Part B
The Society of the Four Arts Children’s Library
Presents
Sergei Prokofiev’s
Peter and the Wolf
Presented by Palm Beach Symphony & Ballet Palm Beach
Friday, November 4, 2016
10:15 a.m. & 11:45 a.m.
A Teacher’s Manual & Student Guide
Approved for Grade Levels K – 5
Children’s Library
Society of the Four Arts
2 Four Arts Plaza, Palm Beach, FL 33480
T – (561) 655-2776F – (561) 655-7233
RESERVATIONS BEGIN: Wednesday, September 7, 2016
TABLE OF CONTENTS
About Performances at The Society of the Four Arts3
Programs Summary5
Palm Beach Symphony5
Ballet Palm Beach6
Teacher Development7
Adaptations of Peter and the Wolf8
Vocabulary9
Types of Instruments10
Cast of Characters10
More About Orchestras10
Pre-Activities11
Post-Activities12
Lesson Plan13
Lesson Plan Scale17
Peter and the Wolf Character Traits Worksheet 19
Key Terms Match 21
Key Terms Teacher Sheet 23
Are You Ready to Visit The Four Arts? 25
Standards: Kindergarten through 5th Grade 28
Evaluation36
[See Part A for Pages 1-20; See Part B Pages 21-36]
Peter and the Wolf Key Terms Match
Directions: Cut apart the squares. Put the table back together, putting the word, its definition and picture in a row.
Backdrop / A large orchestra of string, wind, and percussion instruments /Composer / dance form performed to music using precise and formal steps; often tells a story /
Symphony / A raised platform on which plays are presented /
Opera / A painted cloth hung across the rear of a stage /
Play / A story acted out by people or puppets /
Stage / A person who writes music /
Theater / A play set to music /
Ballet / A building or area for plays /
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Peter and the Wolf Key Terms Match
TEACHER KEY SHEET
Directions: Cut apart the squares. Put the table back together, putting the word, its definition and picture in a row.
Ballet / dance form performed to music using precise and formal steps; often tells a story /
Symphony / A large orchestra of string, wind, and percussion instruments /
Opera / A play set to music /
Play / A story acted out by people or puppets /
Stage / A raised platform on which plays are presented /
Theater / A building or area for plays /
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Are You Ready To Visit
The Society of the Four Arts?
What does it mean when the lights blink in the hallway outside of an auditorium?
- The theater is trying to save electricity
- There is a problem with the light bulbs
- It is a special effect to make the theater seem interesting
- It is time to go into the theater and sit down
The answer is D. The lights blinking means that the performance is going to start in just a few minutes. Your teacher or chaperone will lead you to your seats so you don’t miss anything.
When should you go to the restroom when at a performance?
- During the quiet parts
- During the loud parts
- When there are only a couple of people on stage
- Before or after the performance so I don’t disturb anyone
The answer is D. Even if you try to be very quiet, getting up in the middle of the performance bothers the people sitting around you and can distract the performers. Try to go to the bathroom before or after a performance so you can concentrate on what’s happening on stage.
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When is it OK to talk during a performance?
- When my friends are talking
- When I think of something funny
- If it’s loud enough that the performer can’t hear me talking.
- When the performer asks the audience a question
The answer is D. Remaining quiet unless asked a question shows the performer that you care about what they are doing or saying, and helps the people who are sitting around you hear the program. Even if your friends are talking, it is good theater manners to remain quiet.
What should you do with food and drink when attending a performance at The Four Arts?
- Sneak it in under my jacket
- Ask my teacher to hold it
- Hide it in a plant or behind a chair
- Leave it in a safe place, such as the bus or the car, and enjoy it later.
The answer is D. The Four Arts doesn’t allow food or drinks in the auditorium at all. Sneaking or hiding food is not allowed either.
NO
FOOD
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After the performance, sometimes the performers take questions from the audience. If you are called on, what should you do?
- Stand Up
- Speak Slowly
- Speak Very Loudly
- All of the Above
The answer is D. If the performer asks “Does anyone have any questions?” by all means, raise your hand! If you get called on, speaking slowly, loudly and standing up helps the performer and the audience hear your question.
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STANDARDS
The following standards are addressed through the program, as well as pre- and post-activities.
KINDERGARTEN STANDARDS
ENGLISH LANGUAGE ARTS:
LAFS.K.L.1.1 Demonstrate command of the conventions of standards English grammar and usage when writing or speaking.
LAFS.K.L.3.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on kindergarten reading and content
LAFS.K.L.3.6 Use words and phrase acquired through conversations, reading and being read to, and responding to texts.
LAFS.K.RL.1.1 With prompting and support, ask and answer questions about key details in a text.
LAFS.K.RL.1.2 With prompting and support, retell familiar stories, including key details.
LAFS.K.RL.1.3 With prompting and support, identify characters, settings, and major events in a story.
LAFS.K.RL.2.4 Ask and answer questions about unknown words in a text.
LAFS.K.RL.2.5 Recognize common types of text (e.g., storybooks, poems).
LAFS.K.RL.3.9 With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories.
LAFS.K.SL.1.2 Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood.
LAFS.K.SL.1.3 Ask and answer questions in order to seek help, get information, or clarify something that is not understood.
LAFS.K.SL.2.5 Add drawings or other visual displays to description to provide additional detail.
LAFS.K.W.1.2 Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, tell about the events in the order in which they occurred, and provide a reaction to what happened.
MUSIC:
MU.K.C.1.1 Respond to music from various sound sources to show awareness of steady beat.
MU.K.C.1.2 Identify various sounds in a piece of music.
MU.K.C.2.1 Identify similarities and/or differences in a performance.
MU.K.C.3.1 Share opinions about selected pieces of music.
MU.K.O.1.1 Respond to beat, rhythm, and melodic line through imitation.
MU.K.O.1.2 Identify similarities and differences in melodic phrases and/or rhythm patterns.
MU.K.O.3.1 Respond to music to demonstrate how it makes one feel.
THEATRE:
TH.K.C.2.1 Respond to a performance and share personal preferences about parts of the performance.
TH.K.C.3.1 Recognize that individuals may like different things about a selected story or play.
TH.K.C.3.2 Share reactions to a live theatre performance.
TH.K.H.2.1 Identify how the elements of place and time can change a story.
TH.K.H.3.1 Describe feelings related to watching a play.
TH.K.O.1.1 Share opinions about a story with classmates.
TH.K.O.2.1 Draw a picture of a favorite scene from a play.
TH.K.O.3.1 Compare a story that is read to one that is acted out.
TH.K.S.1.1 Demonstrate appropriate audience behavior at a live performance.
TH.K.S.1.2 Describe play-acting, pretending, and real life.
TH.K.S.1.3 Describe personal preferences related to a performance.
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FIRST GRADE STANDARDS
ENGLISH LANGUAGE ARTS:
LAFS.1.L.1.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
LAFS.1.L.3.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 1 reading and content, choosing flexibly from an array of strategies.
LAFS.1.L.3.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using frequently occurring conjunctions to signal simple relationships (e.g., because)
LAFS.1.RL.1.1 Ask and answer questions about key details in a text.
LAFS.1.RL.1.2 Retell stories, including key details, and demonstrate understanding of their central message or lesson.
LAFS.1.RL.1.3 Describe characters, setting, and major events in a story, using key details.
LAFS.1.RL.2.4 Identify words and phrases in stories or poems that suggest feelings or appeal to the senses.
LAFS.1.RL.2.5 Explain major difference between books that tell stories and books that give information, drawing on a wide reading of a range of text types.
LAFS.1.RL.3.9 Compare and contrast the adventures and experiences of characters in stories.
LAFS.1.SL.1.2 Ask and answer questions about key details in a text read aloud or information presented orally or through other media.
LAFS.1.SL.1.3 Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood.
LAFS.1.SL.2.5 Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings.
LAFS.1.W.1.3 Write narratives in which they recount two or more appropriately sequences events, include some details regarding what happened, use temporal words to signal event order, and provide some sense of closure.
MUSIC:
MU.1.C.1.2 Respond to music from various sound sources to show awareness of differences in musical ideas.
MU.1.C.3.1 Share different thoughts or feelings people have about selected pieces of music.
MU.1.O.1.1 Respond to contrasts in music as a foundation for understanding structure.
MU.1.O.1.2 Identify patterns of a simple, four-measure song or speech piece.
MU.1.O.3.1 Respond to changes in tempo and/or dynamics within musical examples.
THEATRE:
TH.1.C.3.1 Share opinions about selected plays.
TH.1.H.2.1 Re-tell a story, demonstrating respect, from a culture other than one's own.
TH.1.H.3.1 Identify similarities between plays and stories.
TH.1.O.1.1 Demonstrate how the parts of the story go together by acting out a story with a beginning, middle, and end.
TH.1.O.2.1 Describe in words or by drawing a picture, the most exciting part in the story line of a play.
TH.1.S.1.1 Exhibit appropriate audience etiquette and response.
TH.1.S.1.2 Demonstrate the differences between play-acting, pretending, and real life
TH.1.S.1.3 Explain personal preferences related to a performance.
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SECOND GRADE STANDARDS
ENGLISH LANGUAGE ARTS:
LAFS.2.L.1.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
LAFS.2.L.3.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 2 reading and content, choosing flexibly from an array of strategies.
LAFS.2.L.3.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy.)
LAFS.2.RL.1.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.
LAFS.2.RL.1.2 Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral.
LAFS.2.RL.1.3 Describe how characters in a story respond to major events and challenges.
LACC.2.RL.2.4 Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song.
LAFS.2.RL.2.5 Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action.
LAFS.2.RL.3.9 Compare and contrast two or more versions of the same story (e.g., Cinderella stories) from different authors or from different cultures.
LAFS.2.SL.1.2 Recount or describe key ideas or details from a text read aloud or information presented orally or through other media.
LAFS.2.SL.1.3 Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic and issue.
LAFS.2.SL.2.5 Create audio recordings of stories or poems; add drawings or other visual displays to stories or recounts of experiences when appropriate to clarify ideas, thoughts, and feelings
LAFS.2.W.1.3 Write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure.
MUSIC:
MU.2.C.1.1 Identify appropriate listening skills for learning about musical examples selected by the teacher.
MU.2.C.1.2 Respond to a piece of music and discuss individual interpretations.
MU.2.C.1.3 Classify unpitched instruments into metals, membranes, shakers, and wooden categories.
MU.2.F.2.1 Describe how people participate in music.
MU.2.O.1.1 Identify basic elements of music in a song or instrumental excerpt.
MU.2.O.1.2 Identify the form of a simple piece of music.
MU.2.O.3.1 Describe changes in tempo and dynamics within a musical work.
THEATRE:
TH.2.C.3.1 Identify important characteristics to discuss when sharing opinions about theatre.
TH.2.H.2.1 Identify universal characters in stories from different cultures.
TH.2.H.3.1 Create dialogue for characters from a story.
TH.2.O.1.1 Compare the differences between reading a story and seeing it as a play.
TH.2.O.2.1 Re-tell what happened in the beginning, middle, and end of a story after viewing a play.
TH.2.S.1.1 Exhibit the behavior necessary to establish audience etiquette, response, and constructive criticism
TH.2.S.1.2 Compare, explain, and exhibit the differences between play-acting, pretending, and real life.
TH.2.S.1.3 Explain, using specific examples, why some individuals may or may not like a particular performance.
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THIRD GRADE STANDARDS
ENGLISH LANGUAGE ARTS:
LAFS.3.L.1.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
LAFS.3.L.3.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies.
LAFS.3.L.3.6 Acquire and use accurately grade-appropriate conversational, general academic, and domain-specific words and phrases, including those that signal spatial and temporal relationships (e.g., After dinner that night we went looking for them).
LAFS.3.RL.1.1 Ask and answer such questions to demonstrate understanding of a text, referring explicitly to the text as the basis for answers.
LAFS.3.RL.1.2 Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text.
LAFS.3.RL.1.3 Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events.
LAFS.3.RL.2.4 Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language.
LAFS.3.RL.2.5 Refer to parts of stories, dramas, and poems when writing or speaking about text, using terms such as chapter, scene, and stanza; describe how each successive part builds on earlier sections.
LAFS.3.SL.1.2 Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
LAFS.3.SL.1.3 Ask and answer questions about information from a speaker, offering appropriate elaboration and detail.
LAFS.3.SL.2.5 Create engaging audio recordings of stories or poems that demonstrate fluid reading at an understandable pace; add visual displays when appropriate to emphasize or enhance certain facts or details
LAFS.3.W.1.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
MUSIC:
MU.3.C.1.1 Describe listening skills and how they support appreciation of musical works.
MU.3.C.1.2 Respond to a musical work in a variety of ways and compare individual interpretations.
MU.3.C.1.3 Identify families of orchestral and band instruments.
MU.3.C.2.1 Evaluate performances of familiar music using teacher-established criteria.
MU.3.C.3.1 Identify musical characteristics and elements within a piece of music when discussing the value of the work.
MU.3.O.1.1 Identify, using correct music vocabulary, the elements in a musical work.
MU.3.O.2.1 Rearrange melodic or rhythmic patterns to generate new phrases.
MU.3.O.3.1 Describe how tempo and dynamics can change the mood or emotion of a piece of music.
THEATRE:
TH.3.C.3.1 Discuss the techniques that help create an effective theatre work.
TH.3.H.2.1 Identify geographical or cultural origins of stories.
TH.3.H.3.1 Identify interpersonal skills that are learned through participation in a play.
TH.3.O.1.1 Describe how an actor creates a character.
TH.3.O.2.1 Describe what happened in a play, using age-appropriate theatre terminology.
TH.3.S.1.1 Demonstrate effective audience etiquette and constructive criticism for a live performance.
TH.3.S.1.2 Compare a theatrical performance with real life and discuss how theatre makes pretense seem like real life.
TH.3.S.1.3 Evaluate a performance, using correct theatre terms, and give specific examples to support personal opinions. 31
FOURTH GRADE STANDARDS
ENGLISH LANGUAGE ARTS:
LAFS.4.L.1.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
LAFS.4.L.3.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 4 reading and content, choosing flexibly from a range of strategies.
LAFS.4.L.3.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation.)
LAFS.4.RL.1.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
LAFS.4.RL.1.2 Determine a theme of a story, drama, or poem from details in the text; summarize the text.
LAFS.4.RL.1.3 Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., character’s thoughts, words or actions).
LAFS.4.RL.2.4 Determine the meaning of words and phrases as they are used in a text, including those that allude to significant characters found in mythology (e.g., Herculean)
LAFS.4.RL.2.5 Explain major differences between poems, drama, and prose, and refer to the structural elements of poems (e.g., verse, rhythm, meter) and drama (e.g., casts of characters, settings, descriptions, dialogue, stage directions) when writing or speaking about a text.
LAFS.4.SL.1.2 Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
LAFS.4.SL.1.3 Identify the reason and evidence a speaker provides to support particular points.
LAFS.4.SL.2.5 Add audio recordings and visual displays to presentations when appropriate to enhance the development of main ideas or themes.