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KEY VOCABULARY:
jazz style trio quartet
LESSON SEQUENCE:
Pre-Reading/Building Background Knowledge
●TTW explain that today we are going to listen to a story about a man who loses his hearing and learns how
to continue to play music in a different way. What would you do if you lost your hearing and couldn’t hear
music anymore? TSW popcorn and share their answers with the class.
●TTW will show the cover and the first two title pages. Have any of you ever seen or met a deaf person?
How do they communicate with each other? TTW call on a hand.
●TTW share that as we read the story, students are to focus on why the author would compose this tale and
what theme we can pull from it.
During Reading
●TTW read the story enthusiastically, giving characters voices, and providing time for students to look at
pictures.
●TTW pause as necessary to ensure student comprehension and to ask questions about the author’s
purpose and theme.
3 – What does the bandmate mean when he said, “…you didn’t answer our notes, man. What’s wrong?”
10 – How do you think Lee will use his sign language for his music?
14 – How are Lee and Max performing their music? What do you think the other people on the subway are
thinking as they watch Lee and Max perform?
21 – What do people think of the quartet’s music? How do you think that makes Lee and his friends feel?
27 – Think about how Lee used to play music in the very beginning of the story. How did he change the way he
makes music? Is it still music? Do you think Lee and his friends’ music inspires people? Does it inspire you?
After Reading
●TTW will turn on some jazz music, and TSW use their hands to make and interpret their own music.
●TSW will then get into small trios and quartets of their own and perform their “sign language” music in
front of the class.
●TSW then write 2 to 4 sentences about how they felt after their performance on an exit slip.