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SamanthaEtzkorn2018
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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
2
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
3
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
7
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
8
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
