FRAME THE LESSON
TEACHER:
CLASS:
5th Reading
LESSON DATE: 8/31-9/4 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.
Explain
Students will understand how an author’s sensory
language creates imagery in literary text and provide
evidence from text to support their understanding.
Elaborate
Evaluate
Alliteration
https://www.youtube.com/watch?
v=y-koivS_aho
https://www.youtube.com/wat
ch?v=OgIOjV503eM Repitition
Stds will read poems in groups to
discuss alliteration and repetition
and the reason why the author
chose to use these elements.
Each group will have one poem
(pg 27, pg 31, pg 83, pg 64, pg,
48). They will discuss & answer
corresponding questions, then
rotate poems so every group has
seen every poem. Discuss all
poems as a class.
Resources/Materials:
Watch video again:
https://www.youtube.com/watch?
v=y-koivS_aho
Picture walk (see directions
below) through the 3 poems
starting on pg 262.
Review Vocab and information on
pg 262 of Student Journeys Book.
Have students read the 3 poems in
partners.
Complete the Text to Self on
page. 265
Write using alliteration on page
264.
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.
Listen to
song.
Discuss the
analogies
https://ww
w.youtube.
com/watch?
v=ftMsFkE
OwuU
Pg 22, pg
35 of Read
and
Understand
Poetry.
Then,
Analogies
pg 111, 207
& pg 291of
Student
Practice
Book
Rhyme &
Meter
https://ww
w.youtube
.com/watc
h?v=oNX
2kxqvjbU
Review
“the
special
sounds of
poetry” at
the end of
the book.
Then Pg
70, 75 &
79 from
Read and
Understan
d Poetry
Student Journeys
Book
Have students
choose their
favorite poem
that we have
discussed.
Students will
write a sequel to
that poem, using
similar literary
devices as the
author would
have used.
Journeys Student
Practice Book
Read and
Understand
Poetry grades 5-6
(you can check
this book out
from your IC)
Stop & Check for
Understanding—High Level Questions
Critical Writing Prompt:
Write a poem that exhibits your
favorite literary device.
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?
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)
Bring the lyrics to your favorite song to
find all of the symbolism and analogies
in it.
Picture Walk
Read through vocab, the author, the photographer, look at the pictures, read the captions. Discuss and
make connections with self, world and other texts.
Fly Swatter Game
One student from each team comes to the front of the room facing the class, with their
back to the Word Wall. Each has a fly swatter. When I say a definition of a word/ a
synonym/antonym, show a picture, etc. (anything to describe a word), they have to turn
around, look over the Word Wall and touch the word I've described with the fly swatter.
The first one to touch the word gets a point for their team. There are some other basic
rules: 1) You may not hit another student with the fly swatter. 2) You may not throw the
fly swatter at anyone. 3) You may not "block" another player with your arm or your body
to prevent them from getting at a word.