Peter and the Wolf

Learning Resource Type

Classroom Resource

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.

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.

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.

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.

CR Resource Type

Learning Activity

Resource Provider

Cleveland Orchestra

License Type

Custom
https://www.clevelandorchestra.com/globalassets/1920/lesson-plan-db/pdfs/2-pete…

Custom License Type (URL)

https://www.clevelandorchestra.com/help/tos/

Approved Date

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