Literature Studies Grade 5 Focus Genre: Poetry. Essential Question. Content/Academic Vocabulary. Focus Questions

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Roger Harvey
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1 Essential Question How does reading poetry provide a chance to explore and appreciate language? Content/Academic Vocabulary Alliteration Author s Purpose Ballad Cinquain Concrete Couplet Free Verse Haiku Hyperbole Idiom Imagery Inference Limerick Metaphor Meter Onomatopoeia Parody Personification Point of View Rhyme Rhyme Scheme Simile Spoonerism Stanza Stereotypes Style Symbolism Theme Verse Focus Questions What are the elements and structures of poetry that deepen the understanding of poetry? How is the structure of a poem important to what the poet is trying to convey? What is the author s purpose in writing this poem? Why have specific poets and their poetry stood the test of time? How does poetry help me make connections in my own life? How would changing poetic devices affect the meaning of a poem?

2 Student Outcomes Think about what you want the student to know and be able to do. Identify distinguishing features of different types of poetry (e.g. haiku, cinquain, shape, acrostic, limerick, free/verse, ode, ballad, sonnet). Interpret literary terms and explain how they improve poetry. Recite poetry or original poetry for an audience. Analyze poetry to interpret meaning. Identify famous poets and their works. Design and share Q-Matrix questions, focusing on stem numbers 13 36, that correspond to assigned texts. Compose original poetry of varying types. Write an essay that compares and contrasts poetry with a piece of literature, art, or music composition. Write constructed responses that compare and contrast two or more poems. ELA Focus Standards: Key Ideas and Details CCSS.ELA-Literacy.RL.5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. CCSS.ELA-Literacy.RL.5.2 Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text. CCSS.ELA-Literacy.RL.5.3 Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text (e.g., how characters interact).

3 Craft and Structure CCSS.ELA-Literacy.RL.5.4 Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes. CCSS.ELA-Literacy.RL.5.5 Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story, drama, or poem. CCSS.ELA-Literacy.RL.5.6 Describe how a narrator s or speaker s point of view influences how events are described. Integration of Knowledge and Ideas CCSS.ELA-Literacy.RL.5.7 Analyze how visual and multimedia elements contribute to the meaning, tone, or beauty of a text (e.g., graphic novel, multimedia presentation of fiction, folktale, myth, poem). (RL.5.8 not applicable to literature) CCSS.ELA-Literacy.RL.5.9 Compare and contrast stories in the same genre (e.g., mysteries and adventure stories) on their approaches to similar themes and topics. Range of Reading and Level of Text Complexity CCSS.ELA-Literacy.RL.5.10 By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 4 5 text complexity band independently and proficiently. Fluency CCSS.ELA-Literacy.RF.5.4 Read with sufficient accuracy and fluency to support comprehension. o CCSS.ELA-Literacy.RF.5.4a Read grade-level text with purpose and understanding. o CCSS.ELA-Literacy.RF.5.4b Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression. o CCSS.ELA-Literacy.RF.5.4c Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

4 Comprehension and Collaboration CCSS.ELA-Literacy.SL.5.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others ideas and expressing their own clearly. o CCSS.ELA-Literacy.SL.5.1a Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion. o CCSS.ELA-Literacy.SL.5.1b Follow agreed-upon rules for discussions and carry out assigned roles. o CCSS.ELA-Literacy.SL.5.1c Pose and respond to specific questions by making comments that contribute to o the discussion and elaborate on the remarks of others. CCSS.ELA-Literacy.SL.5.1d Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussions. CCSS.ELA-Literacy.SL.5.2 Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. CCSS.ELA-Literacy.SL.5.3 Summarize the points a speaker makes and explain how each claim is supported by reasons and evidence. Presentation of Knowledge and Ideas CCSS.ELA-Literacy.SL.5.4 Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace. CCSS.ELA-Literacy.SL.5.5 Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes. CCSS.ELA-Literacy.SL.5.6 Adapt speech to a variety of contexts and tasks, using formal English when appropriate to task and situation. Text Types and Purposes CCSS.ELA-Literacy.W.5.1 Write opinion pieces on topics or texts, supporting a point of view with reasons and information.

5 CCSS.ELA-Literacy.W.5.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly. Research to Build and Present Knowledge CCSS.ELA-Literacy.W.5.9 Draw evidence from literary or informational texts to support analysis, reflection, and research. o CCSS.ELA-Literacy.W.5.9a Apply grade 5 Reading standards to literature (e.g., Compare and contrast two or more characters, settings, or events in a story or a drama, drawing on specific details in the text [e.g., how characters interact] ). Phonics and Word Recognition CCSS.ELA-Literacy.RF.5.3 Know and apply grade-level phonics and word analysis skills in decoding words. o CCSS.ELA-Literacy.RF.5.3a Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context. Suggested Works: Poetry (Instructional Levels 3-6+) A Kick in the Head, Paul Janeczko (CC) Concrete Poetry: Technically, It s Not My Fault, John Grandits (CC) Creatures of Earth, Sea, and Sky, Georgia Heard (CC) Falling Down the Page, Georgia Heard (CC) Knock at a Star: A Child s Intro to Poerty, Ed Kennedy (CC) Love That Dog, Sharon Creech (CC) One Hundred Years of Poetry: For Children, Michael Harrison and Christopher Stuart-Clark Out of the Dust, Karen Hesse (CC) This is Just to Say: Poems of Apology, Joyce Sidman (CC) Suggested Individual Poems for Shared Reading Against Idleness and Mischief, Isaac Watts (CC) Carver: A Life in Poems, Marilyn Nelson (CC)

6 Casey at the Bat, Ernest Lawrence Thayer (CC) Dream Catchers, Ojibway (CC) Dreams, Nikki Giovanni Eletelephony, Laura Richards (CC) Freedom, William Stafford (CC) How Doth the Little Crocodile, Lewis Carroll (CC) I Hear America Singing, Walt Whitman (CC) I, Too, Sing America, Langston Hughes (CC) I m Nobody! Who Are You?, Emily Dickinson (CC) Jabberwocky, Lewis Carroll (CC) Joyful Noise: Poems for Two Voices, Paul Fleischman (CC) My Shadow, Robert Louis Stevenson (CC) Runny Babbit: A Billy Sook, Shel Silverstein (CC) The Eagle, Alfred Lord Tennyson (CC) The Echoing Green, William Blake (CC) The Mouse s Tale, Lewis Carroll (CC) The New Colossus, Emma Lazarus (CC) The Spider and the Fly, Mary Howitt (CC) The Star, Ann and Jane Taylor (CC) Time, Valerie Bloom (CC) Tis the Voice of the Lobster ( Lobster Quadrille ) (from Alice s Adventures in Wonderland) Lewis Carroll (CC) Twinkle, Twinkle, Little Bat (from Alice s Adventures in Wonderland) Lewis Carroll (CC) Riddles from Chapter Five, Riddles in the Dark, The Hobbit, J.R.R. Tolkien (CC) Tyger, William Blake (CC) Words Free as Confetti, Pat Mora (CC) You are Part of Me, Lloyd Carl Owle (CC) Possible Assessments: Formal Assessments- MAP w/ Descartes Special Ed Probes PSSA DRA

7 Summative Assessments- Discussion/Group Participation Self/Teacher Assessment Guided Reading Participation Weekly Response Journals tied to Independent Reading Focus Skills End of Book Tests Q-Matrix Constructed Reponses Story Elements Charting Organizational Constructs Vocabulary (Shared/Guided Reading) Words Their Way Assessments Making Meaning Assessments Writing Pieces using Common Core Writing Standards Oral/Slate Assessment Teacher Created Rubric (Rubistar) Culminating Book Projects Literature Studies

Unit 7.3: Poetry: My Identity English as a Second Language 8 weeks of instruction

Unit 7.3: Poetry: My Identity English as a Second Language 8 weeks of instruction STAGE 1 (Desired Results) Unit Summary: Transversal Themes: Integration Ideas: In this unit, the student reflects upon his/her own identity and develops an understanding of who he/she is in context to