Name: Celia Tafuri Date of Evaluation: April 11, 2013 Grade Level: Second Grade School: Greenbush Elementary

Duration of Evaluation: 45 minutes Time of Evaluation: 10:45-11:30am Person Doing Evaluation: Patricia Doiron Lesson Objectives Students will listen to a song and relate the lyrics of the song to story elements. Students will compare the story elements of two different versions of Red Riding Hood. CCSS.ELA-Literacy.W.2.8 Recall information from experiences or gather information from provided sources to answer a question. National Standards for Music Education 8. Understanding relationships between music, the other arts, and disciplines outside the arts. RIPTS 1.1, 2.2, 5.1, 10.4 Instructional Materials, Activities, and Tasks Lyrics to "Nicolette", composed by Maurice Ravel (in French) with translation Pictures of Nicolette (Red Riding Hood), Wolf, Page, and Old Man "Red Riding Hood", retold and illustrated by James Marshall Story Element Worksheet Story Elements Poster Marker Clipboards Pencils RIPTS 1.1, 4.2 Instructional Activities Tasks 1. The lesson will start on the rug. The teacher will ask the students what they recall from the "Red Riding Hood" story that was read the day before. The teacher will refer to the Story Elements Poster and ask the students to review the title, fiction or non-fiction, characters, main idea and setting. 2. The teacher will tell students that today they will be hearing a new story that is similar to "Red Riding Hood". The teacher will tell students that many stories can be found in different cultures around the world. The teacher will ask students if they have read stories where there is more than one version.

3. The teacher will ask students if they have ever heard of the French language. The teacher will explain that a French composer named Maurice Ravel created a song based on the story of "Red Riding Hood". The teacher will explain that the story is different than the story read the previous day but does have similar story elements. The teacher will ask students to listen to the story elements and raise their hand if they recognize any during the song. The teacher will remind students that although they may not speak the language some words are similar, the pictures will help to explain, the singer will use expression, and a translation will be given. 4. The teacher will sing one verse at a time while displaying the characters involved in each scene (1. Nicolette 2. Nicolette and Wolf 3. Nicolette and Page 4. Nicolette and Old Man). The teacher will stop at the end of the verse and speak the English translation. If students are having difficulty identifying characters of setting the teacher will go through the verse and stop at important moments. Once the students discover a story element the teacher will enter the information to the story element poster. 5. After the song is completed the teacher will go over any other information that was missed in the character and setting areas. The teacher will ask the student what the main idea of the story was. Was there a lesson that teaches us something important or did it have a twist? With the student's input the teacher will fill in the main idea on the poster. 6. The teacher will have students work in pairs to complete their story element sheet. The teacher will move around to the different pairs to discuss the story elements that they are including. The teacher will also begin to ask students if the two stories are similar or different and how. While students are working the teacher will post the two posters of story elements next to each other. 7. The teacher will gather the class together so that students may share what differences they saw between the two stories. The teacher will ask why it is important to read more than one version of the story. The teacher will emphasize that sometimes we can find stories from music or art and relate it to stories that we read in the classroom. RIPTS 1.1, 1.2, 2.1, 2.2, 3.1, 4.1, 5.1, 5.3, 8.1, 8.4, 10.3 Assessment Students will be assessed through their discussion at the opening of the lesson and during the song. The teacher will use questioning to check for understanding of the story elements and redirect conversations based on students' responses. Students will be assessed on the completion of the story element worksheet to see if they were able to identify the different elements of the story.

Students will be assessed on their response to the differences between the two stories. The teacher will look for a difference in characters, setting, or main idea with supportive details. RIPTS 6.6, 8.4, 9.1, 9.3 Learners Factors This lesson accommodates different developmental levels because it supports students through scaffolding of ideas. Directions will also be repeated multiple times. The students will review past information and go through the steps of completing the story elements worksheet. Students who are have difficulty completing the assignment have the story element poster to view (visual) and the teacher will give the students prompts to assist in work. During the lesson the musical intelligence will be used through the song. The linguistic intelligence is also used because the song is in French. The cross discipline connection includes writing, literacy, and music. The students who have difficulty with behavior will be monitored throughout the lesson to avoid disruptions. The teacher will also monitor their work with a partner. For enrichment the students can create their own story that has a main message. RIPTS 4.1, 4.4, 6.1, 6.5 Environmental Factors Students will first work in a whole group, move to pairs, and then return to a full class discussion. The pairs are predetermined based on ability. In the classroom the materials need to be organized previously for ease of use. RIPTS 6.1, 8.4

Nicolette, la vespre, sallait promener au pr, cueillir la pquerette, la jonquille et le muguet.. Toute sautillante, toute guillerette, lorgnant, ci, l, de tous les ctes. Rencontra vieux loup grognant, tout hriss, loeil brillant: H l{! ma Nicolette, viens tu pas chez Mre Grand? A perte dhaleine senfuit Nicolette, laissant la cornette et socques blancs. Rencontra page joli, chausses bleues et pourpoint gris: H l{! ma Nicolette, veux-tu pas dun doux ami? Sage, sen retourna, pauvre Nicolette, trs lentement, le coeur bien marri. Rencontra seigneur chenu, tors, laid, puant et ventru: H l{! ma Nicolette, veux tu pas tous ces cus? Vite fut en ses bras, bonne Nicolette, jamais au pr nest plus revenue.

Nicolette, at eventide, went for a walk in the fields, to pick daisies, daffodils and lily-of-the-valley skipping cheerfully, looking around here, there and everywhere. She met a growling wolf, bristling, with shining eyes: Hey there, my Nicolette, wont you come to Grandmas house? Breathlessly Nicolette ran away, leaving behind her wimple and white shoes. She met a handsome page, with blue stockings and grey doublet: Hey there, my Nicolette, wouldnt you like a sweetheart? Sensibly, poor Nicolette returned, very slowly and with a heavy heart. She met a white-haired lord, twisted, ugly, stinking and pot-bellied: Hey there, my Nicolette, wouldnt you like all this money? Quickly good Nicolette was in his arms, never to return.