CHAPTER 2
Follow these guidelines to link the topic and focus text to the content area.
ENGLISH LANGUAGE ARTS
the top to the bottom of the body. The poem closes with the idea that when we see a person and their exterior body, our views are limited, but the entirety of the body, belongs to love. It carries the essence of Rumi’s other works. It is grounded in love and the need to see the love in ourselves and each other.
LESSON ELA
Connect instruction to a national learning standard.
SUGGESTED CCSS LEARNING STANDARD
Use these optional texts to continue to support learning about the topic, especially if you’re a teacher who extends the CHRE framework questions into a unit plan. I encourage you, too, to choose texts on your own. But remember, children’s learning is accelerated when they read across multimodal texts. So, when choosing layered texts, consider diverse genres, authors, modes, and content. MAKE AN ELA CONNECTION Use information in this section to connect the topic and text to the content area, as well as to a national learning standard. This lesson connects to English language arts because students will ask and answer questions of literature to show understanding of the text. Students are encouraged to ask and answer questions about Rumi, the poem, the heart, and love. Together, read the focus text and the background of the poem, author, and the theme of love. Ask students what is most intriguing or interesting about the focus text and background information and message of the poem. Encourage them to define what love means to them and how it looks in their lives. Share what love means to you, too. Then, ask students to develop questions from the content of the poem and answer them together. As students learn about the heart, love, and Rumi, help them understand love helps to make the world a better place. Urge students to consider how love is joyful when it is felt throughout our bodies. APPLY THE CHRE FRAMEWORK Continue the lesson by asking and discussing the following pursuit-driven questions. IDENTITY: What does the word love mean to you? SKILLS: What are some questions you have about “Love Came”? INTELLECT: How is love connected to the heart? CRITICALITY: How do loving hearts help to make the world better? JOY: How is love joyful when it is felt throughout our bodies? LAYERED TEXTS TO SUPPORT THE LEARNING • Biography of Rumi • Short informational article on the functions of the heart • Images of the physical and metaphoric heart • Quotations by Rumi • Images and short history of the first stethoscope, the medical invention for listening to someone’s heart
ELA-LITERACY. RL.1: Students will ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. EXTEND THE LESSON •Have students lie on large sheets of paper, trace their bodies, and mark the location of the heart. Then have them write • Encourage students to write their own poems on love and the heart. •Invite students to create stethoscopes from a rolled-up sheet of paper or other item (e.g., paper- towel tube, funnel) and listen to each other’s hearts. characteristics of love on the different parts of the body.
Stretch engagement and learning with these optional experiences that connect to the PDL’s topic. They are designed to be joyful and interactive experiences that children do together and with you.
Ask these pursuit- driven questions directly to children— and give them plenty of time to respond. Be sure to share your responses, too, so they learn from you. If they need to return to the focus text to respond
to a question, let them. If you’re a classroom teacher, you may want to extend this section into a lesson or unit plan by creating learning objectives, daily instruction, and assessments based on the questions.
Use these optional texts to continue to support learning about the topic, especially if you’re a teacher who extends the CHRE framework questions into a lesson or unit plan. I encourage you,
too, to choose texts on your own. But remember, children’s learning is accelerated when they read across multimodal texts. So, when choosing layered texts, consider diverse genres, authors, modes, and content.
CHAPTER 4: ENGLISH LANGUAGE ARTS
CHAPTER 2: CONDITIONS FOR DOING THE WORK
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