FRAME THE LESSON
TEACHER:
CLASS:
5th Reading
LESSON DATE: 8/24-8/28
M T W TH F
Teaching Points & Activities
Student Expectations Bundled in Lesson
Noun=Underline
Verb=Italicize
Engage
Students will understand, make inferences and draw
conclusions about the structure and elements of poetry
and provide evidence from text to support their
understanding.
Explore
Students will analyze how poets use sound effects to
reinforce meaning in poems.
Students will understand how an author’s sensory
language creates imagery in literary text and provide
evidence from text to support their understanding.
Explain
Elaborate
Evaluate
Objective/Key Understanding:
Students will understand, make inferences and draw
conclusions about the structure and elements of poetry
and provide evidence from text to support their
understanding.
Create a ME board. Teacher will
have photos of themselves, fav
foods, movies, books, etc (could
be made on PPT.) Introduce
yourself to the students.
Create flip chart of sensory
language. Have students
brainstorm what sensory
language is (see ex below). Keep
this chart up all year long to
reference.
Students will use sensory words
to describe themselves.
Create a poem about themselves.
It could be about an event in their
life, a fav. Color, a physical
characteristic, anything.
By doing just a picture walk,
have the stds write possible
themes for the story.
Resources/Materials:
https://www.youtube.com/watch?
https://ww
https://ww https://www.you
v=CNiaYHZme_U Listen to the
w.youtube.
w.youtube tube.com/watch?
poem by Shel Silberstein, make
com/watch? .com/watc v=SGaeTJRV2
copies for students to read & write v=eOI5Mr7 h?v=g8Qp YU
on (See below). Do the same for
GQQM
sV7BThc
all engages.
Discuss tone, rhyme scheme & pattern. How was the reader using cadence
while reading? Review page 122-131 of Read anf Understand Poetry grade 5-6.
Students should each have their own copy of these pages to refer back to
through out the year.
Review Vocab and information on
pg 468 of Student Journeys Book.
Have students read the 3 poems in
partners.
Complete the Text to Text on
page. 471
Write a concrete poem and be
able to label your poem with
stanzas, rhyme scheme, and
analysis.
Read Seeds
on pg 19-21
of Read and
Understand
Poetry 5-6
Idioms pg
75 & pg
231 of
Student
Practice
Book
High Level Questions
How is the poet’s message in this poem enhanced by the repetition of a phrase over and over? *The
rhyme in this poem improves understanding of the poem’s message by — *What sound effects does
the poet use in this poem to focus on the poem’s message?
Read
Artist to
Artist on
pg 7-9 &
118-121
of Read &
Understan
d Poetry
Read Her
Daddy’s Hands
on pg 11-13 &
Grandmother
Coat pg 15-17 of
Read &
Understand
Poetry
Student Journeys
Book
Journeys Student
Practice Book
STAAR Diag
Connectoin
Read and
Understand
Poetry grades 5-6
(you can check
this book out
from your IC)
Pg 38-45 of
STAAR
Connection Diag
Stop & Check for
Understanding—
Critical Writing Prompt:
Have students create their own
poem using idioms.
Small Group Purposeful Talk Question Stems:
Closing Product/ Question/ Informal Assessment:
Students will read several poems and analyze
their structure and elements.
-
-
In the poem, what does the speaker mean by______?
In the poem, what is the speaker observing about ______?
What experience is most like the _____ experience in the poem?
Based on the poem, what will most likely happen next?
Which best describes the speaker’s point of view in the poem?
How would someone most likely feel about stanza ___ of the poem?
Which best describes the author’s purpose for writing this poem?
Vocabulary
Lesson Vocabulary:
Academic Vocabulary: sensory language, alliteration, internal rhyme, onomatopoeia, rhyme
scheme, figurative language, metaphor, simile, idiom, point of view.
Rigor & Relevance: (Real World Connection)
What is your favorite poem? Have
students read poems outside of class to
find their favorite poem and bring it to
class to share.
Ickle Me, Pickle Me, Tickle Me too.
Ickle Me, Pickle Me, Tickle Me too
Went for a ride in a flying shoe.
"Hooray!"
"What fun!"
"It's time we flew!"
Said Ickle Me, Pickle Me, Tickle Me too.
Ickle was captain, and Pickle was crew
And Tickle served coffee and mulligan stew
As higher
And higher
And higher they flew,
Ickle Me, Pickle Me, Tickle Me too.
Ickle Me, Pickle Me, Tickle Me too,
Over the sun and beyond the blue.
"Hold on!"
"Stay in!"
"I hope we do!"
Cried Ickle Me, Pickle Me, Tickle Me too.
Ickle Me, Pickle Me, Tickle too
Never returned to the world they knew,
And nobody
Knows what's
Happened to
Dear Ickle Me, Pickle Me, Tickle Me too.
Analysis
In the poem "Ickle Me, Pickle Me, Tickle Me too." there are three literary devices that after i found after i analyzed it. The first literary device i
found was Alliteration. Which is when there are a group of words that come from the same constant sound group, or sound group.
Ickle Me, Pickle Me, Tickle Me too
Went for a ride in a flying shoe.
"Hooray!"
"What fun!"
"It's time we flew!"
Said Ickle Me, Pickle Me, Tickle Me too.
The second literary device that I found was Assonance. Assonance refers to repetition of sounds produced by vowels within a sentence or phrase. For
example "Ickle Me, Pickle Me, Tickle Me too." The vowel "i" is repeated in the last three phrases, also the vowel "ee" in me repeats as well.
The third literary device i analyzed in this poem was the rhyme scheme. The rhyme scheme consists of every or every other sentence rhyming. For
example; Ickle was captain, and Pickle was crew
And Tickle served coffee and mulligan stew
As higher
And higher
And higher they flew.
In this poem the pattern for the rhyming sentence, is:
AA--A
Each Dash represents when the sentence doesn't rhyme, but repeats itself, like in this example- As higher And Higher.
Each A represents the lines in which the last words rhyme.
For Sale
One sister for sale!
One sister for sale!
One crying and spying young sister for sale!
I’m really not kidding,
So who’ll start the bidding?
Do I hear the dollar?
A nickel?
A penny?
Oh, isn’t there, isn’t there, isn’t there any
One kid that will buy this old sister for sale,
This crying and spying young sister for sale?
SMART
My dad gave me one dollar bill
'Cause I'm his smartest son,
And I swapped it for two shiny quarters
'Cause two is more then one!
And then I took the quarters
And traded them to Lou
For three dimes-- I guess he didn't know
That three is more than two!
Just then, along came old blind Bates
And just 'cause he can't see
He gave me four nickels for my three dimes,
And four is more than three!
And I took the nickels to Hiram Coombs
Down at the seed-feed store,
And the fool gave me five pennies for them,
And five is more than four!
And I went and showed my dad,
And he got red in the cheeks
And closed his eyes and shook his head-Too proud of me to speak!
The Little Boy and the Old Man by Shel Silverstein
Said the little boy, "Sometimes I drop my spoon."
Said the old man, "I do that too."
The little boy whispered, "I wet my pants."
"I do that too," laughed the little old man.
Said the little boy, "I often cry."
The old man nodded, "So do I."
"But worst of all," said the boy, "it seems
Grown-ups don't pay attention to me."
And he felt the warmth of a wrinkled old hand."I know what you mean," said the little old man.
This poem is about the conversation between a little boy and the "little" old man. The little boy is as neglected by the grown-ups as the "little" old man. The
message that is being conveyed is grown ups are selfish as they forgetten about their childhood and did not think about their future (when they are old). When
the grown ups were children themselves, they would surely want attention from grown ups. And yet, they don't pay attention to the little boy. The current
grown ups should also think further away. They will also become old and require a lot of care. However, they are not showing a good model to their children.
Their children may just treat them like they treated the "little" old man. I am sure they won't like it. Hence, the grown ups should care for the old and young
even though they may be clumsy and emotional. Shel Silverston used the conversation between the little boy and the little old man to have a direct
comparison between them. The comparison between the little boy and the little old bring out the message in the poem.