ELAR: Understanding and Creating Elements of Poetry

Suggested Time Frame: 15 Instructional Days

        
Genre Focus

Reading –
5.2 Reading/Vocabulary Development. Students understand new vocabulary and use it when reading and writing. Students are expected to:
(B) use context (e.g., in-sentence restatement) to determine or clarify the meaning of unfamiliar or multiple meaning words; -R

As it applies to 5.4 –
5.3 Reading/Comprehension of Literary Text/Theme and Genre. Students analyze, make inferences and draw conclusions about theme and genre in different cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding. Students are expected to:
(A) compare and contrast the themes or moral lessons of several works of fiction from various cultures; -S

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:
(A) analyze how poets use sound effects (e.g., alliteration, internal rhyme, onomatopoeia, rhyme scheme) to reinforce meaning in poems. -S

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:
(A) evaluate the impact of sensory details, imagery, and figurative language in literary text. -R

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 continue to apply earlier standards with greater depth in increasingly more complex texts. Students are expected to:
(C) identify the point of view of media presentations; and -S

Writing –
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:
(B) write poems using:
(i) poetic techniques (e.g., alliteration, onomatopoeia);
(ii) figurative language (e.g., similes, metaphors); and
(iii) graphic elements (e.g., capital letters, line length).

Oral & Written Conventions

5.20 Oral and Written Conventions/Conventions. Students understand the function of and use the conventions of academic language when speaking and writing. Students continue to apply earlier standards with greater complexity. Students are expected to:
(A) use and understand the function of the following parts of speech in the context of reading, writing, and speaking:
(v) prepositions and prepositional phrases to convey location, time, direction, or to provide details;

5.21 Oral and Written Conventions/Handwriting, Capitalization, and Punctuation. Students write legibly and use appropriate capitalization and punctuation conventions in their compositions. Students are expected to:
(C) use proper mechanics including italics and underlining for titles and emphasis.

5.22 Oral and Written Conventions/Spelling. Students spell correctly. Students are expected to:
(B) spell words with:
(ii) Latin Roots (e.g., spec, scrib, rupt, port, ject, dict);
(iv) Latin derived suffixes (e.g., -able, -ible; -ance, -ence);