Grade 5
English Language Arts and Reading
Unit: 01
Lesson: 03
Suggested Duration: Days 20-25
ELAR Grade 05 Unit 01 Exemplar Lesson 03: Poetry, Please
This lesson is one approach to teaching the State Standards associated with this unit. Districts are encouraged to customize this lesson by supplementing with
district-approved resources, materials, and activities to best meet the needs of learners. The duration for this lesson is only a recommendation, and districts
may modify the time frame to meet students’ needs. To better understand how your district may be implementing CSCOPE lessons, please contact your child’s
teacher. (For your convenience, please find linked the TEA Commissioner’s List of State Board of Education Approved Instructional Resources and Midcycle
State Adopted Instructional Materials.)
Lesson Organizer
Lesson Synopsis
Performance Indicators
Students analyze poems for poetic technique. They study different ways that authors use rhyme and sound to
reinforce the meaning of the poem. Students will use what they learn in reading to write their own poems with poetic
techniques. In Word Study, students continue to build their knowledge of words with roots and affixes. Students also
differentiate between commonly confused words.
Grade 05 ELAR Unit 01 PI 03
In a poetic form of choice, write about a character from a story using poetic techniques, figurative language, and graphic elements.
Standard(s): 5.4A , 5.8A , 5.16B.i , 5.16B.ii , 5.16B.iii
ELPS ELPS.c.4G , ELPS.c.4I , ELPS.c.5B , ELPS.c.5F , ELPS.c.5G
Grade 05 ELAR Unit 01 PI 04
Write multiple entries including thoughts, connections, and/or strategies that deepen understanding of fictional texts, poetry, and
media. Provide evidence from the text to support ideas.
Standard(s): 5.9A , 5.18C , 5.Fig19A , 5.Fig19B , 5.Fig19C , 5.Fig19D , 5.Fig19E , 5.Fig19F
ELPS ELPS.c.1E , ELPS.c.4D , ELPS.c.4F , ELPS.c.4G , ELPS.c.4I , ELPS.c.4J , ELPS.c.4K , ELPS.c.5F
, ELPS.c.5G
Grade 05 ELAR Unit 01 PI 05
Record multiple entries in a Word Study Notebook demonstrating word knowledge.
Standard(s): 5.2A , 5.2B , 5.2E
ELPS ELPS.c.1A , ELPS.c.1C , ELPS.c.1E , ELPS.c.1F , ELPS.c.1H , ELPS.c.5B , ELPS.c.5F , ELPS.c.5G
Last Updated 05/03/2013
page 1 of 47 Grade 5
English Language Arts and Reading
Unit: 01
Lesson: 03
Suggested Duration: Days 20-25
Key Understandings
Authors establish a purpose and plan and use writer’s craft to engage and sustain the reader’s interest and
enhance understanding.
Readers use strategies to support understanding of text.
Readers use writing to communicate deeper understanding of texts.
An extensive vocabulary enhances written and oral communication.
Readers use strategies to identify the intended meaning of words and phrases in text.
TEKS
The Texas Essential Knowledge and Skills (TEKS) listed below are the standards adopted by the State Board of
Education, which are required by Texas law. Any standard that has a strike-through (e.g. sample phrase) indicates
that portion of the standard is taught in a previous or subsequent unit. The TEKS are available on the Texas
Education Agency website at http://www.tea.state.tx.us/index2.aspx?id=6148.
5.2
Reading/Vocabulary Development. Students understand new vocabulary and use it when reading
and writing. Students are expected to:
5.2A
Determine the meaning of grade-level academic English words derived from Latin, Greek, or other linguistic roots
and affixes.
Readiness Standard
5.2B
Use context (e.g., in-sentence restatement) to determine or clarify the meaning of unfamiliar or multiple meaning
words.
Readiness Standard
5.2E
Use a dictionary, a glossary, or a thesaurus (printed or electronic) to determine the meanings, syllabication,
pronunciations, alternate word choices, and parts of speech of words.
Readiness Standard
5.4
Reading/Comprehension of Literary Text/Poetry. Students understand, make inferences and draw
conclusions about the structure and elements of poetry and provide evidence from text to
support their understanding. Students are expected to:
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page 2 of 47 Grade 5
English Language Arts and Reading
Unit: 01
Lesson: 03
Suggested Duration: Days 20-25
5.4A
Analyze how poets use sound effects (e.g., alliteration, internal rhyme, onomatopoeia, rhyme scheme) to reinforce
meaning in poems.
Supporting Standard
5.8
Reading/Comprehension of Literary Text/Sensory Language. Students understand, make
inferences and draw conclusions about how an author's sensory language creates imagery in
literary text and provide evidence from text to support their understanding. Students are
expected to:
5.8A
Evaluate the impact of sensory details, imagery, and figurative language in literary text.
Readiness Standard
5.9
Reading/Comprehension of Text/Independent Reading. Students read independently for sustained
periods of time and produce evidence of their reading. Students are expected to:
5.9A
Read independently for a sustained period of time and summarize or paraphrase what the
reading was about, maintaining meaning and logical order (e.g., generate a reading log or
journal; participate in book talks).
5.14
Reading/Media Literacy. Students use comprehension skills to analyze how words, images,
graphics, and sounds work together in various forms to impact meaning. Students will continue
to apply earlier standards with greater depth in increasingly more complex texts. Students are
expected to:
5.14C
Identify the point of view of media presentations.
Supporting Standard
5.15
Writing/Writing Process. Students use elements of the writing process (planning, drafting,
revising, editing, and publishing) to compose text. Students are expected to:
5.15A
Plan a first draft by selecting a genre appropriate for conveying the intended meaning to an
audience, determining appropriate topics through a range of strategies (e.g., discussion,
background reading, personal interests, interviews), and developing a thesis or controlling
Last Updated 05/03/2013
page 3 of 47 Grade 5
English Language Arts and Reading
Unit: 01
Lesson: 03
Suggested Duration: Days 20-25
idea.
5.15B
Develop drafts by choosing an appropriate organizational strategy (e.g., sequence of events,
cause-effect, compare-contrast) and building on ideas to create a focused, organized, and
coherent piece of writing.
5.15C
Revise drafts to clarify meaning, enhance style, include simple and compound sentences,
and improve transitions by adding, deleting, combining, and rearranging sentences or larger
units of text after rethinking how well questions of purpose, audience, and genre have been
addressed.
5.15E
Revise final draft in response to feedback from peers and teacher and publish written work
for appropriate audiences.
5.16
Writing/Literary Texts. Students write literary texts to express their ideas and feelings about real
or imagined people, events, and ideas. Students are expected to:
5.16B
Write poems using:
5.16B.i
poetic techniques (e.g., alliteration, onomatopoeia).
5.16B.ii
figurative language (e.g., similes, metaphors)
5.16B.iii
graphic elements (e.g., capital letters, line length).
5.18
Writing/Expository and Procedural Texts. Students write expository and procedural or workrelated texts to communicate ideas and information to specific audiences for specific purposes.
Students are expected to:
5.18C
Write responses to literary or expository texts and provide evidence from the text to
demonstrate understanding.
5.22
Oral and Written Conventions/Spelling. Students spell correctly. Students are expected to:
5.22C
Differentiate between commonly confused terms (e.g., its, it's; affect, effect).
5.Fig19
Reading/Comprehension Skills. Students use a flexible range of metacognitive reading skills in
both assigned and independent reading to understand an author’s message. Students will
continue to apply earlier standards with greater depth in increasingly more complex texts as they
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page 4 of 47 Grade 5
English Language Arts and Reading
Unit: 01
Lesson: 03
Suggested Duration: Days 20-25
become self-directed, critical readers. The student is expected to:
5.Fig19A Establish purposes for reading selected texts based upon own or others’ desired outcome to
enhance comprehension.
5.Fig19B Ask literal, interpretive, evaluative, and universal questions of text.
5.Fig19C Monitor and adjust comprehension (e.g., using background knowledge, creating sensory
images, rereading a portion aloud, generating questions).
5.Fig19D Make inferences about text using textual evidence to support understanding.
Readiness Standard (Fiction, Expository)
Supporting Standard (Literary Nonfiction, Poetry, and Drama, Persuasive)
5.Fig19E Summarize and paraphrase texts in ways that maintain meaning and logical order within a text and across texts.
Readiness Standard (Fiction, Expository)
Supporting Standard (Literary Nonfiction, Poetry, and Drama, Persuasive)
5.Fig19F Make connections (e.g., thematic links, author analysis) between and across multiple texts of various genres and
provide textual evidence.
Readiness Standard
Ongoing TEKS
TEKS alignment coming soon.
Materials
Word Study Notebook (1 per student)
Reader’s Notebook (1 per student)
Writer’s Notebook (1 per student)
Teacher Writer’s Notebook (1)
Highlighter (1 per student)
Dictionary (class set)
Thesaurus (class set)
Last Updated 05/03/2013
page 5 of 47 Grade 5
English Language Arts and Reading
Unit: 01
Lesson: 03
Suggested Duration: Days 20-25
Note card (3 per 2 students)
Manila paper or light colored construction paper (1 per student)
Publishing paper (1 per student)
Chart paper
Grade-appropriate poem for modeling (1)
Grade-appropriate poem with examples of sensory language and figurative language (1 copy per 2 students)
Grade-appropriate poems in different forms including but not limited to Quatrain, Acrostics, Haiku, and
Limerick for student selection (minimum of 1 poem per student)
Grade-appropriate folk song or other poem with alliteration (1)
Grade-appropriate folk song or other poem with alliteration and onomatopoeia (1 copy per 2 students)
Grade-appropriate folk song lyrics or other poem with consonance (1)
Grade-appropriate folk song lyrics or other poem with assonance (1)
Grade-appropriate folk song lyrics or other poem with consonance and/or assonance (1 copy per 2 students)
Grade-appropriate folk song or poem that presents a point of view about an issue (1)
Photograph and/or cartoons that represent the same issue as the selected song/poem (1)
Grade-appropriate folk songs or poems that present a point of view about an issue (minimum of 1 poem per
student)
Collection of grade-appropriate poems for student selection
Collection of grade-appropriate poems in different forms including but not limited to Quatrain, Acrostics, Haiku,
and Limerick for student selection
Collection of grade-appropriate books in a variety of genre
Collection of grade-appropriate fictional short stories, novels, traditional stories, and/or poems for student
selection (optional)
Attachments
All attachments associated with this lesson are referenced in the body of the lesson. Due to considerations for
grading or student assessment, attachments that are connected with Performance Indicators or serve as answer
keys are available in the district site and are not accessible on the public website.
Resources and References
None identified
Possible/Optional Literature
Selections
None identified
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page 6 of 47 Grade 5
English Language Arts and Reading
Unit: 01
Lesson: 03
Suggested Duration: Days 20-25
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page 7 of 47 Grade 5
English Language Arts and Reading
Unit: 01
Lesson: 03
Suggested Duration: Days 20-25
Poetry, Please
Lesson Preparation
Daily Lesson #: 20
WORD STUDY
TEKS
Key Understandings and
Guiding Questions
Ongoing
TEKS
SHARED READING
TEKS
Ongoing
TEKS
INDEPENDENT READING
TEKS
Ongoing
TEKS
WRITING
TEKS
Ongoing
TEKS
5.2A
5.2B
5.Fig19A,C,D
5.4A
5.8A
5.2B
5.Fig19A,C,D
5.4A
5.8A
5.18C
5.15A
5.16Biii
• An extensive vocabulary
enhances written and oral
communication.
• Readers use strategies to
support understanding of text.
• Readers use strategies to
support understanding of text.
What strategies do readers
use to help maintain
understanding of text?
What strategies do readers
use to help maintain
understanding of text?
• Authors establish a purpose
and plan and use writer’s craft to
engage and sustain the reader’s
interest and enhance
understanding.
How do affixes and root words
help readers understand text?
How is poetry unique?
• Readers use writing to
communicate deeper
understanding of texts.
How can readers
demonstrate understanding
through writing?
Vocabulary of Instruction
ÿ Prefix
ÿ Suffix
ÿ Root word
ÿ Sensory detail
ÿ Figurative language
Last Updated 05/03/2013
• Graphic element
page 8 of 47 Grade 5
English Language Arts and Reading
Unit: 01
Lesson: 03
Suggested Duration: Days 20-25
Daily Lesson #: 20
Materials
WORD STUDY
SHARED READING
INDEPENDENT READING
WRITING
• Word Study Notebook (1 per
student)
• Dictionary (class set)
• Note card (1 per 2 students)
• Chart paper (if applicable)
• Reader’s Notebook (1 per
student)
• Grade­appropriate poem for
modeling (1)
• Grade­appropriate poem with
examples of sensory language
and figurative language (1 copy
per 2 students)
• Chart paper (if applicable)
• Reader’s Notebook (1 per
student)
• Collection of grade­appropriate
poems for student selection
• Chart paper (if applicable)
• Writer’s Notebook (1 per
student)
• Collection of grade­appropriate
poems in different forms
including, but not limited to:
Quatrain, Acrostics, Haiku, and
Limerick for student selection
• Chart paper (if applicable)
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.
Attachments and
Resources
Advance Preparation
2. Prepare a list of words
2. Create an Anchor Chart:
containing the Greek suffix
Evaluating Sensory
-ism so each pair of
Language in Poetry. Write
students has a different
the following questions on
word to study.
the chart:
Last Updated 05/03/2013
2. Gather several poems in a
variety of forms for
students to use as models
for writing their poem
about a character from a
page 9 of 47 Grade 5
English Language Arts and Reading
Unit: 01
Lesson: 03
Suggested Duration: Days 20-25
Daily Lesson #: 20
WORD STUDY
Examples:criticism,
plagiarism, racism,
optimism, capitalism,
terrorism, etc. Use districtadopted resources from
various content areas or
the internet to help
compile a list of gradeappropriate words.
3. Write the selected words
on note cards so each pair
of students will have one
word.
Background Information
The Greek suffix –ism means a
doctrine, a theory, a system, or a
practice.
Teacher Notes
Refer to Daily Lesson 9 Word
Study
SHARED READING
INDEPENDENT READING
WRITING
story.
How do the words
and/or phrases help
me visualize what is
happening?
Why did the author use
these words and
phrases?
How do these words
and phrases affect me
as a reader?
What is the meaning of
the poem?
How did the author’s
use of language help
me understand the
poem?
Sensory detail - a detail in writing
that describes what is seen,
heard, smelled, tasted, or
touched
Figurative language - language
not intended to be taken literally
but layered with meaning
through the use of imagery,
metaphors, and other literary
devices
Last Updated 05/03/2013
Graphical element- capital
letters, line length, and word
position; also called the “shape”
of the poem
page 10 of 47 Grade 5
English Language Arts and Reading
Unit: 01
Lesson: 03
Suggested Duration: Days 20-25
Last Updated 05/03/2013
page 11 of 47 Grade 5
English Language Arts and Reading
Unit: 01
Lesson: 03
Suggested Duration: Days 20-25
Instructional Routines
Daily Lesson # 20
WORD STUDY
SHARED READING
INDEPENDENT READING
Suggested duration: 20-25 min.
Content Objective: Students
evaluate the impact of sensory
language and figurative language
in poetry and determine the overall
meaning of the poem.
Suggested Duration: 20-25 min.
Content Objective: Students
evaluate the impact of sensory
details and imagery in poetry and
determine the overall meaning of
the poem.
Duration and Objective
Suggested Duratio
Content Objective: Students
determine the meaning of words
with Greek and Latin prefixes,
suffixes, and roots.
Mini Lesson
1. Review the meaning of the 1. Display the poem to be
1. Review what was learned
words: roots, prefixes,
read aloud.
and discussed in Shared
suffixes, and affixes.
Reading. Use the Anchor
2. Ask: What kind of text is
Chart: Evaluating Sensory
2. Draw a web with the suffix
this? How do you
Language in Poetry to
–ism in the middle.
know? Discuss
guide the discussion.
responses.
3. Display the following word:
2. Tell students that during
heroism.
3. Read the poem aloud with
Independent Reading,
appropriate fluency.
they will focus their
4. Ask: What does heroism
attention on the author’s
mean? Discuss
4. Explain that sometimes
use of language and how
responses including the
poetry can be harder to
it contributes to the overall
practice of being a hero.
understand than other
meaning of the poem.
types of text. One of the
5. Students add words from
ways to better understand
their own vocabulary to
poetry is to analyze and
the web containing the
evaluate the author’s use
suffixes -ism.
of language.
6. If necessary, add any of
5. Think Aloud about any
the words from the
unfamiliar words. Highlight
prepared list of –ism
them and use the context
words.
of the poem to determine
the possible meaning of
Last Updated 05/03/2013
WRITING
Suggested duration: 25-30 min.
Content Objective: Students
identify the graphic elements in
poetry.
1. Tell students that they will
be writing a poem about a
character from a story.
2. Display a poem. Ask:
What kind of text is
this? How do you
know? Discuss
responses.
3. Explain that poems are
usually easy to identify
because of the way they
look and because of their
use of graphic elements.
4. Display another poem.
Compare the two poems
for line length, use of
capital letters, and other
graphic elements.
5. Instruct students to look
through the collection of
poems. Tell students to
page 12 of 47 Grade 5
English Language Arts and Reading
Unit: 01
Lesson: 03
Suggested Duration: Days 20-25
the word(s) or use a
dictionary to determine the
meaning of the word(s).
6. Think Aloud while
analyzing and evaluating
the use of sensory
language and how it
affects the meaning of the
poem. Display the Anchor
Chart: Evaluating Sensory
Language in
Poetry. Think Aloud and
discuss responses to the
questions.
choose one they would
like to use as a model
when they write their poem
about a character from a
story.
7. Think Aloud about a
couple the words or
phrases that make an
impact on the reader and
contribute to the meaning
of the poem.
8. Ask: What is figurative
language? What is a
simile? What is a
metaphor? Discuss
responses and clear up
any misconceptions.
9. Highlight the examples of
figurative language in the
poem. Think Aloud using
the questions on the
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page 13 of 47 Grade 5
English Language Arts and Reading
Unit: 01
Lesson: 03
Suggested Duration: Days 20-25
Anchor Chart: Evaluating
Sensory Language in
Poetry to analyze and
evaluate the author’s use
of figurative language.
Learning Applications
1. Distribute one –ism word
on a note card to each
pair of students.
1. Divide students into pairs
and distribute the other
poem.
2. With a partner, students
search for the meaning of
their word in a dictionary
and record the word
meaning in their Word
Study Notebook.
2. Students read the poem
together with effective
fluency.
3. Students write their word
in a sentence and
illustrate.
3. Students highlight
unfamiliar words and
determine the meaning by
either using the context of
the poem or by using a
dictionary.
1. Students choose a poem
and read independently.
2. Students complete a
response entry in their
Reader’s Notebook using
the Anchor Chart:
Evaluating Sensory
Language in Poetry.
1. Students browse the
collection of poems and
choose one to use as a
model for their poem.
Divide students into pairs.
2. Students read the poems
and compare them for
graphic elements.
3. Students repeat step two
with another partner.
4. Students discuss the
author’s use of sensory
language and figurative
language using the
questions on the Anchor
Chart: Evaluating
Sensory Language in
Poetry.
Engage in Guided Reading and Guided Writing Instruction as appropriate.
Closure
1. Students share the
meaning of their –ism
words.
1. As a class, discuss the
poem read by the
students using the
Last Updated 05/03/2013
1. Students share their
response with a partner.
1. Students share the unique
graphic elements of their
poems.
page 14 of 47 Grade 5
English Language Arts and Reading
Unit: 01
Lesson: 03
Suggested Duration: Days 20-25
questions of the Anchor
Chart: Evaluating Sensory
Language in Poetry.
Last Updated 05/03/2013
page 15 of 47 Grade 5
English Language Arts and Reading
Unit: 01
Lesson: 03
Suggested Duration: Days 20-25
Poetry, Please
Lesson Preparation
Daily Lesson #: 21
WORD STUDY
TEKS
Ongoing
TEKS
5.2A,E
Key Understandings and
Guiding Questions
SHARED READING
TEKS
Ongoing
TEKS
5.Fig19A,C,D
5.4A
5.8A
INDEPENDENT READING
TEKS
Ongoing
TEKS
5.Fig19A,C,D
5.4A
5.8A
5.9A
5.18C
WRITING
TEKS
5.15B
5.16Bii
• An extensive vocabulary
• Authors establish a purpose and • Readers use strategies to
• Authors establish a purpose
enhances oral and written
communication.
How do affixes and root words
help readers understand text?
a plan and use writer’s craft to
engage and sustain the reader’s
interest and enhance
understanding.
What techniques do authors
use to enhance the meaning of
poetry?
and plan and use writer’s
craft to engage and sustain
the reader’s interest and
enhance understanding.
support understanding of text.
What strategies do readers
use to help maintain
understanding of text?
How do authors write poetry?
• Readers use writing to
communicate deeper
understanding of texts.
How can readers
demonstrate understanding
through writing?
Vocabulary of Instruction
Ongoing
TEKS
ÿ Prefix
ÿ Suffix
ÿ Root word
ÿ Sound effect
ÿ Internal rhyme
ÿ Rhyme scheme
ÿ Quatrain
Last Updated 05/03/2013
ÿ Simile
ÿ Metaphor
ÿ Imagery
page 16 of 47 Grade 5
English Language Arts and Reading
Unit: 01
Lesson: 03
Suggested Duration: Days 20-25
Daily Lesson #: 21
WORD STUDY
SHARED READING
INDEPENDENT READING
WRITING
ÿ Acrostic
ÿ Haiku
ÿ Limerick
Materials
ÿ Word Study Notebook (1 per
ÿ Grade-appropriate poems in
ÿ Reader’s Notebook (1 per
ÿ Writer’s Notebook (1 per
student)
ÿ Dictionary (class set)
ÿ Note card (1 per 2 students)
ÿ Chart paper (if applicable)
different forms including, but not
limited to: Quatrain, Acrostics,
Haiku, and Limerick for student
selection (minimum 1 poem per
student)
ÿ Highlighter (1 per student)
ÿ Chart paper (if applicable)
student)
ÿ Grade-appropriate poems
in different forms including,
but not limited to: Quatrain,
Acrostics, Haiku, and
Limerick for student
selection(minimum of 1 poem
per student)
ÿ Chart paper (if applicable)
student)
ÿ Teacher Writer’s Notebook
(1)
ÿ Collection of gradeappropriate poems in
different forms including, but
not limited to: Quatrain,
Acrostics, Haiku, and
Limerick for student selection
ÿ Chart paper (if applicable)
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. Prepare to display the
Anchor Chart: Reader
Response Questions.
2. Students will need the
poems they chose to use
as models in Daily Lesson
20.
Attachments and
Resources
Advance Preparation
2. Prepare a list of words
2. Collect several examples
containing the Greek suffix
of different forms of
-ist so each pair of
poetry. If possible, label
students has a different
the poems with their form
word to study.
or sort them according to
Examples:activist,
their form. Also, find
archeologist, optimist,
poems with different
capitalist, perfectionist,
rhyme schemes and
pharmacist, etc. Use
internal rhyme. These
district-adopted resources
poems will be used for
from various content areas
Read Aloud and for
Last Updated 05/03/2013
3. Choose a character from
a story to use while
modeling writing a poem.
Find an excerpt from the
story that describes this
character.
page 17 of 47 Grade 5
English Language Arts and Reading
Unit: 01
Lesson: 03
Suggested Duration: Days 20-25
Daily Lesson #: 21
WORD STUDY
SHARED READING
INDEPENDENT READING
WRITING
or the internet to help
compile a list of gradeappropriate words.
student selection in
Independent Reading.
4. Choose a poem to use as
a model.
Simile - a comparison of two
things that are essentially
different, usually using the
words like or as (e.g., O my love
is like a red, red rose from
Robert Burns’s “A Red, Red
Rose”)
Metaphor - a subtle comparison
in which the author describes a
person or thing using words that
are not meant to be taken
literally (e.g., time is a
dressmaker specializing in
alterations)
3. Write the selected words
on note cards so each pair
of students will have one
word.
Background Information
The Greek suffix –ist meansa
person who practices something.
Internal rhyme - a rhyme within
the same line of verse (e.g.,
dreary and weary in Poe’s “The
Raven”: Once upon a midnight
dreary, while I pondered, weak
and weary.)
Rhyme scheme - the pattern of
rhyming lines (e.g., ABAB, ABBA)
Teacher Notes
Refer to Daily Lesson 9 Word
Study
This Daily Lesson focuses on the
technique of rhyming in poetry.
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page 18 of 47 Grade 5
English Language Arts and Reading
Unit: 01
Lesson: 03
Suggested Duration: Days 20-25
Instructional Routines
Daily Lesson # 21
WORD STUDY
SHARED READING
INDEPENDENT READING
Duration and Objective
Suggested Duration: 15-20 min.
Content Objective: Students
determine the meaning of words
with Greek and Latin prefixes,
suffixes, and roots.
Mini Lesson
1. Review the meaning of the 1. Ask: What is a poem?
1. If applicable, add a
words: roots, prefixes,
What are the features
question to the Anchor
suffixes, and affixes.
of poetry? Discuss
Chart: Reader Response
responses.
Questions about rhyming
2. Draw a web with the suffix
in poetry.
-ist in the middle.
2. Tell students that they will
be learning poetry
2. Tell students to choose a
3. Display the following word:
techniques with rhyme.
poem that is different from
psychologist.
the ones analyzed in
3. Show students the
Shared Reading.
4. Ask: What does
different poems they may
psychologist mean?
choose from and have
3. Explain to that they will
Discuss responses
each student choose one
read the poem; highlight
including a person who
poem.
the rhyming words, identify
practices psychology.
the rhyming technique,
4. Distribute one highlighter
identify the meaning of the
5. Students add words from
per student.
poem, and then decide
their own vocabulary to
how the rhyming
the web containing the
5. With a partner, students
technique enhances or
suffixes -ist.
read their poems and
reinforces the meaning of
highlight the rhyming
6. If necessary, add any of
the poem.
words.
the words from the
prepared list of –ist words. 6. Share a poem that models
internal rhyme and two
poems that model different
Suggested Duration: 25-30 min.
Content Objective: Students
identify and analyze how poets
use sound effects to reinforce
meaning in poems.
Last Updated 05/03/2013
Suggested Duration: 15-20 min.
Content Objective: Students
identify and analyze how poets
use sound effects to reinforce
meaning in poems.
WRITING
Suggested Duration: 25-30 min.
Content Objective: Students write
poems using similes and
metaphors.
1. Remind students that they
will begin drafting a poem
about a character from a
story.
2. Read the excerpt
describing the character
chosen for modeling.
3. Review what was learned
about figurative language
in Daily Lesson 20 Shared
Reading.
4. In the Teacher Writer’s
Notebook, model drafting
a poem using the model
text selected in Daily
Lesson 20 Writing. Model
writing 1-2 similes or
metaphors to describe the
character.
page 19 of 47 Grade 5
English Language Arts and Reading
Unit: 01
Lesson: 03
Suggested Duration: Days 20-25
rhyme schemes as
examples of different
types of rhyming
techniques.
Learning Applications
1. Distribute one –ist word on 1. With a partner, students
a note card to each pair of
analyze the highlighted
students.
words and determine the
rhyming technique the
2. With a partner, students
author used.
search for the meaning of
their word in a dictionary
2. Students then determine
and record the word
the main idea or message
meaning in their Word
of the poem.
Study Notebook.
1. Students choose their
1. With a partner, students
poems and follow the
read their model poems to
directions given in the mini
look for the use of similes
lesson. They record their
and metaphors.
responses in their
2. Students begin drafting
Reader’s Notebook.
their poem.
3. Students write their word
in a sentence and
illustrate.
3. Encourage students to
include 1-2 metaphors or
similes in their poem, if
applicable.
Engage in Guided Reading and Guided Writing Instruction as appropriate.
Closure
1. Students share the
meaning of their –ist
words.
1. Ask: How did the
1. Students share their
rhyming technique
responses with a partner.
reinforce or enhance
the meaning of the
poems? Students discuss
with a partner.
1. Ask students to share a
simile or metaphor with the
class.
2. Students share with the
whole group what was
discussed.
Last Updated 05/03/2013
page 20 of 47 Grade 5
English Language Arts and Reading
Unit: 01
Lesson: 03
Suggested Duration: Days 20-25
Poetry, Please
Lesson Preparation
Daily Lesson #: 22
WORD STUDY
TEKS
Key Understandings and
Guiding Questions
Ongoing
TEKS
SHARED READING
TEKS
Ongoing
TEKS
INDEPENDENT READING
TEKS
Ongoing
TEKS
WRITING
TEKS
Ongoing
TEKS
5.2B,E
5.Fig19 A,B
5.4A
5.8A
5.Fig19A,B,C,D,E,F
5.18C
5.15B
5.16Bi
• An extensive vocabulary
enhances written and oral
communication.
• Readers use strategies to
identify the intended meaning of
words and phrases in text.
• Readers use strategies to
support understanding of text.
• Readers use strategies to
support understanding of text.
What strategies do readers
use to help maintain
understanding of text?
What strategies do readers use
to help maintain understanding of
text?
• Authors establish a purpose
and plan and use writer’s craft to
engage and sustain the reader’s
interest and enhance
understanding.
How do authors write poetry?
Why is it important that
readers and writers build their
knowledge of words?
• Readers use writing to
communicate deeper understanding
of texts.
How can readers demonstrate
understanding through writing?
Vocabulary of Instruction
• Context clue
• Antonym
• Synonym
• Parts of speech
• Pronunciation
• Syllable
• Alliteration
• Onomatopoeia
Last Updated 05/03/2013
• Alliteration
• Onomatopoeia
page 21 of 47 Grade 5
English Language Arts and Reading
Unit: 01
Lesson: 03
Suggested Duration: Days 20-25
Daily Lesson #: 22
Materials
WORD STUDY
SHARED READING
INDEPENDENT READING
• Reader’s Notebook (1 per
student)
• Collection of grade­appropriate
books in a variety of genres
• Chart paper (if applicable)
WRITING
• Word Study Notebook (1 per
student)
• Dictionary (class set) • Thesaurus (class set) • Collection of grade­appropriate
fictional short stories, novels,
traditional stories, and/or poems
for student selection (optional)
• Chart paper (if applicable
• Highlighter (1 per student)
• Grade­appropriate folk song
lyrics or other poem with
alliteration (1)
• Grade­appropriate folk song
lyrics or other poem with
alliteration and onomatopoeia (1
copy per 2 students)
• Chart paper (if applicable)
• Writer’s Notebook (1 per
student)
• Teacher Writer’s Notebook (1) • Collection of grade­appropriate
poems in different forms
including, but not limited to:
Quatrain, Acrostics, Haiku, and
Limerick for student selection
• Chart paper (if applicable)
1. Prepare to display visuals
as appropriate.
1. Prepare to display visuals 1. Prepare to display visuals as 1. Prepare to display visuals
as appropriate.
appropriate.
as appropriate.
2. Prepare a paragraph (or
use a paragraph from a
grade-appropriate text)
with 2-3 unfamiliar and/or
multiple meaning
vocabulary words.
Underline/highlight
unfamiliar and/or multiple
2. Locate grade-appropriate 2. Prepare to display the
folk song lyrics or other
Anchor Chart: Reader
poems that have
Response Questions.
examples of alliteration.
See the Lesson
Organizer for suggested
websites with folk song
lyrics.
Attachments and
Resources
Advance Preparation
Last Updated 05/03/2013
2. Students will need the
poems they chose to use
as models in Daily Lesson
20 Writing.
page 22 of 47 Grade 5
English Language Arts and Reading
Unit: 01
Lesson: 03
Suggested Duration: Days 20-25
Daily Lesson #: 22
WORD STUDY
meaning vocabulary
words. Be sure that there
are enough context clues
for students to be able to
infer the meaning of the
unknown and/or multiple
meaning words. Either
copy the paragraph or
write it on a chart.
3. Prepare to display the
chart of instructions from
Daily Lesson 15 Word
Study.
4. Rather than having
students find words in a
prepared paragraph,
students could use
Independent Reading
material to find and collect
unknown words. They can
use the context clues to
figure out the meanings of
the words and then
confirm with the dictionary.
The teacher would need
to prepare a collection of
Independent Reading
material for student
selection. (Optional)
SHARED READING
INDEPENDENT READING
WRITING
3. Create an Anchor Chart:
Poetic Techniques-Sound
Effects. At the top of the
chart, write the following
question: How does the
use of sound effects
reinforce the meaning of
the poem? Write the
steps for analysis on the
chart: 1) Identify the
sound effect. 2) Identify
the meaning in the poem.
3) Explain how the sound
effect contributes to
meaning. Also, write the
definitions of alliteration
and onomatopoeia on the
chart.
Last Updated 05/03/2013
page 23 of 47 Grade 5
English Language Arts and Reading
Unit: 01
Lesson: 03
Suggested Duration: Days 20-25
Daily Lesson #: 22
WORD STUDY
Background Information
Teacher Notes
SHARED READING
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)
Onomatopoeia - the use of
words that sound like what they
mean (e.g., buzz and purr); a
poetic device to produce this
effect
Refer to Daily Lesson 15 Word
Study
INDEPENDENT READING
WRITING
Refer to Shared Reading
Daily Lessons 21-24 suggests
that teachers use folk songs to
teach the sound effects of poetry,
but any poems can be used as
long as they meet the criteria of
what is being taught and are
grade-appropriate. The Daily
Lessons only refer to folk songs,
just substitute “poem” where
applicable.
Students have been taught
alliteration and onomatopoeia
before so the point of this Daily
Lesson is not to just identify what
alliteration is, but to tell how it
impacts and reinforces the
meaning of the poem.
Last Updated 05/03/2013
page 24 of 47 Grade 5
English Language Arts and Reading
Unit: 01
Lesson: 03
Suggested Duration: Days 20-25
Daily Lesson #: 22
WORD STUDY
SHARED READING
Last Updated 05/03/2013
INDEPENDENT READING
WRITING
page 25 of 47 Grade 5
English Language Arts and Reading
Unit: 01
Lesson: 03
Suggested Duration: Days 20-25
Instructional Routines
Daily Lesson # 22
WORD STUDY
SHARED READING
INDEPENDENT READING
WRITING
Duration and Objective
Suggested Duration: 15-20 min.
Content Objective: Students use
context clues to determine the
meaning of unknown words and
confirm meaning, pronunciation,
part of speech, synonyms, and
antonyms with a dictionary and
thesaurus.
Suggested Duration: 25-30 min.
Content Objective: Students
analyze how poets use alliteration
to reinforce meaning in poems.
Suggested Duration: 15-20 min.
Content Objective: Students write
responses to texts read
independently and provide
evidence from the text to
demonstrate understanding.
Mini Lesson
1. Display or distribute the
paragraph containing
vocabulary words.
(Optional: Students find
unfamiliar or multiple
meaning words in
Independent Reading
material.)
1. Ask: What is
alliteration? What is
onomatopoeia? Discuss
responses and give
examples.
1. Display the Anchor Chart: 1. Remind students that they
Reader’s Response
will continue drafting a
Questions. Review each of
poem about a character
the questions, and add
from a story.
questions regarding
2. Read the beginning of the
poetry as applicable.
rough draft of the poem in
2. Explain that students will
the Teacher Writer’s
choose which question or
Notebook from Daily
questions they would like
Lesson 21 Writing.
to answer as a response
3. Review what was learned
to reading. Tell them their
about poetic techniques in
response must reflect
Shared Reading.
understanding and have
text evidence.
4. In the Teacher Writer’s
2. Display the chart with the
instructions from Daily
Lesson 15 Word Study.
Review the directions and
model as necessary.
2. Display the Anchor Chart:
Poetic Techniques-Sound
Effects. Explain to
students that they are
going to be analyzing
poems for the use of
sound effects including
alliteration. Read the
definition and write an
Last Updated 05/03/2013
Suggested Duration: 25-30 min.
Content Objective: Students write
poems using poetic techniques.
page 26 of 47 Grade 5
English Language Arts and Reading
Unit: 01
Lesson: 03
Suggested Duration: Days 20-25
example.
3. Display the lyrics to a folk
song with an example of
alliteration. Play a
recording or sing the folk
song.
3. If applicable, model writing
a response to one of the
questions using a selected
text. (optional)
Notebook, model drafting
a poem using the model
text selected in Daily
Lesson 20 Writing. Model
writing 1-2 examples of
alliteration and
onomatopoeia.
4. Display the lyrics to a folk
song with an example of
onomatopoeia. Play a
recording or sing the folk
song.
5. Using the Anchor Chart:
Poetic Techniques-Sound
Effects, go through the
steps of analysis:
Identify the sound
effect.
Identify the meaning in
the poem.
Explain how the sound
effect contributes to
meaning.
6. Ask: Where is
alliteration used in this
song/poem? Where is
onomatopoeia used in
this song/poem?
Discuss responses and
highlight alliteration and
Last Updated 05/03/2013
page 27 of 47 Grade 5
English Language Arts and Reading
Unit: 01
Lesson: 03
Suggested Duration: Days 20-25
onomatopoeia in the folk
song.
7. Think Aloud about the
meaning of the folk song
and how the alliteration
and onomatopoeia
support and/or contribute
to the meaning.
Learning Applications
1. Students follow the
instructions on the chart
and record answers in
Word Study Notebooks.
Students use a dictionary
and/or a thesaurus as a
resource.
1. Divide students into pairs
and distribute the other
folk song lyrics.
2. Students listen to, sing,
and/or read the folk song.
3. Students follow the steps
for analyzing sound
effects in poems.
Identify and highlight the
sound effect.
Identify the meaning in the
poem.
Explain how sound effects
contribute to meaning.
1. Students select their text
for Independent Reading.
1. With a partner, students
read their model poems to
look for the use of
2. Students choose a
alliteration and
question or questions from
onomatopoeia.
the Anchor Chart:
Reader’s Response
2. Students begin drafting
Questions.
their poem.
3. Students read and monitor 3. Encourage students to
comprehension.
include 1-2 examples of
alliteration and
4. Students write a response
onomatopoeia in their
to reading using their
poem if applicable.
chosen question. Students
provide text evidence in
their response.
Engage in Guided Reading and Guided Writing Instruction as appropriate.
Closure
1. Collect Word Study
Notebooks to
assess students’ entries.
1. As a class, discuss the
folk song that students
analyzed. Ask: How did
the use of alliteration
and onomatopoeia
Last Updated 05/03/2013
1. Students share their
response with a partner.
1. Ask students to share an
example of alliteration or
onomatopoeia with the
class.
page 28 of 47 Grade 5
English Language Arts and Reading
Unit: 01
Lesson: 03
Suggested Duration: Days 20-25
reinforce the meaning
of the poem? Discuss
responses.
Last Updated 05/03/2013
page 29 of 47 Grade 5
English Language Arts and Reading
Unit: 01
Lesson: 03
Suggested Duration: Days 20-25
Poetry, Please
Lesson Preparation
Daily Lesson #: 23
WORD STUDY
TEKS
Key Understandings and
Guiding Questions
Ongoing TEKS
SHARED READING
TEKS
Ongoing
TEKS
INDEPENDENT READING
TEKS
Ongoing
TEKS
WRITING
TEKS
5.2B
5.22C
5.Fig19A,C,D
5.4A
5.8A
5.Fig19A,C,D
5.4A
5.8A
5.9A
5.18C
5.15C
5.16Bi-iii
• An extensive vocabulary enhances
written and oral communication.
• Readers use strategies to identify
the intended meaning of words and
phrases in text.
• Readers use strategies to
support understanding of text.
• Readers use strategies to
support understanding of text.
What strategies do readers
use to help maintain
understanding of text?
What strategies do readers
use to help maintain
understanding of text?
• Authors establish a purpose
and plan and use writer’s craft to
engage and sustain the reader’s
interest and enhance
understanding.
Why is it important that readers
and writers build their knowledge of
words?
How do authors write poetry?
• Readers use writing to
communicate deeper
understanding of texts.
How can readers
demonstrate understanding
through writing?
Vocabulary of Instruction
Ongoing
TEKS
• Consonance
• Assonance
Last Updated 05/03/2013
page 30 of 47 Grade 5
English Language Arts and Reading
Unit: 01
Lesson: 03
Suggested Duration: Days 20-25
Daily Lesson #: 23
Materials
WORD STUDY
SHARED READING
INDEPENDENT READING
• Reader’s Notebook (1 per
student)
• Grade­appropriate poems in
different forms including, but not
limited to: Quatrain, Acrostics,
Haiku, and Limerick for student
selection (minimum of 1 poem
per student)
• Chart paper (if applicable)
WRITING
• Word Study Notebook (1 per student)
• Note card (1 per 2 students)
• Manila paper or light colored
construction paper (1 per student)
• Dictionary (class set)
• Thesaurus (class set)
• Chart paper (if applicable)
• Grade­appropriate folk song
lyrics or other poem with
consonance (1)
• Grade­appropriate folk song
lyrics or other poem with
assonance (1)
• Grade­appropriate folk song
lyrics or other poem with
consonance and/or assonance
(1 copy per 2 students)
• Highlighter (1 per student) • Chart paper (if applicable)
• Writer’s Notebook (1 per
student)
• Teacher Writer’s Notebook (1)
• Chart paper (if applicable)
1. Prepare to display visuals as
appropriate.
1. Prepare to display visuals 1. Prepare to display visuals 1. Prepare to display
as appropriate.
as appropriate.
visuals as appropriate.
2. Write the following sets of
words on note cards (2-3 sets
per card):
2. Locate grade appropriate 2. Create and prepare to
folk song lyrics or other
display Anchor Chart:
poems that have
Reader’s Response
examples of consonance
Questions.
and assonance. See the
Lesson Organizer for
possible websites with
folk song lyrics.
Attachments and
Resources
Advance Preparation
its/it’s
accept/except
affect/effect
breath/breathe
Last Updated 05/03/2013
2. Prepare to revise in front
of students.
page 31 of 47 Grade 5
English Language Arts and Reading
Unit: 01
Lesson: 03
Suggested Duration: Days 20-25
Daily Lesson #: 23
WORD STUDY
capitol/capital
further/farther
quite/quiet/quit
lose/loose
passed/past
principle/principal
than/then
their/there/they’re
though/thought/through
Background Information
SHARED READING
INDEPENDENT READING
WRITING
3. Prepare to display the
Anchor Chart: Poetic
Techniques-Sound
Effects. Write the
definitions for
consonance and
assonance.
Consonance - the repetition of
internal or ending consonant
sounds close together (e.g., The
abandoned bird found a wide
window in which to build his
nest.)
Assonance - the repetition of
vowel sounds in words close
together (e.g., David made his
way to the lake.)
Teacher Notes
Students explored the
characteristics of the different
forms of poetry in third grade.
Then in fourth grade, they
explored the structural elements
of poetry and how they relate to
form.
Last Updated 05/03/2013
page 32 of 47 Grade 5
English Language Arts and Reading
Unit: 01
Lesson: 03
Suggested Duration: Days 20-25
Instructional Routines
Daily Lesson # 23
WORD STUDY
Duration and Objective
Suggested Duration: 25 min.
Content Objective: Students
differentiate between commonly
confused words.
Mini Lesson
1. Display the following
words:stationary and
stationery.
SHARED READING
Suggested Duration: 25 min.
Content Objective: Students
analyze how poets use
consonance and assonance to
reinforce meaning in poems.
INDEPENDENT READING
WRITING
Suggested Duration: 25 min.
Content Objective: Students
identify and analyze how poets
use consonance and assonance
to reinforce meaning in poems.
Suggested Duration: 25 min.
Content Objective: Students revise
poems using poetic techniques
and figurative language.
1. Display the Anchor Chart: 1. If applicable, add a
1. In the Teacher Writer’s
Poetic Techniques-Sound
question to the Anchor
Notebook, model revising
Effects. Explain to
Chart: Reader Response
the poem about a
students that they are
Questions about rhyming
character using the model
2. Ask: What is the
going to continue
in poetry.
poem as a guide. Think
difference between
analyzing poems for the
Aloud about word choice
these two
2. Tell students to choose a
use of sound effects
and imagery.
words?Discuss
poem that is different from
including consonance and
responsesincluding both
the ones analyzed in
assonance. Read the
visual differences (e vs. a)
Shared Reading.
definitions and write
and meaning differences.
examples.
3. Explain that they will read
3. Write each word in a
the poem, highlight
2. Display the lyrics to a folk
sentence with context
consonance and
song with an example of
clues to support the
assonance, identify the
consonance. Play a
correct meaning. If
meaning of the poem, and
recording or sing the folk
necessary, use the
then decide how the
song.
dictionary or thesaurus as
technique enhances or
a resource.
3. Using the Anchor Chart:
reinforces the meaning of
Poetic Techniques-Sound
the poem.
4. Draw a picture to
Effects, go through the
represent each word.
steps of analysis:
Identify the sound
effect.
Last Updated 05/03/2013
page 33 of 47 Grade 5
English Language Arts and Reading
Unit: 01
Lesson: 03
Suggested Duration: Days 20-25
Identify the meaning in
the poem.
Explain how the sound
effect contributes to
meaning.
4. Ask: Where is
consonance used in
this song/poem?
Discuss responses and
highlight consonance in
the folk song.
5. Think Aloud about the
meaning of the folk song
and how the consonance
supports and/or
contributes to the
meaning.
6. Repeat steps 2-5 with the
folk song that has
assonance.
Learning Applications
1. Divide students into
1. Divide students into pairs
groups of two or three
and distribute the other
students (depending on
folk song lyrics.
how many words are on
2. Students listen to, sing,
the note card). Distribute
and/or read the folk song.
a note card with commonly
confused words to each
3. Students follow the steps
group.
for analyzing sound
effects in poems.
2. Students determine the
Last Updated 05/03/2013
1. Students choose their
1. Students revise their
poems and follow the
poems about a character
directions given in the Mini
using the selected poem
Lesson. They record their
as a model. Students
responses in their
revise for word choice that
Reader’s Notebook.
creates imagery.
page 34 of 47 Grade 5
English Language Arts and Reading
Unit: 01
Lesson: 03
Suggested Duration: Days 20-25
correct meaning of the
words. They may use
dictionaries and
thesauruses as resources.
3. On the manila paper,
students write the words in
a sentence with context
clues and draw pictures to
represent the words.
Identify and highlight
the sound effect.
Identify the meaning in
the poem.
Explain how the sound
effect contributes to
meaning.
Engage in Guided Reading and Guided Writing Instruction as appropriate.
Closure
1. Each group presents their
words to the class,
explaining the correct
meaning.
1. As a class, discuss the
folk song that students
analyzed. Ask: How did
the use of consonance
and/or assonance
2. Add the words, sentences,
reinforce the meaning
and drawings to the Word
of the poem? Discuss
Wall.
responses.
Last Updated 05/03/2013
1. Students share their
responses with a partner.
1. Students share their drafts
with a partner. The
partner gives relevant
feedback.
page 35 of 47 Grade 5
English Language Arts and Reading
Unit: 01
Lesson: 03
Suggested Duration: Days 20-25
Poetry, Please
Lesson Preparation
Daily Lesson #: 24
WORD STUDY
TEKS
Ongoing
TEKS
5.2B,E
Key Understandings and
Guiding Questions
• An extensive vocabulary
enhances written and oral
communication.
• Readers use strategies to
identify the intended meaning of
words and phrases in text.
Why is it important that
readers and writers build their
knowledge of words?
SHARED READING
TEKS
Ongoing
TEKS
INDEPENDENT READING
TEKS
Ongoing
TEKS
5.Fig19A,C,D
5.4A
5.8A
5.Fig19A,C,D
5.4A
5.8A
5.14C
5.9A
5.18C
• Authors establish purpose and
plan and use writer’s craft to
engage and sustain the reader’s
interest and enhance
understanding.
• Readers use strategies to
support understanding of text.
What techniques do authors
use to enhance the meaning of
poetry?
What strategies do readers
use to help maintain
understanding of text?
WRITING
TEKS
5.15C
5.16Biii
• Authors establish purpose and
plan and use writer’s craft to
engage and sustain the reader’s
interest and enhance
understanding.
How do authors write poetry?
• Readers use writing to
communicate deeper
understanding of texts.
How can readers
demonstrate understanding
through writing?
Vocabulary of Instruction
• Context clue
• Sound effect
• Alliteration
• Onomatopoeia
Last Updated 05/03/2013
Ongoing
TEKS
• Graphic element
page 36 of 47 Grade 5
English Language Arts and Reading
Unit: 01
Lesson: 03
Suggested Duration: Days 20-25
Daily Lesson #: 24
WORD STUDY
SHARED READING
INDEPENDENT READING
WRITING
• Consonance
• Assonance
• Internal rhyme
• Rhyme scheme
• Sensory detail
• Figurative language
• Point of view
Materials
ÿ Word Study Notebook (1 per
ÿ Reader’s Notebook (1 per
ÿ Reader’s Notebook (1 per
ÿ Writer’s Notebook (1 per
student)
ÿ Dictionary (class set)
ÿ Thesaurus (class set)
ÿ Grade-appropriate poems that
have been previously read in
Shared and Independent Reading
(minimum of 1 poem per student)
ÿ Chart paper (if applicable)
student)
ÿ Grade-appropriate folk song or
poem that presents a point of view
about an issue (1)
ÿ Grade-appropriate folk songs or
poems that present a point of view
about an issue (minimum of 1
poem per student)
ÿ Chart paper (if applicable)
student)
ÿ Grade-appropriate poems in
different forms including, but not
limited: to Quatrain, Acrostics,
Haiku, and Limerick for student
selection (minimum of 1 poem
per student)
ÿ Chart paper (if applicable)
student)
ÿ Teacher Writer’s Notebook (1)
ÿ Chart paper (if applicable)
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. Prepare to display the
Anchor Chart: Evaluating
Sensory Language in
Poetry.
2. Prepare to display Anchor
Chart: Reader’s
Response Questions
Attachments and
Resources
Advance Preparation
3. Prepare to display the
Anchor Chart: Poetic
Last Updated 05/03/2013
page 37 of 47 Grade 5
English Language Arts and Reading
Unit: 01
Lesson: 03
Suggested Duration: Days 20-25
Daily Lesson #: 24
WORD STUDY
SHARED READING
INDEPENDENT READING
WRITING
Techniques-Sound
Effects.
4. Locate a poem/folk song
that is a response to a
particular issue (e.g., civil
rights, worker’s rights, the
Great Depression, etc.)
Background Information
Teacher Notes
This Daily Lesson reviews the
poetic techniques used in Daily
Lessons 20-23.
Last Updated 05/03/2013
page 38 of 47 Grade 5
English Language Arts and Reading
Unit: 01
Lesson: 03
Suggested Duration: Days 20-25
Instructional Routines
Daily Lesson # 24
WORD STUDY
SHARED READING
INDEPENDENT READING
Duration and Objective
Suggested Duration: 10-15 min.
Content Objective: Students use
context clues to determine the
meaning of unknown words and
give examples and non-examples
of the word. Students may use a
dictionary or thesaurus as a
resource if necessary.
Suggested Duration: 20-25 min.
Content Objective: Students
identify and analyze how poets
use poetic techniques to reinforce
meaning in poems.
Suggested Duration: 20-25 min.
Content Objective: Students
identify and analyze how poets use
rhyme and sound effects to
reinforce meaning in poems.
Mini Lesson
1. Display a poem that has
been previously
read.Choose a word that
is unfamiliar, interesting,
or has multiple meanings.
1. Display the Anchor
Charts: Evaluating
Sensory Language in
Poetry and Poetic
Techniques-Sound Effect.
2. Reread the sentence(s)
that contain the word and
circle or underline words
that help the reader know
what the word means.
2. Display and read the
selected poem. Model
effective fluency.
1. If applicable, add a
1. In the Teacher’s Writers
question to the Anchor
Notebook, model revising
Chart: Reader Response
the poem about a
Questions about the use of
character for graphic
poetic techniques.
elements using the model
poem as a guide. Think
2. Tell students to choose
Aloud about line length,
poems that are different
line breaks, stanzas, and
from the ones analyzed in
capital letters.
Shared Reading.
3. Ask: What sound
effects are used in the
3. Write a definition based
poem? Discuss
on the clues.Give other
responses and use the
examples of the word
Anchor Chart: Evaluating
(synonyms) or other
Sensory Language in
contexts the word could
Poetry. Think Aloud the
be used in.Then give nonsteps of analysis.
Last Updated 05/03/2013
WRITING
Suggested Duration: 25-30 min.
Content Objective: Students
revise poems using graphic
elements.
3. Explain that they will read
the poems and look for
rhyme scheme, internal
rhyme, alliteration,
consonance,
assonance, onomatopoeia,
figurative language, and
page 39 of 47 Grade 5
English Language Arts and Reading
Unit: 01
Lesson: 03
Suggested Duration: Days 20-25
examples (antonyms).
4. Confirm meaning with a
dictionary or thesaurus.
(optional)
4. Highlight and label the
different sound effects.
5. Ask: What sensory
language and figurative
language is used in the
poem? Discuss
responses and use the
Anchor Chart: Evaluating
Sensory Language in
Poetry. Think Aloud the
steps of analysis.
sensory language. They
will then determine the
meaning of the poem and
think about how the poetic
technique reinforces the
meaning of the poem and
the author’s point of view.
6. Highlight and label the
sensory language and
figurative language.
7. Think Aloud the meaning
of the folk song and
discuss the point of view
of the song/poem. Discuss
the perspective of the
author and any bias that is
presented in the
song/poem.
Learning Applications
1. Students find an
1. With a partner, students
unfamiliar, interesting, or
choose 2-3 poems from
multiple meaning word in a
the collection and look for
previously read poem.
more examples of the
Last Updated 05/03/2013
1. Students choose their
poems and follow the
directions given in the Mini
Lesson. They record their
1. Students revise their
poems about a character
for graphic elements using
the selected poem as a
page 40 of 47 Grade 5
English Language Arts and Reading
Unit: 01
Lesson: 03
Suggested Duration: Days 20-25
2. Students record the word
and the clues that help
the reader determine the
meaning.
3. Using the clues, students
write what they think the
word means.
4. Students give examples
and non-examples of the
word.
sound effects, sensory
language and figurative
language used in the
poem.
responses in their
Reader’s Notebook.
guide. Students consider
line length, line breaks,
stanza, and capital letters.
2. Students evaluate the
meaning and point of view
of the poem.
3. Students add the
techniques, definitions,
and examples to their
Reader’s Notebook.
5. Students confirm with a
dictionary and thesaurus.
(optional)
Engage in Guided Reading and Guided Writing Instruction as appropriate.
Closure
1. Students share their word
with a partner including
definition, examples, and
non-examples.
1. Ask: How do these
1. Students share their
techniques reinforce or
responses with a partner.
enhance the meaning
of the poem? Discuss
responses.
Last Updated 05/03/2013
1. Students share final drafts
with a partner. The
partner gives relevant
feedback.
page 41 of 47 Grade 5
English Language Arts and Reading
Unit: 01
Lesson: 03
Suggested Duration: Days 20-25
Poetry, Please
Lesson Preparation
Daily Lesson #: 25
WORD STUDY
TEKS
Ongoing
TEKS
5.2B,E
SHARED READING
TEKS
INDEPENDENT READING
Ongoing
TEKS
5.4A
5.8A
5.14C
5.18C
TEKS
Ongoing
TEKS
5.Fig19A,C,D
5.4A
WRITING
TEKS
Ongoing
TEKS
5.15E
5.16Bi-iii
5.8A
5.9A
5.18C
Key Understandings and
Guiding Questions
• An extensive vocabulary
enhances written and oral
communication.
• Readers use strategies to
identify the intended meaning of
words and phrases in text.
Why is it important that
readers and writers build their
knowledge of words?
• Authors establish purpose and
plan and use writer’s craft to
engage and sustain the reader’s
interest and enhance
understanding.
What techniques do authors
use to enhance the meaning of
poetry?
• Readers use strategies to
support understanding of text.
What strategies do readers
use to help maintain
understanding of text?
• Readers use writing to
communicate deeper
understanding of texts.
• Authors establish purpose and
use writer’s craft to engage and
sustain the reader’s interest and
enhance understanding.
What techniques do authors
use to enhance the meaning of
poetry?
How can readers
demonstrate understanding
through writing?
Vocabulary of Instruction
• Context clue
• Point of view
Last Updated 05/03/2013
• Sound effect
• Alliteration
• Internal rhyme
page 42 of 47 Grade 5
English Language Arts and Reading
Unit: 01
Lesson: 03
Suggested Duration: Days 20-25
Daily Lesson #: 25
WORD STUDY
SHARED READING
INDEPENDENT READING
WRITING
• Onomatopoeia
• Consonance
• Assonance
• Quatrain
• Acrostics
• Haiku
• Limerick
Materials
ÿ Word Study Notebook (1 per
ÿ Reader’s Notebook (1 per
ÿ Reader’s Notebook (1 per
ÿ Writer’s Notebook (1 per
student)
ÿ Dictionary (class set)
ÿ Thesaurus (class set)
ÿ Grade-appropriate poems that
have been previously read in
Shared and Independent Reading
(minimum of 1 poem per student)
ÿ Chart paper (if applicable)
student)
ÿ Grade-appropriate folk song or
poem that presents a point of view
about an issue from Daily Lesson
24 (1)
ÿ Photograph and/or cartoons that
represents the same issue as the
selected song/poem (1)
ÿ Chart paper (if applicable)
student)
ÿ Collection of grade-appropriate
books in a variety of genre
ÿ Chart paper (if applicable)
student)
ÿ Teacher Writer’s Notebook (1)
ÿ Publishing paper (1 per
student)
ÿ Chart paper (if applicable)
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. Prepare to display the
Anchor Chart: Evaluating
Sensory Language in
Poetry.
2. Prepare to display the
Anchor Chart: Reader
Response Questions.
2. Publish the poem from the
Teacher Writer’s
Notebook.
Attachments and
Resources
Advance Preparation
3. Prepare to display the
Anchor Chart: Poetic
Last Updated 05/03/2013
page 43 of 47 Grade 5
English Language Arts and Reading
Unit: 01
Lesson: 03
Suggested Duration: Days 20-25
Daily Lesson #: 25
WORD STUDY
SHARED READING
INDEPENDENT READING
WRITING
This Instructional Routine partially
assesses Performance Indicator
04.
This Instructional Routine
assesses Performance Indicator
03.
Techniques-Sound
Effects.
4. Locate the poem/folk song
that is a response to a
particular issue (e.g., civil
rights, worker’s rights, the
Great Depression, etc.)
used in Daily Lesson 24
Shared Reading.
5. Prepare to display the
photographs or political
cartoons that also
respond to the same issue
in the song or poem used
in Daily Lesson 24.
Background Information
This Instructional Routine
assesses Performance Indicator
05.
Point of view - the specific bias or
perspective that an image maker
brings to a particular scene or
subject about a person, idea, or
event.
Teacher Notes
Last Updated 05/03/2013
page 44 of 47 Grade 5
English Language Arts and Reading
Unit: 01
Lesson: 03
Suggested Duration: Days 20-25
Instructional Routines
Daily Lesson # 25
WORD STUDY
SHARED READING
Duration and Objective
Suggested duration: 10-15 min.
Content Objective: Students use
context clues to determine the
meaning of unknown words and
give examples and non-examples
of the word. Students may use a
dictionary or thesaurus as a
resource if necessary.
Suggested duration: 20-25 min.
Content Objective: Students
identify the point of view in media.
Mini Lesson
1. Display a poem that has
been previously
read.Choose a word that
is unfamiliar, interesting,
or has multiple meanings.
INDEPENDENT READING
Suggested Duration: 25-30 min.
Content Objective: Students write
responses to texts read
independently and provide
evidence from the text to
demonstrate understanding.
WRITING
Suggested duration: 25-30 min.
Content Objective: Students
publish poems with poetic
techniques, figurative language,
and graphic elements.
1. Review the poem students 1. Display the Anchor Chart: 1. Display and read the
analyzed in Daily Lesson
Reader’s Response
published poem from the
24.
Questions. Review each of
Teacher Writer’s
the questions, and add
Notebook.
2. Discuss the poetic
questions regarding
techniques used in the
2. Tell students that they
poetry as necessary.
2. Reread the sentence(s)
poem and review the point
need to finalize their
that contain the word and
of view of the author.
2. Explain that students will
poems and turn them in
circle or underline words
choose which question or
for assessment.
3. Show students the
that help the reader know
questions they would like
photographs or political
what the word means.
to answer as a response
cartoons related to the
to reading. Tell them their
3. Write a definition based
poem.
response must reflect
on the clues.Give other
understanding and have
4. Think Aloud finding the
examples of the word
text evidence.
point of view of one of the
(synonyms) or other
images.
contexts the word could be
3. If applicable, model writing
used in.Then give nona response to one of the
5. Ask: How is the point of
examples (antonyms).
questions using a selected
view in media related to
text. (optional)
the point of view in
4. Confirm meaning with a
text? Discuss responses.
dictionary or thesaurus.
Last Updated 05/03/2013
page 45 of 47 Grade 5
English Language Arts and Reading
Unit: 01
Lesson: 03
Suggested Duration: Days 20-25
(optional)
Learning Applications
6. As a class, work through
the remaining images and
cartoons to find the point
of view.
1. Students find an
1. In their Reader’s
unfamiliar, interesting, or
Notebook, students
multiple meaning word in a
respond to the prompt:
previously read poem.
How do authors and
image makers
2. Students record the word
demonstrate point of
and the clues that help the
view in their work, and
reader determine the
how does this point of
meaning.
view affect the reader?
3. Using the clues, students
write what they think the
word means.
4. Students give examples
and non-examples of the
word.
1. Students select their text
for Independent Reading.
1. Students publish their
poems from their Writer’s
Notebooks.
2. Students choose a
question or questions from 2. In a small group, students
the Anchor Chart:
share their published
Reader’s Response
poem.
Questions.
3. Students read and monitor
comprehension.
4. Students write a response
to reading using their
chosen question. Students
provide text evidence in
their response.
5. Students confirm with a
dictionary and thesaurus.
(optional)
Engage in Guided Reading and Guided Writing Instruction as appropriate.
Closure
1. Collect Word Study
Notebooks to assess how
students are
demonstrating their word
knowledge.
1. Students share Reader’s
Notebook entry with a
partner.
Last Updated 05/03/2013
1. Collect Reader’s
Notebooks to assess
students’ knowledge of
analyzing poems for
sound effects that
reinforce meaning.
1. Collect poems to assess
students’ ability to use
poetic techniques in
writing.
page 46 of 47 Grade 5
English Language Arts and Reading
Unit: 01
Lesson: 03
Suggested Duration: Days 20-25
Bold black definitions: Standards for Ensuring Success from Kindergarten to College and Career, 2009 University of Texas System/Texas
Education Agency
Last Updated 05/03/2013
page 47 of 47