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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 WolfDick King Smith

1997New 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)

http://www.classicsforkids.com/composers/bio.asp?id=36

http://www.mozartproject.org/index.html

http://www.stringsmusicfestival.com/m2m/contents.htm

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 Smith and 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:

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

http://weread.com

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.


DED for both books.


it in a sentence.

Day 4- Discussion

Students will use their DED entries to choose a passage from to have discussion in small groups.


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.


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 entry labeled Saturday 20th. As

you are reading, think about the following:

Wolf and his familyFamily’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 animalsMouse food, housing

Mice gamesMake 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. 3What did Mozart do? pp. 4

Who did Mozart entertain (play for)? pp. 5Remember 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 effectMajor events that occurred and why they happened

Steinway & SonsConditions 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. 8-9Why were Wolfgang Mozart and Nannerl different? pp.

10-11What 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. 16-18What was decided would happen for Wolfgang? pp. 19Did 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:

1. What happened to the pair of mice?

2. What allowed the mice to be in the presence of a human?

3. How were the changes that Wolf and Wolfgang went through similar?

4. Who stood to gain from Wolf singing for the lady? Who stood to gain to Wolfgang composing and playing in Italy?

5. Describe the relationship between the mice and Mrs. Honeybee.

6. What happened to Mrs. Honeybee? How did the mouse save her?

7. What happened while Mrs. Honeybee was gone?

8. How does Mary the mouse’s illness compare to the illness Wolfgang Mozart experienced?

Part B

You will read pages 86-98 in Wolf. In addition, you will read pages 26-32 from the book Mozart. Please answer

the following questions in your pirate notebook:

1. What did Wolf decide to do for Mrs. Honeybee?

2. How does Wolf’s actions relate to the life and actions of Wolfgang Mozart?

3. Do you think that Wolf lived up to the name that he was given?

4. Do you think another name would have been better suited to Wolf, why or why not?

5. If you discovered a mouse with wonderful talents who would you tell? If you discovered a boy with wonderful

talents who would you tell? Why do you think those two lists are different/alike?

“I Poem”

You need to write an I Poem from the point of view of the mouse as Mozart in A Mouse Called Wolf. Try to get inside your character; help the reader identify with the character’s thoughts, actions, emotions, and personality. If possible, include personification and similes in your poem. You may wish to use the format presented below, change it up a little or, you may want to use your own format.

FIRST STANZAI am (two special characteristics you have)

I wonder (something you are actually curious about)I hear (an imaginary sound)I see (an imaginary sight)I want (an actual desire)

I am (the first line of the poem repeated)

SECOND STANZAI pretend (something you actually pretend to do)

I feel (a feeling about something imaginary)I touch (an imaginary touch)

I worry (something that really bothers you)I cry (something that makes you very sad)I am (the first line of the poem repeated)

THIRD STANZAI understand (something you know is true)

I say (something you believe in)I dream (something you actually dream about)

I try (something you really make an effort to do)I hope (something you actually hope for)I am (the first line of the poem repeated)

Your job is to create a Wanted Poster for Wolfgang You will create an artistic representation of the suspect

and then complete the following information for the wanted poster:

Wanted:

Character name

Time and Place Last Seen

Physical Description

How he acts

Likes

Dislikes

Where he hangs out

Suspected Whereabouts

Reward amount

~Remember that this information, plus the

artistic creation of the suspect, must fit inside the white box in your wanted poster. If you

choose, you may use your own creative template

instead of the one given on the following page.

Data Retrieval Chart List fascinating facts for each category of information. Be sure to continue

this chart as you read and discover new information. Write some about Mozart and the Mouse called wolf.

Books/ Short Summary of Book AND Websites

History/ Mozart as a child and the Mouse (wolf)

First work of art/ first composition and instrument used

Interesting Facts about his time in Italy/ Without Siblings

Life as an Adult up to Death

A Mouse Called Wolf by Dick King Smith

Summary:

Getting to Know the World’s Greatest Composers – Wolf

Gang Amadeusby: Mike Venezia

Summary:

Other Books:

Summary:

Name __________________________

Internet Workshop: Wolfgang Amadeus Mozart

You will complete an Internet Workshop on Wolfgang Amadeus Mozart using the following site:

http://www.stringsmusicfestival.com/m2m/contents.htm . Be sure to thoroughly read all required sections on the website and fully answer each question. You are expected to be

an active participant within your group during this assignment.

Mozart

How old was Mozart when he played his first work of art?

______________________________________________________________________________________________________________________________________________________________________________________________________

What instrument did he first learn to play?

__________________________________________________________________________________________________________________________________


What was Mozart’s first work of art or composed piece of music?

____________________________________________________________________________________________________________________________________

_______________________________________________________________

Why did he write Twinkle, Twinkle, Little Star?

____________________________________________________________________________________________________________________________________________________________________________________________________

Why is Italy one of Mozart’s Favorite Places?

______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Please write any other important information that you have learned about Mozart.

__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

_______________________________________________________________

Before You Read: Take a look carefully at the front and back covers of A Mouse Called Wolf.

Answer the following questions by making your own predictions:

Setting (Time and Place): When and where do you think this book takes place?

___________________________________________________________________________________________________________

Characters (The people, animals, or objects around which the action of the story is centered): Who do you believe the main characters in the book will

be? ________________________________________________________________________________________________________________

Problem(s) & Solution(s) (What goes wrong in the story and how is it solved?): What do you predict will be the most significant problems in this book? In what ways do you believe these

problems may be solved? ______________________________________________________________________________________________________________________________________________________________________________

Write down any other questions or predictions that you may have about this book:

_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Using the Title to Make Predictions

What do you think the title of this book means?

Why do you think the mouse is called wolf? Why might this be significant?

What do you think might happen to this mouse in the book?

What ideas does the picture on the front cover give you about what might happen in the book?

Please tell me any other interesting facts you predict will happen based on the front cover.

Vocab-o-gram/Predict-o-gram A Mouse Called Wolf by: Dick King Smith

Vocabulary: Mozart, composer, mouse, music, singing, inspecting, pondering, elegant, awkward, venture, woman, cautious, deceitful, mouse hole, talent, lure, overwhelmed,

piano.

Use the words above and the title of the book to help you make predictions about the following elements of story:

Setting

What is the setting likely to be?

Characters

Who are possible characters in the novel?

Problem

What might some problems be for the characters?

Characters’ Goals

What are likely goals for some of the characters?

Solution

What are possible solutions to the problems?

Prediction/Questions

Any other predictions? Do you have any questions

about how the story might evolve?

Concept Map

Directions: Please use the following format to create your own concept map about what ideas/things you know about Mozart and any connections that you may have. You need to create a bubble concept map (like the one below), and

write these ideas in bubbles surrounding the center bubble called Mozart.

KWL- Instructions

Mozart

Fill in Chart using information that you already know. Then fill in the second column as to what kind of things you would like to

learn about Mozart. Later we will fill in the last column in.

K-W-LWhat I Know What I Want

to learnWhat I

Learned

Character Sketcher 3Wolf--Mouse

Your job as Character Sketcher is to identify a character’s actions (traits) and explain or prove these traits, identify the character’s goal (which is what the character wants to do or accomplish), identify the problem and solution in the reading, and complete an artistic impression of the character.

You need to be aware that the character traits you will choose will be implied character traits. In other words, they are not directly stated in the passage. You will want to use descriptive words for your character traits. You do NOT want to use words like good, bad, nice, and mean. Be sure to use your “Descriptive Character Traits” page for help.

Sometimes the solution to your character’s problem will not be in the section of the book that you are reading. In this case, you will need to come up with a possible solution for you character’s problem.

When you begin artistically representing your character, try to use any physical descriptions from the text to help you. Your “artistic impression” of the character will probably be on a separate piece of paper. The next page gives you an example of how your paper may look with the character information.

You will be learning about the Mouse named Wolf. Think about the following traits as you read Chapters 1 and 2.

Venturous Different Curious

Independent Talented Cautious

Implied Character Traits (3)

1. (Trait) _________________ p.______ par.________(Explanation or proof of trait)

_____________________________________________________________________

_____________________________________________________________________


_____________________________________________________________________

_____________________________________________________________________


_____________________________________________________________________

_____________________________________________________________________

Character’s Goal: _______________’s goal is to

___________________________________________________________

______________________________.

Problem: _______________’s problem is

___________________________________________________________

_____________________________________.

Solution or Possible Solution: ___________________________________________________________

__________________________________________________________.

Character Sketcher 3 Wolf’s Mother

Your job as Character Sketcher is to identify a character’s actions (traits) and explain or prove these traits, identify the character’s goal (which is what the character wants to do or accomplish), identify the problem and solution in the reading, and complete an artistic impression of the character.

You need to be aware that the character traits you will choose will be implied character traits. In other words, they are not directly stated in the passage. You will want to use descriptive words for your character traits. You do NOT want to use words like good, bad, nice, and mean. Be sure to use your “Descriptive Character Traits” page for help.

Sometimes the solution to your character’s problem will not be in the section of the book that you are reading. In this case, you will need to come up with a possible solution for you character’s problem.

When you begin artistically representing your character, try to use any physical descriptions from the text to help you. Your “artistic impression” of the character will probably be on a separate piece of paper. The next page

gives you an example of how your paper may look with the character information.

You will be learning about the Wolf’s Mother. Think about the following traits as you read

Chapters 1 and 2.

Encouraging Loving FrightenedCaring Favoritism Cautious

Implied Character Traits (3)


_____________________________________________________________________

_____________________________________________________________________


_____________________________________________________________________

_____________________________________________________________________


_____________________________________________________________________

_____________________________________________________________________

Character’s Goal: _______________’s goal is to

_____________________________________________________________________

Problem: _______________’s problem is

__________________________________________________________________________

__________________________________________________________________________.

Solution or Possible Solution: __________________________________________________________________________

__________________________________________________________________________.

(McDonough, 2003)

Vocabulary WordsSection1-pp 1-21

InspectVentureGleamingElegantOrdinary

DwindlingGrumbled

Section 2-pp 22-38LuredPondered

Prop StickDiscordant

Captivated

Section 3-pp.39-57Cautiously

Darting Accompaniment

Harmony Approaching

Persuade Resist

Section 4-pp. 58-86Deceive

AwkwardlySquinted

InstinctivelyComposition

Section 5-pp 86-98Overwhelming

EagerlyTaughtOpus

****Example of vocabulary journal entries: Include an illustration that will

help you understand the meaning of the word.

Venture - (verb)It means to go

somewhere bravely even though it

might be dangerous or scary.

** The boy began to venture toward the

deep end of the swimming pool.

Elegant- (adjective)It means very nice

or fancy.**We stayed in an

elegant hotel.

Gleaming- (verb)Something is

gleaming if it is very shiny or

polished.**Dad cleaned the kitchen table until the top of it was

gleaming.

Inspect- (verb)It means to look at

very carefully.**The detective

inspected the room for clues.

Vocabulary

Word Complete the Sentence using Vocab Words

1.Inspect (verb)

(page 5)

The base ball card was stolen so they had to _________________

_____________________________________________________________

2.Venture (verb)

(page 7)

We knew that it was going to be a long ride to Disney World, but we still decide to _________________________________________________ _______________________________________________________________

3.Gleaming (verb)

(page 11)

As the sun came back out you could begin to see the children’s faces ___________________________________________________ __________________________________________________________

4.Elegant (adjective)

(page 18)

I set the table with new crystal, nice plates and silver ware for an ____________________________________________________

_________________________________________________________

5.Lured (verb)

(page 27)

In order to get my hamster out of her cage I had to

_________________________________________________________

_________________________________________________________

6.Pondered (verb)

(page 35)

Johnny had to decide where to eat so he ___________________

_________________________________________________________

7.Cautiously (adverb)

(page 45)

When we cross the street we have to do it _________________

_________________________________________________________

8.Deceive (verb)

(page 58)

As we tried to hide the Christmas presents we had to ________________________________________________________

_________________________________________________________

9.Awkwardly (adverb)

(page 70)

She sprained her ankle so she walked ____________________

_________________________________________________________

10.Squinted (verb)

(page 75)

Jane was having trouble seeing the board so she ___________

_________________________________________________________

11.Overwhelming (verb)

(page 87)

Sally’s work load seemed to become very _____________

_________________________________________________________

**BONUS! Pick any vocabulary word and make up a sentence that shows its meaning. ________________________________________________________

________________________________________________________

________________________________________________________

________________________________________________________

Example Definitions for class (finish doing all with class)

Inspect Is a verb. (page 5)It means to look at very carefully.Ex: The detective inspected the room for clues.

Venture Is a verb. (page 7)It means to go somewhere bravely even though it

might be dangerous or scary.Ex: The boy began to venture toward the deep end

of the swimming pool.

Gleaming Is a verb. (page 11)Something is gleaming if it is very shiny or

polished.Ex: Dad cleaned the kitchen table until the top of it

was gleaming.

Elegant Is an adjective. (page 18)It means very nice or fancy.Ex: We stayed in an elegant hotel.

Lured Is a verb. (page 27)It means to get someone to do something by

attracting them with a reward.Ex: They lured the dog into the house using a

bone

Pondered Is a verb. (page 35)

It means to think about something carefullyEx: I pondered the question for a few minutes before

answering it.

Cautiously Is an adverb (page 45)It means to be very careful.Ex: The children cautiously walked through the

haunted house.

Deceive Is a verb. (page 58)It means to trick or fool someone.Ex: She deceived us about her age.

Awkwardly Is an adverb. (page 70) It means to do something in a clumsy way Ex: She fell awkwardly and twisted her knee.

SquintedIs a verb. (page 75)It means to partly close your eyes.Ex: We squinted in the sunlight.

Overwhelming Is a verb (page 87)It means load or burden someone with too

much of something.

Ex: Five pages of math homework felt overwhelming.

This Vocabulary Journal belongs to:

________________________________

A Mouse Called WolfBy Dick King-Smith

Vocabulary Words- Make your own definition!

1.Inspect (verb)*page 5

2.Venture (verb)* page 7

3.Gleaming (verb)*page 11

4.Elegant (adjective)*page 18

5.Lured (verb)*page 27

6.Pondered (verb*page 35

7.Cautiously (adverb*page 45

8.Deceive (verb*page 58

9.Awkwardly (adverb)*page 70

10.Squinted (verb)*page 75

11.Overwhelming (verb)*page 87

12.Taught (verb)*page 94

13.Ordinary (adjective)*page 1

14.Dwindling (verb)*page 14

15.Eagerly (adjective)*page 89

16.Grumbled (verb)*page 15

17.Darting (verb)*page 50

18.Prop Stick (noun)*(page 24

19.Composition (noun)*page 83

20.Captivated (adjective)*page 26

21.Instinctively (adjective)*page 84

22.Harmony (noun)*page 57

23.Persuade (verb)*page 54

24.Approaching (adjective)*page 50

25.Resist (verb)*page 54

26.Accompaniment (noun)*page 57

27.Discordant (adjective)*page 27

28.Opus ( noun)*page 94

Name___________________

Mouse Called Wolf Vocabulary PracticeDirections: Please match the words with the pictures that describe the word. Tell the meaning of the word on the lines next to the picture. YOU WILL NOT USE ALL

OF THE WORDS!!!

1. inspect2. composition3. elegant4. lured5. pondered 6. cautiously7. deceive

____________________________________________________________________________

____________________________________________________________________________

8. awkwardly9. overwhelming

Vocabulary Assessment

Part I: Pick the word that best completes the sentence.

Word Bank:

Taught

Ordinary

Pondered

Venture

Dwindling

Inspect

Eagerly

Grumbled

1. His mother had given the other twelve mouse pups quite ____________ name like, Bill or Jane.

2. Mary got out of her hole to __________________ it. 3. A few weeks later the mouse pups began to _______________out of

the hole in the molding at night. 4. Foe some time Mary’s mouse milk supply had been

_________________down and the pups had become used to accompanying their mother on her nightly scrounge.

5. In various holes in various rooms Wolf’s brothers and sisters _______________ at this strange noise that had awakened them.

6. The piano had a network of ___________ wires inside. 7. Seated once more at her piano Mrs. Honeybee ______________

what to play.

____________________________________________________________________________

____________________________________________________________________________

_________________________________________________________

____________________________________________________________________________

8. “One each again!” squeaked Mary, and she attacked her chocolate ________________.

Part Two: Circle the word that best completes the sentence.

9. All the time, as they crisscrossed the tightly stretched strings, their feet made a __________________ jingle of tiny sounds.

a. Discordant, Harsh, Unmusical10. Wouldn’t it be lovely if the mouse came out again and

sang to my _________________. a. Music, Accompaniment, Steadiness

11. It is his very own _____________.a. Piece, Opus, Composition

12. Before she went to bed Mrs. Honeybee couldn’t _______________ going back to the living room.

a. Help, Refuse, Resist

Part Three

Please tell me what each word means, briefly.

13. Darting ________________________________________________________________________________________________________________________________________________

14. Prop Stick ________________________________________________________________________________________________________________________________________________

15. Composition ________________________________________________________________________________________________________________________________________________

16. Captivated ________________________________________________________________________________________________________________________________________________

17. Instinctively ________________________________________________________________________________________________________________________________________________

18. Harmony ________________________________________________________________________________________________________________________________________________

19. Persuade ________________________________________________________________________________________________________________________________________________

20. Approaching ________________________________________________________________________________________________________________________________________________

Extra Credit: Make corrections to the sentences below:

1. mouse's mothers name is Mary she had a litter of tirteen piglets.

2. Mrs. honeybee falled down the stairs and broked her leg.

Student Rubric

Internet workshop Answers are complete and

thorough Evidence that student has

examined all websites.

/10 pts

Character Sketchers Clearly identifies

character’s actions, traits, and goals.

Defines problem and solution.

/10 pts

Double Entry Diary Entries connect to topics

and themes in that section. Well written, explained and

thoughtfully crafted. Each entry has at least two

connections to the text. All entries are present.

/25 pts.

Data Retrieval Chart Fully filled out with

thoughtful insights and information provided.

/15pts.

Vocabulary Journal Words are defined with

correct meaning and connection to text

Illustrations are present for each word

All words are present Journal is legible

/25 pts.

I-Poem Is in form of I-Poem

Includes thoughtfully chosen words and images that reveal intended character

/15 pts.

Wanted Poster Includes correct, complete

information Displays thoughtful

connections to Mozart Well designed and creative

format Includes creative artistic

representation

/10 pts.

Artistic Impression Thoughtful and creative

representation Shows understanding of

text

/5 pts.

Vocabulary Assessment Student shows

understanding of vocabulary words /10 pts.

Total— 125 pts

Books Used in this Unit:A Mouse Called Wolf, By: Dick King Smith, Fourth grade reading level.

A mouse with an unusual name shares his musical gift with a widowed concert pianist. This mouse learns how to sing along

with an elderly lady in whose how he lives in. He sings along as she plays and learns to have confidence in himself and to trust others.Getting to Know the World’s Greatest Composers – Wolf Gang Amadeus, By Mike Venezia, Fourth grade reading level.A biography of the child prodigy who wrote more than 800 pieces of music before his untimely death at thirty-five. This is part of a series of books and this one book focuses on Mozart. Displaying factual information about Mozart and his life.Who Was Wolfgang Amadeus Mozart? by Yona Zeldis McDonough, Carrie Robbins (Illustrator), Fourth and Fifth grade reading level.

Born in Austria in 1756, Wolfgang Amadeus Mozart composed his first piece of music, a minuet, when he was just five years old! Soon after, he was performing for kings and emperors. Although he died at the young age of thirty-five, Mozart left a legacy of more than 600 works. This fascinating biography charts the musician's extraordinary career and personal life while painting a vivid cultural history of eighteenth-century Europe. Black-and-white illustrations on every spread explore such topics as the history of opera and the evolution of musical instruments. There is also a timeline and a bibliography.

Mozart: The Wonder Child, by Diane Stanley, Diane Stanley (Illustrator), Fourth and Fifth grade reading level.

Johannes Chrysostomus Wolfgang Gottlieb Mozart was only three years old—not much bigger than his name—on the day his life changed forever. So begins this vivid biography about one of the most legendary prodigies in history. Award-winning author and illustrator Diane Stanley engagingly tells the story of a brilliant boy who grew up to be a complex and often troubled young man—a man who composed some of the most beautiful music of all time.

With stunning and expressive illustrations, she portrays Mozart's turbulent life as a marionette show, inspired by the famous Salzburg Marionette Theatre, using an innovative artistic approach to present the life of a renowned musical genius. In concise and lyrical prose, Stanley presents an honest and sympathetic portrait of the boyhood and tragically short

adulthood of a composer whose music has lived on for more than two hundred years.Mozart: The Boy Who Changed the World with His Music (World History Biographies Series), by Marcus WeeksFourth and Fifth grade reading level.

At 5 years old, he composed a minuet. By six, he was performing for royalty. The compelling story of Wolfgang Amadeus Mozart is a timeless tale of musical genius, its rewards, and its pitfalls.

Author and musician Marcus Weeks takes us around Mozart's world—from the Royal courts of 18th century Europe to the opera houses and balls where Mozart enjoyed triumph and fame. We meet the kings and queens of the age, learn of the young Mozart's favorite games, see the clothes he wore, and the new musical instruments of the time. The lively text also gives readers an appreciation of Mozart's vast legacy of immortal music.Wolfgang Amadeus Mozart, by Eric Michael Summerer, Fourth grade reading level.

Introduces Wolfgang Amadeus Mozart, one of the best-known and busiest composers of all time who, as a child, played for royalty but later tried to break away from those who offered steady work but treated him badly.Mozart Finds a Melody, by Stephen Costanza, Fourth grade reading level.Wolfgang Mozart finds the inspiration to compose a new piano concerto from his pet starling and the sounds heard through the streets of eighteenth-century Vienna, Austria.Mozart's Wig, by Gerry Bailey, Fourth and Fifth grade reading level.

Part of a series of books on famous individuals. This one was inspired by someone’s wig and it talks about Mozart. It discusses his life works and how he lived his life.Musical Genius: A Story About Wolfgang Amadeus Mozart (Creative Minds Biographies), Barbara Allman (Author), Janet Hamlin (Illustrator), Fourth and Fifth grade reading level.

Describes the life of eighteenth-century Austrian composer, Mozart, a musical prodigy who learned to write music before he could write letters and grew up to become Imperial Court Composer to Emperor Joseph.

Mozart, by Ann Rachlin, Susan Hellard (Illustrator), Tony Hart, K-4th grade reading level.

Focuses on the childhood and early musical training of the versatile eighteenth-century Austrian composer, Wolfgang Amadeus Mozart.Correlations of NCSCS Standards and activities:

North Carolina Language Arts Standard Course of Study and Music: Grade 4

Unit Activity NC Language Arts Grade 4

Students define Tier 2 vocabulary with their student packet and

complete vocabulary exercises throughout the unit. This word knowledge is assessed at the end of the unit using a multiple choice vocabulary test.

Students also examine the author’s craft by

investigating similes within the book A Mouse

Called Wolf. Then, students create an artistic representation of a simile

found within the text.

1.06 Read independently daily from self-selected

materials (consistent with the student's independent

reading level) to:

* increase fluency.

* build background knowledge.

* expand vocabulary.

2.01 Use metacognitive strategies to comprehend

text and to clarify meaning of vocabulary (e.g., reread the text,

consult other sources, ask for help, paraphrase,

question).

Students completed a K-W-L before we began the unit to assess what they know, want to know, and

learned about Mozart. Students used an array of

books to gather their information. Students

made predictions about the book by answering

questions and completing a vocabogram before

reading A Mouse Called Wolf. Students also

participated in an Internet Workshop to seek

additional information on the topic. Students

completed a learning log/response journal as a means of connecting the

text to the student’s personal experiences.

Students also completed two Double Entry Diaries

specifically noting the dialect within the book.

Students complete a Wanted Poster, making

references to the text by providing the required information. An I-Poem

was created using specific information gathered from

1.01 Use word identification strategies appropriately and automatically when encountering unknown words (graphophonic, syntactic, semantic).1.02 Infer word meanings from taught roots, prefixes, and suffixes to decode words in text to assist comprehension.1.03 Identify key words and discover their meanings and relationships through a variety of strategies.1.04 Increase reading and writing vocabulary through:

* wide reading. * word study. * knowledge of homophones, synonyms, antonyms, homonyms. * knowledge of multiple meanings of words. * writing process elements. * writing as a tool for learning.

the text. * seminars. * book clubs. * discussions. * examining the author's craft.1.05 Use word reference materials (e.g., glossary, dictionary, thesaurus) to identify and comprehend unknown wordsMUSIC STANDARDS9.04 Identify and describe roles of musicians in various music settings and cultures.

9.05 Show respect for music from various cultures and historical periods.

ResourcesWe used ideas and templates from various sources. Ideas from the following websites are reflected in our unit. http://www.classicsforkids.com/composers/bio.asp?id=36


http://www.stringsmusicfestival.com/m2m/contents.htmhttp://www.barnesandnobel.com

Templates from Dr. Beth Frye, Appalachian State University

http://www.barnesandnobel.com/

Many ideas were borrowed from our professor Dr. Beth Frye (Thank you!)Images from Google Images

nikkicraig.files.wordpress.com · web viewthis word knowledge is assessed at the end of the unit...

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