Network Initiatives

Units jump

Parts jump

Unit 4: Lesson 5Read “Ana” in Seedfolks; Investigate & Annotate the Text & Reflect; Introduce Concept of Theme in Stories

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 5

Read “Ana” in Seedfolks; Investigate & Annotate the Text & Reflect; Introduce Concept of Theme in Stories

Unit 4: Lesson 5

Read “Ana” in Seedfolks; Investigate & Annotate the Text & Reflect; Introduce Concept of Theme in Stories

 
 

LITERACY OBJECTIVE

By the end of this lesson students will be able to identify clues in the text that inform the reader about the character and annotate the text to track questions and thoughts while reading.
 
 

LITERACY "I CAN" STATEMENT

"I can identify clues in the story that tell me about the character, make notes about the things I am thinking while I read, and create sounds that reflect my understanding of the character."
 
 

 

LESSON OVERVIEW

 

Steps Pacing: 60 Minutes
 
30 Minutes
20 Minutes
10 Minutes

 

Standards Alignment

 

Targeted CCSS

 

Secondary CCSS

 
 

Teaching Resources

 

Texts

 

Student Notebook

 

Classroom Charts

 

Art Materials

 

Life & Learning Skills

 

  Differentiation Options  

 

  Leveraging Moments

 

 

 

STEP 1: INTRODUCE LESSON 5

 
 
Process: Give an overview of the lesson objectives: Read “Ana”; investigate and annotate the text; reflect on character using the Seedfolks Character Chart and Reflection Journal.
 
Differentiation Option: Visual Arts And Writing
 
Process for Using Visual Arts as the Art Form
 
  Differentiation Options: Reading & Annotating “Ana” 
 
Suggested Dialogue

 

Beginning the Second Chapter

 

 

 

STEP 2: READ “ANA” EXCERPT 1; ASK QUESTIONS, LOOK FOR CLUES & ANNOTATE THE TEXT

 
 
Process: Guide students to sit in their Seedfolks Ensembles with their A4L Texts. Tell students to wait for the “Go” signal to being moving. Read “Ana,” Excerpt 1. Read the excerpt all the way through. Then have students work in pairs to reread closely, asking “I wonder” questions and looking for clues that tell the reader what the character is thinking, feeling, or doing. Prompt pairs to record their questions, clues, and ideas in their A4L Texts on page 5. See the menu above Differentiation Options: Reading & Annotating “Ana” to scaffold students appropriately.

 

Reading Like a Detective

 

Suggested Dialogue

 

Reading “Ana,” Excerpt 1 & Annotating the Text

 

Whole Class Discussion

 

 

 

STEP 3: READ “ANA” EXCERPT 2; ASK QUESTIONS, LOOK FOR CLUES & ANNOTATE THE TEXT; INSTRUCT ON TEXT-TO-TEXT CONNECTIONS

 
 
Process: Read “Ana,” Excerpt 2. Read the excerpt all the way through. Instruct on text-to-text connections. Then have students work in pairs to reread closely, asking “I wonder” questions, looking for clues that tell the reader what the character is thinking or feeling, and making connections with other characters in the story. Prompt pairs to record their questions, clues, and ideas in their A4L Texts on page 5.
 
See menu below Differentiation Options: Reading and Annotating “Ana” (top of lesson) to scaffold students appropriately.

 

Teaching Tip: Seedfolks & Prejudice

 

Suggested Dialogue

 

Reading and Annotating “Ana,” Excerpt 2 

 

Whole Class Discussion

 

 

 

STEP 4: READ “ANA” EXCERPT 3, ASK QUESTIONS, LOOK FOR CLUES & ANNOTATE THE TEXT

 
 
Process: Read “Ana,” Excerpt 3. Read the excerpt all the way through. Then have students work in pairs to reread closely, asking “I wonder” questions, looking for clues that tell the reader what the character is thinking, feeling, or doing, and clues about other characters. Prompt pairs to record their questions, clues, and ideas in the margin.
 
See the menu Differentiation Options: Reading & Annotating “Ana” to scaffold students appropriately.
 
Suggested Dialogue

 

Reading “Ana,” Excerpt 3 & Annotating the Text

 

Whole Class Discussion

 

 

 

STEP 5: STUDENTS COMPLETE SEEDFOLKS CHARACTER CHART FOR ANA

 
 
Process: Guide students through the Seedfolks Character Chart for “Ana.” Display the chart on the document camera. Have students get out their A4L Notebooks and turn to page 4.
 
The Seedfolks Character Chart is designed to help students reflect on what they have learned about the characters and to help them create musical themes for each character. The chart is also a way for students to keep track of all the characters, and how they relate to each other and to the larger theme of the story. See Differentiation Options sidebar for ways to reflect on “Ana” with the Seedfolks Character Chart and Reflection Journal.

 

  Differentiation Options: Reflecting on "Ana" 

 

Suggested Dialogue

 

Guiding Students to Engage with the Seedfolks Character Chart

 

 

 

STEP 6: GUIDE ENSEMBLES TO PRACTICE & DEMONSTRATE SOUNDS BRAINSTORMED FOR ANA

 
 
Process: Guide ensembles to use their instruments to try out several of the sounds they brainstormed for Ana. If time allows, have ensembles gather instruments and select 3-4 characteristics or feelings and their corresponding sounds to try out using instruments. After 5-7 minutes of experimentation, invite students to demonstrate their sounds for the class. Total time for practicing and demonstrating sounds with this option is 12 minutes.
 
If time is short, invite one representative from each ensemble to go to a music station, select an instrument, and demonstrate one of the sounds they brainstormed for Ana. After demonstrating the sound, the student should return the instrument to the bin and sit down. Total time for demonstrating sound with this option is 5-6 minutes.
 
Suggested Dialogue
 
Introducing the Activity

 

 

 

STEP 7: STUDENTS REFLECT ON ANA USING THE REFLECTION JOURNAL

 
 
Process: Guide students to journal their personal thoughts and reflections about Ana. As students think about the guiding journal questions, they are moving toward an understanding of the theme of the story. After students complete their reflection, engage in a discussion introducing the concept of theme. See menu above Differentiation Options (Step 5) for other ways to reflect on “Ana” with the Reflection Journal

 

Teaching Tip: Character Reflection Journal Rationale

 

Suggested Dialogue

 

Writing Student Reflections

 

Guiding Students to Record a “Big Idea” for the Chapter

 

 

 

STEP 8: DISCUSS THE CONCEPT OF THEME IN STORIES

 
 
Process: Introduce the literacy concept of theme by reviewing students’ “Big Idea” sentences for Kim and Ana and looking for similar threads between the characters. The story theme will be revisited after reading each chapter. A full brainstorm of central story themes for Seedfolks will occur in Lesson 9.
 
If students come up with literal connections, such as “the characters live in the same neighborhood,” press them to focus on what the garden means to them or how they change as a result of the garden. There are multiple themes that are appropriate for Seedfolks and these will be explored in depth in Lesson 9.
 
Suggested Dialogue

 

Sharing your "Big Ideas"

 

 

 

STEP 9: CLOSE LESSON 5

 
 
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 5! YOU ARE NOW READY TO MOVE ONTO LESSON 6 OF UNIT 4.

 

 

 

 

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