Violin IEP Facilitation Guide IEP & ELL Co-Teaching Guide Grade 7 • Unit 1 • Lesson 6
“Violin” Facilitation & Support Guide
Poem by Nikki Wallschlaeger • Focus: Character Interactions & Theme [RL.7.3, RL.7.2]
50-Min Adapted Flow
Core Theme & Big Idea
Belonging does not require giving up your individuality. The speaker enjoys playing in the orchestra but refuses to erase her unique style to conform to traditional rules. She embraces being authentically herself even inside a rigid group.
IEP Accommodation & Modification Matrix
Reading Supports
Visual Symbols: Emojis & icons next to key poem lines (❤️, 🔋, ⚡, 🎻).Metaphor Diagram: Visual comparison of crescendo (< 🔊) vs. decrescendo (> 🔉).Low-Friction Checks: 2-choice brackets [ love / fear ] instead of long open blanks.
Writing Supports
Visual CER Formula: 💭 Claim + 📖 Evidence + 💡 Reasoning headers.Pre-Printed Quotes: Checkbox quote cards eliminate laborious quote copying.Cloze Paragraph: Embedded word banks reduce fine motor writing demands.
Attention & Pacing
Numbered Step Badges: Visual step trackers on every page.Kinesthetic Break: Explicit shoulder roll & air-violin pause between reads.High-Contrast Spacing: Ample white space prevents sensory overload.
Flexible Access & Choice
Speech Bubbles: Pre-scripted dialogue cards for partner Turn & Talk.Oral Dictation: Option to record final CER paragraph using audio memo.Visual Stamp Badges: Friendly self-monitoring completion checklist.
Adapted 50-Minute Lesson Schedule
Time Lesson Phase Teacher Action & IEP Differentiation Strategy 00 - 05 min Hook & Vocab Preview Point to illustrated cards (Passion ❤️, Stamina 🔋). Introduce physical gesture for crescendo. 05 - 13 min First Read & Gist Expressive audio read. Students circle Choice A or B for main idea. 13 - 25 min Second Read: Chunked Guide through Stanzas 1–5. Review crescendo/decrescendo visual chart; prompt partner speech bubbles. 25 - 27 min Brain Break Kinesthetic Reset: Air-play violin fast (“sawing”) vs. slow, shake out writing hands. 27 - 42 min Guided Writing (CER) Model the CER Formula banner. Students select quote cards and fill in the Cloze Paragraph Builder. 42 - 50 min Partner Talk & Wrap Pairs read aloud their completed Partner Dialogue Bubbles. Check off final badges.
Unit 1: Community & Belonging • "Violin" IEP Adaptation Page 1 of 2
Instructional Facilitation
Step-by-Step Prompting & Answer Keys
Teacher Reference
1 Pre-Reading Hook Script (2 min)
“Today we will meet a girl who loves playing violin in a giant orchestra. But she has her own beat and doesn’t play exactly like everyone else. Have you ever been part of a group where you felt a little different, but still wanted to join in? Keep that feeling in mind as we listen.”
2 Visual Metaphor Explanation (Stanza 5)
Direct students to the < Crescendo and > Decrescendo diagram on Page 2 of their packet: “When she was younger, her desire to be somebody got louder and louder (<). But her desire to fit into someone else's box got softer and quieter (>). She decided just being herself was enough!”
3 Tiered Response Options for Writing Practice
Pathway A: Complete the Cloze Paragraph Builder by choosing words from the word bank.
Pathway B: Read the completed paragraph aloud into an audio recorder or directly to a co-teacher.
Adapted Worksheet Answer Key
Quick Check MC Answers:
1. Theme: A (People can be themselves)2. Vocab: A (To feel valuable, special, important)3. Playing Style: A (Plays with distinct energy)4. Ending: A (Values uniqueness over conforming)
Cloze Paragraph Key:
In “Violin,” the speaker is accepted by the orchestra to play along, but she proudly keeps her own unique style. For example, her bow didn’t match the rest because she was sawing. This shows she does not conform to European rules .
Co-Teacher & Paraprofessional Quick Tips
✓ Point to line numbers and emoji icons when reading.
✓ Ensure student checks off each progress badge.
✓ Allow oral audio recording if handwriting fatigues student.
Unit 1: Community & Belonging • "Violin" IEP Adaptation Page 2 of 2
Violin Adapted Reading Packet Adapted Reading Grade 7 • Unit 1: Community
Name: Date:
“Violin” Poem by Nikki Wallschlaeger
1. Words ➜ 2. Gist ➜ 3. Read
1
Visual Word Bank
(Look at the picture clue and definition)
Passion
Loving something very deeply
Stamina
Energy to keep playing without stopping
Violin Bow
The wooden stick pulled across strings
Conformity
Acting like everyone else to fit in
2
First Read: What Is the Big Picture?
Listen & Follow Along
The Story: As a young girl, Nikki loved playing violin in the orchestra. However, she didn't want to follow all the strict rules. She decided to play in her own special way .
Main Idea Check (Circle Choice A or B):
A The speaker plays in the orchestra, but proudly keeps her own unique style .
B The speaker quits music because playing in an orchestra is too boring.
3
Second Read: Stanzas 1 & 2
Lines 1–11 Passion & Dreams
1 I had the passion ❤️
2 but not the stamina 🔋
3 nor the discipline,
4 no one knew how
5 to discipline me so
6 they just let me be,
7 Let me play along , 🎻
8 let me think I was
9 somebody , I could
10 be somebody, even
11 without the no-how.
Question A: Why does she play? (Lines 1–3)
Circle the correct word in brackets:
The speaker plays violin because she has great [ love / fear ] for music, even though she lacks discipline.
Question B: Turn & Talk with Partner
Talk First!
How does the orchestra treat the speaker in line 7?
Partner 1: “The orchestra lets her play along even without strict training.”
Partner 2: “This makes her feel like she is important (somebody) .”
Unit 1: Community & Belonging • "Violin" IEP Adapted Packet Page 1 of 2
3b
Second Read: Stanzas 3, 4 & 5
Movement Break: Roll your shoulders & air-play violin!
Lines 12–23 Her Own Rhythm
12 Never cared one bit
13 when my bow didn’t
14
Violin Adapted Writing Worksheet Independent Work Grade 7 • Unit 1: Community
Name: Date:
Independent Practice & Writing
“Violin” • Comprehension & Step-by-Step Paragraph Organizer
1. Quick Check ➜ 2. Plan (CER) ➜ 3. Paragraph
1
Quick Check (Circle the Best Choice)
4 Questions • 1 per box
1. Central Theme [RL.2]
What lesson does the poem teach?
A People can be themselves instead of conforming.
B Following every single rule is required to fit in.
2. Word Clue: Lines 7–9 [RL.4]
What does “be somebody” mean?
A To feel valuable, special, and important
B To make mistakes and get in trouble
3. Playing Style: Lines 15–17 [RL.3]
How does she play the notes?
A She plays with her own distinct expression and energy.
B She cannot play the violin at all.
4. Ending Meaning: Lines 24–28 [RL.5]
What does the end show about her?
A She values her uniqueness more than conforming.
B She decides she never wants to play music again.
2
Visual Paragraph Organizer (C-E-R)
Prompt: Explain her relationship with the orchestra
C Claim (My Idea)
E Evidence (2 Quotes)
R Reasoning (Why)
Step C: Write Your Claim Fill in the blanks
In the poem, the speaker is accepted by the orchestra to play along, but she refuses to conform and change her unique style.
Step E: Pick 2 Text Evidence Quotes (Check 2 boxes) No need to rewrite!
Quote 1: “they just let me be / Let me play along” (lines 6–7)
Quote 2: “my bow didn’t match the rest of the orchestra” (lines 13–15)
Step R: Write Your Reasoning Word Bank: [ herself / rules ]
This evidence proves that she loves making music with the group, but she stays true to herself instead of following every single European orchestra rule.
Unit 1: Community & Belonging • "Violin" Independent Practice Page 1 of 2
3
Complete Paragraph: Visual Builder
Choice: Write or Speak Orally
Complete the paragraph using your notes from Step 2:
Word Bank: [ accepted • match • unique • rules ]
Claim In the poem “Violin,” the speaker is accepted by the orchestra to play along, but she proudly keeps her own unique style.
