Learning Resource Type

Classroom Resource

Peter and the Wolf

Subject Area

Arts Education
English Language Arts

Grade(s)

2

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.   

    English Language Arts (2021) Grade(s): 2

    ELA21.2.42

    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

    UP:ELA21.2.42

    Vocabulary

    • Opinion
    • Topic
    • Text
    • Details
    • Transitional words
    • Closure

    Knowledge

    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

    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

    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.
    Arts Education (2017) Grade(s): 2 - Music

    AE17.MU.2.15

    Explain and demonstrate how personal interests and experiences influence musical selection for specific purposes.

    Unpacked Content

    UP:AE17.MU.2.15

    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

    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?

    Skills 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.

    Anchor Standards

    Anchor Standard 7: Perceive and analyze artistic work.
    Arts Education (2017) Grade(s): 2 - Music

    AE17.MU.2.18

    Apply personal and expressive preferences in the evaluation of music for specific purposes.

    Unpacked Content

    UP:AE17.MU.2.18

    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

    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)?

    Skills 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.

    Anchor Standards

    Anchor Standard 9: Apply criteria to evaluate artistic work.
    Link to Resource

    CR Resource Type

    Learning Activity

    Resource Provider

    Cleveland Orchestra
    Accessibility
    License

    License Type

    Custom
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