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Eagle Creek Elementary 1216 East 5th Street - Arlington, WA 98223 Office: 360.618.6270 - Fax: 360.618.6275
5th Grade Learning Menu Information: May 11th – May 21st
Please find the attached Learning Menu for May 11th - May 21st. A few notes about the menu (changes from last menu are bolded):
- This menu includes two-weeks of learning material and supports instruction through May 21st. Please note: Friday, May 22nd and Tuesday, May 26th have been designated “No School Days” to stay within the 180 school day calendar.
- Consider working with your child to plan out how they will work through the menu over the two-week period of time.
- Students are asked to submit their work to an assignment or two- we would love to see what your children are doing so we can assess their understanding of material and plan next steps. Directions for this are provided on the menu.
- The Specialist Menu is grade level specific. Your kids can pick one Specialist area every day or so to work with.
Washington State’s Superintendent’s Office is recommending the following for daily learning times:
- Kindergarten/1st Grade: 45 minutes a day - 2nd and 3rd Grade: 60 minutes a day - 4th and 5th Grade: 90 minutes a day
We are taking weekly attendance and our goal is to check in with students at least once a week. Please be sure to connect with your teacher via e-mail, phone, Zoom, Google Classroom, or by submitting assignments. If you are looking for more learning, consider looking back at previous menus and doing an assignment you may not have gotten to OR check out the many websites listed under “Helpful Websites”. If you have questions or concerns, please reach out to your child’s teacher. Teacher e-mails are listed at the bottom of each menu and teachers are establishing Office Hours to provide additional supports as needed. Your teacher will communicate the Office Hour information with you via e-mail.
Eagle Creek 5th Grade Menu
May 11 - May 21 *Remember to read for at least 20 minutes and journal each day!
Math
Modi-
fication : Use a multi-
plication chart.
*See fraction multiplication reference sheet and the links in Helpful Websites for help.
Complete the “Multiplying Fractions by
Whole Numbers Using
Models” worksheet.
For extra practice, try IXL skill M.8
Complete My Math
Workbook pages 729-730
(Ch. 10, L. 4)
For extra practice, try IXL skill M.11
Play Rolling with Fractions
game. Online dice:
https://www.google. com/search?q=dic
e+roller
Complete the Multiplying Fractions by
Fractions with Visual Models
worksheet
For extra practice, try IXL skill M.19
Complete My Math
Workbook page 743
(Ch 10, L. 6) *Don’t forget to
simplify your answers.
Play the
Multiplying Fractions game (see gameboard)
For extra
practice, try IXL skill M.20
Complete My Math
Workbook pages 749-750
(Ch. 10, L. 7) *T urn in this page to your teacher when
you finish.
Play the Bump Game to practice
multiplying mixed numbers
For extra
practice, try IXL skill M.36 &
M.37
ELA
Modi- fication :
Have someone at home read it to you. Talk
about the story.
Read “Summer Can Feel So
Long” passage and complete the Word Work activity on the
bottom left.
* Conjunctions : join phrases or
sentences together.
Example: for, and, but, or, so, while,
because
Conjunction Junction:
https://www.youtub e.com/watch?v=RP oBE-E8VOc
Re-read the summer
passage and complete the Understand It
and Vocabulary activities.
Re-read the summer
passage and complete the
Comprehension activity.
Modification : Have someone at home read it to you. Talk about
the story.
Using a book you are
currently reading (or
have recently finished-use
one of our CIA books, if needed),
complete the Character
Report Card for one of the main
characters.
Modification : Have someone at home read it to you. Talk about
the story.
5 Paragraph Essay
Some people think summer break should
be longer, while others think it
should be shorter. Others might think it should stay
how it is. Write an essay
stating your opinion on this
topic.
First, brainstorm
some ideas and details. You
could even try researching some more information.
Then, organize your thoughts.
Choose the best 3 ideas and jot down
some details to support them. You can use the attached
graphic organizers to help choose the one that
works the best for you.
5 Paragraph Essay
Continue your essay about
summer break:
Now, write the introduction . Remember to
use an opening sentence that will “hook” your
reader. Also, include your 3
ideas/reasons.R emember to just tell what
they are, don’t go into detail.
5 Paragraph Essay
Continue your essay about
summer break:
Now, write the body of the essay. Write
one paragraph for each of
your 3 ideas/reasons. Include details
about each idea, but
remember to just focus on the main idea
of each paragraph.
5 Paragraph Essay
Continue your essay about
summer break:
Now, write the conclusion .
Remember to tell your 3 ideas again, and use
a closing sentence to
wrap it all up.
Then, read your essay to
someone else to have them help you edit
(spelling, punctuation,
etc.) and revise (word choice, organization,
etc.).
* Send your teacher the final
copy of your essay.
Sci/SS
Read the “ Conflicts Grow ”
article.
Complete the “ Before you Read ” and
“ After you Read ” activities.
Continue the timeline (from
the last menu) -as you read each of
the articles add the important events to the
timeline. *Keep your timeline for the next
menu.
Optional : Watch some of
the Liberty’s Kids episodes to learn more about these
events: https://www.you tube.com/watc h?v=S7qRZmHL obQ&list=PLHe aIWvdbER3Ic90 BzhPsH2aJ5KI3
UtmM
Imagine you are a member of the Sons of Liberty during the Tea Party.
Create a flyer/poster or
a letter convincing
others to join you in
protesting the Tea Act tax by throwing the
tea in the harbor. Be sure
to include reasons why they should help you.
Read the “ War Begins ” article.
Complete the “ Before you Read ” and
“ After you Read ” activities.
Optional : Check out the Social Studies
skills on IXL-there is a category on
“The American Revolution” .
Using information
from the articles, draw a
historically accurate
picture of one of the events
that caused the Revolutionary
War. Then, write a paragraph
explaining what you drew and why it was one of the causes
of the American
Revolution ( Why did it make some of the colonists want to be free from Britain’s
control? ).
Optional : Take a virtual field
trip to the American Revolution Museum in
Philadelphia using this link:
http://www.scho lastic.com/beyo ndthebattlefiel
d/ (This is the
museum some of your teachers
went to in February!)
Health & Wellness: Believe in Yourself
● Find something you love to do ● Do it everyday ● Use your imagination ● Declare your intentions (write down your goals) ● Set small goals – knock them off – set more goals ● You must become disciplined – it builds confidence ● Out work others around you ● The secret is to enjoy the journey – the highs and lows – be patient ● Never stop reaching for your goals till you get there
Please watch these videos: https://youtu.be/3CQusoJSh0E https://youtu.be/HLBDPUdckQs
https://youtu.be/IWLZ2b158HI
Library/Tech: Library : After reading a book, fill out the book report that is attached. Technology : Big exciting news: we are beta-testing a virtual coding program that allows our students to complete coding challenges online. If you are interested in trying this with your student, go to code-beta.makewonder.com. Teacher code is pc8gm. Look under “5th grade” then scroll until you find your child’s name. Your child can try to complete puzzles and have some fun exploring this site! If you run into any glitches, please email me (see Ms. Arnold’s email below) and I will forward your comments and questions to the company, since this is a beta test, there may be some! Also, this only works with ChromeBooks and laptops and is not compatible with iPads or phones, yet! Also, create a Dash & Dot comic strip (see attached comic strips with blank talk bubbles).
Music: SpotLight On Percussion! [Week 6] and Woodwind Instruments [Week 7]. Listen to and Learn about Instruments by clicking on the links. Make a “Music Dynamic Paddle” to practice switching from very quiet (Piano) to very loud (Forte) during a song. Keep Singing and send us a pic or recording, I would L-o-v-e to hear from you! Spotlight on Percussion! Piano/Forte Paddle Project (5/11-15) Spotlight on Instruments - Woodwinds (5/18-22)
PE: Baseball / Softball Skills This week you will be working on your underhand tossing and overhand throwing. Check out the attached posters to see the correct form for tossing and throwing. Equipment: Any ‘soft’ ball that can fit in your hand or a “sock ball” (a couple of socks balled into each other) - use whatever you can find to replicate a ball.
We recommend Baseball/Softball skills be practiced outdoors whenever possible. Underhand Toss: Practice tossing to a target on the floor. Your target can be a laundry basket or any “ground area” you designate as your target. See if you can toss accurately into your target 10 times. Overhand Throw: Practice throwing to a target ona wall or even to a partner. See if you can throw accurately to your target 10 times. Extension(s) of the Week: How many times IN A ROW can you accurately throw to your target. Try to beat your last record.
General Wellness: How to lift your spirits! Students can make a list or a poster of 10 to 15 things that: make them happy; they can do by themselves; doesn't require adult assistance; costs any money; or requires a screen. Hang the list or poster in their room. When they are feeling bored, upset or lonely go to their list for ideas to find fun and healthy activities. Examples: Create a 3-D animal out of recycled materials; write a poem or a song; work on a puzzle or make your own if you don't have one; paint your nails; try an experiment you learned about in school; take a dog for a walk, climb a tree... Try something you may have never done before but wanted to try. Have fun with this!! For more social emotional skills, lessons and helpful stories visit our Google Classroom. Log in to Google, Open Google Classroom, click the “+”; join the class Social Emotional Support During School Closure; enter in the code kyufbxn
Helpful Websites: https://www.khanacademy.org/math/cc-fifth-grade-math/5th-multiply-fractions/imp-multiplyin g-fractions-and-whole-numbers/v/concept-whole-fraction-mult (Multiplying Fractions-models of fraction times a whole number) https://www.khanacademy.org/math/cc-fifth-grade-math/5th-multiply-fractions/imp-multiplyin g-fractions-and-whole-numbers/v/concept-fraction-whole-number-product (Multiplying Fractions-fraction times a whole number) https://www.khanacademy.org/math/cc-fifth-grade-math/5th-multiply-fractions/imp-multiplyin g-fractions/v/visualizing-fraction-products?modal=1 (Multiplying Fractions-models of fraction times a fraction) https://www.khanacademy.org/math/cc-fifth-grade-math/5th-multiply-fractions/imp-multiplyin g-fractions/v/multiplying-fractions?modal=1 (Multiplying Fractions-fraction times a fraction) https://www.khanacademy.org/math/cc-fifth-grade-math/5th-multiply-fractions/5th-multiply-fr actions/imp-multiplying-mixed-numbers/v/multiplying-mixed-numbers?modal=1 (Multiplying mixed numbers) Multiplying Fractions Games: https://www.splashlearn.com/multiplying-fractions-games http://www.math-play.com/soccer-math-multiplying-fractions-game/multiplying-fractions-socc er-game_html5.html http://www.math-play.com/Multiplying-Fractions-Millionaire/Multiplying-Fractions-Millionaire- Game_html5.html Teacher Emails: [email protected] (Mrs. Evans) [email protected] (Mrs. Husby) [email protected] (Mr. Klein) [email protected] (Mrs. Shalan) Specialist Emails: Ms. Arnold : [email protected] (Library/Technology) Ms. Hallanger : [email protected] (Music) Mr. Mclaughlin : [email protected] (Health and Wellness) Mr. Robison : [email protected] (PE) Ms. Jablonski: [email protected] (School Counselor)
Fraction x Fraction
Step 1
Multiply the numerators
Step 2
Multiply the denominators
Step 3
Simplify your answer
Fraction x Whole Number
Step 1
Rewrite the whole number as a fraction
Step 2
Multiply the fractions
Step 3
Simplify your answer
Fraction x Mixed NumberStep 1
Rewrite the mixed
number(s) as an improper
fraction
Step 2
Multiply the fractions
Step 3
Simplify/convert back
to a mixed number
Ex: 23x14
Ex:
Ex: 429+ 3
16
23 x
14 =
2
2 x 1 = 2
23 x
14 =
212
3 x 4 = 12
212 =
16
3 x45
3 x45 =
31 x
45
31 x
45 =
125
3 x 4 = 12
1 x 5 = 5
125 = 2
25
429 =
389
316 =
196
389 x
196 =
72254
38 x 19 =722
9 x 6 = 54
72254 = 13
2054
132054
= 131027
Multiplying Fractions by Whole Numbers Using Models
EXAMPLE:
Shadein 2/5 five
times.
Combine to shade in
total.
1. 4 x 23 = ______
2. #$ x 3 = ______
7. 2 x %& = ______
8. #% x 5 = ______
5. 4 x 2' = ______
6. $% x 2 = ______
3. 5 x %' = ______
4. #& x 5 = ______
Rolling with FractionsTo set up each problem:-Roll the die and write this number as the whole number.-Roll the die twice and use those numbers to make a fraction-one as the numerator and one as the denominator.-Multiply the whole number by the fraction and write your answer on the answer line. Be sure to simplify your answer.
Whole Number Fraction
_______
_______
_______
_______
_______
_______
_______
Answer
_______
_______
_______
_______
_______
_______
_______
Multiplying Fractions by Fractions with Visual Models
Example: 2/5 x 3/8
Step 1: Draw a rectangle and make the same amount of columns as the denominator in the first fraction.
Step 2: Shade the amount of columns as the numerator in the first fraction. This shows the first fraction: 2/5.
Step 3: On top of the columns, draw as many rows as the number in the denominator of the second fraction.
Step 4: Shade in as many rows as the numerator of the second fraction. This shows the second fraction: 3/8.
Step 5: To find your final answer, draw a box around the squares that overlap. This is the numerator of your answer. The denominator is the total number of boxes in the figure. **You can also use slanted lines to show your shadings if you do not have different colors.** Answer: 6/40 or 3/20 if simplified
©"2013"Terry’s"Teaching"Tidbits"
Directions: Shade in the models below to represent fraction multiplication. Write your final answer on the line provided.
Multiplying Fractions by Fractions with Visual Models
Student Practice Page 1
1. 4/9 x 1/3 = __________ 2. 3/7 x 4/5 = __________
3. 1/2 x 5/6 = __________ 4. 3/4 x 7/9 = __________
5. 3/5 x 1/4 = __________ 6. 9/10 x 2/3 = __________
©"2013"Terry’s"Teaching"Tidbits"
Name: _____________________________________ Date: ___________________
©Jennifer Find
ley
Directions: Take turns rolling one die and
moving tha
t many places. W
hen you land on a space, solve the equation show
n.M
ult
iply
ing
Fr
ac
tio
nsF
inis
h
St
ar
t
x=
Ad
x=
FK
x=
VF
x=
Sd
x=
DFx
=A
z
x=
CW
x=
OL
x=
FA
x=
DD
x=
Ff
x=
fA
x=
FF x
=D
L
x=
AM
x=
HD
x=
AA
x=
DGx
=O
J
x=
DP
directionsM
aterials: Each p
layer need
s ab
out ten ma
rkers of one color and
one copy of the ga
me
boa
rd (w
ith optiona
l answ
er key).N
umber of Players: 2
Objective: To ha
ve the most sq
uares covered
by the end
of the gam
e
Directions:1.Roll a
pa
ir of dice, a
nd d
etermine the sum
of the numb
ers rolled.
2.Find the num
ber tha
t ma
tches the sum of the num
bers you rolled
.3.A
nswer or solve the ta
sk.4.Find
the answ
er or solution in one of the circles.5.Pla
ce your ma
rker on the circle.
Other Im
portant Information:
1.If another p
layer rolls the sa
me sum
as you a
nd gets the a
nswer correct, he or she m
ay
“bum
p” your m
arker a
nd p
lace his or her m
arker on the circle.
2.You can p
rotect your circle by rolling the sa
me sum
aga
in and
pla
cing another m
arker
on top of the existing one. Tw
o ma
rkers on the sam
e circle by the sa
me p
layer w
ill p
rotect that p
layer from
being b
ump
ed.
BumpGame
©2017 Jennifer Find
ley
23456789101112
BumpGame
©Jennifer Findley
Multiplying w
ith Mixed N
umbers
x =Q
F 2
Directions: Solve the equation for the number you rolled. M
ake sure that your answ
er is in simplest form
.x =
A 23
x =S
31
x =C
23x =
AD
3
x =d 2
2
x =D
22x =
AO
1
x =O 2
3
x =K
21x =
DA
2
236
132
58 127
125
344
135
14
126
452
131
132
344
135
14
126
Copyright:Out of This World Literacy (Jen Bengel)
“Summer Can Feel So Long”
Sophie knew most of her friends were beyond excited about summer vacation.
So many of them had big plans to sleep in every day, catch up on a bunch of TV
series by binge watching all day and night, and just basically laying around. Sophie
was excited for summer too, but she was a little worried things around her house
would get a bit out of control. Sophie’s family just adopted her little brother from
Africa. His name is James and he is just seven years old. Since James has lived in
an orphanage since he was two weeks old, he is still learning to be part of a family.
James loves his school, especially knowing that he will wake up every day and have
school to look forward to. He thrives on his daily school routine. It makes him feel
safe and secure to have his day filled with all the things he knows will happen. So
when the lazy days of summer arrive and he loses that routine, James struggles
with learning to relax and just enjoy the freedom that summer days provide.
Sophie knows she will be very busy helping to keep James’ anxiety under control.
Instead of sleeping in like her friends, Sophie will be up at 6am to help keep James
busy before breakfast. When all her friends are binge watching TV shows, Sophie
will be playing school, reading stories out loud, and coloring pictures with her little
brother. It will be a lot of work. But Sophie loves her new little brother so much.
And to her giving up a quiet, lazy summer to play with her brother doesn’t feel like
a sacrifice at all. It feels like a privilege.
Passage 8
Understand It! Answer the following questions after reading:
1. The word ‘privilege’ in the passage means…
a. a special gift b. lazy c. a bad choice d. busy
2. Sophie’s friends will probably _____ all summer.
a. be busy b. feel overwhelmed c. lay around d. do homework
3. Having a little brother can be…
a. a lazy job b. hard word c. really quiet d. not much work
4. What is the most important event?
a. watching TV b. sleeping in c. reading stories d. keeping her brother happy in summer
Word Work Vocabulary
red
blue
green
orange
Words with suffixes
Words with 2 vowels together
Words that end with a vowel
Conjunctions
Color the words in the passage that match each category below:
Copy the 5 bold words from the passage. Use context clues and what you know to define each word:
Copyright:Out of This World Literacy (Jen Bengel)
Comprehension: Thinking Deeper About Fiction Name: _______________________________________ Date: _____________________
Passage Title: ___________________________________ Passage Number: ____________
Directions: Think deeper about the passage to answer the questions below.
_________________________________
_________________________________ _____________________________
____________________________ ________________________
________________________
_________________________________
_________________________________ _________________________________
________________________ ________________________
_______________________
What is your opinion of the story? Why? Who is telling the story? How do you know?
_________________________________
_________________________________ _________________________________
__________________________ _________________________
_________________________
_____________________
_________________________________ _____________________________
___________________________
_______________________ ________________________
How would you have acted in the story? Why? How are you alike and different from the main character?
What big ideas can you infer and use in your own life?
How did the characters change over time? _________________________
_________________________________ ________________________
________________________ ________________________
_____________________
_________________________________
_________________________________ _____________________________
____________________________ _________________________
_________________________
Name______________________ Date__________________________
Write a report card for your character! Use an A-F grading system to grade one of the characters in your book on each trait. Include a comment for each trait. Example: Wilbur from Charlotte’s Web
Trait Comment Grade
Leadership Skills
Wilbur has often looked to others for direction, but has recently shown improvement in his leadership skills. B
Honesty Wilbur is always honest and trustworthy. He is an excellent example for his classmates. A+
Name ____________________________ Character Report Card
Trait Comment Grade
Kindness
Effort
Teamwork
Leadership Skills
Sense of Humor
Communication Skills
Attitude
Responsibility
Honesty
Literature Worksheets 2 Created by Rachel Lynette Copyright ©2010 http://www.rachel-lynette.com
5 Paragraph Essay Organizer
Introduction: ~include 3 ideas ~topic sentence
Idea 1 : ~introduce idea ~details ~transitions
Idea 2: ~introduce idea ~details ~transitions
Idea 3: ~introduce idea ~details ~transitions
Conclusion: ~restate 3 ideas ~closing thoughts
Opinion Writing: 4-Square
Transition word:!___________________!!Reason 1:!________________________!!_________________________________!!_________________________________!!_________________________________!!!Supporting detail(s):!______________!_________________________________!!_________________________________!!_________________________________!!_________________________________!!_________________________________!!!
Transition word:!_________________!!!Reason 2:________________________!!_________________________________!!_________________________________!!_________________________________!!!Supporting detail(s):!______________!!_________________________________!!_________________________________!!_________________________________!!_________________________________!!_________________________________!
!!Transition word:___________________!!Reason 3:!_________________________!!_________________________________!!_________________________________!!_________________________________!!_________________________________!!!Supporting detail (s):!_______________!!_________________________________!!_________________________________!!_________________________________!!_________________________________!!_________________________________!!_________________________________!
!!Ending transition:!__________________!!!Restate opinion:!____________________!!__________________________________!!__________________________________!!__________________________________!!__________________________________!!!
Thesis Statement/Opinion:_______________________!
_______________________________________________!
_______________________________________________!
_______________________________________________!
©!Christina!Lindemann!2015!
My Book Report Book title:
Author:
3 Characters:
Name _______________________
Week 6 4-5 (5/11-15)
Spotlight on PERCUSSION ! Timbre : “The unique quality of sound” of an instrument or voice.
How is Percussion sound produced? By striking, shaking, or scraping. How do you play these instruments? Hint: most percussion is hit or struck to make a sound.
snare drum maracas
timpani cymbals
Musical Expression “Dynamic Conducting Paddle” Project:
(1) Print out the dynamic markings below, and cut into four squares.
(2) Use a popsicle stick, pencil, or stick as the base. Tape or use a glue stick to stick the letters together, face out on either side of the stick to make a Conductor’s “paddle”. Put about 2 inches of the stick in between the papers (trim as needed).
(3) Get another person (Sibling, Parent, Friend) to sing or play a song you know, or use the composition you created using the rhythm cards from previous weeks activities, while you hold up one side to face them, then flip (rotate) the other side of each paddle. Explain what the letters mean:
f = Loud, p = Quiet, ff = Very Loud, pp = Very Quiet [Practice each one first]
Place one paddle in each hand. Raise one hand to start song ( only one hand can be up at a time ). “Conduct” the dynamic changes by twisting your wrist back and forth (to show the other side), and raising/ lowering your hands, to get 4 different markings. The musician has to change their volume level to match, but don’t switch too fast! Have fun taking turns “Dynamic Conducting” and “Performing”!
Percussion Artist:
Ernesto Antonio "Tito" Puente was an American musician, songwriter and record producer. He was a native Puerto Rican living in New York City's Spanish Harlem. He is often credited as being the "The King of Latin Music". Listen to him playing on a Jazz Classic “Take Five” below.
Tito Puente
Do you remember these great songs from Music Class? Click on the button, or sing along from memory to your parents and others.
Forte Piano
Forte! Forte! Pi-a—no.
Forte! Forte! Pi -a -a no.
FORTISSIMO! Pianissimo.
Big Crescendo - Forte! Forte!
Pi-a-a-a-no, FORTE!
Presto Largo From MusicK8.com
Presto, Presto Presto, Presto, Presto! (Repeat)
Really, really really really super mondo fast,
Presto Presto!
Really, really really really super mondo fast,
Presto Presto!
Largo, Largo, Very Slow Largo,
Largo, Largo, Very Slow, Whoah! (ending: Largo, Presto! )
Music – 4th & 5th grade – Week 7 Spotlight on Woodwinds Listening Lesson Timbre – (pronounced tam ber) The unique quality of sound an instrument (or voice) makes. Woodwinds – Generally made of wood. Sound is made by blowing (wind). Most use single or double reeds made of cane. The size of the instrument determines how high or low sounds it produces.
The flute is one of the highest pitched instruments in the orchestra. Originally, it was made of
wood. Now it is made from silver or gold and it is about 2 feet long. It is played by blowing air
across the top of the mouthpiece hole. (This is like blowing across the top of a pop bottle.) It has
a light and airy sound. You can change pitch (high and low sounds) by pushing the buttons on
the instrument.
*Experiment: Find a Coke bottle and try to create sound by blowing across the top. For even
more fun, put water inside and see how the pitch changes. (for fun – not required)
Listen to the flute – from our textbook’s sound bank. Flute - Soundbank
Listen to “Aviary” from Carnival of the Animals by Camille Saint-Saens. Click on this icon – to
hear the music. If you are unable to hear the music, go to you-tube and search for this or other
flute music. Make sure your parent is present.
The Aviary - Camille Saint-Saens
The clarinet is made of wood or plastic. Sound is made by the vibrating of the reed – which is a
piece of cane that is fastened to the mouthpiece. It has a full, open and rich sound. The clarinet
has a wide range of high and low notes. There are holes to cover and buttons to push to change
the pitch.
Listen to the clarinet – as found in our textbooks. Clarinet Sound Bank
Listen to “The Bee” – by Schubert
The Bee - Schubert
The saxophone has a single reed plus holes to cover and buttons to push. It has a single reed like
the clarinet but the body of a saxophone is made of brass – giving it a bright, rich sound. They
come in four sizes: soprano, alto, tenor and baritone sax. The saxophone is usually not part of
the orchestra but it usually is a big part of a jazz band.
Listen to B. B’s Blues - Saxophone
B.B's Blues
The oboe is similar to the clarinet in that it has holes to cover and buttons to push to change the
pitch of the instrument. The big difference is that the oboe has a double reed which is the
mouthpiece. The double reed vibrates when you blow into it. It has a nasal sound – much like
when you pinch your nose to sing or talk. It is small – so the pitch is high.
*Experiment : Take a drinking straw and cut a rounded edge on one end and blow into it. This
is very much like blowing into a double reed.
Listen to Serenata from Pulcinella by Stravinsky Serenata - Pulcinella by Stravinsky
The bassoon is much like an oboe only much larger. Because it is so much larger, the sound is a
lot lower than the oboe. The reed fits on the end of curved metal pipe, called a ‘bocal’.
Listen to Sonata in F minor for bassoon by Telemann
Bassoon Sonata - Telemann
Listen to the Quartet (4 instruments). Can you distinguish between the flute, clarinet, oboe and
bassoon?
Quartet - Allegro Molto