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IllinoisReadsFinalCurriculumCIEP329IllinoisReadsBooks
TitleofBook Earthverse:HaikufromtheGroundUp
Writtenby:SallyM.WalkerIllustratedby:WilliamGrillPublished:CandlewickPress,2018FirstEdition.
TitleofUnit Anintroductiontoreading,understandingandwritinghaikusGradelevel(interest) 5thGrade ReadingGradelevel Grades2-4LexileLevel 650-770 GuidedReadinglevel NPA.PurposeforInstruction/EssentialQuestions/Theme
Thepurposeoftheselessonsistoengageearlymiddle-schoolagedstudentsinaneasyandaccessibleformofpoetry(thehaiku)aswellasthebasicstructureofpoetry.Italsoservestoengagestudentsindealingwithdifferentlearningstrategiesinordertoincorporatetheskillstheyneedinordertobecomeabetterreader.ThroughuseoftheinteractiveNotebook,studentswillbeabletolearntheselessonsinafunandinteractiveway.EssentialReadingMaterialsforunit:
1. StrategiesThatWord3rdEditionbyStephanieHarvey2. EarthVerse:haikufromtheGroundUpbySallyM.Walker
B.AlignmenttothedepthoftheCommonCore–StandardsaddressedandassessedCCSSELAStandards[Reading,Writing]4required,youmayidentifyupto6ifyouarewritingsixlessons
1. CCSS.ELA-LITERACY.RL.5.5 Explain how a series of chapters, scenes, or stanzas fit together to provide the overall structure of a particular story, drama, or poem.
2. CCSS.LA.LITERACY.RL.5.1 Quote accurately from a text when explaining what the text says
explicitly and when drawing inferences about the text.
3. CCSS.ELA.LITERACY.RL.5.7 Analyze how visual and multimedia elements contribute to the meaning, tone, or beauty of a text (e.g., graphic novel, multimedia, presentation of fiction, folktale, myth, poem).
4. CCSS.ELA.LITERACY.RL.5.9 Compare and Contrast stories in the same genre (e.g., mysteries
and adventure stories) on their approaches to similar themes and topics.
5. CCSS.ELA.LITERACY.RL.5.9 Compare and Contrast stories in the same genre (e.g., mysteries and adventure stories) on their approaches to similar themes and topics.
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6. CCSS.ELA.LITERACY.RL.5.6 Describe how a narrator’s or speaker’s point of view influences
how events are described.
C.StudentLearningOutcomes–Targetedunitgoals1. IcanunderstandthestructureandprocessionofthefirstfewpoemsinEarthVerse.2. Icaninferidentifythenamesofspecificobjectsandthemesfromthebookfromtheirdescriptions.3. Icanmatchtheimagesandnamesofthemesinthebookanddescribehowtheimagesandnamesrelatetooneanother.4. Icancompareandcontrastthesimilaritiesanddifferencesbetweeninformationaltextsandahaikuorthesametheme.5. Icancompareandcontrastthesimilaritiesanddifferencesbetweenahaikuandadifferenttypeofpoemofthesame
theme.6. Icancorrectlyidentifythethemeandstructureofahaikuandwritemyowninclass/forhomework.
Bloom’sLevelsAddressed:(Checkallthatapply)x.Rememberingx.Analyzingx.Understandingx.Creatingx.ApplyingD.TextSectionstobereadcloselywithplanstosupportreadinganddiscussion–identifypagesLesson1:ActivatingBackgroundKnowledge.Textpagesused:1-4and36.Bloomstaxonomy:understandingLesson2:MonitorComprehension.Textpagesused:5-14;37-39.Bloomstaxonomy:rememberingLesson3:DetermineImportance.Textpagesused:15-26;40-42.Bloomstaxonomy:applyingLesson4:Synthesize.Textpagesused:27-30and43.Bloomstaxonomy:analyzingLesson5:CompareandContrast.Textpagesused:31-34;44.Bloomstaxonomy:applyingLesson6:Summarize.Notextpagesusedunlessreviewisneededbystudents.Bloomstaxonomy:CreatingAcademicLanguagetobesupportedatword,syntaxanddiscourselevels
TierTwowords:Rocks,geology,EarthScience,Earth,atmospheric,surface,haikuTierThreewords:Core,Crust,mantle,minerals,igneous,sedimentary,metamorphic,fossils,Maiasaura,silica
VocabularyTier2Words
Tier3Words
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E.InstructionalLessonsResearchBasedStrategies[TiedtoSTW&standards]
1. ActivatingBackgroundKnowledgeusingtheSurfacingBigIdeaswithpersonalConnectionsstrategy(Harvey,2017)
2. MonitorComprehensionusingtheUnfamiliarWordsstrategy(Harvey,2017)3. DetermineImportanceusingDeterminingImportanceinText:TheNonfictionConnection(Harvey,
2017)4. SynthesizeusingtheDistractingConnectionsstrategy(Harvey,2017)5. CompareandContrastusingtheSynthesizingBigIdeasandCommonThemesacrossDifferentTexts
(Harvey,2017)6. SummarizeusingthemakingConnectionsbetweenSmallPoemsandOurLivesstrategy(Harvey,
2017)
Plansforfourinstructionallessons,includingexamplesoftextdependentquestions,graphicorganizersandtechnologybasedoriginalinteractivematerials
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LessonOne:
CCSS ELA Standard: CCSS.ELA-LITERACY.RL.5.5 Explain how a series of chapters, scenes, or stanzas fit together to provide the overall structure of a story, drama, or poem. EarthVersepagesused:Pages1-4Objective:RecognizethestructureofahaikuandtheprocessionofideasofthefirsttwopoemsProcedure:1. Askstudentstonameanykindofpoetrytheyhavepreviouslyencountered.2. Askthemforonecharacteristicofthosepoems3. Writedownthenamesofthepoemsandthecharacteristiconthesmartboard.4. Reviewthebasicvocabularyofpoetry(lines,stanza,formetc.)5. IntroducetheHaiku(backgroundfromJapan,5-7-5syllableform)6. ShowthemarandomHaikuandmodeltodeterminethesyllables(Ido)7. ReadfirstpoeminEarthVerse(pg.2)anddeterminethe5-7-5structurewithstudents(Wedo)8. ReadthesecondpoeminEarthVerse(pg.3)twotimes.9. Handoutphotocopies/printoutcopiesofthepoem.Studentswillunderlinethesyllablesandfigureout
the5-7-5pattern(youdo).10. Askstudentstowritedowntheirnamesonthefrontandonthebackofthepagewhattheythinkthetwo
Haikuswereabout.11. Wewillplayacrosswordgametosummarizetheclass(Day1:Unfamiliarwordscrosswordon
Technologypage)12. Asstudentsleave,theywillhandintheircopiesofthepoem(exitslip)TechnologyPage:Day1:Unfamiliarwordscrossword.Studentscaneithergotothecomputerandtypeinthewordsorfillthem
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inusingthepenfunction.Clueswillpopupwhenyoutapthenumberedsquares.Clueswillappearinthedrag-outtabtothebottomright.Dragthetabouttoseetheclues.Studentscancheckwhethertheygottheanswersrightbypressingthe“solve”tab.
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LessonTwo:
CCSS ELA Standard: CCSS.LA.LITERACY.RL.5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences about the text. EarthVersepagesused:Pages5-14;pages36-39Objective:Inferthemeaningsofspecifictermsthatappearwithinthepoemsusingcontextclues.Procedure:1. HandbacktheprintoutsoftheHaikufromyesterday2. UsingthepoemfromDay1(pg.4ofEarthVerse)reviewthe5-7-5syllableformofaHaiku.3. RevealthethemeoftheHaikusfrompg.1-4(referencepg.36ofEarthVerse).4. Havestudentsmakecorrectionsonthesamepageusingadifferentcolorpencil/pen.(Steps1-4arethe
FormativeAssessment)5. ReadEarthVersepg.5-14(Ido)6. Handoutaprintoutbookletofthepoemstostudentsandreadthepoemsagainwhilestudentsfollowalongon
theirbooklets(poemsonpg.5-14;informationpagespg.37-39).Stoptoaskquestionsaboutvocabulary.(Wedo)
7. Askstudentstoreadthebookletbythemselvesandidentifyunknownwords.Thengochecktheinformationpagesandfindandwritethedefinitionsnexttothevocabulary.(Youdo)
8. Playasmartboardgamecalledmatchthedefinitions.9. Studentswillhandintheirbookletsattheendofclass(exitslip)
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TechnologyPage:Day2:Matchthedefinitions.Studentswillusetheknowledgetheygainedfromlookingattheinformationpagestotryandmatchthedefinitionswiththecorrectvocabularywords.
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LessonThree:
CCSS ELA Standard: CCSS.ELA.LITERACY.RL.5.7 Analyze how visual and multimedia elements contribute to the meaning, tone, or beauty of a text (e.g., graphic novel, multimedia, presentation of fiction, folktale, myth, poem). EarthVersepagesused:Pages15-26;40-42Objective:RelatehowgraphicsandimagescanhelpusunderstandthethemeofaHaiku.Procedure:1. Askstudentstodoafive-minuteshortsketchofapieceofnature/naturaldisasterthattheyfindinteresting.
(FormativeAssessment)2. Teacherwillshowtheirsketchfirstandexplainwhytheydrewitandwhatitmeans3. Teacherwillaskforvolunteerstoexplaintheirdrawings(3student’smaximum)4. TeacherwillhandoutminibookletsforEarthVersepg.15-26;pg.40-42.5. Teacherwillreadeachpoemoutloudthreepoemswhilestudentsfollowalong.6. TeacherwillmodelhowtodeterminethemeaningofHaikufromthedrawings(Ido)7. Studentswillworkinsmallgroupsandtrytofigureoutwhatthesmallsymbolsoneachpagemeans.Teacherwill
assistwhenneeded.(Wedo)8. Studentswillwritetheiranswersandexplanationsontheboardusingpost-itnotes.(Youdo)9. Teacherwillrevealtheanswersandthegroupwiththemostcorrectanswerswillreceiveasmallprize
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TechnologyPage:Day3:Howcanpictureshelpusunderstandpoetry?Studentscaneitherwritedirectlyontotheboard(inwhichcase,duplicatetheslidesforhowevermanygroupsthereare)ortheycangetpost-itnotesandwritetheiranswersbeforestickingthemontotheboard.
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LessonFour:
CCSS ELA Standard: CCSS.ELA.LITERACY.RL.5.9 Compare and Contrast stories in the same genre (e.g., mysteries and adventure stories) on their approaches to similar themes and topics. EarthVersepagesused:Pages:27-30and43Objective:PreparealistdetailingthesimilaritiesanddifferencesbetweentwodifferentgenrestalkingaboutthesametopicProcedure:
1. Studentswillmakealistof10things,fiveabouthowinformationaltextsaresimilarandfiveabouthowtheyaredifferent.(FormativeAssessment)
2. Teacherwillmodeltwo/threeexamplesofhowtheyaresimilarordifferentfromoneanother(Ido)3. Teacherwillallowstudentstocomeuptotheboardanddragtherestoftheideasintothecorresponding
columnsandexplaintheirconclusion.(Wedo)4. Studentswillcomeuptotheboardandwriteintheirownideasfromtheirlist.(Youdo)5. Teacherwillreadaloudthehaikusfrompages27-306. Studentswillbegivenprintoutsoftext“HowGlaciersChangetheWorld”andwillfollowalongastheylisten
toanaudioonreadworks.a. Linkto“HowGlaciersChangetheWorld”:b. https://www.readworks.org/article/How-Glaciers-Change-the-World/2fc03150-4c8f-4b0e-8ddc-
53cd5bb3e71d#!vocabularySection:erosion/questionsetsSection:482/articleTab:content/c. Logintoreadworksforfurtherresourcessuchasvocabularyandcomprehensionquestionsfor
furthercomprehensionguidance.7. Studentswillthengobacktotheboardoneatatimeandmakeamendments/addtotheinformationalready
displayedonthesmartboardpage.(ExitSlip)
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TechnologyPage:Day4:HaikuVSInformationaltextsStudentswillmakealist,thenwritetheirownideasontotheboardaftertheyhavedraggedalltheideasatthebottomintotheboxes.Afterreadingthetext,theywillhavethechancetoamendoraddontotheirownideas.Teachersmayscreenshot/sniptheresultsandpostitontoGoogleclassroomsorotheronlineforumsforstudentstoreview.Thiscancountastheexitslipofthedayasithastheoriginalideasaswellasanychangesmadebystudents.
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LessonFive:
CCSS ELA Standard: CCSS.ELA.LITERACY.RL.5.9 Compare and Contrast stories in the same genre (e.g., mysteries and adventure stories) on their approaches to similar themes and topics.
EarthVersePagesused:Pages31-34;Page44
Objective:Arguehowotherpoetryandhaikuaresimilartoordifferentfromeachother.Procedure:
1. Teacherwillaskstudentsthecharacteristicsofahaiku2. Teacherwillaskwhetherornotstudentshaveheardoflimericksbefore.3. StudentswillmakeachartandwritealistoffivecharacteristicsthatonlybelongtoHaiku,fivethatonly
belongtothelimerick,andfivecharacteristicsthatcanbeappliedtoboth.(Formativeassessment)4. Teacherwillmodelforstudentsoneexampleofacharacteristicthatonlybelongstohaiku,onethatonly
belongstothelimerick,andonethatcanbelongtoboth(Ido)5. Studentswillgouptotheboardandwriteoneexampleeachfromtheirlistontotheboard,whetheritbea
similarityordifference.Teacherwillassistbyaskingthemtoexplaintheirchoices(Wedo)6. StudentswillcopytheVenndiagramwithhaikuinonecircleandchooseanothergenreofpoetry(from
examplesgivenoroneoftheirown)andwriteatleastfivesimilaritiesandcontrastsineachofthegivenspacesusingthepoemsfrompages31-34(handout)andbyresearchinganotherpoemofthesametheme,differentgenreontheinternet.(Youdo)
7. StudentswillhandintheirVennDiagramattheendofclass.(ExitSlip)
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TechnologyPages:Day5:CompletetheVennDiagram:Let’swrite!Teacherwillmodelfirstoneexampleofacharacteristicthatisdistinctlyhaiku,onethatisdistinctlylimerickandonethatappliestobothStudentswillcomeupandwritetheirownexamplesofeachandexplaintheirreasoningStudentswillthencopytheVenndiagram(intotheirnotebooksorontoapieceofpaper,dependingontheclass)andwritetheirownversionofwhattheydidontheboardinteractively.Theywillhanditinattheendofclasstoshowtheirunderstanding
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LessonSix:
CCSSELAStandard:CCSS.ELA.LITERACY.RL.5.6Describehowanarrator’sorspeaker’spointofviewinfluenceshoweventsaredescribed.EarthVersepagesused:N/A.Butifneededstudentscanreferbacktoanyofthepoetryorreferencepagesforguidance.Ortheycanusetheirminibooklets.Objective:WriteaHaikuanddrawabackgroundimageforitusingtheHaikuformandthemeofchoicefromyourperspective.Procedure:
1. TeacherwillaskstudentswhattheformoftheHaikuaswellaswhatthesignificanceofthebackgroundcandotohelpinterpretaHaiku.(Formativeassessment)
2. TeacherwilldemonstrateforthestudentshowtoidentifytheformoftheHaikuanddeterminethethemefromthebackgroundbychoosingarandomHaikufromanyofthepagesofEarthVerse.(Ido)
3. Studentswillworktogetherwiththeteachertocompleteananalysisoftheformofahaikuwrittenbymyselfontheboardaswellasdeterminethetheme.(Wedo)
4. StudentswillwritetheirownHaikuanddesigntheirownbackgroundusingcoloredpencils,coloredpensandotherartisticutensilsaswellascomeupwithacreativetitlefortheirownHaikuwrittenfromtheirownperspective.(Summativeassessment)
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TechnologyPage:Day6:WriteyourownhaikuTeacherwillchoosearandomHaikufromearthVerseandmodelhowtodeterminetheformandthemeoftheparticularhaiku.Studentsandteacher/swillworktogethertoidentifytheHaikubelow(writtenbyMs.Chien)StudentswillwritetheirownHaikubasedontheirownperspectiveanddesignacreativetitleandbackgroundforit.Thiswillbeconsideredtheirsummativeassessmentthatcaneitherbefinishedinclass(atleastthepoemifnotthecoloringinofthebackground)orathomeforhomework.
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PlansforFormativeandSummativeAssessmentlinkedtostandardsandlearningoutcomes(objectives)
FormativeAssessment:PreUnit:Iwillcreateamini-surveyinwhichIwillseewhetherstudentsunderstandtheconceptofHaiku,syllables,media-connection.LessonOneIwillreviewthebasicsofthepoeticformsingeneralandspecifictoHaiku.LessonTwoIwillhavestudentslookoverthethemeandformofthehaikuandreviewtheirmistakes(ifneeded)LessonThreeIwillhavestudentsdoafive-minutesketchofapieceofnature/naturaldisasterLessonFourIwillhavestudentsmakealistoftenthings,fiveabouthowinformationaltextsaresimilarandfiveabouthowtheyaredifferentLessonFiveIwillhavestudentsmakeachartandwritealistoffivecharacteristicsthatonlybelongtoHaiku,fivethatonlybelongtothelimerick,andfivecharacteristicsthatcanbeappliedtobothLessonSixIwillaskstudentswhattheformoftheHaikuaswellaswhatthesignificanceofthebackgroundcandotohelpinterpretaHaikuSummativeassessment:StudentswillwriteaHaikuinclassaccordingtotheHaiku5-7-5syllableformanddrawabackgroundimageforit,asshowninEarthVerse