kmshield.lit-music

 //I love literature - I love movies - I love music. Incorporating these three things into one lesson is something I have always wanted to do. I don’t think that children realize the impact that adding music to a story can have. Most of the time, they don’t even realize that music helps to set the mood in a movie.//
 * Krista M. Shields  **
 * Project 2 **
 * Information Age Inquiry: S574 **
 * March 2, 2009 **

In __The Blue Book on Information Age Inquiry, Instruction, and Literacy__, author Daniel Callison states Carol Kuhlthau’s emphasis that “library and information skills are not separate school subjects. Like reading and writing, they are process skills – skills used to reach other learning goals,” (Callison 86). The inquiry skills used in this lesson are evidence of the process that takes place (and matures) from elementary to junior high school. Third grade students are able to listen and view different aspects of stories, as well as different types of media. They also can “participate in discussion following a story, recall, summarize. . . what is listened to and viewed, and creates developmentally appropriate multimedia products. . . .” (87). These skills are woven together with the Indiana State Standards 3.3.2 and 3.8.4 in that students use these literacy skills to comprehend basic plots and discuss ways music could enhance a story. As the students mature to seventh grade, the expectations and skills also mature. They are able to move from discussion to “understanding how to extract information from human resources and interpreting meaning from many forms [even online fairy tales] of literature,” (89). They move from creating simple multimedia products to “using content-specific tools, software, and simulations, including Web-based tools, to support learning and basic information research,” (89). In my lesson, the students use these skills to support Indiana Academic Standard 7.8.5 when they explore the connections between literature and music. The students also sharpens their inquiry skills in that they compare their “own experiences with those attributed to that age group in the media” when they participate in the self-assessment blog.
 * __ Inquiry Skill __**

Truthfully, creating this lesson was a lot of work – work that I wish I do for every single lesson I teach. To be able to weave together the two sets of standards with the skills needed for inquiry is a huge task, but one that must be done.

After reading the fairy tale, __Beauty and the Beast__, third grade students will listen to music from the Disney movie soundtrack and correlate segments of it to the progression of plot in order to understand the effect music has on emotional engagement in literature. Seventh grade students will view examples of how music c an evoke specific emotions. Musical selections range from “Star Wars” and “The Lion King” to Beethoven and Tchaikovsky in the Dallas Symphony Orchestra’s “Amazing Music Series #1: Emotions in Music” DVD. Students will select an online interactive fairy tale and choose existing music or create an original piece in order to reveal the effects music has on the progression of plot. **3rd Grade Lesson Plan**  =**Content Areas/Standards: **= __Language Arts/Reading __ · 3.3.2 Comprehend basic plots of classic fairy tales, myths, folktales, legends, and fables from around the world. __Music __ · 3.8.4 Discuss ways that music could enhance understanding of a topic in another discipline. <span style="font-family: 'Trebuchet MS','sans-serif';"> =**<span style="font-family: 'Trebuchet MS','sans-serif';">Time Required: **= <span style="font-family: 'Trebuchet MS','sans-serif';">(3) 40-minute class periods =**<span style="font-family: 'Trebuchet MS','sans-serif';">Objectives: **= <span style="font-family: 'Trebuchet MS','sans-serif';"> Students will: <span style="font-family: Symbol; mso-list: Ignore; msobidifontfamily: Symbol; msolist: Ignore; msofareastfontfamily: Symbol;">· <span style="font-family: 'Trebuchet MS','sans-serif';">Participate in a read-aloud story of __Beauty and the Beast__. <span style="font-family: Symbol; mso-list: Ignore; msobidifontfamily: Symbol; msolist: Ignore; msofareastfontfamily: Symbol;">· <span style="font-family: 'Trebuchet MS','sans-serif';">Identify the five important elements of plot in the story through the Disney movie soundtrack of “Beauty and the Beast.” <span style="font-family: Symbol; mso-list: Ignore; msobidifontfamily: Symbol; msolist: Ignore; msofareastfontfamily: Symbol;">· <span style="font-family: 'Trebuchet MS','sans-serif';">Use //Kidspiration// in order to depict five scenes (introduction, rising action, climax, falling action, conclusion) that show the progression of plot and their emotions while listening to that music segment. =**<span style="font-family: 'Trebuchet MS','sans-serif';">Materials Needed: **= <span style="font-family: Symbol; mso-list: Ignore; msobidifontfamily: Symbol; msolist: Ignore; msofareastfontfamily: Symbol;">· __<span style="font-family: 'Trebuchet MS','sans-serif';">Beauty and the Beast __<span style="font-family: 'Trebuchet MS','sans-serif';"> picture book <span style="font-family: Symbol; mso-list: Ignore; msobidifontfamily: Symbol; msolist: Ignore; msofareastfontfamily: Symbol;">· <span style="font-family: 'Trebuchet MS','sans-serif';">Music Segments (from Disney’s Beauty and the Beast Soundtrack) <span style="font-family: 'Trebuchet MS','sans-serif'; mso-list: Ignore; msobidifontfamily: 'Trebuchet MS'; msolist: Ignore; msofareastfontfamily: 'Trebuchet MS';">1. <span style="font-family: 'Trebuchet MS','sans-serif';">Disney intro logo <span style="font-family: 'Trebuchet MS','sans-serif'; mso-list: Ignore; msobidifontfamily: 'Trebuchet MS'; msolist: Ignore; msofareastfontfamily: 'Trebuchet MS';">2. <span style="font-family: 'Trebuchet MS','sans-serif';">Prologue #1 on Disney soundtrack – first 35 seconds <span style="font-family: 'Trebuchet MS','sans-serif'; mso-list: Ignore; msobidifontfamily: 'Trebuchet MS'; msolist: Ignore; msofareastfontfamily: 'Trebuchet MS';">3. <span style="font-family: 'Trebuchet MS','sans-serif';">Belle #2 on Disney soundtrack - first 19 seconds <span style="font-family: 'Trebuchet MS','sans-serif'; mso-list: Ignore; msobidifontfamily: 'Trebuchet MS'; msolist: Ignore; msofareastfontfamily: 'Trebuchet MS';">4. <span style="font-family: 'Trebuchet MS','sans-serif';">Something There #7 on Disney soundtrack - first 12 seconds <span style="font-family: 'Trebuchet MS','sans-serif'; mso-list: Ignore; msobidifontfamily: 'Trebuchet MS'; msolist: Ignore; msofareastfontfamily: 'Trebuchet MS';">5. <span style="font-family: 'Trebuchet MS','sans-serif';">Tale as Old as Time #9 on Disney soundtrack - first 35 seconds <span style="font-family: 'Trebuchet MS','sans-serif'; mso-list: Ignore; msobidifontfamily: 'Trebuchet MS'; msolist: Ignore; msofareastfontfamily: 'Trebuchet MS';">6. <span style="font-family: 'Trebuchet MS','sans-serif';">Transformation #14 on Disney soundtrack – first 1:47 seconds =**<span style="font-family: 'Trebuchet MS','sans-serif';">Introduction: **= <span style="font-family: 'Trebuchet MS','sans-serif';">We will read __Beauty and the Beast__. I will ask them to listen to an audio clip to see if they can identify it (Disney’s logo music) and ask what they felt when they heard it. This will help prepare the students for the activity. =**<span style="font-family: 'Trebuchet MS','sans-serif';">Steps: **= <span style="font-family: 'Trebuchet MS','sans-serif';">After finishing a picture book version of __Beauty and the Beast__, we will identify the five important elements of the story’s plot and then listen to the audio segments from the Disney movie soundtrack. The students will then identify the plot elements again by listening to the music. We will discuss emotions they felt during the segments and brainstorm different emotions that a person feels. Each student will create a //Kidspiration// map depicting the five scenes of the plot and their emotions during listening to that particular music segment. They can use their checklist to assess that they have the necessary elements. After self-assessment, students will divide into groups of four and share their projects. Using the picture rubrics, they will cut out the shapes and share their thoughts about their classmates’ work.
 * __ Overview __**
 * __ Teaching Materials __**

<span style="font-family: 'Trebuchet MS','sans-serif';"> =<span style="font-family: 'Trebuchet MS','sans-serif';">Content Areas/Standards: = __<span style="font-family: 'Trebuchet MS','sans-serif';">Language Arts/Reading __<span style="font-family: 'Trebuchet MS','sans-serif';"> <span style="color: #c00000; font-family: Symbol; mso-list: Ignore; msobidifontfamily: Symbol; msolist: Ignore; msofareastfontfamily: Symbol;">· <span style="color: #c00000; font-family: 'Trebuchet MS','sans-serif';">7.3.2 Identify events that advance the plot and determine how each event explains past or present action or foreshadows (provides clues to) future action. __<span style="font-family: 'Trebuchet MS','sans-serif';">Music __ <span style="color: #c00000; font-family: Symbol; mso-list: Ignore; msobidifontfamily: Symbol; msolist: Ignore; msofareastfontfamily: Symbol;">· <span style="color: #c00000; font-family: 'Trebuchet MS','sans-serif';">7.8.5 Identify music related to a contemporary event or topic such as Black History Month and explore interdisciplinary connections that involve music performance, dramatization, related art, reading, writing, and other potential activities. <span style="font-family: 'Trebuchet MS','sans-serif';"> =<span style="font-family: 'Trebuchet MS','sans-serif';">Time Required: = (5) 50 minute class periods =Objectives:= Students will: <span style="font-family: Symbol; mso-list: Ignore; msobidifontfamily: Symbol; msolist: Ignore; msofareastfontfamily: Symbol;">· <span style="font-family: 'Trebuchet MS','sans-serif';">Discuss emotions felt after viewing selections from the Dallas Symphony Orchestra’s “Emotions in Music” DVD. <span style="font-family: Symbol; mso-list: Ignore; msobidifontfamily: Symbol; msolist: Ignore; msofareastfontfamily: Symbol;">· <span style="font-family: 'Trebuchet MS','sans-serif';">Analyze the impact that music has on a story. <span style="font-family: Symbol; mso-list: Ignore; msobidifontfamily: Symbol; msolist: Ignore; msofareastfontfamily: Symbol;">· <span style="font-family: 'Trebuchet MS','sans-serif';">Select an online interactive fairy tale of their choice. <span style="font-family: Symbol; mso-list: Ignore; msobidifontfamily: Symbol; msolist: Ignore; msofareastfontfamily: Symbol;">· <span style="font-family: 'Trebuchet MS','sans-serif';">Choose or create a musical accompaniment for their individual fairy tale of choice. <span style="font-family: Symbol; mso-list: Ignore; msobidifontfamily: Symbol; msolist: Ignore; msofareastfontfamily: Symbol;">· <span style="font-family: 'Trebuchet MS','sans-serif';">Participate in the class blog to assess classmates’ works. Materials Needed: <span style="font-family: Symbol; mso-list: Ignore; msobidifontfamily: Symbol; msolist: Ignore; msofareastfontfamily: Symbol;">· <span style="font-family: 'Trebuchet MS','sans-serif';">Dallas Symphony Orchestra’s “Amazing Music Series #1: Emotions in Music” DVD (Online store: []) <span style="font-family: Symbol; mso-list: Ignore; msobidifontfamily: Symbol; msolist: Ignore; msofareastfontfamily: Symbol;">· <span style="font-family: 'Trebuchet MS','sans-serif';">LCD projector <span style="font-family: Symbol; mso-list: Ignore; msobidifontfamily: Symbol; msolist: Ignore; msofareastfontfamily: Symbol;">· <span style="font-family: 'Trebuchet MS','sans-serif';">DVD player <span style="font-family: 'Trebuchet MS','sans-serif';">
 * <span style="font-size: 16pt; color: #c00000; line-height: 115%; font-family: 'Trebuchet MS','sans-serif';">7th Grade Lesson Plan **

=<span style="font-family: 'Trebuchet MS','sans-serif';">**Introduction:** = I will review the five elements of plot (introduction, rising action, climax, falling action, conclusion). The class will discuss favorite movie soundtracks (**//Narnia//**, **//Lord of the Rings//**, **//Enchanted//**, etc.), as well as favorite childhood fairy tales. We will then view the Dallas Symphony Orchestra’s “Emotions in Music” DVD. <span style="font-family: 'Trebuchet MS','sans-serif';"> =**<span style="font-family: 'Trebuchet MS','sans-serif';">Steps: **= <span style="font-family: 'Trebuchet MS','sans-serif';">Students will divide into groups and discuss the effect that music has on portraying emotions in a movie. Students will then participate in whole group discussion of what they learned from the DVD. They will choose their own fairy tale from the available websites and then adapt music to accompany it. After projects are completed, students will blog responses and comments to others’ works as a self-assessment. <span style="color: #0000ff; font-family: 'Trebuchet MS', Helvetica, sans-serif;"> =<span style="color: #0000ff; font-family: 'Trebuchet MS', Helvetica, sans-serif;">For 3rd Grade: = <span style="font-family: 'Trebuchet MS','sans-serif'; mso-list: Ignore; msobidifontfamily: 'Trebuchet MS'; msolist: Ignore; msofareastfontfamily: 'Trebuchet MS';">1. <span style="font-family: 'Trebuchet MS','sans-serif';">Bank of Emotions (if needed) <span style="font-family: 'Trebuchet MS','sans-serif'; mso-list: Ignore; msobidifontfamily: 'Trebuchet MS'; msolist: Ignore; msofareastfontfamily: 'Trebuchet MS';">2. <span style="font-family: 'Trebuchet MS','sans-serif';">Template (if needed) View template & sample student project: [] <span style="font-family: 'Trebuchet MS','sans-serif'; mso-list: Ignore; msobidifontfamily: 'Trebuchet MS'; msolist: Ignore; msofareastfontfamily: 'Trebuchet MS';">3. //<span style="font-family: 'Trebuchet MS','sans-serif';">Kidspiration //<span style="font-family: 'Trebuchet MS','sans-serif';">software on a student workstation <span style="font-family: 'Trebuchet MS','sans-serif'; mso-list: Ignore; msobidifontfamily: 'Trebuchet MS'; msolist: Ignore; msofareastfontfamily: 'Trebuchet MS';">4. <span style="font-family: 'Trebuchet MS','sans-serif';">Checklist <span style="font-family: 'Trebuchet MS','sans-serif'; mso-list: Ignore; msobidifontfamily: 'Trebuchet MS'; msolist: Ignore; msofareastfontfamily: 'Trebuchet MS';">5. <span style="font-family: 'Trebuchet MS','sans-serif';">Picture Rubrics =<span style="color: #c00000; font-family: 'Trebuchet MS', Helvetica, sans-serif;">For 7th Grade: = <span style="color: #000000; font-family: 'Trebuchet MS', Helvetica, sans-serif;">1. <span style="font-family: 'Trebuchet MS','sans-serif';">Websites for interactive stories/online fairy tales (internet access on a student workstation) <span style="font-family: Symbol; mso-list: Ignore; msobidifontfamily: Symbol; msolist: Ignore; msofareastfontfamily: Symbol;">· <span style="font-family: 'Trebuchet MS','sans-serif';">[] <span style="font-family: Symbol; mso-list: Ignore; msobidifontfamily: Symbol; msolist: Ignore; msofareastfontfamily: Symbol;">· <span style="font-family: 'Trebuchet MS','sans-serif';">[] <span style="font-family: Symbol; mso-list: Ignore; msobidifontfamily: Symbol; msolist: Ignore; msofareastfontfamily: Symbol;">· <span style="font-family: 'Trebuchet MS','sans-serif';">[] <span style="font-family: Symbol; mso-list: Ignore; msobidifontfamily: Symbol; msolist: Ignore; msofareastfontfamily: Symbol;">· <span style="font-family: 'Trebuchet MS','sans-serif';">[] <span style="font-family: Symbol; mso-list: Ignore; msobidifontfamily: Symbol; msolist: Ignore; msofareastfontfamily: Symbol;">· <span style="font-family: 'Trebuchet MS','sans-serif';">[] <span style="font-family: 'Trebuchet MS','sans-serif'; mso-list: Ignore; msobidifontfamily: 'Trebuchet MS'; msolist: Ignore; msofareastfontfamily: 'Trebuchet MS';">2. <span style="font-family: 'Trebuchet MS','sans-serif';">Access to their own music, soundtracks, mp3’s, instrument, or music software <span style="font-family: 'Trebuchet MS','sans-serif'; mso-list: Ignore; msobidifontfamily: 'Trebuchet MS'; msolist: Ignore; msofareastfontfamily: 'Trebuchet MS';">3. //<span style="font-family: 'Trebuchet MS','sans-serif';">How Did I Do? //<span style="font-family: 'Trebuchet MS','sans-serif';"> assessment blog URL: [] <span style="font-family: 'Trebuchet MS','sans-serif';">In third grade, the teacher is providing the fairy tale as well as the musical selections; whereas, in seventh grade, students choose their own fairy tale and create their own music to accompany it. Third graders are able to identify and associate the emotion from the teacher-directed selections but the seventh graders are actually creating their own choice of music to accompany their own fairy tale selection. The scaffolding in third grade is present to help students who might struggle at the independent reading level for __Beauty and the Beast__. I am providing the five elements of plot as well as an example or a template for their //Kidspiration// project. The students may choose to use the template or create their own. A word bank of emotions will also be provided in case a student is unable to think of descriptive words. If students choose to use the template or the word bank, that is scaffolding because I am providing them with the tools they need in order to fully understand the process for this project.
 * __ Student Materials __**
 * __ Lesson Comparison __**

In seventh grade, the DVD itself is the scaffolding in that it leads the discussion and provides the students with examples of how music enhances a storyline. As the students recognize skills used to identify how music enhances a story, students are able to transfer what they learned from the DVD to create original works. If students work with a partner, scaffolding is provided through/from partnership with peers, whereas those students who are able to work independently may not need the same support. Summarizing in whole group settings after the DVD also provides scaffolding for both seventh and third grades. The guided discussions enable the teacher to direct students toward the desired new learning that will thus enable them to produce student work independently. The expectations of a third grade student information scientist completing this project differ greatly from the expectations of a seventh grade student information scientist. The third grade student is being introduced to the five elements of plot while the seventh grader is merely reviewing them. Starting with a simple exercise of identifying those elements through music gives the third grade student a better understanding of plot progression. The seventh grader is then able to build on what he has learned by then choosing which music is best suited for the different elements in his particular fairy tale. Giving the older student more choices and less guided instruction allows the teacher to see the understanding the student has about the power of music and what type of music “fits” into the different elements of the story.

As the instructional specialist, I have a greater responsibility in the guiding and instructing of the younger student due to the fact that she is learning the content for the first time. Giving her the opportunity to build on her technology skills through //Kidspiration// is the least amount of guiding I would give. With the older student, I must review what has been learned in order to present new information. The role I take on is more of a facilitator – especially with the group discussions and blog assessment interaction. I have never tried a student self-assessment before, but feel that this project is one where I could give a little due to its objective nature.

Even though these lessons apply to more than one Information Literacy standard, the one I am focusing on is: <span style="color: #009900; font-family: Symbol; mso-list: Ignore; msobidifontfamily: Symbol; msolist: Ignore; msofareastfontfamily: Symbol;">· //<span style="color: #009900; font-family: 'Trebuchet MS','sans-serif';">3.1.4 Use technology and other information tools to organize and display knowledge and understanding in ways that others can view, use, and assess. //

<span style="font-family: 'Trebuchet MS','sans-serif';">It is so exciting to see how my own daughters have grown in the area of information literacy just in the four to five years they have been in school. The products they are able to create as third and fourth graders are so much more intricate than those from first grade. In these lessons, the third grade student goes from using //Kidspiration// to create a graphic organizer and record their findings and feelings to a seventh grade student who uses those findings to create their own musical accompaniment (existing or original) to complete an interactive fairy tale of their choice.

Other information literacy standards covered in these lessons are: <span style="color: #009900; font-family: Symbol; mso-list: Ignore; msobidifontfamily: Symbol; msolist: Ignore; msofareastfontfamily: Symbol;">· //<span style="color: #009900; font-family: 'Trebuchet MS','sans-serif';">1.1.6 Read, view, and listen for information presented in any format (e.g., textual, visual, media, digital) in order to make inferences and gather meaning. // <span style="color: #009900; font-family: Symbol; mso-list: Ignore; msobidifontfamily: Symbol; msolist: Ignore; msofareastfontfamily: Symbol;">· //<span style="color: #009900; font-family: 'Trebuchet MS','sans-serif';">1.2.3 Demonstrate creativity by using multiple resources and formats. // <span style="color: #009900; font-family: Symbol; mso-list: Ignore; msobidifontfamily: Symbol; msolist: Ignore; msofareastfontfamily: Symbol;">· //<span style="color: #009900; font-family: 'Trebuchet MS','sans-serif';">1.4.2 Use interaction with and feedback from teachers and peers to guide own inquiry process. // <span style="color: #009900; font-family: Symbol; mso-list: Ignore; msobidifontfamily: Symbol; msolist: Ignore; msofareastfontfamily: Symbol;">· //<span style="color: #009900; font-family: 'Trebuchet MS','sans-serif';">2.2.4 Demonstrate personal productivity by completing products to express learning. // <span style="color: #009900; font-family: Symbol; mso-list: Ignore; msobidifontfamily: Symbol; msolist: Ignore; msofareastfontfamily: Symbol;">· //<span style="color: #009900; font-family: 'Trebuchet MS','sans-serif';">3.2.3 Demonstrate teamwork by working productively with others. //

<span style="font-family: 'Trebuchet MS','sans-serif';">As I stated, I have always wanted to teach these lessons. I am looking forward to recruiting a teacher with whom I can collaborate - I think it will be exciting! If I am able to do this next year, I would love for you to see the students’ finished products!
 * __ Works Cited __****__<span style="font-family: 'Trebuchet MS','sans-serif';">: __**

<span style="font-family: 'Trebuchet MS','sans-serif';">Callison, Daniel, and Leslie Preddy. __The Blue Book on Information Age Inquiry, Instruction, and Literacy__. Westport, Connecticut: Libraries Unlimited, 2006. "Indiana Academic Standards." Ed. Department of Education, 2008. __<span style="font-family: 'Trebuchet MS','sans-serif';">Standards for the 21st Century Learner __<span style="font-family: 'Trebuchet MS','sans-serif';">. Chicago: American Library Association, 200 7. <span style="font-size: 12pt; font-family: 'Arial','sans-serif'; mso-fareast-font-family: 'Times New Roman';"> Krista’s lesson caught my eye, because it addresses Howard Gardner’s multiple intelligences. So often we forget that students learn at different rates and different ways; most importantly we forget that we need to keep this in mind when planning lessons and activities to address our academic standards. I will have to be honest that as a teacher, I never consciously addressed theater, music, or technology standards when lesson planning; not sure I realized that there were standards in these areas. I did however add these components because they added a flair that caught the attention of my students. //<span style="color: black; font-family: 'Georgia','serif';">“ ////<span style="font-size: 9pt; color: black; line-height: 115%; font-family: 'Georgia','serif';">I want my children to understand the world, but not just because the world is fascinating and the human mind is curious. I want them to understand it so that they will be positioned to make it a better place. Knowledge is not the same as morality, but we need to understand if we are to avoid past mistakes and move in productive directions. An **important part of that understanding is knowing who we are and what we can do**... Ultimately, we must synthesize our understandings for ourselves. The performance of understanding that try matters are the ones we carry out as human beings in an imperfect world which we can affect for good or for ill.” //<span style="font-size: 9pt; color: black; line-height: 115%; font-family: 'Georgia','serif';"> (Howard Gardner 1999: 180-181) <span style="font-size: 12pt; line-height: 115%; font-family: 'Arial','sans-serif';">Krista’s lesson reminds me of a “setting the mood” lesson that I borrowed from Shirley Poulton; if you don’t know who she is, you need to learn more about her. [] She is a fabulous speaker, 6+1 trainer, and language arts teacher who gave me the tools to teach students how to write and <span style="font-size: 12pt; line-height: 115%; font-family: 'Arial','sans-serif'; mso-fareast-font-family: 'Times New Roman';"> <span style="font-size: 12pt; line-height: 115%; font-family: 'Arial','sans-serif';">improved my writing skills tenfold. I think it would be great for students to write a theater script using her guidance in setting the mood. In her lesson, students are encouraged to set the mood, by adding the setting, weather elements, active animals, plants, and deciding where these items will be placed in the story to make it better. <span style="font-size: 9pt; line-height: 115%; font-family: 'Georgia','serif'; mso-bidi-font-family: Arial;">“I preface this lesson by telling my students that a good writer manipulates the reader. The writer makes you feel scared (Stephen King), makes you laugh (Diary of a Worm), or even makes you cry (A Thousand Paper Cranes). The reader does not have a choice. While movies manipulate the theater-goer with music, colors, and sounds, effective writers wield their power with words.” Shirley Poulton <span style="font-size: 12pt; font-family: 'Arial','sans-serif'; mso-fareast-font-family: 'Times New Roman';">**Thanks Krista for your continuous flow of creative juices. You’ve got my mind going a million different directions.** <span style="font-size: 12pt; color: black; font-family: 'Arial','sans-serif'; mso-fareast-font-family: 'Times New Roman';">5.3.1 Identify and analyze the characteristics of poetry, drama, fiction, and nonfiction and explain the appropriateness of the literary forms chosen by an author for a specific purpose 5.4.6 Create Simple documents using a computer and employing organizational features 5.5.1 Use narratives that: establish a plot, point of view, setting, and conflict and show, rather than tell, the events of a story 5.5.6 Write for different purposes and to a specific audience or person, adjusting tone and style as appropriate 5.7.6 Use volume, phrasing, timing, and gestures to appropriately to enhance meaning 5.7.15 Make descriptive presentations that use concrete sensory details to set forth and support unified impressions of people, places, things, or experiences. <span style="font-size: 12pt; color: black; font-family: 'Arial','sans-serif'; mso-fareast-font-family: 'Times New Roman';">5.6.1 Adapt prose into a short play 5.6.2 Investigate and create characters and plots from a variety of resources 5.6.3 Explore the use of sounds and the voice to express character, feelings, and mood 5.6.4 Create spontaneous dialogue to express feeling 5.3.2 Improvise melodic phrases to be sung or played with an existing ostinato. 5.3.3 Improvise melodic and rhythmic variations of learned songs by singing and using instruments. 5.3.4 Independently and cooperatively improvise successive melodic phrases to create song <span style="font-size: 12pt; font-family: 'Arial','sans-serif'; mso-fareast-font-family: 'Times New Roman';">5.8.1 Based on musical elements and lyrics of a selected song like “Johnny Has Gone for a Soldier” discover and apply interdisciplinary connections such as locating a related work of art, planning a simple dance to communicate the mood of the song, improvising a brief dramatization, or writing a letter from Johnny including references to a particular conflict in history and his point of view. **__<span style="font-size: 12pt; font-family: 'Arial','sans-serif'; mso-fareast-font-family: 'Times New Roman';">Information Literacy __** <span style="font-size: 12pt; font-family: 'Arial','sans-serif'; mso-fareast-font-family: 'Times New Roman';">1.1.6 Read, view, and listen for information presented in any format in order to make inferences and gather meaning. 1.2.3 Demonstrate creativity by using multiple resources and formats //<span style="font-size: 12pt; font-style: normal; font-family: 'Arial','sans-serif'; mso-bidi-font-style: italic;">1.4.2 Use interaction with and feedback from teachers and peers to guide own inquiry process. // //<span style="font-size: 12pt; font-style: normal; font-family: 'Arial','sans-serif'; mso-bidi-font-style: italic;">2.2.4 Demonstrate personal productivity by completing products to express learning. //<span style="font-size: 12pt; font-family: 'Arial','sans-serif';"> //<span style="font-style: normal; font-family: 'Arial','sans-serif'; mso-bidi-font-style: italic;">3.2.3 Demonstrate teamwork by working productively with others. // <span style="font-size: 12pt; font-style: normal; font-family: 'Arial','sans-serif'; mso-bidi-font-style: italic;"> <span style="font-size: 12pt; font-family: 'Arial','sans-serif'; text-decoration: none; msobidifontstyle: italic;"> //**__<span style="font-size: 12pt; font-style: normal; font-family: 'Arial','sans-serif'; mso-bidi-font-style: italic;">Multiple Intelligences Addressed __**//<span style="color: black; font-family: 'Arial','sans-serif';"> Diagram of the multiple intelligences: [] <span style="font-size: 12pt; font-family: 'Arial','sans-serif'; mso-fareast-font-family: 'Times New Roman';">Interpersonal intelligence is the ability to understand and interact effectively with others. <span style="font-size: 12pt; line-height: 115%; font-family: 'Arial','sans-serif'; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-size: 10.0pt;">Spatial intelligence is the ability to think in three dimensions <span style="font-size: 12pt; color: black; font-family: 'Arial','sans-serif'; mso-fareast-font-family: 'Times New Roman';">(10) 40-minute class periods
 * <span style="font-size: 12pt; font-family: 'Arial','sans-serif';">Lee Ann Uecker **
 * <span style="font-size: 12pt; color: #4f81bd; font-family: 'Arial','sans-serif'; mso-fareast-font-family: 'Times New Roman';">5th Grade Plan **<span style="font-size: 12pt; color: #4f81bd; font-family: 'Arial','sans-serif'; mso-fareast-font-family: 'Times New Roman';"> Adaption
 * __<span style="font-size: 12pt; font-family: 'Arial','sans-serif'; mso-fareast-font-family: 'Times New Roman';">Introduction __**
 * <span style="font-size: 12pt; color: black; font-family: 'Arial','sans-serif'; mso-fareast-font-family: 'Times New Roman'; mso-font-kerning: 18.0pt;">AcademicStandards: **<span style="font-size: 12pt; color: black; font-family: 'Arial','sans-serif'; mso-fareast-font-family: 'Times New Roman';">
 * __<span style="font-size: 12pt; color: black; font-family: 'Arial','sans-serif'; mso-fareast-font-family: 'Times New Roman'; mso-font-kerning: 18.0pt;">Language Arts __**
 * __<span style="font-size: 12pt; color: black; font-family: 'Arial','sans-serif'; mso-fareast-font-family: 'Times New Roman';">Theater __**
 * __<span style="font-size: 12pt; color: black; font-family: 'Arial','sans-serif'; mso-fareast-font-family: 'Times New Roman';">Music __**<span style="font-size: 12pt; color: black; font-family: 'Arial','sans-serif'; mso-fareast-font-family: 'Times New Roman';">
 * <span style="color: black; font-family: 'Arial','sans-serif';">Musical intelligence **<span style="color: black; font-family: 'Arial','sans-serif';">involves skill in the performance, composition, and appreciation of musical patterns. It encompasses the capacity to recognize and compose musical pitches, tones, and rhythms.
 * <span style="color: black; font-family: 'Arial','sans-serif';">Bodily-kinesthetic intelligence **<span style="color: black; font-family: 'Arial','sans-serif';"> entails the potential of using one's whole body or parts of the body to solve problems.
 * <span style="color: black; font-family: 'Arial','sans-serif';">Linguistic intelligence **<span style="color: black; font-family: 'Arial','sans-serif';"> involves sensitivity to spoken and written language, the ability to learn languages, and the capacity to use language to accomplish certain goals. Picture of the 8 Intelligences
 * <span style="font-size: 12pt; font-family: 'Arial','sans-serif'; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-size: 10.0pt;">Interpersonal Intelligence **
 * <span style="font-size: 12pt; line-height: 115%; font-family: 'Arial','sans-serif'; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-size: 10.0pt;">Spatial Intelligence **<span style="font-size: 12pt; line-height: 115%; font-family: 'Times New Roman','serif'; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-size: 10.0pt;">
 * __<span style="font-size: 12pt; color: black; font-family: 'Arial','sans-serif'; mso-fareast-font-family: 'Times New Roman'; mso-font-kerning: 18.0pt;">Time Required: __**

Students will: > <span style="font-size: 12pt; color: black; font-family: 'Arial','sans-serif'; mso-fareast-font-family: 'Times New Roman'; mso-font-kerning: 18.0pt;"> __<span style="font-size: 12pt; color: black; font-family: 'Arial','sans-serif'; mso-fareast-font-family: 'Times New Roman';">Beauty and the Beast __<span style="font-size: 12pt; color: black; font-family: 'Arial','sans-serif'; mso-fareast-font-family: 'Times New Roman';"> picture book Music Segments (from Disney’s Beauty and the Beast Soundtrack) Selection of Fairy Tale books for students to peruse and use as a basis for their Reader’s Theater Script Database of sound effects Music software that will allow students to write music Art supplies and materials to design a backdrop Video Camera (to record and later assess performance) 1. Disney intro logo 2. Prologue #1 on Disney soundtrack – first 35 seconds 3. Belle #2 on Disney soundtrack - first 19 seconds 4. Something There #7 on Disney soundtrack - first 12 seconds 5. Tale as Old as Time #9 on Disney soundtrack - first 35 seconds 6. Transformation #14 on Disney soundtrack – first 1:47 seconds
 * __ Objectives: __ **
 * <span style="font-size: 12pt; font-family: 'Arial','sans-serif';">Participate in a read-aloud story of __Beauty and the Beast__.
 * <span style="font-size: 12pt; font-family: 'Arial','sans-serif';">Identify the five important elements of plot in the story through the Disney movie soundtrack of “Beauty and the Beast.”
 * <span style="font-size: 12pt; font-family: 'Arial','sans-serif';">Students will write an original fairy tale or fable in the format of a reader’s theater script or adapt a fairy tale or fable into a theater script format
 * <span style="font-size: 12pt; font-family: 'Arial','sans-serif';">Students will find sound effects/music or write music that sets the mood for the Reader’s Theater <span style="font-family: 'Trebuchet MS','sans-serif'; mso-bidi-font-family: Arial;">
 * <span style="font-size: 12pt; font-family: 'Arial','sans-serif';">Select students will choreograph some movement to help set the mood <span style="font-family: 'Trebuchet MS','sans-serif'; mso-bidi-font-family: Arial;">
 * <span style="font-size: 12pt; font-family: 'Arial','sans-serif';">Select students will design a backdrop <span style="font-family: 'Trebuchet MS','sans-serif'; mso-bidi-font-family: Arial;">
 * <span style="font-size: 12pt; font-family: 'Arial','sans-serif';">Select students will advertise and invite others to the final production <span style="font-family: 'Arial','sans-serif';">
 * __<span style="font-size: 12pt; color: black; font-family: 'Arial','sans-serif'; mso-fareast-font-family: 'Times New Roman'; mso-font-kerning: 18.0pt;">Materials Needed: __**<span style="font-size: 12pt; color: black; font-family: 'Arial','sans-serif'; mso-fareast-font-family: 'Times New Roman';">

<span style="font-size: 12pt; line-height: 115%; font-family: 'Arial','sans-serif'; mso-fareast-font-family: 'Times New Roman';">I would like to expand this lesson to address more of the multiple intelligences; giving more students the opportunity to perform in a way they feel comfortable, along with addressing more of the Indiana Academic Standards. Unlike the third graders, the fifth graders have more ability to create a script by modifying a fairy tale or fable and perhaps the better developed multiple intelligences, attention span, and maturity. Although these activities could be done at almost any level, there would be high expectations for the older students. I also think that younger students would not be able to handle a variety of than the younger students; ex= choreographers, dancers, artists, writers, and performers. <span style="font-size: 12pt; color: black; line-height: 115%; font-family: 'Arial','sans-serif'; mso-fareast-font-family: 'Times New Roman';">We will read __Beauty and the Beast__. I will ask them to listen to an audio clip to see if they can identify it (Disney’s logo music) and ask what they felt when they heard it. This will help prepare the students for the activity.
 * Introduction: **
 * <span style="font-size: 12pt; line-height: 115%; font-family: 'Arial','sans-serif';">Procedure: **

After finishing a picture book version of __Beauty and the Beast__, we will identify the five important elements of the story’s plot and then listen to the audio segments from the Disney movie soundtrack. <span style="font-size: 12pt; line-height: 115%; font-family: 'Arial','sans-serif';"> <span style="font-size: 12pt; color: black; line-height: 115%; font-family: 'Arial','sans-serif'; mso-fareast-font-family: 'Times New Roman';"> The students will then identify the plot elements again by listening to the music. We will discuss emotions they felt during the segments and brainstorm different emotions that a person feels. <span style="font-size: 12pt; color: black; line-height: 115%; font-family: 'Arial','sans-serif'; mso-fareast-font-family: 'Times New Roman';">Group one will be responsible for writing the reader’s theater script. Students will be guided to use Shirley Poulton's Setting the Mood [|wordbank] and [|checklist].
 * <span style="font-size: 12pt; color: black; line-height: 115%; font-family: 'Arial','sans-serif'; mso-fareast-font-family: 'Times New Roman';">Students will then be split into four different groups for the bulk of the assignments: **

Group two will be responsible for finding music to add to the performance. Group three will choreograph the performance with some body movement to add excitement. Group four will create the backdrop for the performance. Group five will advertise and invite people to the performance. Group six will actually perform the reader’s theater script (may need to use some of the writers or dancers. <span style="font-size: 12pt; color: black; line-height: 115%; font-family: 'Arial','sans-serif'; mso-fareast-font-family: 'Times New Roman';">The performance will be videotaped. After viewing the video, students will be asked to assess themselves using a rubric. Teacher will bring the same graded rubric to discuss performance with groups. <span style="font-size: 12pt; line-height: 115%; font-family: 'Arial','sans-serif';">Write a Script by Aaron Shepard- [] The Outlet- [] Script Writing Contest [] Nine Intelligences- []
 * <span style="font-size: 12pt; color: black; line-height: 115%; font-family: 'Arial','sans-serif'; mso-fareast-font-family: 'Times New Roman';">Assessment: **
 * <span style="font-size: 12pt; line-height: 115%; font-family: 'Arial','sans-serif';">Helpful Websites to use: **

Infed Search: [] <span style="font-size: 12pt; color: black; line-height: 115%; font-family: 'Arial','sans-serif';">Gardner, Howard (1999) //The Disciplined Mind: Beyond Facts And Standardized Tests, The K-12 Education That Every Child Deserves//, New York: Simon and Schuster (and New York: Penguin Putnam). Poulton, Shirley (2005) Teach the Traits of Effective Writing: A “How To” Guide, Adrian, Michigan: C & C Graphics Publishing Company. <span style="font-size: 12pt; line-height: 115%; font-family: 'Arial','sans-serif';"> LaKea Gaiter Kindergarten Lesson
 * <span style="font-size: 12pt; line-height: 115%; font-family: 'Arial','sans-serif';">Work Cited: **

I have added another [|Lesson PlanK.docx] for literature and music.