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Unit 4: Lesson 4Introduce Seedfolks Reflection Journal; Create Character Themes for Kim

Unit 4

Planting a Community

                

 

 

Purpose 

In this unit, students read like detectives, asking questions and looking for clues about what characters are thinking, feeling, and doing. As they read, students compose music that represents those investigations in order to gain a deeper understanding of the characters and how they relate to the central theme of the story.

 

Unit Description

In this unit, students create a whole-class musical composition to Seedfolks by Paul Fleischman, a Newbery Medal winning author. Seedfolks is told in a series of character chapters connected by a central theme. To prepare, students become “reading detectives,” annotating the text as they ask questions and look for clues about what characters are thinking, feeling, and doing. In doing so, they are making inferences and text-to-text connections and working toward identifying a central theme of the book. As students read, they learn a range of music elements and create music using classroom instruments and found objects to represent what they have learned about the characters. As a culminating event, the class creates and performs a Seedfolks Composition for an invited audience.

Intention of Unit

A4L Unit 4, Planting a Community, was initially designed and developed to target four primary literacy goals that were identified by teachers as particularly difficult for their students to master and apply – making inferences, text-to-text connections, determining theme, and annotating text.  The integration of an art form was perceived as a promising character traits with musical sounds and rhythm, by inspiring students to express and convey meaning and emotions, and to facilitate visualization of a theme for the text. 
 

Unit 4 Art Form

The art form designed for this Unit is music.  In much the same way that a story is conveyed in motion pictures or any media arts genre, the music is interwoven and connected to the text and images to identify and guide the viewer’s emotional interpretation of about what the characters are thinking, feeling and doing.  E.g.; the musical score is connected to descriptions of images and actions so that once the viewers have experienced the combined words with associated sounds, they can visualize what is happening when only the associated music is heard.    
 
The creation of music through found objects as well as available musical instruments is used as the art genre in this Unit.  This decision was made to comply with the strategy for equity and access used in all the A4L Units so that all students could experience the creation of a musical score even though their school may not have access to traditional musical instruments and students are not already knowledgeable about how to play them. 
This approach of relying on sounds, rhythm, dynamics, duration, pitch and timbre is not unprecedented and is masterfully used in music and dance compositions such as the Stomp and in the motion picture August Rush, as well as many other examples.  By using found objects to make sounds that convey the personality traits and actions of the characters in Seedfolks, students learn to listen intently and to discriminate the meaning of sounds and to be resourceful in finding ways to create music without formal music instruction.  
 

Differentiation Options

 
Vocal Music:  In addition to using music produced with found objects, a musical alternative is to use sounds produced by the human voice or body.  For example, the voice can also produce sounds that create different levels of dynamics, duration, pitch and timbre.  The voice alone is sufficient to produce the range of sounds and variations to define the characteristics of each character in the text and a thematic overview of the book.  The voice may also be effectively supplemented by sounds created using other parts of the body (e.g. clapping, rubbing hands, humming, stomping feet, etc.) or through a combination of voice and use of other found objects or musical instruments as suggested in the Unit.  
 
Visual Arts & Writing:  A substitute for the art genre of music could also be visual arts and writing, in which the students complement the association of sounds with quick linear gesture drawings and later with colors that convey character traits, emotions, and action.
 

Newly Added Feature: This Unit's student texts have been translated into Spanish

 

                

 

Common Core State Standards

Arts for Learning is aligned with the Common Core State Standards for Reading, Writing, Speaking and Listening, and Language. This Overview describes the scope of the standards and this Quick Reference Guide provides each of the standards fully or partially met within this A4L Unit, followed by the charts that specifically identify the standards addressed in each lesson and step in the Unit. The standards are also coded and listed at the beginning of each lesson in the unit. Arts for Learning also provides a comprehensive student assessment program in each unit. This A4L Assessment Toolkit Quick Reference Chart indicates an overview of the locations of the tasks to be scored in the unit.
 
Each A4L unit is developed on a common framework and contains a 3-part sequence of instruction that educational research suggests will help students become more self-directed, independent learners. There is a gradual hand-off of responsibility--from teacher to students-- that is supported by assessment and teacher help as needed. Throughout A4L units the arts serve as motive and means to advance reading for meaning and writing thoughtfully.

 

 

 

 

Part 1

Learning

Unit 4: Lesson 4

Introduce Seedfolks Reflection Journal; Create Character Themes for Kim

Unit 4: Lesson 4

Introduce Seedfolks Reflection Journal; Create Character Themes for Kim

 
 

LITERACY OBJECTIVE

By the end of this lesson students will be able to draw upon annotations and chapter reflections to create a theme that represents the character.
 
 

LITERACY "I CAN" STATEMENT

"I can use my annotations and chapter reflections to compose a character theme that represents Kim."
 
 

 

LESSON OVERVIEW

 

Steps Pacing: 60-90 Minutes
10 Minutes
25-30 Minutes
 
15-20 Minutes
10-30 Minutes, 5-7 min per ensemble (e.g., 30 min = 6 ensembles)

 

STANDARDS ALIGNMENT

 

Targeted CCSS

 

Secondary CCSS

 

Teaching Resources

 

A4L Texts

 

A4L Student Notebook

 

Classroom Charts

 

Art Materials

 

Life & Learning Skills

 

  Differentiation Options  

 

  Leveraging Moments

 

 

 

STEP 1: INTRODUCE LESSON 4

 
 
Process: Give an overview of the lesson objectives: Reflect on Kim using the Reflection Journal; instruct on themes made with classroom instruments and found objects; create, share, and reflect on themes for Kim.
 
Visual Arts Option:
In the visual arts alterative, Graphic Notation will also be replaced with gesture drawings and written reflections on each character and on the final illustration. 
 
Process for using Visual Arts as the art form
 
Suggested Dialogue

 

Creating Themes for Kim

 

 

 

STEP 2: REVIEW THE SEEDFOLKS CHARACTER CHART FOR KIM

 
 
Process: Guide students to sit in Seedfolks Ensembles with their Unit 4 Texts, A4L Notebooks and a pen or pencil. Tell students to wait for the "Go" signal before moving. Guide ensembles to review their Seedfolks Character Charts. Have students get out their A4L Notebooks and turn to page 4 and their A4L Texts and turn to page 2.
 
Suggested Dialogue

 

Students Moving to Sit with Seedfolks Ensembles

 

Guiding Students to Review their Seedfolks Character Charts for Kim

 

 

 

STEP 3: INTRODUCE SEEDFOLKS REFLECTION JOURNAL

 
 
Process: Guide students to journal their personal thoughts and reflections about the character. As students think about the guiding journal questions, they are moving toward an understanding of the central theme of the story. Central theme is explicitly instructed in Lesson 9. Click here for a Reflection Journal with sample responses for Kim.
 
Teaching Tip: Using the Character Reflection Journal

 

Suggested Dialogue

 

Writing Character Reflections

 

Guiding Students to Record a "Big Idea" for the Chapter

 

 

 

STEP 4: TRANSITION TO MUSIC

 
 
Process: Transition to music and make a connection to compose Kim's character theme.
 
Suggested Dialogue

 

Composing Character Themes

 

 

 

STEP 5: INTRODUCE "THEME CRITERIA," LISTEN TO TWO SAMPLE THEMES FOR KIM PLAYED WITH CLASSROOM INSTRUMENTS & FOUND OBJECTS

 
 
Process: Introduce the criteria of a theme. Review the words and phrases your students used to describe Kim. Play a recording of the first sample Kim theme created with classroom instruments and found objects using the A4L Music Track 16, "Sample Kim Theme #1." Have students reflect on what they hear and discuss different choices the student composers made for this theme. Refer to your Elements of Music Chart and encourage students to use the terms for elements of music (dynamics, duration, pitch and timbre) as they describe what they hear. Play the second sample Kim theme, Track 17, "Sample Kim Theme #2," and engage in a similar discussion.
 
Play each sample theme more than once if it helps students process what they are hearing. It is important to hear both themes so students understand there are many ways to interpret Kim in music; there is no "one correct" answer.
 
Prior to instruction, prepare a chart titled Theme Criteria to be displayed throughout the unit or write the criteria during instruction. Timing for theme instruction is 10 minutes.
 

 

 

Elements of Music

 

Character & Seedfolks Theme Criteria

 

Suggested Dialogue

 

Discussing the Definition of Music

 

Listening to "Sample Kim Theme #1"

 

Introducing Theme Criteria

 

Listening to "Sample Kim Theme #2"

 

 

 

STEP 6: GUIDE STUDENTS TO CREATE THEMES FOR KIM

 
 
Process: Guide students in the process of creating a theme for Kim. See the menu below Theme Compositional Process for a quick reference. Post the Composer's Questions to guide students in the creation of themes throughout the unit. Feel free to post the entire process. Composer's Questions are on page 8 in A4L Student Notebooks and for teachers here as a resource. The creative process requires students to experiment with instruments, dialogue, and revision. This may sound and look disorderly but is an indication that students are engaged in the learning.
 
Timing to brainstorm and compose themes is 25 minutes.

 

Coaching Tips for the Arts: Creating a Theme

 

Process Quick View: Theme Compositional Process 

 

Suggested Dialogue

 

The Process of Creating your Theme

 

 

 

STEP 7: RECORD THEME NOTES ON NOTATION CHART

 
 
Process: Introduce the concept of graphic notation using the Sample Written Notation Chart. First display the Sample Written Notation Chart on the document camera. Point out how it has a row for each instrument with notes on what each instrument plays. Note how the written notes (or blank space) line up vertically to show how each instrument's activity corresponds to what the other instruments do.
 
Use the A4L Music track to play "Recording for Notation Samples," Track 18, while reading the Sample Written Notation. Note this is not a theme, but a simple recording made for the purpose of instructing on written and graphic notation. Then direct students to their own Notation Charts on page 7 in their A4L Notebook, and walk them through the process of recording their own musical theme. See the menu below Notation: Benefits & Options for more information.

 

 

Connecting Literacy & Art: Benefits of Written & Graphic Notation

 

Step Alternatives: Options for Using Notation

 

  Step 7-8 Differentiation Options: Presenting & Reflecting on Themes for Kim

 

Suggested Dialogue

 

Writing Notes on your Character's Theme

 

 

 

 

STEP 8: PRESENT AND REFLECT ON THEMES FOR KIM

 
 
Process: Guide ensembles to present and reflect on their themes. See the menu below, Differentiation Options: Presenting & Reflecting on Themes for Kim (by Step 7) for ways to structure the activity. Predetermine if the Seedfolks Ensembles will share their themes in the front of the classroom or if they will stay at their desks, how many groups will present, and their order. See menu below Presentation Management in the Classroom for suggestions for appreciating performances and focusing both audience and musicians. If you wish, you may video or audio record the presentations to further document the themes in preparation for the final performance.
 
Presentation and Reflection Process
 
  1. An ensemble spokesperson shares what members want to represent about the character.
  2. A second spokesperson shares his/her Notation Chart to show what audience will hear.
  3. Ensemble plays the theme.
  4. Class reflects using the Music Reflection Starters.
 
Music Reflection Starters are sentence stems that will support students in the reflection process. Either post the Reflection Starters on chart paper or project on the document camera. Timing for each group to present and reflect is 5-7 minutes.

 

Coaching Tips for the Arts: Presentation Management in the Classroom

 

Process Quick View: Theme Presentation & Reflection

 

Coaching Tip for the Arts: Reflecting on Music

 

Suggested Dialogue

 

Practicing Active Listening

 

Introducing Audience and Musician Cues, and Performance Appreciation

 

Explaining Presentation and Reflection Process

 

Facilitating Presentations

 

 

 

STEP 9: COLLECT INSTRUMENTS & RESTORE THE ROOM

 
 
Process: Restore the room to its original state. Students return instruments to their correct storage unit. Feel free to assign students the responsibility of organizing instruments into bins and putting bins away. Students return to their regularly assigned seats.
 
Suggested Dialogue

 

Restoring the Classroom

 

 

 

STEP 10: CLOSE LESSON 4

 
 
Process: Close the lesson with a look forward, describing the next lesson.
 
Suggested Dialogue

 

Looking Forward

 

Performing The Closing Ritual (Optional)

 

 

 

 

CONGRATULATIONS ON COMPLETING LESSON 4! YOU ARE NOW READY TO MOVE ONTO LESSON 5 OF UNIT 4.

 

 

 

 

You've now reached the end of our ArtsforLearning Curriculum preview.