Lesson Overview:

In this lesson, students will find that the story told by Rodgers and Hammerstein in the musical The Sound of Music was forceful, meaningful, and enchanting, but was not entirely true to the characters or the situation. Students will read the real ending to the story of the life of Maria von Trapp. They will then create an original ending for her story or for another character of the von Trapp family.

Length of Lesson:

Three 45-minute periods

Instructional Objectives:

Students will:

• create an original ending for The Sound of Music.
• follow the writing process.
• reflect the emotions and actions of a character in the film in the new ending.
• evolve the new scene around the main character, Maria von Trapp, or another member of the von Trapp family.

Supplies:

• Paper
• Pencils
• Television
• VCR or DVD Player
• VHS or DVD: The Sound of Music

Instructional Plan:

Preparation:

(This timetable for the Exploring The Sound of Music Unit is practical if the lesson, Composing with Solfege is taught first. In the prior lesson, students have seen half of the film, The Sound of Music. If this lesson is taught without the prior lesson, and additional hour of class time will be necessary to allow students to watch the entire film.)

Warm Up:

Students will watch the film The Sound of Music, by Rodgers and Hammerstein.

If students have already seen the film in it's entirety, the class should watch the final scene together. Cue the film so that the class can see the von Trapp family fleeing Austria.

Students should observe the reactions of the characters and choose a character that they can identify with. They will choose one character to write about.

Introductory Activity:

Distribute the Vocabulary Handout. Have students read the life story of Maria von Trapp.

As a class, students will create a Venn Diagram that depicts the similarities and differences between the Rodgers and Hammerstein story and the story students just read.

As the Venn Diagram is being created, remind the students that the diagram should be balanced and detailed.

On both sides of the diagram, lead students in listing details about the facts and inferences about the reactions and feelings of the characters.

Guided Practice:

As a class, have students complete the Story Map Handout and outline the story of Maria von Trapp and her family's flight from Austria.

Refer to the life story of Maria von Trapp as needed.

Have students include details and facts about the story on the Story Map. Encourage discussions about character emotions and feelings.

Independent Practice

Students will create an original story map outlining an original ending of the story for Maria von Trapp or another member of the von Trapp family. Have students begin the Story Map at the time when the von Trapp family is fleeing Austria.

The Story Map should include the "facts" about the sequence of the original student story ending. While filling out the map, encourage to make written or mental notes about how their they think their chosen character feels about the sequence of events and how their character reacts to the situation(s).

Guided Practice:

Students will share their story maps with a partner and critique one another's maps for character development, setting development, a logical sequence of events, and closure to the story. The critiquing partner must be encouraged to ask questions of the writer, not impose their own ideas.

Sample questions:

• I am having trouble visualizing your setting. What details could you add to make it easier for the reader to "see"?
• There seems to be a huge gap in time between this story event and the next. Do you think that you need to include another step or event in your outline?
• I know our stories are supposed to be fictional, but do you think the sequence of events you created is realistic for the time/era of the original story?

Note: You may need to supervise and intervene occasionally to ensure that each student receives appropriate and helpful feedback.

Independent Practice:

Students will create a rough draft of their original ending, following the story map. Special attention should be placed on developing the character and the setting in the first paragraph.

Students shoud refer to their mental or written notes regarding the emotions and feelings of the character about the situation(s) encountered.

Remind students that a good story has details and a logical sequence that capture the readers' imagination and makes them want to read the story to the end.

Guided Practice

Hold teacher/student conferences to review the story map, and the rough draft to insure that the student is prepared to complete the final copy. This step is very important, because the only peer feedback has been received so far.

Once again, ask students questions about their work, leading them to choose a strategy for corrections and additions. Students should hold the editing pencil, not you.

The story map and the final copy are referrenced in the next two lessons as students create monologues and add musical accompaniment.

Independent Practice:

Students will complete the writing process, producing the final copy of their story.

When possible, stories should be typed on a computer.

Because the story will be needed in the following lesson, two copies of the lesson may be necessary - one for assessment and one for reference.

Closure:

As a class or in small groups, students will discuss the impact the ending/conclusion has on the meaning of the story.

Ask the following questions:

• If the story ending/conclusion is happy, does it make all of the conflict seem worthwhile?
• If the story ending/conclusion is sad, does the conflict and the attempt to resolve the conflict seem overwhelming and a waste of energy and time?
• Does the ending of the story/conclusion ever make you wonder if the character could have made a better choice in one of the stages?

Assessment:

Use the Assessment Rubric Handout.

Extensions:

Creating an original ending to an existing story would be possible with almost any piece of literature, play, film, or television show.

Sources:

Media:

• The Sound of Music (The Five Star Collection) Directed by Robert Wise. 175 min. Twentieth Century Home Video, 2000. DVD

Authors:

• Leslie A. Thomas, Suzuki String Teacher
  Thomas Pullen Arts Magnet
  Landover, MD United States