar
Dan the Bulldog from Enigma Variations
Nicolai Rimsky-Korsakov
The Sea and Sinbad's Ship, Sheherazade
Maurice Ravel
Beauty and the Beast
Richard Strauss
Sheep from Don Quixote
Richard Strauss
Till Eulenspiegel's Merry Pranks
Igor Stravinsky
Finale from The Firebird
Igor Stravinsky
The Firebird
Leonard Bernstein
Cool Fugue from West Side Story
Paul Dukas
The Sorcerer's Apprentice
Hector Berlioz
Dance of the Sylphs
Richard Strauss
Sheep from Don Quixote
Ottorino Respighi
Pines of Rome
Literature and Music
Musical 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
Literature and Music
Excitement Graph Blank
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Chapters
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Title
Aleuts arrive
found fish
Aleuts ready
Battle
Kimki chief
white men come
Tribe leaves K.jump off
Ramo killed
Burned village
Went canoe leaked
Picked place 4 house
Built house ,fence
Sea elephant hurt leg
Made cave house
Tames Rontu
saw devilfish
Rontu fight dogs
2 birds Lurai, Tainor
Battle devilifish
stuck in Black cave
met Aleunt girl
K. and Tutok friends
Helped otter-Mon-a-nee
More pets
Rontu died
Catches Ronu-Aru
Earthquake tidal wave
Whte men come K. hid
White men return
K. leaves island
Literature and Music
Excitement Graph
Island of the Blue Dolphins
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