samantha etzkorn 2018 fresh picked poetry, a day at the...

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FreshPickedPoetry,ADayattheFarmer’sMarket–IllinoisReadsCurriculumPlan

TitleofBook FreshPickedPoetry,ADayattheFarmer’sMarketTitleofUnit FreshPickedPoetryGradelevel(interest) 4th ReadingGradelevel FryReadingChart–Late4thGrade,

Early5thGrade

LexileLevel N/A GuidedReadinglevel N/AA.PurposeforInstruction/EssentialQuestions/Theme

Thepurposeoftheselessonsistoengage4thgradestudentsinhighlyvividandimmersivepoetryso

theyunderstandhowwritingmakespoetrycomealive.Wordchoices,phrasesandthewaythewords

arewrittenonthepageallarecreativechoicesthattheauthormakesandit’suptothereaderto

determinethepurposeandthemethroughvisualizationandinferentialthinking.

B.AlignmenttothedepthoftheCommonCore–StandardsaddressedandassessedCCSSELAStandards[Reading,Writing]

1..CCSS.ELA-LITERACY.RL.4.7

Makeconnectionsbetweenthetextofastoryordramaandavisualororalpresentationofthetext,identifyingwhere

eachversionreflectsspecificdescriptionsanddirectionsinthetext.

2.CCSS.ELA-LITERACY.RL.4.3

Describeindepthacharacter,setting,oreventinastoryordrama,drawingonspecificdetailsinthetext(e.g.,a

character'sthoughts,words,oractions).

3.CCSS.ELA-LITERACY.RL.4.1

Refertodetailsandexamplesinatextwhenexplainingwhatthetextsaysexplicitlyandwhendrawinginferencesfrom

thetext.

4.CCSS.ELA-LITERACY.W.4.3.D

Useconcretewordsandphrasesandsensorydetailstoconveyexperiencesandeventsprecisely.

5.CCSS.ELA-LITERACY.RL.4.1

Refertodetailsandexamplesinatextwhenexplainingwhatthetextsaysexplicitlyandwhendrawinginferencesfrom

thetext.

6..CCSS.ELA-LITERACY.RL.4.2

Determineathemeofastory,drama,orpoemfromdetailsinthetext;summarizethetext.

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C.StudentLearningOutcomes–Targetedunitgoals1.Icanvisualizepartofatexttomakeapictureinmyhead.

2.Icanimaginemyselfinaneventanddescribemyownversion.

3.Iunderstandthatquestionsabouttextandillustrationscanhelpmemakeinferenceswhilereading.

4.Icanidentifywhenwritingisshowingmeortellingme.

5.IcanmakeinferencesandvisualizewhileIreadapoem.

6.Icaninfermeaningfromapoemthroughidentifyingthemesandplot.

D.TextSectionstobereadcloselywithplanstosupportreadinganddiscussionLesson1:“ANecessaryMess”,“GooseChase”,“EarlyRisers”,“Transformed”

Lesson2:“SummerChecklist”,“Sally’sSweetCorn”

Lesson3:“PileUp”,“ANecessaryMess”

Lesson4:“DelightfulBites”

Lesson5:“MarketDayToday”,“LocalLoot”,“FarmerGreg’sFree-RangeEggs”,“WildDreamsinTwoVoices”

Lesson6:Wholebook,“MarketMelody”,“Antonio’sOld-TimeSharpening”,“FromBeetoMe”

AcademicLanguagetobesupportedatword,syntaxanddiscourselevels

Alliterations,stanzas,rhymeschemes,typesoffruitsandvegetables,backgroundknowledgeofwhathappensatafarmer’s

market(i.e.knifesharpening),similar,metaphors

VocabularyTier2Words

Meticulous,jamboree,GreenZebraTomato,DinosaurKale,reprimanded,bounty

Tier3Words

Toil,lattice,alchemy

Bloom’sLevelsAddressed:RememberingAnalyzing

UnderstandingEvaluating

ApplyingCreating

Webb’sDepthofKnowledge:Recall,Skill/Concept,StrategicThinking,ExtendedThinking

E.InstructionalLessons

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ResearchBasedStrategies&InteractiveActivity/Handouts

Strategy InteractiveActivityandHandoutsLesson1–VisualizingfromaVividPieceofText(pg.156,StrategiesthatWork,3rdEdition,Harvey&

Goudvis)

Smartboardslide1,AppendixA

Lesson2–EyewitnessTestimonyCharts(pg.101,ClassroomStrategiesforInteractiveLearning,4th

Edition,Buehl)

Smartboardslide2,AppendixB

Lesson3–QuestioningthatLeadstoInferentialThinking(pg.,142,StrategiesthatWork,3rdEdition,Harvey&

Goudvis)

Smartboardslide3

Lesson4–VisualizinginReading,ShowingNotTellinginWriting

(pg.160,StrategiesthatWork,3rdEdition,Harvey&

Goudvis)

Smartboardslide4,5&6

Lesson5–InferringandVisualizingwithPoetry(pg.167,StrategiesthatWork,3rdEdition,Harvey&

Goudvis)

Smartboard7&8

Lesson6–RecognizingPlotandInferringTheme(pg.173,StrategiesthatWork,3rdEdition,Harvey&

Goudvis)

Smartboardslide9&10,AppendixC

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Objective:ProcedureLessonOne:Technologypages:

Studentswillconnectpartsofapoemtoavisualrepresentationofthetext.

1. BeginbypreviewingFreshPickedPoetry.Flipthroughthebook.Askthestudentswhattheyseeintheillustrations.2. Haveadiscussionwiththestudentsaboutwhyillustrationsandvisualizationwhilereadingisimportant.

3. ModelforstudentshowreadaportionoftextandvisualwhatitlookslikebyusingSmartboardActivityOne.Uncover

stanzaof“ANecessaryMess”,readitoutloudandmodelvisualizingthetextandusingbackgroundknowledgetomake

senseofthetext.Dragthestanzatoapartoftheillustrationthatcouldberepresentedbythetext.Makesurestudents

knowthereisnorightanswer.

4. Dothenexttwostanzasmodelingwithinputfromtheclassaboutwheretheyshouldbeplacedontheillustration.Have

thelastthreestanzasplacedbystudentsontheillustrationandhavethemexplaintheirthinking.

5. Putstudentsintopartnergroups.Handoutillustrationof“GooseChase”withoutthepoemonit.Handoutprintedstanzas

ofthepoemtoeachgroup.(SeeGooseChaseActivityinAppendixA)

6. Withtheirpartner,studentswilldiscusswhattheyvisualizewitheachstanzaandthenglueortapethestanzastothepart

oftheillustrationthatthetextcouldrepresent.

7. Putstudentsinsmallgroupsandgiveeachgroupalineortwofrom“EarlyRisers”and“Transformed”.Intheirgroup,

studentsdrawavisualoftheirlinesofthepoem.

8. Eachgroupwillpresenttheirvisualizationandexplaintheirthinkingforwhattheyvisualized.

9. Allthepictureswillbeplacedtogethertomaketheillustrationforthepoem.Hangitintheclassroom.

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Objective:ProcedureLessonTwo:Technologypages:

Studentswilldescribetheirownversionofaneventfromapoem.

1. Beginwithadiscussionwithstudentsaboutvisualizing.Remindthemofhowtheyvisualizedthroughthinkingofapicture

intheirheadtomakemeaningoftext.Explainthatanotherwaythatstudentscanmakemeaningfromtextisthrough

imaginingthattheywereattheeventsinthetextthemselves.

2. Haveanothercolleaguecomeintotheroomandhaveaquick,spiriteddiscussion.Aftertheyleave,askthestudentsto

writedowntheirownaccountofwhattheyjustsay.Explainthatitisn’tarecollection,buttheyshouldwriteitfroma

personalperspectiveasiftheyweretheonethatwasinthediscussion.

3. Inpairs,studentswillexchangetheiraccountswithoutconversation.Oncethey’vereadthem,theycandiscusswhatis

similaranddifferent.

4. Discussasawholeclasswhatthepairsfoundsimilaranddifferent.Discussthatwhiledifferentpeoplemightfocusonthe

detailsdifferently,thebiggerfactsshouldremainthesame.

5. Doagroupreadaloudof“SummerChecklist”.ThenusingSmartboardActivity2,clickonthehiddenwordsinTheAuthor’s

Wordsboxtopullupbiggerfactsanddetailsofthepoem.Modelyourthinkingabouthowyouareimaginingyourselftobe

atthefarmer’smarket.WritedownyourversionontheSmartboardanddrawapictureofwhatyousee.

6. Havestudentpairsread“Sally’sSweetCorn”andcompletetheSally’sSweetCorngraphicorganizer(SeeAppendixB).

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Objective:ProcedureLessonThree:Technologypages:

Studentswillrecognizequestionsbasedontextandillustrationthatleadtoinferentialthinking

1. Beginbysharingthatwhenweread,wehavequestionsandsometimesthosequestionsareanswereddirectlyinatext.

Sometimes,theyaren’tandwehavetousetextorvisualcluestoinfertheanswers.

2. Read“ANecessaryMess”aloudtousethestudent’spriorknowledgeofthepoem.Donotreadthelaststanza.Asyouread

out,modelaskingquestionsaboutwhatyouthinkismeantbyanecessarymess,whatisclingingtoboots,etc.Modelusing

thepicturesaswellasthetexttotrytofigureouttheanswers.Haveadiscussionwiththestudentsaboutwhatanecessary

messisandhowusingquestionshelpedeveryonetoinferthatitwasdirt.

3. UseSmartboardActivity3tohelpstudentswithquestioning.Pullitupontheboardandclicktheflashingimagetohaveit

stop.Threequestionoptionsaboutthatpartoftheillustrationwillappear.Modelthefirstoneandyourownthinking

aboutwhichquestionitcouldbe.

4. Havestudentsgiveinputorcomeuptotheboardfortheotherfive.Makesuretheyexplaintheirthinking.

5. Readaloud“PileUp”.Haveadiscussionwithstudentsaboutwhatquestionstheyfoundanswerstointhetextandwhich

onestheycouldn’tfindanswersinthetextsotheyhadtobeinferred.

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Objective:ProcedureLessonFour:TechnologyPages(cont’donnextpage):

Studentswillcategorizeshowingversustellinginapieceoftext.

1. Explainthedifferencebetweenshowingandtellinginwriting.Explainthatgoodwritersuseactive,visualverbsand

specificwordchoicestomakewritingcomealive.

2. UseSmartboardslide4todemonstrateanexampleofshowinginwritingandanexampleoftellinginwriting.Modelyour

thinkingoutloud.CompleteSmartboardslide4withtheclass.

3. CallstudentsuptotheSmartboardtocompleteSmartboardslide5whichhasexamplesfromFreshPickedPoetry.Havestudentsexplaintheirthinking.

4. Aroundtheroom,placechartpaperwithaT-Chartonit.Place“showing”ononesideand“telling”onother.Writeanevent

suchasasummerday,abaseballgameoratriptoazooonthetopofthepaper.TheotherstationwillbeSmartboardslide

6.

5. Placestudentsintosmallgroups.Explaintostudentsthatastheymovearoundthestationsintheroom,theywillwrite

sentencesthataretellingabouttheeventandsentencesthatshowwhathappenedattheevent.

6. WhenstudentsreachtheSmartboard,theywillmarklinesinthetext(andillustration)withthe“S”wherethetextis

showingsomethingandmarklineswith“T”wherethetextistellingsomething.

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Objective:ProcedureLessonFive:

TechnologyPages(cont’donnextpage):

Studentswillpracticevisualizationandinferentialthinkinginhighlyvividpoetry.

1. Discusswithstudentsthatpoetryishighlyvisualandinferentialastheyhavebenelearning.Explainthatpoemshavelots

offigurativelanguageandtrytomakeyouvisualizewithwords.

2. Have“FarmerGreg’sFree-RangeEggs”onSmartboardslide7.Thetitleandsecondhalfofthepoemwillbehiddenuntil

clicked.Modelthinkingaloudaboutwhatcouldbeshadedbrown,softgreenorbeige,etc.Markyourinferencesasyou

readthepoemwithIandvisualizationswithVandannotateyourthinkingontheSmartboard.

3. Aftermodelingwith“FarmerGreg’s”,pullupSmartboardslide8.Putstudentsinsmallgroups.Whentheyareattheir

desks,handoutacopyofthepoem“MarketDayToday”and“LocalLoot”.

4. Havethestudentsinthesmallgroupsattheirdesksworkonvisualizinganddrawinginferences.Onegroupatatime

rotatesuptotheSmartboardandusestheboardtoannotate“WildDreamsinTwoVoices”attheboard.Afteragroup

finishes,savetheirchangesasaseparateslide.

5. Discussthepoemsasawholeclass.Havestudentssharetheirvisualizationsandinferenceswiththeirclassmates.Pullup

eachgroups’completed“WildDreams”slidetolookatthesimilaritiesanddifferencesbetweeneachgroupsannotations.

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Objective:ProcedureLessonSix:TechnologyPages(cont’donnextpage):

Studentswillconstructmeaningaboutpoemsthroughinferentialthinkingandvisualization.

1. Explaintostudentsthatpoems,storiesandbookshavethemesthataretheunderlyinglessons,moralsandideasthatgive

astoryitsmeaning.Explainthatweinferthemesandtheyaren’texplicitlystated.Explainthatplotaretheeventsthat

happeninastory.

2. UsingtheT-ChartonSmartboardslide9,sortexamplesofthemeandplotintothecategories.Modelyourthinking.Finish

theT-Chartwithinputfromstudents.

3. MakeananchorchartthathasEvidencefromText/PlotononesideandThemeontheotherside.Readaloud“Market

Melody”,“FromBeetoMe”and“Antonio’sOldTimeSharpening”.Asyouread,doathink-aloudwiththestudents,

modelingpullingevidenceandinferencesfromthetextandillustrations.Haveadiscussionwiththestudentsaboutwhat

themestheythinkarepresentacrossthosethreepoemssuchaslocalness.

4. UsingSmartboardslide10,withtheclass,sorttheoptionswhicharefromFreshPickedPoetryintothemeandplot.HaveadiscussionwiththestudentsaboutwhattheythinktheoverallmeaningofFreshPickedPoetryis.

5. Insmallgroups,havestudentschooseapoemfromthebook.Thenstudentswillusethegraphicorganizer(AppendixC)to

statewhattheythinkthemeaningofthepoemis,whatthetheme(s)isandwhattheevidenceistosupporttheirthinking.

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FormativeandSummativeAssessmentlinkedtostandardsandlearningoutcomes(objectives)

Formative • InteractiveSmartboardactivities

• Studentcommentsduringdiscussion

• Studentanswersongraphicorganizersandworksheets

• Studentanswersandthoughtsonchartpaper

Summative • StudentswillchooseadayoftheirownandcreatesixpoemsandillustrationswritteninthestyleofFreshPickedPoetry.Thepoemswillhavehighlyvividdetailsandwordsusedtocreatehighlyinferentialpoemsthatofferrichvisualization.

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AppendixA

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AppendixB

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AppendixC

FINAL_IllinoisReadsActivities_SE.notebook

1

March 16, 2018

Feb 6­5:20 PM

In curly greens,

on stringer beans,

old crates, and weighing scales

But don't you know?

No crops would grow

without a lot of dirt

This film of dust,

a thin brown crust ­

a mess you can't avert.

In tater skins

and onion bins,

the farmer's fingernails.

It likes to hide

tucked deep inside

all crannies, groves and gaps

It clings to boots

and radish roots

and smudges mushroom caps

FINAL_IllinoisReadsActivities_SE.notebook

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March 16, 2018

Feb 27­11:22 AM

Eyewitness Testimony - Fresh Picked Poetry

I was there and can describe:

The author's words: My version:

My picture:

Summer

Checklist

Roast a shish kebabLine wraps around the cornerWatermelon vendor slices fruit

for all to tryFarmers mist the Swiss ChardBoatloads of tomatoes and 

zucchinis 

Adapted from: Classroom Strategies for Interactive Learning, 4th Edition. Doug Buehl. 

FINAL_IllinoisReadsActivities_SE.notebook

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March 16, 2018

Feb 25­12:34 PM

What question would you ask with the picture? Click on the flashing images to begin.

FINAL_IllinoisReadsActivities_SE.notebook

4

March 16, 2018

Feb 25­12:12 PM

FINAL_IllinoisReadsActivities_SE.notebook

5

March 16, 2018

Feb 27­2:27 PM

FINAL_IllinoisReadsActivities_SE.notebook

6

March 16, 2018

Mar 16­5:30 PM

ShowingS

TellingT

FINAL_IllinoisReadsActivities_SE.notebook

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March 16, 2018

Mar 16­4:32 PM

Farmer Greg's Free­Range EggsShaded brown, 

soft green, or beige, 

they range 

in shape and size. 

But nestled well

in speckled shells, 

there hides a rich surprise. All laid by hens, 

not cooped in pens,

 but roaming free and bold, 

these eggs are eggs ­ traordinary, 

with yolks 

as pure as gold. 

FINAL_IllinoisReadsActivities_SE.notebook

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March 16, 2018

Feb 27­11:13 AM

IVVisualization Inference

FINAL_IllinoisReadsActivities_SE.notebook

9

March 16, 2018

Feb 27­2:09 PM

FINAL_IllinoisReadsActivities_SE.notebook

10

March 16, 2018

Feb 27­2:21 PM