Violin Accessible Student Handout
Unit 1: Community & Belonging Grade 7 • Adapted Handout
"Violin" by Nikki Wallschlaeger
Name:
Date: Period:
Today's Focus: How does the speaker stay true to her own style while playing in an orchestra?
Write • Speak • Choice
Key Words to Know
Stamina
Physical or mental energy to keep going.
Line 2
Bow
The wooden rod used to play strings.
Line 13
Crescendo
Sound slowly getting louder.
Line 24
Decrescendo
Sound slowly getting softer.
Line 26
About the Poet: Nikki Wallschlaeger played violin when she was young. She loved music, but did not follow the strict classical rules. This poem explores how it feels to belong to a group while keeping your individuality.
1
Chunk 1: Lines 1–11 (Read & Stop)
First Read & Meaning
Poem Text
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.
Stop & Check 1A (Write or Say):
Why does the speaker want to play in the orchestra?
Sentence Starter:
The speaker wants to play because she has a strong passion for ________________________.
Stop & Check 1B (Turn & Talk):
How does the orchestra treat the speaker?
A They kicked her out of the group.
B They let her play along and be herself.
Unit 1: Community and Belonging • Lesson 6 Page 1 of 4 Scaffolded Learning Resource
2
Chunk 2 & 3: Lines 12–28
Second Read: Exploring Differences & Theme
Chunk 2: The Speaker's Style (Lines 12–23)
Read & Highlight Evidence
12 Never cared one bit
13 when my bow didn't
14 match the rest of the
15 orchestra, I could get
16 their notes right but
17 always a little beyond,
18 sawing my bow across
19 the strings, cuttin it up
20 even if I wasn't valuable
21 even if I lacked respect
22 for rules of European
23 thought and composure.
Helper Note: "European rules" means strict classical orchestra traditions.
Stop & Check 2A: Style Comparison
How is her playing different from the orchestra?
Orchestra: Plays strictly by traditional European rules.
Speaker: Plays with her own bold, energetic style ("cuttin it up").
Stop & Check 2B: Evidence Hunt
Find words showing the orchestra didn't fully value her:
"even if I wasn't ________________________" (line 20)
Chunk 3: The Climax & Final Decision (Lines 24–28)
Think About Conformity
24 A crescendo of trying
25 to be somebody,
26 a decrescendo of trying
27 to belong, I played along
28 o yes, I play along.
Stop & Check 3: What does the ending mean?
A decrescendo means getting softer. Why is she "trying less to belong"?
A She quit music completely forever.
B She stopped forcing herself to fit the mold.
She stays true to herself!
After the First & Second Read: The Main Gist
Complete this summary sentence using the words below:
The speaker plays with the orchestra because of her love for music, but chooses to keep her own unique style instead of completely conforming.
Word Bank: music unique style conforming
Unit 1: Community and Belonging • Lesson 6 Page 2 of 4 Scaffolded Learning Resource
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Third Read: Analysis & Graphic Organizer
Character Interactions & Theme
Graphic Organizer: How They Interact
Compare the two perspectives
| Category | The Orchestra Community | The Speaker (Violinist) |
|---|
| Playing Style | Follows strict European composer rules and plays identically together. | Plays notes right, but "sawing" her bow and going "a little beyond." |
| View of Rules | Values tradition, discipline, composure, and order. | Lacks respect for rigid rules; values raw passion and personal expression. |
| Belonging | Lets her participate even if they don't view her as fully "valuable." | Plays along with the group without changing who she is. |
Multiple Choice Skill Checks
Choose the best answer for each
1. What is the central theme (big message) of the poem? [RL.7.2]
Core Theme
A You must always follow every rule to be accepted by others.
B Playing a musical instrument is easy if you practice every day.
C People can stay true to their unique selves instead of blindly conforming.
2. In lines 15–17 ("I could get / their notes right but / always a little beyond"), what does "a little beyond" show about her playing? [RL.7.3]
Detail & Meaning
A She plays the notes correctly, but adds her own bold personal style.
B She forgets the music notes and plays completely random noise.
C She copies the concertmaster perfectly in every movement.
3. In lines 7–9, the speaker wanted to feel like "somebody." What does "somebody" mean here? [RL.7.4]
Word Choice
A To be completely silent and unnoticed by everyone.
B To feel important, recognized, and worthy of belonging.
C To be an expert European classical composer.
Unit 1: Community and Belonging • Lesson 6 Page 3 of 4 Scaffolded Learning Resource
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Independent Practice: Scaffolded Writing
Writing Frame & Word Bank
Writing Prompt: Explain the speaker's relationship with the orchestra. How does she participate in the group while still keeping her own style? Use at least two details from the poem.
Use These Words:
passion rules unique individuality belonging play along
1 Claim (Your main idea): Complete the sentence
In the poem "Violin," the speaker plays along with the orchestra, but she refuses to ______________________________________________________________________.
2 Evidence 1 & Reasoning: Cite text detail
For example, in lines 13–15, she does not care if her bow doesn't ________________________.
This shows that she __________________________________________________________________.
3 Evidence 2 & Big Takeaway: Final thought
In addition, at the end of the poem, she feels a "decrescendo of trying to _________________."
This proves that she decides being herself is more important than fitting in.
Partner Discussion Choice Board (Pick 1 to Discuss) Speaking & Listening
Choice A: Personal Connection
Have you ever been part of a group where you had your own way of doing things?
"In my group, I showed my own style by..."
Choice B: Poem Line Favorite
Which line in the poem is the most powerful to you? Why?
"My favorite line is line ___ because..."
Check Your Work: I wrote a claim I gave 2 text details I shared with my partner
Unit 1: Community and Belonging • Lesson 6 Page 4 of 4 Scaffolded Learning Resource
Violin Scaffolded Teacher Guide
Teacher Facilitation & IEP Guide CommonLit 360 • Grade 7, Unit 1
"Violin" Adapted Instruction
IEP / 504 / ML Supported
Skill: RL.7.3 & RL.7.2
Knowledge & Theme Focus
Students explore how an individual can participate in a community (the orchestra) while still maintaining their unique identity, refusing total conformity to strict cultural norms.
Target IEP Adaptations
Text chunking into 3 digestible segments, explicit visual vocabulary, sentence-starter frames for claims and evidence, and multi-modal response options (speech-to-text, pointing, verbal).
Accommodations & Universal Design Matrix
1. Reading Access Scaffolds
- Stanzas divided into 3 chunks with high-contrast line numbers.
- Embedded definitions for musical terms (stamina, bow, crescendo).
- Multi-read protocol: 1st read aloud, 2nd chunked, 3rd analytical.
2. Writing & Syntax Scaffolds
- Fill-in sentence stems for claim, citation, and reasoning.
- Dedicated word bank with thematic academic vocabulary.
- Side-by-side graphic organizer comparing orchestra vs. speaker.
3. Attention & Executive Function
- "Stop & Check" milestones prevent cognitive fatigue.
- Numbered sequence icons (1, 2, 3) guide reading order.
- Self-monitoring checklist at the conclusion of tasks.
4. Multi-Modal Communication
- Students may dictate responses or use speech-to-text.
- Multiple-choice format includes eliminate-and-select cues.
- Partner discussion choice cards provide 2 structured talk tracks.
Adapted Pacing & Co-Teaching Workflow (50 Minutes) General Ed + Special Ed Collaboration
00–05m Warm-Up & Vocabulary Preview: Review 4 vocabulary cards with visual gestures (crescendo = arms wide).
Whole Class
05–12m First Read (Chunk 1): Teacher expressive read-aloud; students track text. Complete Stop & Check 1A & 1B.
Teacher-Led
12–25m Second Read (Chunks 2 & 3): Partner reading with Stop & Check 2 & 3. Co-teacher supports small focus group.
Supported Pairs
25–35m Third Read & Graphic Organizer: Compare Speaker vs. Orchestra. Complete 3 guided multiple-choice questions.
Targeted Small Group
35–50m Scaffolded Writing & Partner Debrief: Fill paragraph frames; allow verbal dictation if specified on IEP. Conclude with Choice Talk.
Independent / Scribe
CommonLit 360: "Violin" • Facilitator Resource Page 1 of 2 IEP Support Edition
