i have a right!i.cdn.turner.com/cnn/tour/pdf/school.trip/grade4.pdf · i have a right! objectives...

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KEYS TO LEARNING

I HAVE A RIGHT!

OBJECTIVES• StudentswillunderstandthemeaningoftheFirstAmendmentoftheBillofRights.

• Studentswillunderstandtheconceptofafreepress.

• Studentswilldebatetheimportanceofafreepress.

MATERIALS• AccesstotheInternet

• Paperandpencils

PROCEDURE1. Writethefollowingsentenceontheboard,whichispartoftheFirstAmendmentoftheU.S.

Constitution:“Congress shall make no law respecting an establishment of religion, or prohibiting the free exercise thereof; or abridging the freedom of speech, or of the press; or the right of the people peaceably to assemble, and to petition the Government for a redress of grievances.”

2. Askstudentswherethissentencecamefrom.Iftheydonotyetknow,tellthemthatitcomesfromtheBillofRights,thefirsttenAmendmentstotheConstitution,andthattheywerewrittenaspartofacompromisethathelpedtogetthegetallofthestatestoagreetoit.YoumayusealistoftheBillofRightsWorksheet #1 OR:http://bensguide.gpo.gov/9-12/citizenship/rights.html

grade 4 pre-visit activity - 60-90 minutesSOCIAL STUDIES + LANGUAGE ARTS

Photo: CNN Center Atrium

http://bensguide.gpo.gov/9-12/citizenship/rights.html


KEYS TO LEARNING

I HAVE A RIGHT!

Youwillneedtoexplaineachrightinawaythattheycanunderstand.Ifnecessary,youcandirectthemtoawebsitethatexplainsinakid-friendlywaywhateachoftherightsactuallymeans.)ExplaintostudentsthattheBillofRightswaspassedtoprotectindividualpeoplefromanypotentialabusesofgovernment.

3. Askstudentstousecontextcluestowriteashortdefinitionofthewords“abridging,”“prohibiting,”and“redress.”

4. Formclassroomdebatingteams.Onesidewillarguefortheimportanceofhavingafreepress,theothersidewillargueagainsttheneedforafreepress.Remindstudentsthattheterm“freepress”alsoappliestotelevisionnews.Toprepareforthedebate,remindstudentsthattheyneedtofindevidenceorideastosupporttheirside.Notethatinaclassroomdebate,itdoesn’tmatterifthepersonarguingaparticularsidepersonallyagreesordisagreeswiththepositiontheyhavebeenassignedtotake.Thepointofaclassroomdebateistofindreasonstosupportthepositiontheyhavebeenassignedtoargue.

5. Whenfinished,askstudentswhatwasmostdifficultaboutsupportingthesidetowhichtheywereassigned.ReviewwhatwaslearnedabouttheFirstAmendment.

6. Askyourstudentstowritealetterasthoughtheyweregoingtosendittoacitizenofanothercountryinwhichfreedomofthepressisnotguaranteed.Askthemtoexplaintothatcitizenwhyafreepressisimportant.

CLOSING RemindstudentsthattheyareabouttogoontheInsideCNNStudioTour.CNNandothernewsorganizationswouldnotexistastheyarewithouttheFirstAmendmentprotectingtherightoffreespeech.TakeafewminutesandwatchoneoftheprogramsonCNN.Whenfinished,askstudentsifanypartofthatparticularbroadcastmightbeimpossibleinagovernmentinwhichfreespeechisnotallowed.

GIFTED CONNECTIONAskgiftedstudentstocreateasongoraplayabouttheBillofRightsandwhatrightsareoutlinedbythefirsttenamendments.Askstudentstopresenttheirsongorplaytotheclass.

ASSESSMENT1. Assessstudents’understandingoftheFirstAmendmentbyevaluatingtheinformationand

presentationoftheirdebateargument.2. Assessstudents’abilitytoworktogether.3. Usetheletterwritteninstep5toassessstudents’understandingoftheneedforafreepress

inafreesociety.

KEYS TO LEARNING

PROCEDURE (CON’T)

KEYS TO LEARNINGgrade 4 pre-visit activity - 60-90 minutesSOCIAL STUDIES + LANGUAGE ARTS


KEYS TO LEARNING

I HAVE A RIGHT!KEYS TO LEARNING

grade 4 pre-visit activity - 60-90 minutesSOCIAL STUDIES + LANGUAGE ARTS

LANGUAGE ARTS STANDARDS

ELA4LSV2 Thestudentlistenstoandviewsvariousformsoftextandmediainordertogatherandshareinformation,persuadeothers,andexpressandunderstandideas.

Critical Component:Whenrespondingtovisualandoraltextsandmedia(e.g.television,radio,filmproductionsandelectronicmedia)thestudent:

a.Demonstratesanawarenessofthepresenceofthemediainthedailylivesofmostpeople.

ELA4W2 Thestudentdemonstratescompetenceinavarietyofgenres.

Critical Component:Thestudentproducesinformationalwriting(e.g.report,procedure,correspondence)that:

a.Engagesthereaderbyestablishingacontext,creatingaspeaker’svoice,andotherwisedevelopingreaderinterest.anissueorsituation.

b.Framesacentralquestionaboutanissueorsituation.

c.Createsanorganizingstructureappropriatetoaspecificpurpose,audience,andcontext.

d.Includesappropriatefactsanddetails.

h.Providesasenseofclosuretothewriting

SOCIAL STUDIES STANDARDS

SS4CG2 ThestudentwillexplaintheimportanceoffreedomofexpressionaswrittenintheFirstAmendmenttotheU.S.Constitution.

interest.an


KEYS TO LEARNING

BILL OF RIGHTSgrade 4 SOCIAL STUDIESworksheet 1-A

FIRST AMENDMENT Congressshallmakenolawrespectinganestablishmentofreligion,orprohibitingthefreeexercisethereof;orabridgingthefreedomofspeech,orofthepress;ortherightofthepeoplepeaceablytoassemble,andtopetitiontheGovernmentforaredressofgrievances.

SECOND AMENDMENT AwellregulatedMilitia,beingnecessarytothesecurityofafreeState,therightofthepeopletokeepandbearArms,shallnotbeinfringed.

THIRD AMENDMENT NoSoldiershall,intimeofpeacebequarteredinanyhouse,withouttheconsentoftheOwner,norintimeofwar,butinamannertobeprescribedbylaw.

FOURTH AMENDMENT Therightofthepeopletobesecureintheirpersons,houses,papers,andeffects,againstunreasonablesearchesandseizures,shallnotbeviolated,andnoWarrantsshallissue,butuponprobablecause,supportedbyOathoraffirmation,andparticularlydescribingtheplacetobesearched,andthepersonsorthingstobeseized.

FIFTH AMENDMENT Nopersonshallbeheldtoanswerforacapital,orotherwiseinfamouscrime,unlessonapresentmentorindictmentofaGrandJury,exceptincasesarisinginthelandornavalforces,orintheMilitia,wheninactualserviceintimeofWarorpublicdanger;norshallanypersonbesubjectforthesameoffencetobetwiceputinjeopardyoflifeorlimb;norshallbecompelledinanycriminalcasetobeawitnessagainsthimself,norbedeprivedoflife,liberty,orproperty,withoutdueprocessoflaw;norshallprivatepropertybetakenforpublicuse,withoutjustcompensation.

SIXTH AMENDMENTInallcriminalprosecutions,theaccusedshallenjoytherighttoaspeedyandpublictrial,byanimpartialjuryoftheStateanddistrictwhereinthecrimeshallhavebeencommitted,whichdistrictshallhavebeenpreviouslyascertainedbylaw,andtobeinformedofthenatureandcauseoftheaccusation;tobeconfrontedwiththewitnessesagainsthim;tohavecompulsoryprocessforobtainingwitnessesinhisfavor,andtohavetheAssistanceofCounselforhisdefence.


KEYS TO LEARNING

BILL OF RIGHTS

SEVENTH AMENDMENT Insuitsatcommonlaw,wherethevalueincontroversyshallexceedtwentydollars,therightoftrialbyjuryshallbepreserved,andnofacttriedbyajury,shallbeotherwisereexaminedinanyCourtoftheUnitedStates,thanaccordingtotherulesofthecommonlaw.

EIGHTH AMENDMENTExcessivebailshallnotberequired,norexcessivefinesimposed,norcruelandunusualpunishmentsinflicted.

NINTH AMENDMENTTheenumerationintheConstitution,ofcertainrights,shallnotbeconstruedtodenyordisparageothersretainedbythepeople.

TENTH AMENDMENT ThepowersnotdelegatedtotheUnitedStatesbytheConstitution,norprohibitedbyittotheStates,arereservedtotheStatesrespectively,ortothepeople.

grade 4 SOCIAL STUDIESworksheet 1-B


KEYS TO LEARNING

HISTORY COMES ALIVE! grade 4 pre-visit activity - 2 sessions 60 minutes each + time to read stories aloudLANGUAGE ARTS

OBJECTIVES• Studentswillwriteastoryinthegenreofhistorical

fiction.

• Studentswillgothroughthewritingprocess.

• Studentswillunderstandtheimportanceofwritinginthenewsproductionprocess.

• Studentswillbecomefamiliarwiththegenreofhistoricalfiction.

MATERIALS• ChooseonevideonewscastfromtheCNNStudent

Newssitelocatedat:http://www.cnn.com/studentnews/ tousewiththisactivity.Youmaychoosetoday’snewscast,oranewscastfromthevideoarchive.Eachnewscastistenminuteslong.

• Choosethenewstranscriptthatgoeswiththenewscastchosenabove.Writtentranscriptsarelocatedontherighthandsideofthepageunder“ShowsandTranscripts.”Printoutonepagepergroupoftwostudents.

• Accesstoacomputer

• Paperandpencils

PROCEDURE1. RemindstudentsthatthefieldtriptoCNNiscoming

soon.Onthecomputer,showstudentstheCNNStudentNewswebsiteat:http://www.cnn.com/studentnews/ anddemonstratehowthesiteworks.Itwillhaveavideooftoday’snewsstoriespresentedbyananchoraswellastranscriptsofnewsprograms.Thereareotherinterestingsectionsofthepage,includingasectionofmapswhichcanbedownloaded.

2. Oncestudentsarefamiliarwiththepage,gotothenewscastyouhavechosenfortoday’sactivity.Askstudentstowatchtheten-minutebroadcast.Reviewthestoriesseen.

3. Askstudentstodefinethegenreofhistoricalfiction.


ELA4C1 Thestudentdemonstrates

understandingandcontroloftherulesoftheEnglishlanguage,realizingthatusageinvolvestheappropriateapplicationofconventionsandgrammarinbothwrittenandspokenformats.TheStudent:

c.Usesandidentifiescorrectmechanics(endmarks,commasforseries,capitalization),correctusage(subjectandverbagreementinasimplesentence),andcorrectsentencestructure(eliminationofsentencefragments).

g.Spellsmostcommonlyusedhomophonescorrectly(there,they’re,their,two,too,to).

ELA4LSV1 Thestudentparticipatesinstudent-

to-teacher,student-to-student,andgroupverbalinteractions.Thestudent:

b.Asksrelevantquestions.

f.Displaysappropriateturn-takingbehaviors.

g.Activelysolicitsanotherperson’scommentsoropinions.

h.Offersownopinionforcefullywithoutdomineering.

i.Respondsappropriatelytocommentsandquestions.

http://www.cnn.com/studentnews





KEYS TO LEARNING

HISTORY COMES ALIVE!

(Astorybasedonarealeventbutinwhichthecharactersandminoreventsarefictional.)Discussbooksormoviesstudentsmayhaveseenthatarehistoricalfiction,suchasThe Red Badge of Courage.

4. Tellstudentsthattheyaregoingtodivideintopairsanduseoneofthenewsstoriestheyhaveseentodaytoproduceapieceofhistoricalfiction.Explaintostudentsthatonceaneventhappens,itbecomespartofhistory.Theirstorieswillbeaboutveryrecenthistorythathashappenedwithinthelastfewdaysorweeks.Passoutatranscriptofthechosennewscast.

5. StudentswilluseoneofthenewsstorieswithinthenewscastasabackdropforastoryaboutafictionalcharacterwhohasbeenaffectedbyorwasinvolvedinthenewsstoryseenonCNNStudentNews.Thewrittentranscriptofthenewscastistobeusedasareferencetocheckfactsandevents.

6. Allowstudentstogothroughthewritingprocesstocreatetheirstory.Theywilluseprewriting,drafting,revising,editingandpublishing.

7. Dividetheclassintofourstory-readinggroups.Alloweachpairofstudentstoreadtheirstoryaloudtotheclass.

CLOSING

Discusswithstudentswhyascript(likethetranscriptthey’veread)isneededinnewsreporting.(Thestoryiswrittenfirstsothatallfactsareincludedandcheckedtomakesurethatthereportisaccurate.)Askstudentstothinkaboutwhatmighthappenifanchorsandcorrespondentsworkedwithoutawrittendocumenttouseduringtheon-airreport.Tellstudentsthatwhentheygoontheirfieldtriptheyaregoingtolearnwaysthatreportersmakesuretheyknowwhattosayonair.

PROCEDURE (CON’T)

grade 4 pre-visit activity - 2 sessions 60 minutes each + time to read stories aloudLANGUAGE ARTS

L.A. STANDARDS (CON’T))

ELA4LSV2Thestudentlistenstoandviewsvariousformsoftextandmediainordertogatherandshareinformation,persuadeothers,andexpressandunderstandideas.



ELA4W1 Thestudentproduceswriting

thatestablishesanappropriateorganizationalstructure,setsacontextandengagesthereader,maintainsacoherentfocusthroughout,andsignalsasatisfyingclosure.Thestudent:

a.Selectsafocus,anorganizationalstructure,andapointofviewbasedonpurpose,genreexpectations,audience,length,andformatrequirements.

b.Writestextsofalengthappropriatetoaddressthetopicortellthestory.

c.Usestraditionalstructuresforconveyinginformation(e.g.chronologicalorder,causeandeffect,similarityanddifference,andposingandansweringaquestion).


KEYS TO LEARNING

HISTORY COMES ALIVE!

GIFTED CONNECTIONAskgiftedstudentstoresearchotherprofessionsthatrequirewritingandtocreateadisplayshowinghowwritingimpactstheseprofessionstopresenttotheclass.Thiscouldbeintheformofachart,graph,etc.

ASSESSMENTAssessthestorywrittenbystudents.Youmayalsowantstudentstohandintheirpre-writingmaterialsforassessment.

grade 4 pre-visit activity - 2 sessions 60 minutes each + time to read stories aloudLANGUAGE ARTS

L.A. STANDARDS (CON’T)

ELA4W2 Thestudentdemonstrates

competenceinavarietyofgenres.

Critical Component:Thestudentproducesanarrativethat:

a.Engagesthereaderbyestablishingacontext,creatingaspeaker’svoice,andotherwisedevelopingreaderinterest.

b.Establishesaplot,setting,andconflict,and/orthesignificanceofevents.

c.Createsanorganizingstructure.

h.Providesasenseofclosuretothewriting.

ELA4W4 Thestudentconsistentlyusesa

writingprocesstodevelop,revise,andevaluatewriting.Thestudent:

a.Plansanddraftsindependentlyandresourcefully.

b.Revisesselecteddraftstoimprovecoherenceandprogressionbyadding,deleting,consolidating,andrearrangingtext.

c.Editstocorrecterrorsinspelling,punctuation.


KEYS TO LEARNING

WHAT’S GOING ON?grade 4 post-visit activity - 60 minutesSOCIAL STUDIES + LANGUAGE ARTS

OBJECTIVES• Studentswillunderstandwhystayinginformedand

votingisimportant.

• Studentswillunderstandtherollthemediaplaysininformingcitizens.

MATERIALS• Paperandpencils

• Posterboard

• Magicmarkers,crayons,andcoloredpencils

• Attached“Issues”stripsWorksheet #2

PROCEDURE1. AskstudentstodescribeCNN’smainfunction.

(tobringthenewstocitizensofmanynationsaroundtheworld)

2. Askstudentstodoa“Think,Pair,Share”by:

a. THINK-Thinkaboutwhatitwouldbelikeifnewsreportingwasunavailablethroughanymedia(television,Internet,newspapers,etc.).HowwouldtheUnitedStatesbedifferent?

b. PAIR-Getwithaneighborandcompareideas.MakealistofthingsthatwouldbedifferentintheU.S.iftherewerenonewsreporting.

c. SHARE-Askeachgrouptoshareafewoftheirideas.

3. Askstudentshowthislackofinformationwouldimpactacitizen’srighttoknow,andhowcitizenswouldmakevotingdecisions.Wouldthislackofinformationimpactacitizen’sabilitytochangethingsinhis/hercommunityorthenation?How?

4. AskstudentstopretendforafewminutesthattheyliveinaUnitedStatesinwhichtherearenonewspapers,Internet,magazinesornewsprogramsontelevision.Askstudentstogetintogroups.Eachgroupshouldpullone“issue”outofWorksheet #2


SS4CG2 Thestudentwillexplainthe

importanceoffreedomofexpressionaswrittenintheFirstAmendmenttotheU.S.Constitution.


importanceofAmericanssharingcertaincentraldemocraticbeliefsandprinciples,bothpersonalandcivic.

b.Explainthenecessityofobeyingreasonablelaws/rulesvoluntarily,andexplainwhyitisimportantforcitizensinademocraticsocietytoparticipateinpublic(civic)life(stayinginformed,voting,volunteering,communicatingwithpublicofficials).


KEYS TO LEARNING

WHAT’S GOING ON?KEYS TO LEARNING


ELA4LSV2 Thestudentlistenstoandviews

variousformsoftextandmediainordertogatherandshareinformation,persuadeothers,andexpressandunderstandideas.











ahatandfigureouthowtheywouldinformtherestofthecommunity,stateorcountryaboutthisissuewithouttheuseofthosemedia.

5. Discusstheproblemsfacedbystudentsingettinginformationouttocitizens.Relatewhattheydiscoveredtothedebatedoneinthesocialstudiespre-visitactivityconcerningtheneedforafreepress.

6. Askstudentstowritethreeparagraphsdescribingwhystayinginformedaboutcandidatesandissuesisimportanttovoters.Askstudentstoalsomakeaposterurgingvoterstostayinformedaboutaparticularissue.whichtheywereassignedtocover.Remindstudentsthatwhentheyinterviewpeopleintheschool,theyshouldactwithcourtsyandgoodmanners.

CLOSINGTalktostudentsaboutthevalueofthefreepressandthepartnewsorganizationsplayintheUnitedStatestoday.DiscusswithstudentswhytheythinkthefoundingfathersthoughtthathavingafreepresswassoimportantthatitisthefirstofthetenamendmentsintheBillofRights.DiscusswithstudentstherolltheInternetplaysininformingcitizensaboutissues.IsinformationontheInternetalwaysaccurate?Howdoesthesourceofinformationimpactaccuracy?

grade 4 post-visit activity - 60 minutesSOCIAL STUDIES + LANGUAGE ARTS


KEYS TO LEARNING

WHAT’S GOING ON?

L.A. STANDARDS (CON’T)









GIFTED CONNECTION: ARE ALL SITES ON THE INTERNET RELIABLE?Askgiftedstudentstolistentothenewsandchooseoneissueonwhichtheremightbedebateanddisagreement.AskstudentstouseonlytheInternettogetinformationonbothsidesoftheissue.Studentsshouldtokeeptrackofthesitesused.(Sitescanbecopiedandpastedintoadocument.)Studentswilldiscussthedifferentsitesusedtogetinformationanddetermineiftheyarereliableornot.AskstudentstogivetheirideasaboutwhydifferentsitesontheInternetareorarenotreliable,anddiscussthereasonstheyformedthatopinion.

ASSESSMENT1. Assesstheparagraphandpostermadeinstep7

abovetodecideifyourstudentsunderstandwhystayinginformedisimportanttothemascitizens.

grade 4 post-visit activity - 60 minutesSOCIAL STUDIES + LANGUAGE ARTS


KEYS TO LEARNING

ISSUESgrade 4 SOCIAL STUDIESworksheet 2

ISSUESPRINT AND CUT INTO STRIPS. PUT IN A CONTAINER AND ALLOW STUDENTS TO DRAW ONE.

Imagine that a park is being torn down to build a parking lot.

Imagine that a local school bond needs to pass in order to build a badly needed new school to replace one that was built in 1884.

Imagine that an elected official is accused of stealing money from the General Fund.

Imagine that there is a bill in the U.S. Senate to make the legal age to get a driving license throughout the country 21 years of age instead of 16.

Imagine that a state’s governor just died. There will be an election next month to elect another governor.

Imagine that there has been a terrible hurricane that hit one of the coastal states. Many people are without homes and food.

Imagine that Physical Education, Music and Art classes might be eliminated from all schools in a state in order to fund state legislators’ trips overseas.

Imagine that there is a national presidential election coming in two months. The only information you can get is through political campaign commercials. How do you get the facts?


KEYS TO LEARNING

EXPRESS IT IN HAIKU grade 4 post-visit activity - one hour for poem +one hour for waterccolor backgroundLANGUAGE ARTS

OBJECTIVES• Thestudentwillunderstandwhypeopleneedtowork

forthecommongoodofothersinthecommunity.

• Thestudentswilldiscussproblemsinavarietyofcommunitiesthatcanbeaddressedthroughactionsofcitizens.

• ThestudentwillcreateaHaikupoem.Worksheet #3

MATERIALS• Paperandpencil

• Largeconstructionpaper

• Watercolorpaints

• Blackpens

PROCEDURE1. Askstudentstothinkabouttimesthattheyhave

seenreportsonCNNandothertelevisionnewsprogramsthatgaveinformationaboutdisastersbothintheUnitedStatesandinothercountries.

2. Agreatdealofmoney,time,andsuppliesaredonatedtoorganizationsafterpeopleseetheneedthroughnewsbroadcasts.Askstudentsiftheyknowsomeonewhohasdonatedfood,clothing,money,etc.afterseeingtheeffectsofadisasterontelevision.

3. Ask students to define social responsibility.(Socialresponsibilityisavoluntaryfeelingofobligationtakenonbyoneormorepeople,tohelpothersinneedasopposedtoonlythemselves.)Ask students to explain what social responsibility has to do with being a good citizen.(Agoodcitizenseesthatthegoodofthecommunityasawholeisnecessarytothewelfareofallpeoplewithinthecommunity.)What social responsibilities do news organizations have?(toreportonimportantpoliticalissues,unfairpracticesandtreatmentofcitizens,environmentaldisasters,etc.)


ELA4LSV2 Thestudentlistenstoandviewvariousformsoftextandmediainordertogatherandshareinformation,persuadeothers,andexpressandunderstandideas.

Critical Component:Whenrespondingtovisualandoraltextsandmedia(e.g.televisionradio,filmproductions,andelectronicmedia)thestudent:


b.Evaluatestheroleofthemediainfocusingattentionandinforminganopinion.

ELA4W1 Thestudentproduceswritingthatestablishesanappropriateorganizationalstructure,setsacontextandengagesthereader,maintainsacoherentfocusthroughout,andsignalsasatisfyingclosure.Thestudent:

a.Selectsafocus,anorganizationalstructure,andapointofviewbasedonpurpose,genreexpectations,audience,length,andformatrequirement.


KEYS TO LEARNING

EXPRESS IT IN HAIKU KEYS TO LEARNINGgrade 4

post-visit activity - one hour for poem +one hour for waterccolor backgroundLANGUAGE ARTS

4. Writetheword“Community”ontheboard.Ask students to list all of the communities to which they belong,(e.g.school,sport,town,state,nation,world)

5. Makeachartontheboardwithfivesections.Writeoneofthefollowingwordsatthetopofeachsection:School,Town,State,Nation,World.Undereachheadingaskstudentstothinkofoneissueorproblemthatcouldbeaddressedinthiscommunitythroughpeopleworkingforthecommongood.(Forexample,ifthetownneedsanewlibrary,peoplecouldvotetopaymoretaxestobuildanewone.)

6. Toaddsomeinteresttotheactivity,askstudentstouseoneissuelistedinanyofthenamedcommunitiesandmakeaHaikupoemaboutthatit.AHaikuhasthreelinesthatdonotrhyme.Thefirstlinehasfivesyllables,thesecondsevensyllables,andthethirdlineagainhasfivesyllables.Haikupoemsoftenevokeanimageinthereader’smind.Remindstudentsthattheymaychoosetoincludeasolutionwithintheirpoem.UseWorksheet #3 called,“WritingaHaikuPoem”tohelpstudentsgettheideaofHaikupoetry.

7. Oncethepoemsarewritten,askstudentstousewatercolorpaintonalargepieceofconstructionpapertocreateabackgroundpicturethattellssomethingabouttheproblem.Forexample,ifthepoemisaboutwar,thepicturemightbeofexplosions.Ifthepoemisabouthunger,thepicturemightbeofanemptydinnerplate.Oncethepictureisdry,askstudentstouseablackpentowritetheirHaikupoemonthepicture.

8. Bindthepoemstogetherinaclassbookwiththetitle:“ExpressitinHaiku”



importanceofAmericanssharingcertaincentraldemocraticbeliefsandprinciples,bothpersonalandcivic.

a.Explainthenecessityofrespectingtherightsofothersandpromotingthecommongood.

PROCEDURE (CON’T)


KEYS TO LEARNING

EXPRESS IT IN HAIKU grade 4 post-visit activity - one hour for poem +one hour for waterccolor backgroundLANGUAGE ARTS

CLOSINGDiscusswithstudentswhyworkingforthecommongoodisimportanttothecommunity.Reviewwithstudentswaysthatnewsorganizationshelptopromotethecommongoodthroughinvestigationandreporting.

GIFTED CONNECTIONAskgiftedstudentstolookatotherformsofpoetrysuchasCinquain,Limerick,andAcrosticetc.andmakeaportfolioof3-5poemsaboutonecurrentpoliticalissueorproblemintheworldusingdifferenttypesofpoeticverse.

ASSESSMENT1. Informalassessmentcanbetakenduringthediscussiontoassessstudentunderstanding.

2. Assesspoeminstep6.


KEYS TO LEARNING

EXPRESS IT IN HAIKU grade 4 LANGUAGE ARTSworksheet 3

WRITING A HAIKU POEMHaikuPoemsaremadeinaveryspecialway.Thethree-linedpoemisbasedonsyllableswiththefirstlinehavingfivesyllables,thesecondlinesevenandthethirdlinefivesyllablesagain.Haikupoemsareoftenaboutnature,butalwaysmakeyoufeelorseeanimageinyourmind.AgoodHaikupoem“packsapunch”inonlyafewwordsandtheyarenotaseasytowriteasyoumightthink!Belowisoneexample:

EARTHQUAKEThe Earth shakes with hateHaiti’s people cry for helpThe world comes with love

NOW TRY ONE YOURSELF:

First start with a title:

The first line has five syllables

The second line has seven syllables

The third linehas five syllables

i have a right!i.cdn.turner.com/cnn/tour/pdf/school.trip/grade4.pdf · i have a right! objectives...

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