Carnival of the Animals: Adjectives and Narratives

Eli Schoeman, 3
rd
Grade Language Arts lesson
Standards
W.3.3 Write narratives to develop real or imagined experiences or events using effective
technique, descriptive details, and clear event sequences
Integrate and evaluate information presented in diverse media and formats, including visually,
quantitatively, and orally
MU:Re7.2.3a Demonstrate and describe how a response to music can be informed by the
structure, the use of the elements of music, and context (such as personal and social)
Objectives:
While listening to the first four parts of Carnival of the Animals, students will fill out a graphic
organizer identifying 5 adjectives for each section that describe the tempo, texture, dynamics,
and timbre of the song.
Using their graphic organizer, students will recount the song by writing a narrative paragraph
using at least 5 sequential vocabulary words and at least 2 of their identified adjectives from
each section of the song.
Materials: Songs: Carnival of the Animals- Saint Saens, graphic organizer, pencils, markers or crayons,
paper
Background for teachers: This lesson would be for students who are already familiar with paragraph
structure and sequential vocabulary. It would also for students familiar with the musical components of
a song (texture, tempo, timbre, and dynamics).
Lesson:
Introduction: Ask students If you could be any animal, what would you be and why? Have
them discuss with a partner. Then as a class, have the students make the noise of their animal.
Ask the students What did we just sound like? Transition into lesson by relating their animal
noises to Carnival of Animals.
Body:
o Review with students the idea of adjectives
Have them give examples
o Review with students about the texture, tempo, dynamics, and timbre of a song
Have them come up with adjectives to describe each aspect of a song
o Pass out the graphic organizer and explain how you want them to fill it out
5 adjectives for each section of the song
Guess what animal the section represents
o Play the first section: Introduction and March of the Lion (0:00-2:15)
Stop the song after this section and fill out a graphic organizer with the students
to show how you want them to fill theirs out.
o Play the second section: Hens and Roosters (2:23-3:06)
Stop the song to give the students some time to finish writing down their
adjectives
o Play the third section: Wild Asses, Swift Animals(you can describe this section as
Donkeys and Horses to avoid snickering when saying ass) (3:13-3:48)
Again pause song to give students time to fill in their organizer
o Pay fourth section: Tortoise (4:10-6:23)
Pause song to give students time to fill out organizer
o Have students discuss the adjectives they up and the animals they think each section
was with a partner.
o Go around the class and have each student share one adjective they came up with for
each section.
o Review the proper structure of a narrative paragraph and review sequential vocab
words
Have students give examples, (first, second, next, last, etc.)
o Give each student a piece of paper and give them instructions on writing a narrative
paragraph to recount the song.
5-8 Sentences in length
5 sequential vocabulary word and 2 adjectives from each section of the song
(from their graphic organizer)
Conclusion: After completion of their narratives, have students go around and share their
paragraph with the class. Students will turn in graphic organizer and narrative.
Assessment:
Students will be assessed by the completion of their graphic organizer. Students should have at
least 5 adjectives for each section of the song that describe aspects of the song.
Students will be assessed by their completion of a narrative. Their narrative should include an
introduction sentence followed by three to five sentences recounting the song in chronological
order and concluding with a conclusion sentence. Their narrative should include at least 5
sequential vocabulary word s and 2 adjectives for each section of the song.
Adaptations/Extensions: If students struggle with coming up with adjectives to describe the song, ask
them questions to direct their thinking. For example, What is the tempo of the song?, Is the song loud
or quiet?, etc.
Rationale: It is important for my students to do this lesson because it is a fun way to practice their
writing skills and vocabulary. They will gain the ability to recount a story through chronological narrative
writing.
Next Step/Connections to other Subjects: You could pair this lesson with a science lesson on animals
(ecosystems, habitat, food chain, etc.). You could also have the students write creative narratives on the
life of an animal of their choosing for more writing practice.