ESL Level II Visions Green Module 1:5 Lesson Plan for 90 minute class Sadako and the Thousand Paper Cranes Excerpt from a novel by Eleanor Coerr ESL Level II Visions Green Module 1:5 Lesson Plan for 90 minute class WIDA Language Proficiency Standards addressed in this lesson: English Language Proficiency Standard 1: English language learners communicate for Social and Instructional purposes within the school setting. English Language Proficiency Standard 2: English language learners communicate information, ideas, and concepts necessary for academic success in the content area of Language Arts. English Language Proficiency Standard 3: English language learners communicate information, ideas, and concepts necessary for academic success in the content area of Mathematics English Language Proficiency Standard 5: English language learners communicate information, ideas, and concepts necessary for academic success in the content area of Social Studies.

Bell Ringer Choose the picture you like best. Write one sentence telling why you like it. Write two sentences that describe it. Make a guess as to where it is in the world. Slide 2- Have this slide up as students enter class. Estimated time 5-7 minutes Activating Strategy/ Motivator/ Hook This slide will be up on the smart board when the students enter the room. Students will have 5-7 minutes to complete this activity. Students should work in small groups to complete activity and be prepared to share answers with the class. TEAM Descriptors: Motivating Students/ Lesson Structure and Pacing / Activities and Materials / Questioning / Grouping Students

Objectives By the end of the lesson today I will be able to demonstrate that: I can write and tell why I like a picture. I can tell which distance is shorter. I can identify & write causes and effects in Sadako’s life. I can tell how the paper cranes are like cards. I can listen to and write about Sadako’s influence on others. Slide 3- Estimated Time 2-3 minutes WIDA- Social and Instructional Language-Express personal preferences and give reasons for selection from visuals WIDA- Language of Math– Tell how to solve a problem given visual support. WIDA- Language of Language Arts- Match cause of influences on familiar people’s lives with effect using visuals and multi- sentence text. WIDA- Language of Language Arts-Relate symbolism using visual support to personal experiences WIDA- Language of Social Studies- Describe contributions of significant individuals TEAM Descriptors: Standards and Objectives / Presenting Instructional Content

JAPAN FAST FACTS OFFICIAL NAME: Japan FORM OF GOVERNMENT: Constitutional monarchy with parliamentary government CAPITAL: Tokyo POPULATION: 127,103,388 OFFICIAL LANGUAGE: Japanese MONEY: Japanese yen AREA: 145,883 square miles (377,835 square kilometers) MAJOR MOUNTAIN RANGES: Japanese Alps MAJOR RIVERS: Biwa, Inawashiro, Kasumigaura Slide 4- Estimated time 2-3 minutes Web Reference: http://kids.nationalgeographic.com/explore/countries/japan/ You may want to bring in a little more background information about Japan. Suggested Resources for more information: http://www.infoplease.com/country/japan.html http://www.factmonster.com/ipka/A0107666.html http://www.countryreports.org/country/Japan.htm TEAM Descriptors: Presenting Instructional Content / Activities and Materials / Teacher Content Knowledge

JAPAN Where is Japan in relation to the United States? Slide 5- Estimated time 3-4 minutes Point out where we are in Knoxville, Tennessee, U.S.A. Ask--Would it be faster to fly West from California or East from New York to get to Japan? From La Guardia to Heathrow to Tokyo = 9,390 miles. From LAX to Tokyo = 5,470 miles. You may want to let students calculate this. Web Reference: http://www.webflyer.com Ask students how they can tell which distance is shorter. TEAM Descriptors: Motivating Students / Presenting Instructional Content / Activities and Materials / Questioning / Teacher Content Knowledge / Thinking / Problem-Solving Where is Japan in relation to the United States?

Japan Locate the capital- Tokyo. Locate Hiroshima. Locate Nagasaki. Slide 6- Estimated Time 5-7 minutes As students locate the three cities, provide background knowledge about the United States’ bombings of Hiroshima and Nagasaki and that it was in response to the bombing of Pearl Harbor. You may want to explain the difference between the atomic bombs used in 1945 and the types of bombs previously used. These atomic bombings effectively ended WWII. You may want students to turn to a shoulder partner and speculate about why those cities were chosen instead of the capital. Provide more background knowledge that Nagasaki was not the first choice but that there was cloud cover over Kokura and so military officials had to make a quick decision as to which would be the second city bombed. For more in-depth information: http://www.hiroshima-remembered.com/ TEAM Descriptors: Motivating Students / Presenting Instructional Content / Activities and Materials / Grouping Students / Questioning / Teacher Content Knowledge Locate the capital- Tokyo. Locate Hiroshima. Locate Nagasaki.

Atomic Bomb and Its Aftermath Slide 7- Estimated time 3-5 minutes It is important to note that one of the research and development facilities responsible for the creation of the atomic bomb was located in Oak Ridge, Tennessee only a short drive from Knoxville. For more in-depth information: http://www.historynet.com/oak-ridge-the-town-the-atomic-bomb-built.htm TEAM Descriptors: Presenting Instructional Content / Activities and Materials / Teacher Content Knowledge

Radiation Sickness Early Symptoms- nausea, vomiting, diarrhea, fever Later Symptoms- dizziness, weakness, fatigue, hair loss, infections Note: Several years after the Hiroshima and Nagasaki bombings a higher incidence of Leukemia was reported among radiation victims Slide 8- Estimated Time 2-3 minutes Web Source: Mayo Clinic http://www.mayoclinic.org/diseases-conditions/radiation-sickness/basics/symptoms/con-20022901 Text Reference: Visions Green p. 55 TEAM Descriptors: Presenting Instructional Content / Activities and Materials / Teacher Content Knowledge

Sadako and Her Statue Slide 9- Estimated Time 4-5 minutes Web Sources: Google Images / Wikipedia/ Hiroshima International School Sadako Sasaki was a Japanese girl who was two years old when the atomic bomb was dropped on August 6, 1945, near her home next to the Misasa Bridge in Hiroshima, Japan. Sadako seemed to be fine for several years. In November 1954, Sadako developed swellings on her neck and behind her ears. In January 1955, purple spots had formed on her legs.She was hospitalized on February 20, 1955, and given, at the most, a year to live. On August 3, 1955, Sadako's best friend Chizuko Hamamoto came to the hospital to visit, and cut a gold piece of paper into a square to fold it into a paper crane. in reference to the ancient Japanese story that promises that anyone who folds a thousand paper cranes will be granted a wish. During her time in the hospital her condition progressively worsened. Around mid-October her left leg became swollen and turned purple. After her family urged her to eat something, Sadako requested tea on rice and remarked "It's tasty." Those were her last words. With her family around her, Sadako died on the morning of October 25, 1955 at the age of 12. In 1958, a statue of Sadako holding a golden crane was unveiled in the Hiroshima Peace Memorial Park.. At the foot of the statue is a plaque that reads: "This is our cry. This is our prayer. Peace in the world." There is also a statue of her in the Seattle Peace Park. Her story is told in some Japanese schools on the anniversary of the Hiroshima bombing. Dedicated to Sadako, people all over Japan celebrate August 6 as the annual peace day. Teacher may have individual students read this or other information about Sadako while this slide is displayed. TEAM Descriptors: Presenting Instructional Content / Activities and Materials / Grouping Students / Teacher Content Knowledge

Paper Cranes Slide 10- Estimated Time- 1 minute Web Source: Google Images- Paper Cranes Hanging From Parasol Teacher may want to have a paper crane that he/she has created as an example or may want to fold one while displaying this slide. TEAM Descriptors: Motivating Students / Presenting Instructional Content / Activities and Materials / Teacher Content Knowledge

Paper Cranes Slide 11- Estimated Time 1 minute Web Source: Google Images Paper Crane Chandeliers Teacher may want to have a paper crane that he/she has created as an example to show to students. TEAM Descriptors: Motivating Students / Presenting Instructional Content / Activities and Materials / Teacher Content Knowledge

Historical Fiction Setting Character Plot The time and place of a story- some are made up Character The people in a story- some are made up Plot What happens in a story- Beginning Middle End Slide 12- Estimated Time 3-4 minutes Text Reference: Visions Green p. 56- You may want students to have their books open to p. 56 while you explain this slide. For more advanced students who may question why this story is not called a Biography, the teacher may explain that Biographies are true stories that are written about real people. Because part of this story is made-up, it doesn’t qualify as a Biography. Make sure that students are aware that Sadako Sasaki was a real person. The story Sadako and the Thousand Paper Cranes, however, is historical fiction. While it is based on a true story, parts of the story have been made up. TEAM Descriptors: Presenting Instructional Content / Activities and Materials / Teacher Content Knowledge

Read the Story in Your Text Slide 13- Display while students are reading the story in the text pp. 58-63 Estimated Reading Time- 20-25 minutes– Assumes that vocabulary from the story has been pre-taught before this lesson is presented. Encourage students to have vocabulary list beside them as they are reading. Teacher has students read with a shoulder partner. Teacher instructs students to both ask and answer the questions. Teacher calls on volunteers and non-volunteers to answer questions at the conclusion of the reading. Teacher circulates during reading to provide support and monitor student work. Be sure to add to the end of the story- In the novel, Sadako’s schoolmates hear that she only finished 644 cranes. To honor her, they finished making the 1000 cranes. (356 cranes) Note of Interest: The Japanese American History Museum in Los Angeles has a section devoted to the paper cranes. It has several strands of cranes hanging from the ceiling. They provide the paper and instructions and visitors to the museum are encouraged to add to the museum’s crane collection. TEAM Descriptors: Motivating Students / Presenting Instructional Content / Activities and Materials / Teacher Content Knowledge / Questioning / Academic Feedback / Grouping Students / Thinking Essential Questions to Consider While Reading How are Sadako’s cranes similar to the U.S. custom of sending cards to someone who is ill? Do the cranes have the intended effect? How do Sadako’s schoolmates honor her memory?

Cause and Effect Review Sadako was around the radiation that the bomb left behind… Chizuko wanted Sadako to get well… Masahiro noticed there wasn’t enough room on the table for the cranes… People want to remember Sadako and her paper cranes….. (Hint: So each year they….) Slide 14 Estimated Time 4-5 minutes Text Reference: P. 56 ( P. 56 talks about using “because” to understand the chart. Another way to explain the cause and effect chart is to think of the line between the two sides as meaning “therefore”.) Walk students through finding the answers in the text. This is both an oral and a written review. Teacher may instruct students to write on their own paper or may provide a copy of this chart to each individual student. TEAM Descriptors: Presenting Instructional Content / Activities and Materials / Teacher Content Knowledge / Thinking / Problem-Solving

Extension Activities Blue Group- Riyam, David, Jose Green Group- Catalina, Nisreen, Jean, Manuel Yellow Group- Jorge, Adan, Samuel Look at the activities for your group. Choose one activity that you will complete on your own. Let your teacher know which you have chosen. Start working on your activity. Activities which require on-line research will state “Device Required”. Slide 15- This slide is displayed the entire time that students are working in small groups. Estimated Small Group Work Time- 20 minutes today. (Teachers may want to let students know at this time that they will have another opportunity to complete the small group activity tomorrow during class time. ) Although listed in the lesson plan as Advanced, Grade Level and Emergent Learners, it is important to note that students see them as colored groups. To add anonymity to the levels, teachers may want to shuffle or change group colors from project to project. Teacher circulates during group work to offer support and monitor student work. Blue Group= WIDA Level 3/4. Green Group= WIDA Level 2. Yellow Group= WIDA Level 1 TEAM Descriptors: Motivating Students / Activities and Materials / Teacher Knowledge of Students / Academic Feedback / Grouping Students / Thinking / Problem-Solving

Reflection / Wrap-Up What were our objectives today? Have we met our objectives? What have we learned about Japan, the atomic bomb, Sadako, paper cranes? What have we learned about Japanese culture today? How is it similar to or different from either U.S. culture or your culture? Take 3 minutes in your small groups to discuss these questions and be ready to share out with the class. Slide 16- Estimated Time 4-5 minutes Teacher leads discussion of each of these questions. Teacher reminds students to put their work back in their Activities or Project folder. Teacher explains that they will have another opportunity to finish the projects on subsequent days. TEAM Descriptors: Standards and Objectives / Presenting Instructional Content / Questioning / Problem-Solving

Ticket Out the Door We’ve learned a lot about Japan, Japanese Culture, the Atomic Bomb, and the meaning of paper cranes through the life of Sadako Sasaki today. On your ticket out the door, if you could tweet one thing about Sadako and her influence on Japanese culture that you learned, or that had the most impact on you today, what would it be? Create a Tweet on your Ticket Out the Door and hand it to me as you exit the class. Slide 17- Estimated Time 3-4 minutes Teacher may say Many of you have a Twitter account and you tweet things frequently. Others may not have an account but you know what it is. Teacher may have a picture of a tweet he/she has posted as an example. Teacher moves around room helping students as needed, especially those at proficiency level 1. Team Descriptors: Standards and Objectives / Motivating Students / Presenting Instructional Content / Lesson Structure and Pacing / Activities and Materials / Questioning / Thinking / Problem-Solving