Student Resources
Teacher Resources
 

sadako

Sadako and the Thousand Paper Cranes

Teacher Resources

sadakostatue

TEACHER TIPS
and TOOLS

How to implement engaging research, including mini-skills lessons, and professional resources
TARGETED LEARNING STYLES

Field Dependent

Field Independent

 Visual

 Tactile

Active

Reflective

Global Understanding

Analytical Understanding

TIME FRAME:

clock


Research: 2-4 class periods in the library/computer lab.
Group Project Work: 1-2 class periods in the classroom


Grade Level/Content Area/Unit:
 Grade 6 English Language Arts: Shaping My Heritage

Focus:
Enduring Understanding
or Essential Question

How does learning about the historical period help you to better understand the novel Sadako and the Thousand Paper Cranes?

  • Develop and apply comprehension skills by reading and analyzing a variety of self-selected and assigned literary texts.
  • Analyze elements of narrative texts to facilitate understanding and interpretation.
    • Analyze details that provide information about the setting, the mood created by the setting, and the ways in which the setting affects characters.
  • Read critically to evaluate literary texts.
    • Identify and explain the relationship between a literary text and its historical and/or social context.
md flagMSDE Voluntary State Curriculum:
Library Media Content Standards/
Core LearningGoals

2A
1. Match resources to topic of interest or need.
3. Define and refine an information need by formulating compelling/effective questions.
3A
1. Use print resources efficiently and effectively.           
2. Use non-print resources efficiently and effectively.
3. Use computer/online/digital resources efficiently and effectively.
6. Evaluate the content of specific computer/online/digital resources to determine accuracy and relevance of content.
7. Use appropriate graphic organizers or note cards to record relevant information. 
8. Use own words to capture concepts and avoid plagiarism.
9. Record appropriate bibliographic information to cite sources.
5A
2. Apply critical thinking and problem solving strategies.
6A
1. Make decisions to facilitate effective communication of ideas.
7A
1. Exhibit respect for the intellectual property rights of others.

md flagIRA/NCTE National Content
Standards forEnglish Language Arts

  • Students read a wide range of print and nonprint texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world; to acquire new information; to respond to the needs and demands of society and the workplace; and for personal fulfillment. Among these texts are fiction and nonfiction, classic and contemporary works.
  • Students read a wide range of literature from many periods in many genres to build an understanding of the many dimensions (e.g., philosophical, ethical, aesthetic) of human experience.
National Information Literacy
Standards for Student Learning
(American Association of
School Librarians)
Standard 1: The student who is information literate accesses information efficiently and effectively.
Standard 2: The student who is information literate evaluates information critically and competently.
Standard 3: The student who is information literate uses information accurately and creatively.
Standard 8: The student who contributes positively to the learning community and to society is information literate and practices ethical behavior in regard to information and information technology.
Standard 9: The student who contributes positively to the learning community and to society is information literate and participates effectively in groups to pursue and generate information.
National Technology Education
Standards for Students
(International Society for
Technology in Education)
 2. Students practice responsible use of technology systems, information, and software.
3. Students use productivity tools to collaborate in constructing technology-enhanced models, prepare publications, and produce other creative works.
4. Students use a variety of media and formats to communicate information and ideas effectively to multiple audiences.
5. Students use technology to locate, evaluate, and collect information from a variety of sources.
enGauge 21st Century Skills
(North CentralRegional
Educational Laboratory)

Students who are information literate:

  • Identify and retrieve relevant information from sources; use technology to enhance searching.

  • Evaluate information in terms of credibility and social, economic, political, legal, and ethical issues that may impact it; use technology to facilitate evaluation

  • Evaluate the processes and products of these activities, including resulting social consequences.
Last update: July 2006
Created by: Becky Hoffman and Joyce Caldwell , Baltimore County Public Schools

BCPS Research Model, Copyright 2006, Baltimore County Public Schools, MD, all rights reserved.
This Research Module may be used for educational, non-profit school use only. All other uses, transmissions, and duplications are prohibited unless permission is granted expressly. The Baltimore County Public schools does not guarantee the accuracy or quality of information located on telecommunications networks. We have made every reasonable attempt to ensure that our school system's web pages are educationally sound and do not contain links to any questionable materials or anything that can be deemed in violation of the BCPS Telecommunications Policy. The linked sites are not under the control of the Baltimore County Public Schools; therefore, BCPS is not responsible for the contents of any linked site, links within the site, or any revisions to such sites. Links from BCPS Copyright © 2005 Baltimore County Public Schools, Towson, MD 21204, all rights reserved. Images used through subscription to clipart.com or public domain unless otherwise noted. Documents and related graphics may be duplicated for educational, non-profit school use only. All other uses, transmissions and duplications are prohibited unless permission is granted expressly. Contact Margaret-Ann Howie, Esq. 410-887-2646