Grade level: Fourth Grade

Content Area: Reading, Writing, and Comprehension

Colorado Academic Standard:

Oral Expression and Listening- a. Engage effectively in a range of

collaborative discussions (one-on-one, in groups, and teacher-led) with
diverse partners on grade 4 topics and texts, building on others ideas and
expressing their own clearly. (CCSS: SL.4.1)
ii. Follow agreed-upon rules for discussions and carry out assigned roles.
(CCSS: SL.4.1b)
Researching- a. Conduct short research projects that build knowledge
through investigation of different aspects of a topic. (CCSS: W.4.7)
ii. Present a brief report of the research findings to an audience
Reading for all Purposes- vii. Consult reference materials (e.g.,
dictionaries, glossaries, thesauruses), both print and digital, to find the
pronunciation and determine or clarify the precise meaning of key words and
phrases. (CCSS: L.4.4c)

WIDA Standard: English Language Learners communicate information, ideas, and

concepts necessary for academic success in content area of Language Arts

Overview of Activity (explanation/instructions)

For this activity students will be introduced to the short chapter book Sadako and
the Thousand Paper Cranes written by Eleanor Coerr. This activity focusses on
building historical and cultural background information before reading the text so
that students are able to comprehend the text in more depth. Take note that down
below is only a few of the many before and during reading activities that would
need to occur for students (especially Emergent Bilinguals) to fully comprehend
and understand events that take place throughout the chapter book.
Materials Need: Poster board, Sadoako and the Thousand Paper Cranes books one
for each student, markers, tech resources so students can look up info if necessary,
Exit-Ticket slip printed up.
Step 1: Introduce The Text:
a. Pass out the text to each student while briefly giving an overview of what the
chapter book will be about. This overview shouldnt give all the details away,
because we want students to remain engaged while reading and to question
what will happen next. However, we do enough of an overview so that the
information helps students prepare for their reading process.
Overview might sound something like:
Today, we will be diving into this chapter book called Sadako and the
Thousand Paper Cranes. This book is about an Asian girl named Sadako. Just
 like most of you Sadako is a young active, and optimistic child who has hopes
and dreams for her future. However, Sadako is unexpected diagnosed with a
sickness called leukemia which was caused by radiation poisoning. Before we
begin reading the text as a class there are some very important concepts we
must understand, which we will get to here in a couple of minutes. But first I
want each table group to do a picture and title walk through. Somethings I
want your groups to focus on is coming up with a prediction about what will
happen throughout the text and also to come up with at least three questions
about the text. Make sure as a group to write down your ideas and questions
this recoding sheet that Ill be coming around and handing out.

Step 2: Have Student Preview Books In their Table Groups

Give students 5-6 minutes to explore the book and brainstorm prediction/questions.
Have them focus on title of chapters, and picture. Students in their table groups are
a loud and encourage to share thoughts with each other. Direct students to come up
with one main prediction among the groups, and three stirring questions that have
over the text. When students finish instruct that one or two individuals from each
group should go up and record question on whiteboard. This will help the teacher
assess the overall sense that her students have over the topic.
Step 3: Recording Questions on Whiteboard
Have one person from each table come up and write down two of their questions (2-
3 min.)
Step 4:
Depending on the type of questions students have you might need to answer a few
on the spot, or if the questions are over what events will happen throughout the
story tell students that you are going to record them and we will see if they get
answered throughout the reading process.

Step 5: Vocabulary/Background Knowledge Foundation (15-20 minutes)

a. For this activity, you want to make sure to have heterogeneous groups
(meaning a mixture of students with all different levels of skills and abilities in
different aspects). Such differentiations of groups will allow students to
scaffold each others learning process in different ways.
b. Each group will be assigned one of the following words to explore, research,
draw pictures or pull up pictures, and build content knowledge on.

Words are:
World War II
Atom Bomb
 Radiation

c. Have students create visual graphic organizer like a web for this group work
activity on large poser board paper.
d. Have students choose their role within the group roles: Presenter, recorder,
researchers
e. Announce role change periodically throughout work time. This way each
student get a chance at each role within the group.

Step 6: Work Group Closure (10-12 minutes)

- Have each group present and go over their collected graphic organizer.
Ask if there is anything that other students know and would like to add.
- Have students that arent presenting jot down a few major aspects from
the group of students who are presenting web.
- While students go over each poster, add onto definitions if necessary.
Also, have the class help come up with a physical gesture for the word
Atom bomb to help students remember what it is.
Step 7: Assessing Students Takeaways: (5 minutes)
- Have Students collectively work in pairs (with the person sitting next to
them at group table) on and Exit-Ticket that includes two-main takeaways
and one question they still have over the background words related to the
story.
Step 8: Collect Exit-Tickets