ELAR: Words & Imagery – The Poet’s Paintbrush

Suggested Time Frame: 15 Instructional Days

        

Genre Focus

4.2 Reading/Vocabulary Development. Students understand new vocabulary and use it when reading and writing. Students are expected to:
(D) identify the meaning of common idioms;

4.3 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) summarize and explain the lesson or message of a work of fiction as its theme; -S

4.4 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) explain how the structural elements of poetry (e.g., rhyme, meter, stanzas, line breaks) relate to form (e.g., lyrical poetry, free verse). -S

4.8 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) identify the author’s use of similes and metaphors to produce imagery. -S

4.16 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 that convey sensory details using the conventions of poetry (e.g., rhyme, meter, patterns of verse).

Oral & Written Conventions

4.20 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: -R
(ii) nouns (singular/plural, common/proper);
(iii) adjectives (e.g., descriptive, including purpose: sleeping bag, frying pan) and their comparative and superlative forms (e.g., fast, faster, fastest); -S
(v) prepositions and prepositional phrases to convey location, time, direction, or to provide details; -S
(B) use the complete subject and the complete predicate in a sentence;

4.22 Oral and Written Conventions/Spelling. Students spell correctly. Students are expected to:
(A) spell words with more advanced orthographic patterns and rules: -R
(ii) irregular plurals (e.g., man/men, foot/feet, child/children); -S
(v) prepositions and prepositional phrases to convey location, time, direction, or to provide details; -S
(C) spell commonly used homophones (e.g., there, they’re, their; two, too, to); -S