Fifth Grade
English Language Arts and Reading
Unit 04A: Lesson: 01
Day 7 of 10
Making Connections across Literary Genres
Lesson Preparation
WORD STUDY
Daily Lesson 7
TEKS
Ongoing TEKS
5.2C,E
Key
Understandings
and
Guiding
Questions
SHARED READING
TEKS
5.Fig19C,D
5.4A
5.14C
Ongoing TEKS
• An extensive vocabulary
enhances written and oral
communication.
• Authors choose language and
form for audience and
purpose.
 Why is it important that
readers and writers improve
their knowledge of words?
 How does language and form
affect a reader?
INDEPENDENT READING
TEKS
5.Fig19C,D
5.8A
Ongoing TEKS
5.1A
5.9A
5.28A
• Readers use strategies to
support understanding of text.
 What strategies do readers
use to help maintain
understanding of text?
• Authors choose language and
form for audience and
purpose.
WRITING
TEKS
5.15C
5.17A
5.20C
5.21Bi
Ongoing TEKS
5.20B
• Authors use writer’s craft to
engage and sustain the
reader’s interest and enhance
understanding.
 What do authors do to engage
their readers?
 How does language and form
affect a reader?
Vocabulary of
Instruction
• Analogy
• Synonym
• Antonym
•
•
•
•
•
•
•
•
Materials
• Word Study Notebook (1 per
student)
• Dictionary (class set)
• Thesaurus (class set)
• Chart paper (if applicable)
• Reader’s Notebook (1 per
student)
• Highlighter (1 per student)
• Grade-appropriate song with
accompanying lyrics (class
set)
• Collection of gradeappropriate poems
• Chart paper (if applicable)
©2012, TESCCC
Poetry
Alliteration
Rhyme
Internal rhyme
Rhyme scheme
Onomatopoeia
Consonance
Assonance
06/01/13
• Sensory detail
• Imagery
• Figurative language
•
•
•
•
• Reader’s Notebook (1 per
student)
• Teacher Reader’s Notebook
(1)
• Grade-appropriate poem for
modeling (1)
• Collection of gradeappropriate poems
• Chart paper (if applicable)
• Writer’s Notebook (1 per
student)
• Teacher Writer’s Notebook (1)
• Chart paper (if applicable)
Revise
Simple sentence
Compound sentence
Subject-verb agreement
Page 1 of 6
Fifth Grade
English Language Arts and Reading
Unit: 04A Lesson: 01
Daily Lesson 7
WORD STUDY
SHARED READING
INDEPENDENT READING
WRITING
Attachments
and Resources
Advance
Preparation
1. Prepare to display visuals as
appropriate.
1. Prepare to display visuals as
appropriate.
1. Prepare to display visuals as
appropriate.
1. Prepare to display visuals as
appropriate.
2. Add additional examples of
synonym and antonym
analogies to the Anchor
Chart: Analogies from Unit
03, Lesson 01, Daily Lesson
1 Word Study.
2. Prepare to display the Anchor
Chart: Poetic TechniquesSound Effects from Unit 01,
Lesson 03. All of the
Vocabulary of Instruction
should be listed on the Anchor
Chart as well as the steps for
analysis (refer to Background
Information).
2. Prepare to display the Anchor
Chart: Evaluating Sensory
Language in Poetry from Unit
01, Lesson 03, Daily Lesson
20 Shared Reading.
2. Reread the personal narrative
draft in the Teacher Writer’s
Notebook. Look for simple
sentences that could be
combined to make compound
sentences. If there are not any,
create a chart with simple
sentences that could be
combined into compound
sentences. Plan to model using
commas in compound
sentences as well.
3. Prepare to display the Anchor
Chart: Revisions from Unit 03,
Lesson 01, Daily Lesson 8
Writing.
Background
Information
Steps in analyzing the sound
effects in poetry
•
•
Identify sound effect(s)
Identify meaning in the
poem
•
Explain ways the sound
effect contributes to meaning
Alliteration - the repetition of the
same sounds at the beginning of
two or more adjacent words or
stressed syllables (e.g., “furrow
followed free” in Coleridge’s The
Rime of the Ancient Mariner)
Internal rhyme - a rhyme within
the same line of verse, as dreary
and weary in Poe’s The Raven:
©2012, TESCCC
06/01/13
Sensory detail - a detail in
writing that describes what is
seen, heard, smelled, tasted, or
touched
A simple sentence contains only
one independent clause, a
complete thought that can stand
alone as a sentence.
Imagery - the use of language
to create mental images and
sensory impressions. Imagery
can be used for emotional
effect and to intensify the
impact on the reader. The
following is an example of
imagery from Romeo and
Juliet: Her eyes in heaven/
Would through the airy region
stream so bright/ That birds
would sing and think it were
not night (2.2.20–22).
A compound sentence consists of
two or more simple sentences
joined by a coordinating
conjunction and a comma.
Page 2 of 6
Fifth Grade
English Language Arts and Reading
Unit: 04A Lesson: 01
Daily Lesson 7
WORD STUDY
SHARED READING
“Once upon a midnight dreary,
while I pondered, weak and
weary.”
Onomatopoeia - the use of words
that sound like what they mean
(e.g., buzz and purr); a poetic
device to produce this effect
Rhyme scheme - the pattern of
rhyming lines (e.g., ABAB, ABBA)
Consonance - the repetition of
internal or ending consonant
sounds close together (e.g., I
dropped the locket in the thick
mud.)
Assonance - the repetition of
vowel sounds in words close
together (e.g., I made my way to
the lake.)
Teacher Notes
©2012, TESCCC
This Word Study Daily Lesson is
a review of the process started
in Unit 02, Daily Lesson 1 Word
Study. Students continue to
produce and analyze additional
analogies to add to their Word
Study Notebooks.
INDEPENDENT READING
WRITING
Figurative language - language
not intended to be taken
literally but layered with
meaning through the use of
imagery, metaphors, and other
literary devices
Steps in evaluating the use of
sensory language in literary texts
• Identify sensory details,
imagery, and figurative
language (e.g., simile,
metaphor, and non-literal
words/phrases) in the text
• Determine the effectiveness
of sensory details, imagery,
and figurative language by
considering their impact on
the reader (e.g., stirs the
emotions, evokes mental
images, gains/evokes
support)
Students need to have no more
than a one-page personal
narrative (26 lines). Some
students may need to revise to
make their narratives shorter.
06/01/13
Page 3 of 6
Fifth Grade
English Language Arts and Reading
Unit: 04A Lesson: 01
Instructional Routines
Daily Lesson 7
WORD STUDY
SHARED READING
INDEPENDENT READING
WRITING
Duration
and
Objective
Suggested Duration: 10 min.
Suggested Duration: 25-30 min.
Suggested Duration: 25-30 min.
Suggested Duration: 30 min.
Content Objective: Students
produce analogies using
synonyms and antonyms.
Content Objective: Students
analyze how poets use sound
effects to reinforce meaning in
poems.
Content Objective: Students
evaluate the impact of sensory
details, imagery, and figurative
language in literary texts.
Content Objective: Students
revise their personal narrative
drafts for focus, organization, and
coherence. Students use
complete simple and compound
sentences including commas
when necessary.
Mini Lesson
1. Display the Anchor Chart:
Analogies. Ask students to
turn to a partner and discuss
the new analogies.
1. Display the Anchor Chart:
Poetic Techniques - Sound
Effects. Review the different
sound effects poets use in
poems. Also, review the steps
in analysis.
1. Explain that poetry not only
uses sound effects to create
meaning, but uses sensory
language to also create
meaning by helping the reader
visualize what is in the poem.
1. Display Anchor Chart:
Revision. Review the purpose
of revision.
2. Display and distribute the lyrics
to the selected song. Explain
that songs are a type of poem
and that they are played
through media (like radio
stations) to convey a message.
Play the selected song.
2. Display the Anchor Chart:
Evaluating Sensory Language
in Poetry from Unit 01, Lesson
03, Daily Lesson 20 Shared
Reading. Review the steps in
evaluating the impact of
sensory language in poems.
3. Ask: What sound effects did
the author of this song use?
Discuss responses and
highlight places in the lyrics
where the author used sound
effects such as alliteration,
rhyme, internal rhyme, rhyme
scheme, onomatopoeia,
consonance, and/ or
assonance.
3. In the Teacher Reader’s
Notebook, draw a two-column
chart. Label the first column
Sensory Language. Label the
second column How It
Impacted Me.
2. Discuss what students
noticed about the words and
the relationships between
words. Label the synonym
analogies with an S and the
antonym analogies with an
“A”.
3. Think Aloud about the
process for
producing/creating an
analogy with synonyms and
antonyms. Use a dictionary
or thesaurus as a resource.
4. Ask: What is the meaning of
this song? What does the
author want you to know,
think, or feel? Discuss
©2012, TESCCC
06/01/13
2. In the Teacher Writer’s
Notebook, model revising for
simple and compound
sentences. Show students how
to take two simple sentences
and combine them to make a
compound sentence using a
conjunction and a comma.
3. Think Aloud and revise other
areas in the modeled personal
narrative. Consider focus,
organization, and coherence. If
the modeled personal narrative
is longer than one-page (26
lines), model revising to make
it shorter yet keep the message
consistent.
4. Display and read the selected
poem for modeling.
5. Choose 2-3 examples of
sensory language and record
them in the first column of the
chart in the Teacher Reader’s
Notebook.
Page 4 of 6
Fifth Grade
English Language Arts and Reading
Unit: 04A Lesson: 01
Daily Lesson 7
WORD STUDY
SHARED READING
responses.
5. Ask: How do the sound
effects contribute to the
meaning of the song?
Discuss responses.
6. Ask: What is the author’s
point of view on the subject
of the song? Discuss
responses.
Learning
Applications
1. Students create two new
analogies in their Word
Study Notebooks, one
synonym analogy and one
antonym analogy.
1. Tell students that they are
going to select a poem with a
partner and analyze it for how
the sound effects contribute to
the meaning of the poem.
2. Provide dictionaries and
thesauruses for student
reference if needed.
2. With a partner, students select
a poem from the collection.
3. Students read the poem
together and highlight the
different sound effects that the
author used.
INDEPENDENT READING
WRITING
6. Think Aloud about the impact
of the sensory language
recorded and how it impacted
the meaning and how it helped
with visualization. Record
thoughts and ideas in the
second column.
1. Students create the same twocolumn chart in their Reader’s
Notebooks.
2. Students select a poem from
the collection and read it
independently.
3. Students record sensory
language found in the poem
and how it impacted them as a
reader in the two-column chart.
4. Students discuss and record
the meaning (or message) of
the poem in their Reader’s
Notebooks.
1. Students reread their personal
narrative to a partner. The
partner gives suggestions for
revision. Students use the
Anchor Chart: Revision as a
resource.
2. Students revise their draft for
clarity and to enhance
meaning. Students also revise
for simple and compound
sentences. Remind students
that their narratives should not
be longer than one page (26
lines).
5. Students discuss and record
how the sound effects
contribute to the meaning of
the poem in their Reader’s
Notebooks.
Engage in Guided Reading and Guided Writing Instruction as appropriate.
Closure
©2012, TESCCC
1. Students share analogies in
groups of 3-4 students.
1. Students share their poem and
their responses with another
pair of students.
06/01/13
1. Students share their poem and
chart with a partner or small
group.
1. Choose 2-3 students to share
their thesis statement and their
revised personal narrative.
Ask: Does the story support
the thesis? Discuss
Page 5 of 6
Fifth Grade
English Language Arts and Reading
Unit: 04A Lesson: 01
Daily Lesson 7
WORD STUDY
SHARED READING
INDEPENDENT READING
WRITING
responses.
©2012, TESCCC
06/01/13
Page 6 of 6