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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