Allentown Symphony Orchestra 2016 Youth Concert Lesson Plans

Transcription

1 Allentown Symphony Orchestra 2016 Youth Concert Lesson Plans

2 THE ALLENTOWN SYMPHONY ORCHESTRA Music Director & Conductor Diane Wittry Youth and Family Concert Series ONCE UPON AN ORCHESTRA... featuring Milo Morris as Aladdin PROGRAM Aladdin Suite - Oriental Festival March Festival in Baghdad, the Sea, the Shipwreck from Scheherazade Nights Violin solo: Eliezer Gutman Introduction &The Lilac Fairy from Sleeping Beauty featuring members of the Repertory Dance Theatre Conversations of Beauty and the Beast from Mother Goose Carnival of the Animals (Selections) Introduction& The Lions Royal March The Kangaroos The Swan Finale Casey at the Bat The Witches Ride from Hansel and Gretel Carl Nielsen Nicolai Rimsky-Korsakov Pyotr Ilyich Tchaikovsky Maurice Ravel Camille Saint-Saëns Steve Reinecke Englebert Humperdinck

3 Lesson: Carnival of the Animals Musical Picture book Grades: 3-8 Content Area: Language Arts, Music, Art PA Standards: A: Know and use the elements and principles of each art form to create works in the arts and humanities D: Use knowledge of varied styles within each art form through a performance or exhibition of unique work E: Demonstrate the ability to define objects, express emotions, illustrate an action or relate an experience through creation of works in the arts B: Know that works in the arts can be described by using the arts elements, principles and concepts. Background Carnival of the Animals, written by Camille Saint-Saëns, is a musical parade of animals. The work is a collection of fourteen short pieces, each of which captures the image and actions of a specific animal through the use of sound. The instruments of the orchestra mimic the sounds and actions of the animals. Objective Students will listen to the pieces and will be able to recognize and understand how the sounds of the instruments relate to the animals. They will be able to hear how the music can paint a picture of the animals in their minds and they will transcribe the image to paper. Materials Recording of selections from Carnival of the Animals (Lions, The Aquarium, The Swan, Kangaroos, etc.) Paper Colored pencils, crayons, markers, other drawing materials Procedure 1. Discuss as a class the background of Saint-Saëns s Carnival of the Animals. Talk about how the instruments represent the animals. 2. Listen to each of the selections and talk about what sounds and actions you hear. Do you hear jumping, running, roaring, etc.? 3. Have the students pick their favorite selection and write down a few words as to why it is their favorite. 4. Hand out the drawing/coloring materials. Have the students draw an image that represents their favorite selection. 5. Have the students present to the class their drawing and what their drawing represents within the piece. Why did they chose that section and what in the music influenced their drawing. 6. The selections can be played on loop in the background while students work. 7. Submit artwork to Stephanie Kocher, Education Director at skocher@allentownsymphony.org so that art work can be used/displayed during the performances. Assessment Students will listen to the work and pick out key elements that they hear. They will transcribe what they hear/feel from the music onto paper. Displaying the images during the performance will bring the lesson together to show how visual art and music relate and how music can paint an image.

4 Lesson: Conversations of Beauty and the Beast Characters in Music Grades: 3-8 Content Area: Language Arts, Music PA Standards: CC.1.3: Reading Literature: Students read and respond to works of literature with emphasis on comprehension, making connections among ideas and between texts with focus on textual evidence D: Make inferences from text when studying a topic (e.g. science, social studies) and draw conclusions, citing evidence from the text to support answers A: Listen actively and respond to others in small and large group situations. Respond with grade level appropriate questions, ideas, information, or opinions D: Recognize that choices made by artists regarding subject matter and themes communicate ideas through works in the arts and humanities. BACKGROUND Characters in literature often drive a story, whether they are human, animals, or objects. In the story of Beauty and the Beast, the main characters are Beast, a prince turned into an animal like character, and Belle, the beautiful heroine. In literature, characters are often given a voice and can express themselves through words and actions. Characters can also be present in musical compositions. But, unlike in literature, they are represented through sound instead of words. Ravel s Conversations with Beauty and the Beast uses instruments to represent Beauty, the Beast, and their interactions with one another. Beauty is represented by the clarinet and Beast by the contrabassoon. OBJECTIVES Students will be able to listen to the piece and identify the characters and make inferences as to what is going on in the piece based upon what they hear and what they know about the story of Beaumont s Beauty and the Beast. MATERIALS Summary or text of Jeanne-Marie Le Prince de Beaumont s Beauty and the Beast Recording of Ravel s Conversations with Beauty and the Beast Chalkboard or whiteboard to write down terms/adjectives PROCEDURE 1. Depending upon the students reading level, either read to the class about Beaumont s Beauty and the Beast or have them read it to themselves. Depending upon available time, you can read the summary below or the full text. 2. Discuss the characters and story plot line. Have the students write down words they would use to describe each of the main characters. 3. Listen to Ravel s Conversations of Beauty and the Beast as a class. Discuss how the story and the music relate. What part sounded like Beauty? What part sounded like the Beast? Have the class raise their right hand when they hear Beauty and their left hand when they hear the Beast. 4. How does the music reflect the story? Do you hear when the Beast transforms into the Prince? 5. Based upon what the students know about the story and the music, talk as a class about what they think the conversation that Ravel is writing between Beauty and the Beast is about. ASSESSMENT At the end of the lesson, students will be able to identify characters in music. They should be able to detect how characters and actions can be represented in music. They will be able to identify when Ravel is writing for Beauty and when he is writing for Beast.

5 SUMMARY Beauty was one of 6 daughters and 6 sons born to a wealthy merchant. One day, they were struck with a terrible misfortune and their house and everything in it, burned to the ground. Their father s ships were destroyed by fire, shipwreck or pirates and the family lost all of their wealth. They were forced to move to a small house in a desolate area hundreds of miles from town. The children were distraught at the idea of moving so far and hoped that friends would take them in. Their friends showed no sympathy and they were left with nothing but to retreat to the home. The children had to work hard to earn a living and they missed their luxurious life greatly. It was only the youngest that tried to find joy in the new life. She tried to encourage her family to see the same joy that she did, but they did not join her and looked down upon her optimism. However, she was the most beautiful and smartest of all the children, even acquiring the name Beauty. One day, their father received news that a ship he once thought lost had arrived in port. The sons and daughters thought they would once again be rich. It was only the youngest daughter that had any doubt they could return to their past life. As the father was about to set out to the harbor, each of his children asked him to bring him to bring them back something of value. Only Beauty, the youngest, did not ask for anything except her father s safe return. Her father insisted she request something, so she asked him to bring her back a rose. After journeying back to the harbor, their father found out that his men had thought him dead and divided all of the goods amongst themselves. He was not able to acquire any of the riches he hoped and was forced to return home in terrible weather conditions. The cold and deep snow made it so he was unable to make it home that night. He found shelter in a large hollow tree trunk but was not able to sleep. The merchant came out of his shelter in the morning, but the snow had covered up the paths and he did not know which way to go. He found his way to a path that led him to an avenue of trees where no snow had fallen. At the end was a glorious castle. He went into the castle but found no one. There was a fire blazing, so he sat down and waited for someone to arrive, but promptly fell asleep. When he awoke, there was still no one around, but a supper was laid out on a small table near him. He ate the meal and fell back asleep yet again. When he woke for the second time, there was still no one to be seen, but this time there was a plate of fruit and cakes laid out on the table for him. He searched through the palace for anyone at all but found no one. The merchant fed his horse and prepared to return home when he came upon a row of rose bushes. Remembering Beauty s wish, he picked one for her. After picking the flower from the bush, he heard something behind him. Turning around, he saw the Beast. The Beast said to him who told you that you could pick my roses? Was it not enough that I allowed you to be in my palace and was kind to you? This is the way you show your gratitude: by stealing my flowers! But your insolence shall not go unpunished. The merchant dropped the rose and fell to his knee asking forgiveness, but the Beast did not budge, and even threatened death. The merchant began to tell the Beast of his troubles on his journey and of Beauty s request. The merchant again asked for forgiveness. It was then that the Beast said to him, I will forgive you on one condition: that you will give me one of your daughters. The man agreed, and the Beast gave him one month to return with one of his daughters, who must come willingly. If he does not return with a daughter then he will be punished, and

6 if he does not return at all, the Beast will come find him. The Beast gave him dinner that night and had a horse prepared for him to leave first thing in the morning. Early the next morning, the man set off for home, taking with him a rose for Beauty. When he arrived home and told his children of his troubling journey, they were angry. The daughters blamed Beauty for the trouble with the Beast. Beauty agreed with them and so she volunteered to be the one to go back with her father. She said her goodbyes and returned to the Beast s castle with her father. The arrived to see the castle fully lit, and soft music playing. They went inside to find supper laid out for them by the fire. Upon finishing their dinner, Beauty and her father heard the Beast approaching. Beauty was terrified but hid her fear and greeted him with respect. The Beast greeted them as well, but the father was too frightened to speak. The Beast gave the father directions to return home in the morning and told him remember that you must never expect to see my palace again. But, before was to leave, the Beast sent Beauty and her father into the next room to choose from the riches to send back to her siblings as presents. They were to fill two travelling trunks and they obliged. The trunks were quickly filled with gold, jewels, and beautiful dresses for the girls. After breakfast the next morning, Beauty and her father said their goodbyes and the father set out for home on horseback with the two trunks. Beauty was sad to see her father leave and retreated to her room where she fell asleep. She dreamed she was walking by a brook, sad and crying when she sees a handsome young prince. He tells her Ah, Beauty! You are not so unfortunate as you suppose. Here you will be rewarded for all you have suffered elsewhere. Your every wish shall be granted. Only try to find me out, no matter how I may be disguised, as I love you dearly, and in making me happy you will find your own happiness. Be as truehearted as you are beautiful, and we shall have nothing left to wish for. She asks what she can do to make him happy and he replies only be grateful and do not trust too much to your eyes. And, above all, do not desert me until you have saved me from my cruel misery. She dreamed then that a lady said to her dear Beauty, try not to regret all you have left behind you, for you are destined to a better fate. Only do not let yourself be deceived by appearances. She sat down to her dinner to reflect upon her dreams, wondering what they meant when they said not to trust appearances. To keep herself entertained, she got up and explored the house. She went into a room with mirrors lining the walls, and hanging from a chandelier was a bracelet. She took it down and saw on it a portrait of the man she had seen in her dream. She put the bracelet on and went to the next room, a gallery of pictures. There, she saw a portrait of the prince from her dreams. She pulled herself away and went into the music room next and then the library. Beauty left her exploring to go have her dinner. When she heard the Beast coming, she became frightened, thinking he would eat her. But, he was not ferocious and merely greeted her. He asked her how she was finding the palace and they talked for a long while. When he got up to leave he said to her Do you love me, Beauty? Will you marry me? She was afraid of how her response would be taken by the Beast, but he assured her say yes or no without fear. Beauty said no, and the Beast, unprovoked, bid her goodnight. Beauty went to bed that night to dream of the prince once more. When she woke, she had to be sure it was the same man she saw in the portrait and surely it was. She was certain that this man was being kept prisoner by the Beast.

7 That morning she awoke and went to the garden. She found herself at a brook with trees, the same place she had met the prince in her dream. When she tired she returned to the palace where she found two new rooms, one full of materials such as ribbons and silks and the other with monkeys of all sizes. Beauty asked some of them to keep her company and two came forward to join her side and wait on her. Next she found an aviary with rare birds, which she found was adjacent to her own room so that she may hear the birds singing. There was another room with parrots and cockatoos that spoke to her. She took a few back to her room to keep her company. After dinner, the Beast came to visit her and asked her the same questions as the night before. He left and Beauty went to bed to dream of her prince. The next day she discovered a room in which she could see a pantomime when sitting in the chairs. That night after dinner, the Beast came by to ask Beauty once again to marry him. And again she refused, going to bed to dream of her prince. Her dreams continued to bother her as they told her to distrust appearances, and to be guided by her heart instead of her eyes and she could not understand why. Beauty, although happy at the Palace, was starting to miss her father and siblings. The Beast saw her looking sad and asked what was wrong. When she told him she wanted to see her family once more, he cried asking her why should wanted to desert him and escape. She replied that she did not hate him, nor did she never want to see him again, she just wanted to visit her family for two months and she would return. He sadly agreed to let her go. He told her to fill four boxes with everything she wanted to take, but to remember that she must return or he will die. He gave her a ring and said when she wanted to return, turn the ring on her finger before bed and say I wish to go back to my palace and see my Beast again. That night she once again dreamed of the prince, but he was crying in the dream, and asked her Are you not leaving me to my death perhaps? She assured him that she only want to see her father and that she would return for if she did not the Beast would die from sadness which she could not bear to do to him. When she awoke that next morning she was in an unfamiliar place. She got dressed and heard her father s voice. She greeted her family who were delighted because they thought they would never see her again. Beauty told her father of her dreams and asked him what he thought the meaning was. He told her that the Beast loves her and was kind and gentle towards her so the Prince was telling her that she should do as he wishes, despite his ugliness. But, she could not help but think of the handsome prince and not want to marry the ugly Beast. Over those two months she missed the palace, and while at home never dreamed of the Prince. Her father and brothers were so sad at the thought of her leaving that she could not bring herself to say goodbye. She put it off night after night until she had a dream where she found the Beast dying in a cave, him blaming her for what was happening to him. A lady then said to her Ah! Beauty, you are only just in time to save his life. See what happens when people do not keep their promises! If you had delayed one day more, you would have found him dead. This frightened her so much that that night she said goodbye to her family and turned the ring on her finger before going to bed. The next morning she awoke in the palace anxious to see the Beast. But, when suppertime rolled around the Beast did not come. She was afraid and ran to the garden to look for him. She saw the path she had seen in her dream and rushed to find the cave and in it the Beast, asleep. But, the Beast did not move when she came to him, and she thought him dead. She ran to get water and sprinkled it on his face and he awoke. Beauty said to him I never knew how much I loved you until just now, when I was afraid that I was too late to save your life. The Beast, coming back around, told her to go

8 back to the palace to rest. She went back, had supper, and the Beast came by to talk with her about the time she spent with her family. This time, just as he was leaving the Beast asked once more Beauty, will you marry me? This time, she replied yes. At this, lights shone in front of the windows and fireworks sounded. Across the trees out front, fireflies wrote out Long live the Prince and his Bride! Turning around to find out what was going on, Beauty saw that the Beast had disappeared and instead she saw standing there the handsome prince. Then, two women arrived in a carriage, one the lady from her dream and the other she did not recognize. The lady from her dream said Well, Queen, this is Beauty, who has had the courage to rescue your son from the terrible enchantment. They love one another, and only your consent to their marriage is needed in order to make them perfectly happy. She gladly consented and hugged Beauty and the Prince. The fairy sent for Beauty s family and the next day, the two were married. Beauty and the Prince lived happily ever after.

9 Lesson: Literary Devices in "Casey at the Bat" Grades: 5-8 Content Area: Language Arts PA Standards: CC F: Determine the meaning of words and phrases as they are used in gradelevel text, distinguishing literal from nonliteral meaning as well as shades of meaning among related words. CC I: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade-level reading and content, choosing flexibly from a range of strategies and tools CC K: Read and comprehend literary fiction on grade level, reading independently and proficiently. CC F: Analyze the influence of the words and phrases in a text including figurative and connotative meanings and how they shape meaning and tone. 3. Have the students read through the poem on their own and Background underline specific lines that are examples of poetic devices they "Casey at the Bat", originally published in 1888, is a classic have learned about. narrative poem used in the classroom by many. It tells the story 4. Have the students identify which of these are similes, of the Mudville nine baseball team, and more specifically Casey, metaphors, onomatopoeia, rhyme, etc. (pick which devices are while using many examples of literary/poetic devices to help appropriate for the grade level of your class) and write them on paint the scene of Casey's turn at the bat. the handout. 5. Go over the handout as a class, discussing how these devices help to not only tell but enhance the story of Casey at the Bat. Objectives Students will be able to define poetic devices such as simile, metaphor, personification, rhyme, onomatopoeia and identify where they are present in the poem. They will be able to pick out examples of each of these devices and explain why those lines exemplify that device. Materials 1. "Casey at the Bat" poem 2. Poetic Device chart handout Procedures 1. Define each of the poetic devices that students are to identify in the poem. Use examples to help students understand how the devices are used in poetry. 2. Read the poem together as a class. Have the students follow along as you read it aloud, listening for these literary devices. Assessment At the end of the lesson, students will be able to identify and define specific poetic devices used in "Casey at the Bat". They will be able to fill in the chart completely and successfully.

10 Casey at the Bat By Ernest Lawrence Thayer The outlook wasn't brilliant for the Mudville nine that day: The score stood four to two, with but one inning more to play, And then when Cooney died at first, and Barrows did the same, A pall-like silence fell upon the patrons of the game. A straggling few got up to go in deep despair. The rest Clung to that hope which springs eternal in the human breast; They thought, "If only Casey could but get a whack at that We'd put up even money now, with Casey at the bat. But Flynn preceded Casey, as did also Jimmy Blake, And the former was a hoodoo, while the latter was a cake; So upon that stricken multitude grim melancholy sat, For there seemed but little chance of Casey getting to the bat. But Flynn let drive a single, to the wonderment of all, And Blake, the much despisèd, tore the cover off the ball; And when the dust had lifted, and men saw what had occurred, There was Jimmy safe at second and Flynn a-hugging third. Then from five thousand throats and more there rose a lusty yell; It rumbled through the valley, it rattled in the dell; It pounded on the mountain and recoiled upon the flat, For Casey, mighty Casey, was advancing to the bat. There was ease in Casey's manner as he stepped into his place; There was pride in Casey's bearing and a smile lit Casey's face. And when, responding to the cheers, he lightly doffed his hat, No stranger in the crowd could doubt 'twas Casey at the bat. Ten thousand eyes were on him as he rubbed his hands with dirt; Five thousand tongues applauded when he wiped them on his shirt; Then while the writhing pitcher ground the ball into his hip, Defiance flashed in Casey's eye, a sneer curled Casey's lip. And now the leather-covered sphere came hurtling through the air, And Casey stood a-watching it in haughty grandeur there. Close by the sturdy batsman the ball unheeded sped "That ain't my style," said Casey. "Strike one!" the umpire said. From the benches, black with people, there went up a muffled roar, Like the beating of the storm-waves on a stern and distant shore; "Kill him! Kill the umpire!" shouted someone on the stand; And it's likely they'd have killed him had not Casey raised his hand. With a smile of Christian charity great Casey's visage shone; He stilled the rising tumult; he bade the game go on; He signaled to the pitcher, and once more the dun sphere flew; But Casey still ignored it and the umpire said, "Strike two!" "Fraud!" cried the maddened thousands, and echo answered "Fraud!" But one scornful look from Casey and the audience was awed. They saw his face grow stern and cold, they saw his muscles strain, And they knew that Casey wouldn't let that ball go by again. The sneer is gone from Casey's lip, his teeth are clenched in hate, He pounds with cruel violence his bat upon the plate; And now the pitcher holds the ball, and now he lets it go, And now the air is shattered by the force of Casey's blow. Oh, somewhere in this favoured land the sun is shining bright, The band is playing somewhere, and somewhere hearts are light; And somewhere men are laughing, and somewhere children shout, But there is no joy in Mudville mighty Casey has struck out.

11 Identifying Poetic Devices "Casey at the Bat" 1. ALLITERATION This occurs when words are close together that begin with the same consonant sounds. Example: "slippery sullen shadows." 2. ONOMATOPOEIA When a word actually sounds like its meaning. Examples: buzz, tick, splash, meow. 3. METAPHOR - A word or phrase for one thing that is used to refer to another thing in order to show or suggest that they are similar. Examples: "That assignment was a breeze." "You are my sunshine." "You are the apple of my eye." 4. SIMILE This is a comparison of two things using the words like or as. Example: "You're as cold as ice." "He eats like a pig." 5. PERSONIFICATION The writer gives objects or natural forces human feelings & characteristics. Example: The stuffed bear smiled as the boy held hugged him close. 6. RHYME - The repetition of sounds at the end of words. Example: "I do not like green eggs and ham. I do not like them, Sam-I-am." 7. HYPERBOLE The use of exaggeration for effect. Examples: "I am so hungry I could eat a horse." "I have a ton of chores to do."

12 Poetic Device (ex. alliteration, metaphor, simile, etc.) Example from poem What makes this an example of the poetic device?

13 Lesson: That s Dynamic! Submitted By: Sharon Hodges, 2 nd grade teacher; Allentown School District Grades: 1-4 Content Area: Mathematics, Language Arts, Music PA Standards: CC A.1 Represent and solve problems involving the four operations. CC A.2 Represent and interpret data using appropriate scale A Write with a clear focus, identifying topic, task and audience A Recognize critical processes used in the examination of works in the arts and humanities OBJECTIVES Students will demonstrate understanding of the musical term dynamics. Students will make and count tally marks accurately. Students will demonstrate understanding that dynamics help to express feelings and establish moods throughout a musical composition. MATERIALS Recording of any of the ASO concert selections. Attached reproducible sheet Pencils PROCEDURE 1. Explain to students that composers make notations on the music for each instrument, indicating when to play softly or loudly. In addition to creating the desired mood, the dynamics make a musical piece more interesting and enjoyable for the musicians as well as the audience. 2. Students listen to the selection, paying close attention to changes in volume. 3. While students listen to the selection a second time, have them make tally marks on a chart to indicate each time they hear the music get very loud or very soft. 4. Students will then count the tally marks in each column and record the correct numerals to indicate the totals. 5. Students will choose one of the following prompts and respond in writing: I liked the softest parts because... I liked the loudest parts because... The teacher should play the selection while the students are writing to provide inspiration. EVALUATION Determine students understanding of dynamics by observing that tally marks are made when there are dramatic changes in the volume of music. Any reasonable answer should be accepted for the written response, since it is an opinion. EXTENSION Have students complete this activity with another musical selection from the Youth Concert program and compare the responses to the original activity.

14 Lesson: Arts Integration Literature Submitted By: Janice Altieri, Kindergarten Teacher and Librarian; Allentown School District Grades: 1-5 Content Area: Language Arts, Music PA Standards: 1.1.K.D: Demonstrate listening comprehension/ understanding before, during, and after reading through strategies such as think aloud, retelling, summarizing, and connecting to prior knowledge. 1.2.K.D: Make predictions, draw conclusions and explain whether or not predictions are confirmed, with adult assistance D: Make inferences and draw conclusions citing evidence from the text to support answers C: Know classification skills with materials and processes used to create works in the arts C: Identify the attributes of various audiences environments as they influence individual aesthetic response. BACKGROUND The book, Moses goes to a Concert, by Isaac Millman, emphasizes the idea that music can be appreciated by everyone. In the story, Moses and his fellow deaf classmates enjoy an orchestra performance by means of sound vibration. To the students delight, they learn that one of the orchestra s percussionists is also deaf. OBJECTIVES Students will hear a musical selection and listen for different sounds and instruments. Students will learn the terms disability and hearing disability. Students will learn how people with a hearing disability may experience music through sound vibration. Students will learn some basic sign language. MATERIALS Book, Moses Goes To A Concert by Isaac Millman Reproducible Sheets (in this unit) How to Use American Sign Language to Spell Your Name Hearing Disabilities Worksheet CD of concert selections PROCEDURE 1. Play one of the music selections from the ASO Youth Concert program. Ask students to listen to the sounds of the instruments. Ask them to circle the musical instruments that they hear in the piece using the instrument page found at the end of the Idea Bank section of this teacher s manual. Alternative: Give each student a picture of a different musical instrument. Have them stand as they hear their instrument playing the melody. 2. Chart responses or have students stand in the order they hear them. Have students describe the sound of their instrument. This may be done verbally or in written form. Older students might be required to provide more details in their descriptions. 3. Ask students what they think a hearing disability is. (Explain that a disability is a condition that limits a person being able to see, hear, speak, walk, or learn. A person who is deaf may have a total inability to hear. People who are partially deaf may be assisted by hearing devices like hearing aids.) 4. Give each student an inflated balloon. Have each student hold the balloon in their lap, and replay the musical piece. (The volume of the music may have to be moderately loud so that students can feel the musical vibrations through their

15 balloons. It may help to have them hold the inflated balloons next to the speakers or to place their hands on the speakers in order to feel the sound vibrations.) 5. Ask students: a. How did the sounds feel different from one another? (Explain to students that different sounds create different levels of vibrations which can be felt through a balloon, or through playing an instrument such as a drum.) b. Do you think people with hearing disabilities appreciate music? c. How might a person who has a hearing disability be able to learn to play an instrument? 6. Read the story to the students. 7. Ask students the following questions in response to the book: a. How was the percussionist who is deaf able to play in the orchestra? b. What did you learn about people who have hearing disabilities? c. Did you learn any sign language from the story? 8. Distribute the How to Use American Sign Language to Spell Your Name handout. Demonstrate how to sign the words Hello, I am.. Have students practice signing these words. Divide into pairs. Using the handout, have students practice signing their names to their partners. 9. Distribute the Hearing Disabilities worksheet. Have students practice learning three ASL phrases. Have students sign phrases to the class. Students can try to guess what their classmates are signing. Evaluate students ability to demonstrate the sign language phrases introduced in this lesson. EXTENSION Play recording of Beethoven s Ninth Symphony. This piece was created after Beethoven had gone deaf. Discuss how this may have been accomplished with the students. ASSESSMENT Evaluate students responses to discussion questions.

16 American Sign Language Hello I am... Now use this alphabet to spell your name.

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