BALTIMORE SYMPHONY ORCHESTRA

2012-2013 Teachers Guides

THE NUTCRACKER
Tiny Tots:
PreK-Kindergarten

Prime Time:
1st to 4th Grade
_______________

Performance Dates:
Wed, December 5: 10:00 am & 11:30 am
Fri, December 7: 10:00 am & 11:30 am

BALTIMORE SYMPHONY ORCHESTRA

The Nutcracker

Table of Contents
Listening Guide....3
Listening Map: Chocolate.....5
CD Track Listings..6
Introduction to The Nutcracker Unit Plans...7
Lesson Plans for PreK-Kindergarten
Classroom Lesson Plan A: The Nutcracker Story Elements.8
Classroom Lesson Plan B: The Nutcracker ABC Book .......13
The Nutcracker Alphabet Book Rubric for Students..17
The Nutcracker Alphabet Book Rubric for Teachers....18
Our Class Nutcracker Alphabet Book19
Music Lesson Plan C: The Nutcracker through Music and Reading...20
Lesson Plans for Grades 1-3
Music Lesson Plan D: Channel 12 Nutcracker News.24
Classroom Lesson Plan E: Compare and Contrast..........28
Compare and Contrast Table.......33
Music Lesson Plan F: Compare and Contrast the music of The Nutcracker.34
Student Reflection Sheet.37

Special Thanks.38

Listening Guide
Information on the Composer and the Piece
Piotr Ilyich Tchaikovsky was born in 1840, in Votkinsk, Russia; and died in 1893, in St. Petersburg. He
composed the music for The Nutcracker ballet in 1892.
The Nutcracker is based on a story about a little girl named Clara whose toy nutcracker comes to life
and is attacked by the Mouse King. Clara throws her slipper at the Mouse King to help the Nutcracker
win the battle. The Nutcracker takes Clara to his home in the Land of Sweets, where she finds out that
he is a prince.
Listening Information, Questions and Suggestions
Arrival of Clara
During this piece, Clara and the Nutcracker arrive in the Land of Sweets. It is a magical place where
candy and toys dance.
What do you hear in the music that sounds magical?
o The music starts out very quiet.
o The flutes play with sort of a rippling sound (played by fluttering your tongue like when you
roll the letter r when speaking Spanish).
o You might hear an instrument called a celesta. The celesta looks like and has keys like a small
piano, but makes sound when small mallets strike little metal bars (instead of strings).
Chocolate
Follow along with the listening map as you listen to this piece.
o After a short introduction by the string instruments, you will hear a trumpet play a melody.
o Next, the flutes, piccolo, and clarinets will play the same melody.
o A new melody is then played by string instruments along with the castanets: a Spanish
percussion instrument that makes a clicking sound. They play the melody twice: once quietly, and
once more loudly.
o At the end the clarinet, flute, and then brass instruments play a short section called a coda. This
is an Italian word that means tail: like the little tail end of the piece of music.
Coffee and Tea
Listen to both of these pieces, and compare them with each other.
o Do they sound alike? Or different?
o What is the tempo (or speed) of each dance?
o How would you describe the melodies of each piece? Mellow, smooth, bright, fluttering,
peaceful, playful?
o How does each dance make you feel? Do they have similar or different moods?
o What instruments do you hear playing the melody?
Coffee: clarinet, violin, bassoon and english horn, oboe,
Tea: flute, piccolo
o What other instruments do you hear?
Coffee: tambourine
Tea: the violins play pizzicato (they pluck the strings instead of using their bows).
Movement activity: listen again to Tea. When you hear the flutes play the melody, freeze like a
statue. When you hear the string instruments play pizzicato, tiptoe to around the room. See if you can
tell when the end of the piece is coming, and take a bow on the very last note.

Trepak
This dance is based on a Ukranian dance called the Tropak (though in the ballet it is called The
Russian Dance). It is played presto: a musical term which means very fast.
Follow along on the tap chart touching each picture to the steady beat.
Dance of the Toy Flutes
This dance features the flutes in the orchestra playing a trio. Trio a musical word meaning three
musicians playing together.
After the flutes play their trio melody two times, you will hear the trumpets play a duet: a musical
word meaning two musicians playing together.
Copying the trumpets, the string instruments play the melody. They play staccato: a musical word
meaning very short notes.
At the end of the piece, the flute trio plays once more.
Waltz of the Flowers
The beginning of this piece of music features the harp. The harp plays what is called a cadenza in
music. A cadenza is a solo in the middle of a piece of music during which one musician plays all alone,
and can decide how fast, slow, loud or soft to play.
After the harps cadenza, the waltz begins. A waltz is a dance that is in meter. In meter, the first
beat of each measure is accented, like ONE two three ONE two three ONE two three.
Close your eyes when you listen to this piece. Can you hear the accented beat in each measure? Can
you imagine flowers dancing?
Tarantella
A tarantella is a fast whirling dance from Italy.
The folk dance is usually performed with tambourines: can you hear them in the music?
Dance of the Sugar Plum Fairies
This piece features an instrument called the celesta.
The celesta looks like and has keys like a small piano, but makes sound when small mallets strike little
metal bars (instead of strings).
What words would you use to describe the sound of the celesta?
Have you heard this instrument in another famous piece of music?
(it is also featured in Hedwigs Theme in the soundtracks of the Harry Potter movies)
Coda
Coda is a musical word that means tail. It comes at the end of a piece of music or a section of a
piece.
In the ballet, the coda is the final dance for the Sugar Plum Fairy and the Nutcracker Prince.
Listen to the contrast between the smooth, elegant melody played by the string instruments in the
beginning of the piece; and the quick flourishes played by the woodwind instruments.
Final Waltz and Apotheosis
A waltz is a ballroom dance in triple time: meaning that the beat of the music and the steps feel like
ONE two three ONE two three ONE two three.
Try waltzing in your classroom: take one larger step on the one beat, and two smaller steps on beats
two and three. Make sure you practice before trying it with the music: this is a very fast waltz!
In the ballet during this piece the dancers do their last dance steps onto the stage to take a bow.

Chocolate

BSO Preview CD Track Listing

CDs were sent to patrons who purchased tickets to any BSO Midweek: The Nutcracker
performance. If you did not receive a CD or have questions, please contact the BSO Education
Department at education@bsomusic.org or 410-783-8118.

Selections from Piotr Illyich Tchaikovskys The Nutcracker

1. Overture
2. Arrival of Clara
3. Chocolate (Spanish)
4. Coffee (Arabian)
5. Tea (Chinese)
6. Trepak (Russian)
7. Dance of the Toy Flutes
8. Waltz of the Flowers
9.
Tarantella
10. Dance of the Sugar Plum Fairies
11. Coda
12. Final Waltz and apotheosis

Introduction to the Lesson Unit

An arts integrated unit to enrich the experiences of the students attending the
Baltimore Symphony Orchestras Nutcracker performance

The primary purpose of the arts integrated unit for The Nutcracker is to familiarize students in grades
PreK-3 with the music from Tchaikovskys Nutcracker Suite. Through the use of arts integrated
strategies, the students will collaborate, create and utilize critical thinking and problem solving skills to
develop a deeper understanding of the content and its universal appeal. The lesson plans are guided by
the Maryland Fine Arts Standards and the Common Core Standards. Incorporating the 21st Century Skills
strengthens students understanding and offers a more global perspective of learning.
In The Nutcracker, students will imagine a wintery world of dance, world culture and musical delight.
With extraordinary young dancers from the Baltimore School for the Arts, Claras timeless tale will come
to life. As you listen with your students, we encourage you to explore the geography and social studies
connections to this music, and think about how the music connects to dance and storytelling.
Throughout this lesson plan unit, students will dive deeply into the music and story from The
Nutcracker. These lesson plans will provide classroom ideas to learn about winter holiday traditions
from around the world, fundamentals of music such as pulse and the role of the conductor, and links to
movement and dance. The lesson plans for Grades 1-3 will explore the differences between two
different versions of the Nutcracker and how to compare and contrast.
The lesson plans are designed to be taught sequentially and in collaboration with the classroom teacher
and the vocal music teacher. However, if time is prohibitive, each lesson plan may be adapted to be
used individually. Additionally, each lesson plan has been designed to be easily adapted to meet a
variety of styles and classroom situations.

Classroom Lesson Plan A: The Nutcracker Story Elements

Grade Level: Pre-Kindergarten-Kindergarten

Time Required: 2-3 45 minute classes

Content Objectives:

Fine Art(s) Objectives: Theater

English Language Arts Standards-Reading-Literature

Standard 3.0 Creative Expression and Production.

Students will demonstrate the ability to apply theatrical
knowledge, principles, and practices to collaborative theatrical
presentations.

RL.K.2. With prompting and support, retell familiar stories,

including key details.
RL.K.3. With prompting and support, identify characters,
settings, and major events in a story.

Indicator 1. Use a variety of theatrical elements to communicate

ideas and feelings.
Objective c. Use selected movements and vocal qualities to
create characters who communicate ideas and feelings.

21st Century Skills:

Creativity & Innovation, Collaboration & Teamwork, Crosscultural Understanding

Objective d. Describe differences in dramatizations presented

by various students that communicate ideas and feelings.

Additional Applications (connections with other content areas):

Social Studies: The teacher shows the students a map and flag of Germany.
Science: The teacher introduces the type of weather associated with winter.
LA/Reading: The students identify story elements including, characters, setting, problem and solution
Math: Students create a 12 Days of Christmas Counting Book
Materials:
Items that relate to the story and correspond with the five senses:
Hear: Tchaikovskys Nutcracker CD
Smell: Coffee, Chocolate
Taste: Gingersnaps, Chocolate
Feel: Ice, Sugar
See: Nutcracker (can be found at the Dollar Tree around Christmas), puppets (can be made by the children if the teacher

doesnt already have puppets), Popsicle sticks, paper, scissors, crayons, glue or tape (these materials may be necessary for
students to make their own puppets), Mary Engelbreits Nutcracker.
glitter
BSO Preview CD: The Nutcracker
Mary Engelbreits The Nutcracker
Lesson Development/Procedures
Pre-assessment:
1. The teacher determines the students prior knowledge by asking the following questions:
What is a ballet?
What is a composer?
What is a musician?
What is an orchestra?
What is a conductor?
What is a narrator?
What is a story?
2. If the students are unfamiliar with the above listed vocabulary, the teacher will provide simple explanations.
Ballet is a form of dance which sometimes tells a story (as in The Nutcracker)
A composer is a person who creates and writes music
A musician is someone who plays a musical instrument or sings
An orchestra is a group of musicians who play and perform together
A conductor guides the musicians to perform together
A narrator helps tell a story using words
A story is a sequence of events, either real or made-up
Engagement:
1. The teacher tells the students The Nutcracker is a story written by the author E.T.A. Hoffman and set to music by the composer
Pyotr Illyich Tchaikovsky.
2. The teacher begins to play excerpts from The Nutcracker CD and engages the students in a multisensory story experience.
3. Since The Nutcracker is a story based on a dream, the teacher tells the students to lie on the floor and pretend to go to sleep and
dream. Meanwhile, the teacher goes around to each student and sprinkles dream dust (glitter) on them.
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4. As she begins to tell the story, she tells the students its a cold December night. While shes elaborating on how cold it is, shes
going around the room touching an ice cube on each student.
5. As the guests are entering the house for the party, they smell coffee brewing and a slight scent of chocolate. The teacher goes
around to each student so they may smell the coffee and chocolate.
6. The teacher continues to tell the story using the props from the Materials section of this lesson plan.
7. When the story is completed, the teacher gently wakes each student and turns off the music.
8. The teacher asks the students to re-tell the story.
Note: In Marie Engelbreits version and the original story by Hoffman, the main character is called Marie, whereas in The
Nutcracker ballet by Tchaikovsky she is called Clara. She will be called Clara in the BSO Midweek performances.
Activity:
1. The teacher asks the students who the people were in the story. Students respond and teacher writes their names/titles down on
the board. She tells the students these are the characters of the story.
2. The teacher asks where the story started out and the students respond. She asks if there were any other places in the story.
Students respond. These are called settings. She writes the settings on the board.
3. The teacher asks the students how they would feel if their brother or sister broke one of their toys. The teacher says its a
problem and how would you solve it? Students respond. The teacher writes student responses on the board.
Transition:
1. The teacher reads Mary Engelbreits The Nutcracker pointing out the characters, setting, problem, and solution.
2. The students return to their seats. One table will draw the settings on large paper.
3. Another table will depict the characters by using theatrical techniques. (Voice, movement, ideas, and feelings)
4. The next 2 tables will work together to act out the problem/problems and solutions.
Closure:
1. All tables will present their part of the elements of the story.
Extension Activities:
1. The teacher may read the book, I See a Song, by Eric Carle and reinforce the musical vocabulary.
2. Children make a story banner illustrating major events of The Nutcracker

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3. The students create a puppet show, using story elements from The Nutcracker.
4. The class watches George Balanchines Nutcracker DVD to prepare them for the upcoming performance.
Content Assessment: Informal and formal observation of
Fine Art(s) Assessment: Informal and formal observation of
student participation and identification of all four story
students ability to apply theatrical elements to communicate
elements: character, setting, problem, and solution.
ideas and feelings.
Differentiation:
1. The students may draw the characters, setting, problem, and solution on the workmat.
2. Higher-level achievers write the names of the characters and write about the settings, problems, and solutions in the story.
Teacher References:
Mary Engelbreits Nutcracker
Mary Engelbreit
HarperCollins Publishers
New York, NY
2011
The Dramatic Difference: Drama in the Preschool and Kindergarten Classroom
Victoria Brown and Sarah Pleydell
Heinemann Reed Elsevier, Inc.
Portsmouth, NH
1999
The Creative Classroom: A Guide for Using Creative Drama in the Classroom PreK-6
Lenore Blank Kelner
Heinemann Reed Elsevier, Inc.
Portsmouth, NH
1993
Hartford County Public Schools
Prekindergarten Curriculum Guide
2008

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George Balanchine The Nutcracker DVD

Amazon.com
1993

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Classroom Lesson Plan B: The Nutcracker ABC Book

Grade Level: Pre-Kindergarten - Kindergarten

Time Required: 45 minutes

NOTE: This lesson assumes that students have recently heard the story of The Nutcracker. This lesson also assumes that the children have
played at least one game of charades as a class prior to this lesson.

Content Objectives:

Fine Art(s) Objectives:

Common Core Standards:

Visual Arts: 2.0 Historical, Cultural, and Social Context: Students

English Language Arts Standards - Reading Literature - Kindergarten

Key Ideas and Details - RL.K.1. With prompting and support, ask and
answer questions about key details in a text.
English Language Arts Standards - Reading - Literature -Kindergarten Range of Reading and Level of Text Complexity - RL.K.10. Actively
engage in group reading activities with purpose and understanding.

will demonstrate an understanding of visual arts as an essential aspect

of history and human experience.
Grade K
3. Determine ways in which works of art express ideas about
self, other people, places, and events
b. Use selected works of art as inspiration to express ideas
visually and verbally.

Visual Arts: 3.0 Creative Expression and Production: Students will

English Language Arts Standards - Reading Language - Conventions
of Standard English Kindergarten - L.K.1. Demonstrate command of
the conventions of standard English grammar and usage when writing
or speaking. Print many upper and lowercase letters.

demonstrate the ability to organize knowledge and ideas for

expression in the production of art.

Grade Pre K and Kindergarten

b. Manipulate art media, materials and tools safely
c. Create artworks that explore the uses of color, line, and
shape, to express ideas and feelings.

English Language Arts Standards Reading - Foundational Skills Kindergarten Phonological Awareness - RF.K.2. Demonstrate
understanding of spoken words, syllables, and sounds (phonemes).
Isolate and pronounce the initial, medial vowel, and final sounds
(phonemes) in three-phoneme (consonant-vowel-consonant, or CVC)
words.(This does not include CVCs ending with /l/, /r/, or /x/.)

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21st Century Skills:

Creativity and Innovation: New knowledge creation, Best Fit, design
solutions, and artful storytelling
Collaboration, Teamwork and Leadership: cooperation, compromise,
consensus, and community building
Cross-Cultural Understanding: across diverse ethnic, knowledge and
organizational cultures

Additional Applications (connections with other content areas):

Reading Language Arts: The students identify an object, character, or event from The Nutcracker that begins with a letter that is
assigned to them by the teacher. The students use their understanding of sounds in words to write the word they drew on their
paper.
Art: The students use various art materials, their artistic ability, lines, colors, and shapes to create an alphabet page for The
Classroom Nutcracker Book.
Materials:
1. BSO Preview CD: The Nutcracker
2. Map of Moscow
3. On Your Toes A Ballet ABC
4. A picture of the Moscow Ballet performing the nutcracker from http://www.nutcracker.com/gallery
5. The Nutcracker Alphabet Classroom Book cover (see page 18)
6. Alphabet letters written out on index cards to give to students before beginning independent work
7. Alphabet book student rubric (see page 16)
8. Large alphabet book student rubric to see in the front of the classroom
9. Alphabet Book Teacher Rubric (see page 17)
10. The Nutcracker books and or pictures for the students to look through for ideas
11. White sheets of card stock or construction paper (one per alphabet letter)
12. Markers and crayons for each student

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13. Additional art materials to complete independent work (any craft materials available)
14. Poster Paper
Lesson Development/Procedures
Pre-assessment:
1. Play the music from the BSO Preview CD.
2. The teacher reviews the following questions:
a. What is a ballet?
b. What is a composer?
c. What is a musician?
3. The students look at a picture of The Nutcracker performance by the Moscow Ballet http://www.nutcracker.com/gallery.
The teacher points out Moscow on a map.
4. The children should then be asked to turn to a partner and discuss with their partner for two minutes what they see in the
picture and what they remember from The Nutcracker story.
5. After the discussion time the students should share their ideas with the class.
Engagement:
1. The teacher reads, On Your Toes A Ballet ABC Book
2. As the teacher reads the book, define any new vocabulary.
Activity:
1. The teacher asks what the students see on each page of the book.
2. The teacher points out the author wrote one word that begins with the alphabet letter on the page and then drew a picture
to show the word on the page.
3. The teacher tells the students the pages only have one word which doesnt give us much detail in describing that picture. In
order to get more details, we would need to tell more information about the picture. A person who gives an account or tells
a story is a narrator. The teacher should remind the children that the story of The Nutcracker has a narrator who gives
details about the story. The teacher tells the students that once we draw our pictures and write the word that we chose we
will need to narrate in order to tell people about what we chose to draw.
4. The students will be given an alphabet letter and they choose something from The Nutcracker to draw.

15

5. Their drawings need to use line, space and color to express ideas and feelings.
6. The students will write the word using appropriate upper or lower case letters.
7. The students will use the rubric to help them.
The students will describe to the class what they created.
Extension Activities:
1. Give students the opportunity to work with different art materials to create their alphabet books (ex. paint, construction
paper, stickers, stamps, chalk, and foam pieces).
2. Allow the students the opportunity to complete more than one alphabet letter page during their independent work time.
3. Allow students to take pictures of each other using props and costumes.
Transition:
1. The students will describe to the class what they created.
Closure:
1. Review the purpose of a narrator.
2. List ways the students used line, space, and color in their drawings.
Content Assessment:
Fine Art(s) Assessment:
1. Informal or formal observation of student participation
Visual Arts
during classroom discussions, during whole group, and small
1. Informal and formal observation of student participation
group discussions.
during independent work.
2. Informal or formal observation of student participation
2. Formal assessment of student work by using assessment
during independent work.
rubric.
3. Formal assessment of students independent work by using
the assessment rubric.
Differentiation:
1. The teacher works with students individually to assist them with spelling and writing.
2. The teacher dots out the alphabet words for students who may have difficulties writing letters.
3. The teacher pulls a small group of students to help them choose an item to draw.
4. Students do more than one alphabet letter.

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Nutcracker Alphabet Book Rubric

Directions: Write your name and check off the box as you complete each part of
your alphabet page.

Name: ____________________________________
I drew a picture of a Nutcracker object that
begins with the letter I was given.
I wrote the word that goes with
the picture that I drew on my paper.

Nutcracker Alphabet Book Rubric

Directions: Write your name and check off the box as you complete each part of
your alphabet page.

Name: ____________________________________
I drew a picture of a Nutcracker object that
begins with the letter I was given.
I wrote the word that goes with
the picture that I drew on my paper.

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Nutcracker Alphabet Book Rubric

Directions: Write the students name and check off what the student was able to
do on their independent work. If both boxes are checked, then the student
successfully completed their independent work.

Student: ____________________________________
The student drew a picture of something that could be seen in
the Nutcracker and it began with the letter that they were
given by the teacher.
The student was able to write the word for the picture that
they put on their paper.

Nutcracker Alphabet Book Rubric

Directions: Write the students name and check off what the student was able to
do on their independent work. If both boxes are checked then the student
successfully completed their independent work.

Student: ____________________________________
The student drew a picture of something that could be seen in
the Nutcracker and it began with the letter that they were
given by the teacher.
The student was able to write the word for the picture that
they put on their paper.

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Our Class
Nutcracker
Alphabet Book

Created by:
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Music Lesson Plan C: The Nutcracker through Music and Reading

Grade Level: Pre K-K
Content Objectives: English Language Arts Standards

Time Required: Two 45-minute sessions

Fine Art(s) Objectives: Music Standard 1.0 Perceiving, Performing,
and Responding

Common Core Standards

English Language Arts Standards-Reading-Literature
R.L.K.4 Ask and answer questions about unknown words in text

st

21 Century Skills:
Critical Thinking and Problem Solving (research, synthesis,
analysis)
Creativity and Innovation (New knowledge creation, artful
storytelling)

Aesthetic Education Students will demonstrate the ability to perceive,

perform and respond to music.
Indicator 1. Develop awareness of the characteristics of musical
sounds and silence, and the diversity of sounds in the environment.
Objective c. Identify sounds as fast/slow, loud/soft, long/short,
high/low
Indicator 3. Respond to music through movement
Objective b. Explore and recognize steady beat through locomotor and
non-locomotor movement.

Additional Applications (Connections with other content areas):

English/Language Arts: The students review characters, problem, and solution through The Nutcracker by using the theatrical
technique, tableau.
English/Language Arts: Read Zin! Zin! Zin! A Violin
Social Studies: The teacher reviews the locations of Moscow and Germany on a map.
Art: Ask students to comment on how illustrators have used line, space, and color to express feelings. (see Teacher Resources
from The Nutcracker ABC Book Lesson Plan)
Materials:
1. The book, I See a Song by Eric Carle
2. The book, Zin! Zin! Zin! A Violin

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3. BSO Preview CD
4. A computer or smart board
5. A CD player
6. World map
7. www.youtube.com/watch?v=qiiuN9eAy9Y (Trepak Dance)
Lesson Development/Procedures
Pre-assessment:
1. The teacher reads the book, Zin! Zin! Zin! A Violin.
2. The teacher asks and the students respond to the following questions through pantomime:
What is a composer?
What is a musician?
What is an orchestra?
What is a conductor?
The teacher asks the students to identify some of the instruments they saw in the book and pantomime playing them.
They all can play fast and slow, and loud and soft. Some instruments can play very high, and some can play very low.
A ballet is a form of dance, which sometimes tells a story
3. Books, television, movies, music, theatrical plays, etc. also tell stories
4. Orchestral music, art, and dance tell stories without using words.
Engagement:
1. The teacher introduces the book, I See a Song by Eric Carle. She first states the book has no words other than the title.
Students take a picture walk through the book to determine the main idea of the story and discuss the clues that helped
them make their predictions.
2. Ask the students what story they heard in their classroom. The students may need prompting.
3. The Nutcracker was composed by Peter Illych Tchaikovsky. He was from Russia and he loved Russian music (Teacher shows
Trepak Dance on computer or smart board).
4. The teacher asks the students to identify if the music was fast or slow; loud or soft?
5. The teacher plays Trepak using the BSO CD, and the students will follow her putting the beat in different places of their body.
(clapping, tapping, etc)
6. The teacher asks the students to think about how they would move to the Trepak Dance. They are given a few minutes to
practice movements. Remind the students the movements have to be with the beat of the music.

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Activity:
1. The students listen to The Dance of the Sugar Plum Fairies (from the BSO Preview CD). Discuss which parts of the music
sound loud/soft, fast/slow, high/low.
2. The teacher will replay the piece and guide the students to imitate her beat movements on different places of their body.
3. The teacher asks the students if they can think of any other places they can put the beat on their bodies.
4. Students improvise soft and slow movements to the beat of the music.
5. What types of movements can you create that are fast and loud to the beat of the music?
6. The teacher plays the Trepak Dance from the BSO Preview CD while children show movements.
Transition:
1. The teacher will play the Trepak Dance and The Dance of the Sugar Plum Fairies randomly, and the students decide which
movements they use depending on the tempo and dynamics of the music. The movements and tempo they choose will
determine their understanding of the musical concepts.
Closure:
1. Several students will perform their improvised dances for the class.
Content Assessment: Informal and formal observation of
Fine Art(s) Assessment: Informal and formal observation of
student participation showing understanding of new vocabulary student participation of loud and soft movements and fast or
words through pantomime.
slow movements to the beat.
Differentiation:
1. The students can use classroom percussion instruments to keep the beat for the above 2 selections from The Nutcracker.
2. The students play beat games such as, Pass the Bean Bag or create their own hand clapping games to reinforce the feeling
of the beat in their bodies.
3. The students identify loud and soft sounds in nature.
4. The students identify things in our environment that move fast or slow.
Teacher References:
1. BSO Preview CD
2. I See A Song

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Eric Carle
Scholastic Inc.
New York
1973
3. Zin! Zin! Zin! A Violin
Lloyd Moss
Marjorie Priceman
Simon and Schuster Books for Young Readers
New York, NY
1995
4. www.youtube.com/watch?v=qiiuN9eAy9Y (Trepak Dance)

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Classroom Lesson Plan D: Channel 12 Nutcracker News

Grade Level: 1-3

Time Required: 45 minutes

Content Objectives:

Fine Art(s) Objectives: Theater

Common Core Standards

Standard 3.0 Creative Expression and Production. Students will

demonstrate the ability to apply theatrical knowledge, principles,
and practices to collaborative theatrical presentations.

English Language Arts Standards-Reading-Literature

RL.2.1. Ask and answer such questions as who, what, where, when,
why, and how to demonstrate understanding of key details in a text.
RL.2.2. Recount stories, including fables and folktales from diverse
cultures, and determine their central message, lesson, or moral.

Indicator 1. Use a variety of theatrical elements to communicate

ideas and feelings.
Objective a. Develop stories and environments using
pantomime and combinations of narration and dramatic action.

RL.2.3. Describe how characters in a story respond to major events and

challenges.

21st Century Skills:

Critical Thinking and Problem Solving
Creativity and Innovation
Collaboration and Teamwork
Cross Cultural Understanding
Additional Applications (connections with other content areas):
English/Language Arts: The students will ask and answer questions before, during, and after reading the text.
Theatre: The students will create a dramatic presentation using props by acting as a character from the story and a newscaster.
Materials:
1. Mary Engelbreits Nutcracker
2. Toy microphone
3. Props that correspond with the different characters such as a top hat for Uncle Drosselmeyer, the toymaker, a Nutcracker for

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Marie/Clara to hold, a constructed bowtie made out of construction paper for Little Brother Fritz, a crown made out of
construction paper or (easily obtained from Burger King) for Handsome Prince, and a sentence strip fairy halo decorated with
flowers for Sugar Plum Fairy
4. BSO Preview CD
5. Mystery Bag (a bag containing unseen and unknown objects in which students select an item and predict how it might relate to
the story).
Lesson Development/Procedures
Pre-assessment:
1. In order to gain students prior knowledge, the teacher will ask the following questions:
What is a ballet?
What is a composer?
What is a musician?
What is a conductor?
What is a narrator?
2. After a brief discussion, the teacher will tell the students they will visit the Baltimore Symphony Orchestra to see and hear
The Nutcracker. The ballet is based on a German story from 1816 written by E.T.A Hoffman. The teacher will remind students
that The Nutcracker is a make believe story created from imaginations and dreams.
3. The teacher will explain that as we read the story, we are going to think about how the main characters feel in the story and
how the characters might have reacted differently in the story.
Note: In Marie Engelbreits version and the original story by Hoffman, the main character is called Marie, whereas in The
Nutcracker ballet by Tchaikovsky she is called Clara. She will be called Clara in the BSO Midweek performances.
Engagement:
1. The teacher will play a few selections from the BSO Preview CD to expose the children to the music from the performance that
they will see.
2. While the music plays, the teacher will ask students to take an object from the Mystery Bag.
3. The teacher will record the students predictions on the board.
Activity:
1. The teacher will read Mary Engelbreits The Nutcracker.

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2. The teacher will ask how the main characters feel, and how the characters might have reacted differently in the story.
3. The teacher will divide the class into groups of 5. Each student will portray a different character. (Uncle Drosselmeyer, Marie,
Little Brother Fritz, Handsome Prince, and the Sugar Plum Fairy).
4. The students will develop their specific characters persona by writing down their characters traits, feelings, and reactions to
other characters.
5. The small groups will interview each other by asking questions about how their character felt during different parts of the story.
For example, the interviewer may ask the Nutcracker/Handsome Prince if he was afraid when he battled the Mouse King. Allow
the students to explore several possibilities.
Extension Activities:
1. Students may do some of the following:
a. Create masks for the Nutcracker story.
b. The students take turns playing different characters.
c. Develop and practice rules that actors/actresses use to be successful.
2. The teacher may want to show the students the movie of the Nutcracker (George Balanchines version 1993).
Transition:
1. After groups have had time to develop their characters, the teacher will ring a bell and students will reassemble on the carpet.
2. The teacher will talk about appropriate behavior for observing a play, ballet, or concert.
3. Set up chairs in front of the classroom like a panel discussion. The first selected group will use the props to become their
character. The teacher will play the BSO Preview CD in the background.
4. The teacher will use the toy microphone to model how to ask questions. The BSO Preview CD will be heard in the background.
5. After modeling, the teacher will allow students to interview the characters. The interviewer will ask the following questions:
a. Why was the Nutcracker so special to you? (Marie)
b. How did you feel when you were changed into a prince? (Prince)
c. How might you have acted differently when you saw your sister receive the Nutcracker? (Fritz)
d. What is it like to own a toy store? (Uncle Drosselmeyer)
e. What kinds of special things happen in the Land of Sweets? (Sugar Plum Fairy)
Closure:
1. The teacher will sing to the tune of Frere Jacques about questioning. I ask questions, I ask questions, to learn more, to learn

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more, who, what, where, and when, why, I will find the answers, to learn more, to learn more.

Content Assessment:
Formal and informal observation of students working together
to develop their characters persona.

Fine Art(s) Assessment:

Formal and informal observation of students participation in
the panel discussion (group interview) and as a newscaster.

Differentiation:
1. The student who is having difficulty may work with a partner.
2. The student who is having difficulty may prefer to play a different role.
Teacher References:
1. Mary Engelbreits Nutcracker
Mary Engelbreit
HarperCollins Publishers
New York, NY
2011
2. Harford County Public Schools Pre-kindergarten Curriculum Guide, 2008
3. George Balanchines Nutcracker DVD Amazon.com 1993

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Classroom Lesson Plan E: Compare & Contrast

Grade Level: 1 - 3

Time Required: 45 minutes

Content Objectives:

Fine Art(s) Objectives: Dance

Common Core Standards:

Standard 3.0 Creative Expression and Production: Students will

demonstrate the ability to create and perform dance.

English Language Arts Standards - Reading: Literature - Grade 1

Key ideas and details - RL.1.3. Describe characters, settings, and
major events in a story, using key details.
English Language Arts Standards - Reading: Literature - Grade 2
Integration of knowledge and ideas - RL.2.7. Use information
gained from the illustrations and words in a print or digital text
to demonstrate understanding of its characters, setting, or plot.

Indicator 1. Develop the ability to improvise dance

Objective c. Interpret ideas from stories, poems, or songs, using
improvisation

English Language Arts Standards - Reading: Literature - Grade 3

Key ideas and details - RL.3.1. Ask and answer questions to
demonstrate understanding of a text, referring explicitly to the
text as the basis for the answers.

21st Century Skills:

Critical Thinking and Problem Solving: research, analysis,
synthesis, and project management

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Collaboration, Teamwork and Leadership: cooperation,

compromise, consensus, and community building
Cross-Cultural Understanding: across diverse ethnic,
knowledge, and organizational cultures
Additional Applications (connections with other content areas):
Reading Language Arts: The children will compare and contrast two books about the Nutcracker.
Dance: The children will participate in a collaborative class dance that shows their understanding of the similarities and
differences in the two Nutcracker stories.
Materials:
1. Mary Engelbreits Nutcracker by Mary Engelbreit
2. Duke Ellingtons Nutcracker Suite by Anna Harwell Celenza
3. Compare and contrast table poster
4. BSO Preview CD
5. Scarves for the students to use for the compare and contrast dance
Lesson Development/Procedures
Pre-assessment:
1. Play the music from the BSO Preview CD as the students transition into the lesson.
2. The teacher reviews vocabulary by encouraging the students to get a partner and act out each question.
a. What is a ballet?
b. What is a composer?
c. What is a musician?
d. What is a narrator?
3. The students review the main idea and key details of The Nutcracker through teacher prompting.
4. The students sequentially recall the different settings in The Nutcracker.
5. The students identify the holiday celebrated in The Nutcracker.
Engagement:
1. The students tell what winter holidays they celebrate in their homes.

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2. The teacher explains that traditions are different all over the world not just in our classroom.
3. The teacher tells the students 2 German traditions.
A glass pickle is placed on Christmas trees and the person who finds it 1 st gets an extra present.
On December 5th St. Nicholas Day, the children leave one shoe out, and when they awake the next morning, their shoe is
filled with goodies.
4. Many holiday celebrations have similarities, but there are differences in the way people celebrate.
5. There are many versions of The Nutcracker where the main idea is the same but there are differences in the details. The
students will compare and contrast different versions of The Nutcracker.
Activity:
1. The teacher shows the class the compare and contrast chart and states she will read Mary Engelbriets Nutcracker and Duke
Ellingtons Nutcracker Suite then complete the chart together. This also happens in the music. Some things are the same or
similar, while other parts are different.
2. The teacher reads the two books to the class one at a time. The students listen to excerpts from both Tchaikovskys and
Ellingtons versions of the Trepak Dance.
3. When the books have been read, the teacher hands out a compare and contrast chart to each student. Together they will
complete the chart.
4. Together the class will create a dance to show how the stories and music were alike and different.
5. The teacher models how to create a dance with two parts. Encourage the students to use different movements for each part.
6. The 1st movement in Part 1 and Part 2 should be similar. The 2nd and 3rd movements in each part need to be different.
7. When the students have completed their movements, they may choose to use scarves to enhance their dance.
Extension Activities:
1. The students investigate holiday traditions throughout the world by viewing the websites listed under Teacher References in
this lesson plan.
2. The teacher asks the students to name other stories, folk tales, and fairytales that have the same main idea but different key
details.
3. The students are divided in small groups to improvise a dance.
4. The students will determine what costumes, musical instruments, streamers, and manipulatives that they could use to
enhance their dance performance.

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Transition:
1. The audience states how each dance shows understanding of the skill, compare and contrast and the teacher records the
students observations on the board.
Closure:
1. The teacher reviews that compare and contrast is when more than 1 version has both similarities and differences.
Content Assessment:
Fine Art(s) Assessment:
1. Informal or formal observation of student participation
1. Informal or formal observation of student participation
during classroom discussions during whole group and
during the compare and contrast dance.
small group discussions.
2. Informal or formal observation of student participation
during the completion of the compare and contrast table.
Differentiation:
1. One on one support may need to be provided for students as they are working on creating their dance movements.
2. The teacher may pull a small group of children to work with in order to assist children who may find this challenging.
Teacher References:
http://kids.nationalgeographic.com/kids/stories/peopleplaces/winter-celebrations/ - Winter traditions around the world
http://pbskids.org/go/video/?category=Arthur&pid=zTgSeaQ_fVnNrT_wUOMNDLe4xRVVf5jF PBS Kids video clip about Hanukkah
http://www.history.com/topics/kwanzaa-history - Kwanzaa history and principles
http://www.portharbor.com/santa/xsatrad.htm - Christmas traditions around the world.
http://www.soon.org.uk/country/christmas.htm - Christmas traditions around the world.

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Mary Engelbreits Nutcracker

Mary Engelbreit
HarperCollins Publishers
New York, NY
2011
Duke Ellingtons Nutcracker Suite
Anna Harwell
Don Tate
Charlesbridge Publisher
2011

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Compare and Contrast Table

Mary Engelbreits
Nutcracker

Criteria

Setting
Characters
Problem
Solution
*Table adapted from Harvey F. Silver and Richard W. Strong

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Duke Ellingtons
Nutcracker Suite

Music Lesson Plan F: Compare and Contrast the Music of The Nutcracker
Grade Level: 1-3

Time Required: 45 minutes

Content Objectives: English Language Arts Standards

Fine Art(s) Objectives: Music

Common Core Standards

Standard 2.0 Historical, Cultural and Social Context

English Language Arts Standards-Reading-Literature

Students will demonstrate an understanding of music as an essential

aspect of history and human experience

R.L.2.9 Compare and contrast two or more versions of the same story
by different authors or from different cultures.

21st Century Skills:

Critical Thinking and Problem Solving: (research, synthesis,
analysis)
Collaboration, Teamwork, and Leadership: (cooperation,
compromise, consensus, community building)
Cross Cultural Understanding : (across diverse ethnic,
knowledge, and organizational cultures)

Indicator 4. Develop knowledge of a wide variety of styles and genres

though the study of music history
Objective a. Listen to and describe similarities and differences in more
than one version of the same piece, including examples representative
of a variety of styles and genres, both historical and contemporary
Fine Art(s) Objectives: Dance
Standard 2.0 Historical, Cultural and Social Context
Students will demonstrate an understanding of dance as an essential
aspect of history and human experience
Indicator 2. Relate dance to history, society and personal experience
Objective b. Identify similarities and differences in content and form
between and among contemporary and historical dance styles from
other times and places.

Additional Applications (Connections with other content areas):

English/Language Arts: The students recall other books they have compared and contrasted such as, Sweet Clara and the
Freedom Quilt and The Secret to Freedom.
Art: Compare and contrast the illustrations of the same characters in the 2 different versions of The Nutcracker.

34

Character Education: Discuss audience etiquette while in a theatre to watch a ballet.

Materials:
1.
2.
3.
4.
5.

www.youtube.com/watch?v=qh1vEaeFOME (The Chocolate Nutcracker)

Mary Engelbreits Nutcracker
Duke Ellingtons Nutcracker Suite (with CD)
www.youtube.com/watch?v=CfJ5A0PUZIM (The Nutcracker Ballet)
Chart paper and markers

Lesson Development/Procedures
Pre-assessment:
1. Review the similarities and differences in the Nutcracker books you heard yesterday. (Teacher sends Chart with the class).
2. There are also similarities and differences in Tchaikovskys and Ellingtons musical renditions of The Nutcracker Suite. Dance
is another area that can be compared and contrasted.
3. The teacher states the students have already heard both versions of the music in their classroom and music room.
4. The teacher prompts the students to discuss some similarities and differences in the music. (Instrumentation-differences,
musical theme-similar)
5. The teacher records student responses on chart paper and the completed chart is sent back to the classroom teacher.
Engagement:
1. The teacher shows the students excerpts from the Chocolate Nutcracker and Tchaikovskys Nutcracker Suite. See the
Materials section of this lesson plan for the links.
Activity:
1. There is a piece of chart paper and marker at each table.
2. Students write similarities and differences in the music of both versions.
3. Students write similarities and differences in the dance of both versions.
4. Students discuss the similarities and differences in the costumes.
5. The class plays a game where a student volunteers to perform dance movement/movements from one of the 2 versions and
the audience of students makes an educated guess as to which of the 2 versions the student performed. The answer has to
include why he/she came to that decision. The game continues. This is a good time for students to practice their audience
etiquette.

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Transition:
1. The teacher plays short excerpts of each version of the music and the students have to move appropriately to the style of the
music. Their movements will indicate understanding between jazz and classical music.
Closure:
1. The students review the similarities and differences between Tchaikovskys Nutcracker Suite and Duke Ellingtons Nutcracker
Suite.
Content Assessment:
Fine Art(s) Assessment:
The teacher evaluates informally if the students apply their
1. The teacher evaluates if the students were able to
knowledge of comparing and contrasting (a reading skill) to the
differentiate between 2 versions of The Nutcracker Suite
arts?
through music and dance?
Differentiation:
1. Students who have difficulty writing and spelling could be partnered with a friend to complete the chart.
2. Pictures of instruments and instrument families would give students a visual representation.
3. If I were a dancer, I would rather perform in the..version of The Nutcracker Suite because..
4. If I were a musician, I would rather perform in the version of The Nutcracker Suite because..
5. If I were a musician, I would like to play the.. (instrument) because......
Teacher References:www.youtube.com/watch?v=qh1vEaeFOME (The Chocolate Nutcracker)
1. Mary Engelbreits Nutcracker
HarperCollins Publishers
10 East 53rd St, NY, New York 10022
Copyright 2011
3. Duke Ellingtons Nutcracker Suite (with CD)
Author, Anna Harwell Celenza
Illustrator, Don Tate
Charlesbridge
Watertown, MA 02472
Copyright 2011

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Student Nutcracker Unit Reflection Sheet

Grades 1-3

1. My favorite activities during the arts integrated Nutcracker unit included:

__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________

2. My least favorite activities included:

_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________

3. I would like to know more about:

_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________

4.

I saw natural connections between the arts and English Language Arts. They were:

_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________

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Special Thanks
The Baltimore Symphony Orchestra acknowledges with gratitude the work of the following
individuals who contributed to the development of these materials:
Pat Carmody, editor of Lesson Plans, Lesson Plan writer and Lead Writer
Dick Disharoon, Maryland Music Educators Association: BSO Liaison
Michelle Miller, Lesson Plan writer
Emily Brown, Lesson Plan writer
Jessica Blackwood, author of listening guide & map
BSO Staff: Carol Bogash, Annemarie Guzy, Hana Morford

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