Sadako and the Thousand Paper Cranes
Day 1:
Background Info:
- KWL chart for World War II and the atomic bomb…fill in the “K” for what is already known; fill in the “W” for what they want to know; fill in the “L” after reading the articles about WWII (can read together as a class, in smaller groups, or follow along as teacher reads aloud, and take notes in “L” column)
- Map of Japan…following completed map of Japan (make into a transparency and project at front of room or give students copies of the map provided), students fill in blank outline of Japan
- Ticket Out the Door…students either write or share out 3 things they learned about WWII and the atomic bomb
Day 2:
Pre-Reading/ Reading:
- Preview text…ask questions about the book cover (“What do you see?”/ “What do you think this book is going to be about?”); make predictions about the story, its characters, the main setting and plot
- Read Ch. 1-3, together as class (Suggested Reading techniques…follow along as teacher reads aloud/ Choral reading/ Popcorn Reading)
- Log today’s reading in individual journals (1 summary per chapter, using Setting/ Characters/ Summary graphic organizer)
- Ticket Out the Door…each student shares 1 of their chapter summaries
Day 3:
Reading:
- Review reading and summaries from previous day
- Read Ch. 4-6 (see suggestions from Day 2)
- Log reading in journals (1 summary per chapter, using graphic organizer)
- Ticket Out the Door…each student shares 1 of their chapter summaries
Day 4:
Reading:
- Review reading and summaries from previous days, so far
- Read Ch. 7 in small groups (suggested: 3 or 4 students per groups, or in pairs, depending on class size)
- Log reading in journals (1 summary, using graphic organizer)
- Complete Literature Circle Packet in assigned pairs or small groups (each student, if in pairs, would have 2 Literature Circle jobs to complete; if done in small groups of 3 or 4, each student should have 1 job each…1 person may have 2)…give students rest of class, and a portion of time at beginning of next day’s class, to complete Literature Circle jobs…share work with small groups or partner, then share out with the rest of the class (as a group or pair)…turn in all Literature Circle work for participation grade)
- Ticket Out the Door…each person shares their summary, or a key point of Ch. 7
Day 5:
Reading:
- Finish Literature Circle work from day before…share in assigned pairs/small groups, then share out with whole class
- Review Ch. 7
- Read Ch. 8-9 (see suggestions from Days 2 and 3)
- Log reading in journals (1 summary, using graphic organizer)
- Ticket Out the Door…each person shares one of their chapter summaries…turn in ALL journals, for a grade
Day 6:
Post-Reading:
- Review entire book…ask someone, or a few students, to summarize the main plot/theme of the book
- Write a letter…give each student a letter-writing prompt for Sadako and the Thousand Paper Cranes…students write a letter that Sadako might have written to the world about peace and hope
- Story Cube…give each student a story cube diagram to cut out and fold/glue together….students can color and then either write the answers to each question on the cube, or draw a picture (on separate paper) that portrays the answer to each question and cut out/glue on top of the question it goes to
- Ticket Out the Door…turn in letters and share story cubes
Day 7:
Poetry:
- Give each student an acrostic poem worksheet for Sadako…explain the acrostic and give each student a copy of the sample acrostic/read through together/check understanding…give students plenty of time to write acrostics, then share and turn in
- Give each student a Haiku worksheet…read the top of the worksheet together…explain the haiku assignment and give each student a copy of the sample haikus/ read through together/ check understanding…give students plenty of time to write haikus on worksheet, and to edit…then, give students time to either rewrite (in nice format on new paper) or type haikus and draw pictures or find images to go with the haikus for illustration
- Ticket Out the Door…turn in acrostic poems for grade
Day 8:
Poetry and Research:
- Give students time to finish typing/illustrating haikus, then share with whole class and turn in for grade
- Give students a Report Planner worksheet and have them fill out the top 2 parts, then give students plenty of time to research (using computers) Japan and take notes on Report Planner worksheet…give students the worksheet labeled “A Report on Japan”…have them either use this worksheet to write a one-page report on Japan, or give them time to type…have them also find pictures to go with their reports, researching at least one topic of interest, in regards to Japan
- Ticket Out the Door…leave reports and research with teacher, or put away in a safe place to continue the next day!
Day 9:
Research:
- Give students plenty of time to finish research on Japan, write reports, and find pictures and organize
- Give students “Did You Know…” worksheet (2 cards per student)…have students fill in 2 “Did You Know…” cards, using the facts they found on Japan…color and cut out/ glue onto construction paper (if available)
- Ticket Out the Door…tie up all loose ends with research and Fact cards and put away or turn in for the next day
Day 10:
Reports:
- Share reports on Japan, and pictures, with whole class…turn in for grade
- Finish “Did You Know…” cards…share fact cards with whole class…give students tape and have them hang up all cards around the classroom
- Ticket Out the Door…have students either share, in writing or orally, 2 things they remember from Sadako and the Thousand Cranes and 2 things they learned, in listening to their classmates, about Japan…turn in