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Peter and the Wolf

Classroom Resource Information

Title:

Peter and the Wolf

URL:

https://www.clevelandorchestra.com/globalassets/1920/lesson-plan-db/pdfs/2-peterandthewolf.pdf

Content Source:

Other
Cleveland Orchestra

Type:

Learning Activity

Overview:

Students will watch, listen to, and analyze Peter and the Wolf by Sergei Prokofiev. They will discuss opinions and write an opinion piece about a decision Peter made in the story. They will share their opinion with the class.

Content Standard(s):

Arts Education ARTS (2017) Grade: 2 Music: General	15) Explain and demonstrate how personal interests and experiences influence musical selection for specific purposes. Unpacked Content Artistic Process: Responding Anchor Standards: Anchor Standard 7: Perceive and analyze artistic work. Process Components: Select Essential Questions: EU: Individuals' selection of musical works is influenced by their interests, experiences, understandings, and purposes. EQ: How do individuals choose music to experience? Concepts & Vocabulary: Rhythm Eighth note, eighth rest, half note, half rest, whole note, whole rest Strong/ weak beat — 2/4; 3/4 meter Accelerando/ ritardando Melody Pitch Set: Do, Re, Mi, So, La Five-line staff Treble clef Names of lines/ spaces (treble staff) Harmony Melodic ostinati Partner songs Form AAB, AABA, Rondo Verse/ Refrain Expression Orchestral instrument families Piano (p), forte (f) Crescendo/ decrescendo Orchestral Music: programmatic Indigenous music: Native American American music: slave songs, colonial folk songs Other Age-appropriate pitch matching (B3-D5)¹ Mallet/ drumming technique: alternating hands Skill Examples: Performing Demonstrate understanding of musical intent when performing, through attention to expressive markings. Creating Demonstrate understanding of cultural authenticity by performing music with appropriate stylistic expression Reading/ Writing Identify repeat signs and multiple verses in a verse/refrain song Responding/ Evaluating Explain musical decisions that contribute to the expressive intent of the music. Describe the context of lyrics in a verse/refrain song.
Arts Education ARTS (2017) Grade: 2 Music: General	18) Apply personal and expressive preferences in the evaluation of music for specific purposes. Unpacked Content Artistic Process: Responding Anchor Standards: Anchor Standard 9: Apply criteria to evaluate artistic work. Process Components: Evaluate Essential Questions: EU: The personal evaluation of musical works and performances is informed by analysis, interpretation, and established criteria. EQ: How do we judge the quality of musical work(s) and performance(s)? Concepts & Vocabulary: Rhythm Eighth note, eighth rest, half note, half rest, whole note, whole rest Strong/ weak beat — 2/4; 3/4 meter Accelerando/ ritardando Melody Pitch Set: Do, Re, Mi, So, La Five-line staff Treble clef Names of lines/ spaces (treble staff) Harmony Melodic ostinati Partner songs Form AAB, AABA, Rondo Verse/ Refrain Expression Orchestral instrument families Piano (p), forte (f) Crescendo/ decrescendo Orchestral Music: programmatic Indigenous music: Native American American music: slave songs, colonial folk songs Other Age-appropriate pitch matching (B3-D5)¹ Mallet/ drumming technique: alternating hands Skill Examples: Performing Demonstrate understanding of musical intent when performing, through attention to expressive markings. Creating Demonstrate understanding of cultural authenticity by performing music with appropriate stylistic expression Reading/ Writing Identify repeat signs and multiple verses in a verse/refrain song Responding/ Evaluating Explain musical decisions that contribute to the expressive intent of the music. Describe the context of lyrics in a verse/refrain song.
English Language Arts ELA2021 (2021) Grade: 2	42. Write an opinion piece about a topic or text with details to support the opinion, using transitional words and providing a sense of closure. Unpacked Content Teacher Vocabulary: 42. Opinion Topic Text Details Transitional words Closure Knowledge: 42. Students know: An opinion piece is a writing that provides an opinion about a topic or text and provides reasons for the opinion. Opinion pieces often include transitional words. Skills: 42. Students are able to: Write an opinion piece about a topic or text using details to support the opinion, transitional words, and a concluding statement. Understanding: 42. Students understand that: Opinion writing follows a predictable structure which includes, stating the opinion, providing details to support the opinion, and ends with a conclusion. Opinion pieces often include transitional words. Opinion writing can be used to explain their opinions and the reasons they have the opinion.

Tags:

opinions, Sergei Prokofiev

License Type:

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Partnered Event:

ALEX Resource Development Summit

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This resource provided by:

Author:	Tiffani Stricklin
The event this resource created for:	ALEX Resource Development Summit

ALEX Classroom Resource

Peter and the Wolf