Literature Studies
Grade 5
Focus Genre: Poetry
Essential Question
How does reading poetry provide a chance to explore and appreciate language?
Content/Academic Vocabulary
Alliteration
Free Verse
Limerick
Personification
Stanza
Author’s Purpose
Haiku
Metaphor
Point of View
Stereotypes
Ballad
Hyperbole
Meter
Rhyme
Style
Cinquain
Idiom
Onomatopoeia
Rhyme Scheme
Symbolism
Concrete
Imagery
Parody
Simile
Theme
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?
Couplet
Inference
Spoonerism
Verse
Literature Studies
Grade 5
Focus Genre: Poetry
Student Outcomes
Think about what you want the student to know and be able to do.
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Identify distinguishing features of different types of poetry (e.g. haiku, cinquain, shape, acrostic, limerick,
free/verse, ode, ballad, sonnet).
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Interpret literary terms and explain how they improve poetry.
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Recite poetry or original poetry for an audience.
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Analyze poetry to interpret meaning.
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Identify famous poets and their works.
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Design and share Q-Matrix questions, focusing on stem numbers 13 – 36, that correspond to assigned texts.
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Compose original poetry of varying types.
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Write an essay that compares and contrasts poetry with a piece of literature, art, or music composition.
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Write constructed responses that compare and contrast two or more poems.
ELA Focus Standards:
Key Ideas and Details
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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).
Literature Studies
Grade 5
Focus Genre: Poetry
Craft and Structure
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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
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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
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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
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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.
Literature Studies
Grade 5
Focus Genre: Poetry
Comprehension and Collaboration
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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
the discussion and elaborate on the remarks of others.
o 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
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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
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CCSS.ELA-Literacy.W.5.1 Write opinion pieces on topics or texts, supporting a point of view with reasons and
information.
Literature Studies
Grade 5
Focus Genre: Poetry
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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
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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
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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 Grade 5 (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)
Literature Studies
Grade 5
Focus Genre: Poetry
“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 AssessmentsMAP w/ Descartes
Special Ed Probes
PSSA
DRA
Literature Studies
Grade 5
Focus Genre: Poetry
Summative AssessmentsDiscussion/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