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)
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 Smithand 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 non-fiction 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
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, passages).Please include the page and paragraph. / What it means to me
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 don’t understand / Answer or possible answer
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 entrylabeled 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: