5_1_ELA


 * Grade: 5 Unit: 1 Week: 1 Content: Language Arts Dates: 8/20-8/24 **

**Theme Essential Question:** Why and how do we play with language?

**Essential Questions:** How can playing with vocabulary, like literal and figurative language, enable the learner to understand how to write about language incorporating word origins?


 * Standards **
 * RL.5.2: Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text.
 * RI.5.1: Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
 * RF.5.3: Know and apply grade-level phonics and word analysis skills in decoding words.
 * RF.5.3(a): Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context.
 * SL.5.1: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) on grade 5 topics and texts, building on others’ ideas and expressing their own clearly.
 * SL.5.1(a): Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.
 * SL.5.1(b): Follow agreed-upon rules for discussions and carry out assigned roles.
 * L.5.5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.


 * Objectives **
 * Apply understanding of poetic devices (e.g., figure of language), word relationship, and nuances in word meanings in one’s own writing of original poems.
 * Make use of phonics, word analysis skills, syllabication patterns and morphology to accurately read unfamiliar words in and out of context.


 * Assessment **
 * Products **
 * Students will be able to create their own poetry and use at least two of the techniques discussed.
 * Students will create a Venn diagram to compare and contrast two types of poetry and pick a style of poetry that they think is “best”. Then bring their reasons to a group to discuss their opinions.
 * Students create “funny” lines and determine what makes the line “funny”.


 * Key Questions **
 * How does vocabulary help you understand what the writer’s intentions are in his/her writing?
 * How does understanding literal and figurative language allow you to be a better writer?
 * How can understanding word origins help you as a reader and a writer?


 * Observable Student Behaviors **
 * Using various texts, students will mark similes, metaphors, alliteration and onomatopoeia with coded Post-it notes as they are observed, during whole class instruction.
 * Students will recite a “funny” poem, using expression and other fluency reading and presentation skills.

idiom/cliché literal and figurative language similes alliteration onomatopoeia spoonerism theme meter stanza metaphors rhyme scheme ||
 * Vocabulary **
 * ELA ||
 * homonym


 * Literacy Block **
 * Familiar Reading (15 minutes)
 * Phonics/Word Study (30 minutes)
 * Read Aloud (15 minutes)
 * Reading Workshop **
 * Book Talk/Mini Lesson (10 minutes)
 * Independent Reading – guided Reading – Literature Study (45 minutes total)
 * Sharing/Reflection/Feedback (5 minutes)
 * Writing Workshop **
 * Writer’s Talk/Mini Lesson (10 minutes)
 * Independent Writing/Guided Writing/Investigations (45 minutes)
 * Sharing/Reflection/Feedback (5minutes)

**Suggested Activities** [see Legend to highlight MCO and HYS]
 * Show the PowerPoint Presentation for teaching poetry. This is a website with PowerPoints on the various elements of figurative language; simile & metaphors, alliteration, etc. Great introduction to the unit of poetry. (HYS – SD)
 * Go over poetic forms by visiting these sights. Poets use a variety of formats, rhyme schemes, poems (list of PCSSD purchased books that go with the unit) and meters. They also use specific devices to make their poems unique. As poetry is shared, explicitly explain poetic techniques and assist students in finding examples of these (eg., similes, metaphors, alliteration, and onomatopoeia). (From Read, Write, Think) (MCO – EC, S& HYS – SD, CQO)
 * Additional poetry mentioned in this unit are: As an individual and as a class, keep an index card file of words and phrases learned from the stories and poems in this unit, especially homonyms (i.e., sea, sea; to, two, too, etc.) and homophones, (i.e., weather, whether). Keeping the words on index cards or wall charts which will help you when we sort words by prefix, suffix, root words, meaning, spelling feature, etc. (Note: This will be an ongoing activity all year long.) (HYS – SD, SN)
 * And the Dish Ran Away with the Spoon (Janet Stevens and Susan Stevens Crummel ) *Inside the kindergarten unit 6
 * The Echoing Green (William Blake)
 * Little Red Riding Hood and the Wolf (Roald Dahl)
 * Eletelephony (Laura Richards)
 * My Shadow (Robert Louis Stevenson)
 * Runny Babbit: A Billy Sook (Shel Silverstein)


 * Discuss elements of poetry, sensory description, rhythm, and humor in the writer’s craft lessons (mini-lesson). Have students talk about the elements in small groups, draw pictures to represent each element, and write a brief definition in kid-friendly terms for each. Post these where students can see for reference. Next, have the students write sentences that show the use of the elements, (e.g., an orange has a skin that is rough, it smells sweet and sugary, it tastes juicy and somewhat tart - for sensory descriptions). Discuss the way each student has written their sentences. Have student close their eyes and visualize descriptions, feel rhythm, or expresses humor. ((MCO – EC, S& HYS – RR, CQO)
 * Odyssey Lesson: Poetry and Figurative Language (Found in Assignment Archive Under District)


 * Homework **


 * Terminology for Teachers **
 * Biography - a detailed description or account of someone's life. It entails more than basic facts.
 * Homonym - a word that is spelled or pronounced in the same way as one or more other words but has a different meaning.
 * Idiom - a fixed distinctive expression whose meaning cannot be deduced from the combined meanings of its actual words
 * Cliché - a phrase or word that has lost its original effectiveness or power from overuse
 * Literal language - adhering strictly and concisely to the basic meaning of a word or text
 * Figurative language -using or containing a nonliteral sense of a word or words
 * Similes - a figure of speech that draws a comparison between two different things, especially a phrase containing the word "like" or "as," e.g. "as white as a sheet"
 * Alliteration - a poetic or literary effect achieved by using several words that begin with the same or similar consonants, as in "Whither wilt thou wander, wayfarer?"
 * Onomatopoeia - the formation or use of words that imitate the sound associated with something, e.g. "hiss" and "buzz
 * Spoonerism - an accidental transposition of initial consonant sounds or parts of words, especially in an amusing way, e.g. "half-warmed fish" for "half-formed wish"
 * Theme -a distinct, recurring, and unifying quality or idea
 * Meter - an arranged pattern of rhythm in a line of verse
 * Stanza - a number of lines of verse forming a separate unit within a poem. In many poems, each stanza has the same number of lines and the same rhythm and rhyme scheme.
 * Metaphors - the use to describe somebody or something of a word or phrase that is not meant literally but by means of a vivid comparison expresses something about him, her, or it, e.g. saying that somebody is a snake
 * Rhyme scheme -the pattern of rhyming lines in a poem or in a verse of a poem

Lesson Plan in Word Format (Click Cancel if asked to Log In)
 * || Multicultural Concepts   Ethnicity/Culture | Immigration/Migration | Intercultural Competence | Socialization | Racism/Discrimination   High Yield Strategies   Similarities/Differences | Summarizing/Notetaking | Reinforcing/Recognition | Homework/Practice |   Non-Linguistic representation | Cooperative Learning | Objectives/Feedback |   Generating-Testing Hypothesis | Cues, Questions, Organizers  ||   ||


 * Resources **
 * Professional Texts **
 * Common Core State Standards Literacy Handbook, McGraw Hill (ISBN# 978002117093-7)
 * Bringing Words to Life by Beck et al (9781572307537)
 * Guiding Readers and Writers Grades 3-6 by Fountas and Pinnell (9780325003108)
 * Is That A Fact? Teaching Nonfiction Writing, K-3 by Tony Stead (1571103317)
 * Strategies That Work, 2nd edition by Harvey and Goudvis (9781571104816)
 * Teaching for Comprehending and Fluency; Thinking, Talking, and Writing About Reading, K-8 by Fountas and Pinnell (0-325-00308-4)
 * Teaching for Deep Comprehension by Dorn and Soffos (9781571104038)
 * Teaching Reading Sourcebook, 2nd Edition by Honig, Diamond, and Gutlohn (978-1-57128-457)
 * The Fluent Reader by Rasinski (9780439332088)
 * The Writing Workshop: Working Through The Hard Parts (and They’re All Hard Parts) by Katie Wood Ray (0-8141-1317-6)
 * Words Their Way, Word Study for Phonics, Vocabulary, and Spelling Instruction, 4th Edition by Bear, Invernizzi, Templeton, and Johnston (978-0-13-2239684)


 * Literary Texts **

Poems
Stories
 * Carver: A Life in Poems (Marilyn Nelson)
 * "Casey at the Bat" (Ernest Lawrence Thayer) (E)
 * “Eletelephony” (Laura Richards)
 * Joyful Noise: Poems for Two Voices (Paul Fleischman and Eric Beddows)
 * “Little Red Riding Hood and the Wolf” (Roald Dahl) (E)
 * “My Shadow” (Robert Louis Stevenson)
 * Runny Babbit: A Billy Sook (Shel Silverstein
 * "The Echoing Green" (William Blake) (E)
 * The Tree is Older than You Are: A Bilingual Gathering of Poems & Stories from Mexico with Paintings by Mexican Artists (Naomi Shihab Nye) (Read Aloud)
 * A Picture Book of George Washington Carver (Picture Book Biography) (David Adler and Dan Brown)
 * Baseball Saved Us (Ken Mochizuki)
 * In a Pickle and Other Funny Idioms or Mad as a Wet Hen! and Other Funny Idioms (Marvin Terban)
 * My Teacher Likes to Say (Denise Brennan-Nelson)
 * The Disappearing Alphabet (Richard Wilbur and David Diaz)
 * The King Who Rained (Fred Gwynne)
 * The Phantom Tollbooth (Norton Juster and Jules Feiffer) (Read Aloud) **(Literacy Skills Test in Ren Place)**
 * What Are You Figuring Now? A Story about Benjamin Banneker (Creative Minds Biography) (Jeri Ferris)
 * What's the Big Idea, Ben Franklin (Jean Fritz)

Biographies References
 * Informational Texts **
 * Alexander Graham Bell: An Inventive Life (Snapshots: Images of People and Places in History) (Elizabeth MacLeod)
 * Amelia to Zora: Twenty-Six Women Who Changed the World (Cynthia Chin-Lee, Megan Halsey, and Sean Addy)
 * In Their Own Words: Thomas Edison (George Sullivan)
 * John Muir: Young Naturalist (Childhood of Famous Americans) (Montrew Dunham)
 * Meet the Authors and Illustrators Volume 1: 60 Creators of Favorite Children’s Books Talk About Their Work (Grades K-6) (Deborah Kovacs and James Preller)
 * Musicians (Women in Profile) (Leslie Strudwick)
 * Rachel Carson: Pioneer of Ecology (Women of Our Time) (Kathleen V. Kudlinski)
 * Tales of Famous Americans (Peter and Connie Roop)
 * The World at His Fingertips: A Story about Louis Braille (Creative Minds Biographies) (Barbara O’Connor and Rochelle Draper)
 * Visual and Performing Artists (Women in Profile) (Shaun Hunter)
 * We Are The Ship: The Story of Negro League Baseball (Kadir Nelson) (E)
 * Who Was Albert Einstein? (Jess M. Brallier and Robert Andrew Parker)
 * Who Was Dr. Seuss? (Janet Pascal and Nancy Harrison)
 * Who Was Jackie Robinson? (Gail Herman, Nancy Harrison and John O'Brien)
 * Who Was Louis Armstrong? (Yona Zeblis McDonough, John O'Brien and Nancy Harrison)
 * Who Was Pablo Picasso? (True Kelley)
 * Who Was Thomas Alva Edison? (Margaret Frith, John O’Brien, and Nancy Harrison)
 * Who Was William Shakespeare? (Celeste Mannis)
 * Scholastic Dictionary of Idioms (Revised) (Marvin Terban

@http://questgarden.com/134/60/9/111103143150/ Do you ever wonder how to make your writing more interesting and not so boring? With figurative language, you can do just that. Figurative language takes boring and simple words and phrases and turns them into interesting reading that you will enjoy. You will be able to excite your readers with statements that BLOW their mind. Adding figurative language to your writing will allow you to become a better writer, and your peers will remember your work for years to come! Who knows, maybe it will make you a famous writer!!! @http://questgarden.com/101/30/9/100414211051/ This WebQuest is a research unit on figurative language. The students will be defining the different forms, create original examples, and illustrate them. Students will write a narrative using examples of figurative language to add to the voice of their writing. Students will then display their work via a power point presentation. @http://questgarden.com/39/91/5/061031180309/ Your publishing company, Publisher's Express, has been given six novels to rewrite before the Christmas season. The authors have asked for your help in rewriting their stories. It is your job to make these stories better than they were before. This task is too big for one man or women therefore you have been given permission to enlist the aid of five other individuals to help you on this monumental task. As "The Leader", it is your responsibility to get the group moving before the deadline is up. Assign tasks, finish the story, and become famous for creating one of the greatest stories of all time. @http://questgarden.com/129/42/8/110726193634/ Remember how we say that we want “Rocky Road” writing, not “Vanilla” writing? Well, here is a WebQuest that will help you along your adventure to fantastic writing. Authors use figurative language to make their writing more interesting to read. Figurative language helps us create mental pictures. You are going to flex those brain muscles and check out a few kinds: metaphor, simile, personification, and alliteration. @http://questgarden.com/104/00/2/100522123141/ A special exhibit, Artifacts of Today's Youth, was on the way to your school. Unfortunately, because of the weather, the airplane carrying the exhibit wasn't able to take off. This means that the exhibit won't be coming to your school. This is unfortunate since the proceeds from this event were going to be used update the technology at your school. @http://questgarden.com/52/57/1/070618071816/ This WebQuest will introduce students to a variety of figurative speech. The student will explore the definitions and uses of simile, metaphor, and personification. The student will learn that figurative language is an author's tool to add creativity and spice to the writing @http://questgarden.com/59/32/8/071214134212/ Students will learn to identify four types of figurative language, similes, metaphors, hyperboles, and personification. They will write original examples of each and create a literal illustration for their examples. @http://questgarden.com/141/19/6/120319194639/ We will be taking a writing journey. I hope you think writing is a s fun as a ride on a rollercoaster, because you are going on a wild ride to make your writing more exciting by using figurative language. What is figurative language, you may wonder? Let’s get started and find our way!
 * WebQuests **
 * ** Figurative Language **
 * **Figurative Language**
 * ** Figurative Language **
 * ** Figurative Language **
 * ** Figurative Language Museum **
 * ** Fun With Fantastic Figurative Language **
 * ** Figurative Language Flipbook **
 * ** A Wild Ride Through Figurative Language **

Have students use the two websites below to independently explore and read funny poems. They will copy and illustrate two of their favorite poems. Students will be given time to practice re-reading the poems to improve their prosody, then they will read them aloud to a partner, using expression and other fluent reading strategies (reading quickly and accurately). Extension: have students work in small groups to script poetry for choral readings, and share with class. (MCO – EC, S& HYS – NL, OF) Funny poems, poetry lessons, games, podcasts (Excellent Website for all types of poetry. Very kid-friendly) Read and rate poems, poetry theatre, word games
 * Art, Music, and Media **

Figurative Language song/rap that kids can learn and utilize to cement their understanding. Language Rap(MCO – EC, S& HYS – RR)


 * Manipulatives **

Teaching metaphors and similes with Brain Pop
 * Games **

Fun Ways to Teach Similes (Teacher website on how to teach poetry, theater and activities)
 * Videos **

The expectation for fifth grade is for students to learn the first 600 words by the end of the year.
 * Sight Words **
 * **FRY LIST** @http://www.uniqueteachingresources.com/Fry-1000-Instant-Words.html

Figurative Language Students will be able to identify and use figurative language. @http://exchange.smarttech.com/details.html?id=c63d0858-6987-4025-90df-b84b4eef1cd0 Lessons and activities about figurative language fore reading and writing including metaphor, simile, alliteration, onomatopoeia, hyperbole, and personification @http://exchange.smarttech.com/details.html?id=a37432e3-72ae-46af-8cd7-4999eab4e752 21st Century, Poetry and figurative language @http://exchange.smarttech.com/details.html?id=2d318e3c-4e4c-4088-b829-0299d88e3a5a Demonstrate use and understanding of words with multiple meanings @http://exchange.smarttech.com/details.html?id=d3b04595-ca1e-4e2c-9086-9cde1704874f The students learn what synonyms and antonyms are and to identify whether a group of words are synonyms or antonyms @http://exchange.smarttech.com/details.html?id=be757919-ac64-41c2-b4f0-d320037a5a73 Through various activities, the student will be able to differentiate the different between a simile and a metaphor @http://exchange.smarttech.com/details.html?id=47c7ee96-4ad3-4d68-98fc-0e18542be486 Identify and generate synonyms @http://exchange.smarttech.com/details.html?id=573a5de3-91a7-47ff-b2a0-0c258274cbbd The intended learning outcomes are to Identify and understand homonyms and multiple-meaning words, to determine word meanings, and to comprehend text. @http://exchange.smarttech.com/details.html?id=8d6ee9ec-a804-45f2-965f-3bdf44f1e051 Have fun reviewing analogies with your students with this fun tic tac toe game! Find even more activities at www.thewrightroom.com @http://exchange.smarttech.com/details.html?id=4d91de49-04ff-409d-b019-58e1c3e6ce01 Students will review the different types of Figurative Language
 * SMART Board Lessons, Promethean Lessons **
 * ** AEGOM Lesson: EG5-009 **
 * ** AEGOM Quiz: EG5-009 **
 * ** Figurative Language **
 * ** Poetry **
 * ** Multiple Meaning Words **
 * ** Synonyms or Antonyms **
 * ** Simile or Metaphor **
 * ** Synonyms **
 * **Homophones**
 * ** Analogy Tic Tac Toe **
 * ** Figurative Language Review **

Figurative Language Resources: @http://www.readwritethink.org/files/resources/lesson_images/lesson807/web-explorer2.pdf This student reproducible, from a ReadWriteThink lesson, guides students through a Web exploration of acrostic poetry by providing questions they answer while visiting two Web sites. @http://www.readwritethink.org/classroom-resources/student-interactives/cube-30057.html Bio-Cube is a useful summarizing tool that helps students identify and list key elements about a person for a biography or autobiography. @http://www.readwritethink.org/classroom-resources/lesson-plans/creating-classroom-community-crafting-391.html Students create poetry collections with the theme of "getting to know each other." They study and then write a variety of forms of poetry to include in their collections. @http://www.readwritethink.org/files/resources/lesson_images/lesson115/Figurative_language_handout.pdf This student reproducible, from a ReadWriteThink lesson, provides definitions of several types of figurative language, including assonance, metaphor and personification.
 * Other Activities, etc. **
 * Similes (definition and examples)
 * List of Similes
 * Metaphors (definition and examples)
 * List of Metaphors
 * Alliteration (definition and examples)
 * Onomatopoeia (definition and examples)
 * Examples of Onomatopoeia (examples)
 * List of Onomatopoeia
 * Spoonerism (definition and activities)
 * ** ACROSTIC POETRY WEB EXPLORER **
 * ** Bio Cube **
 * ** Creating Classroom Community by Crafting Themed Poetry Collections **
 * ** FIGURATIVE LANGUAGE **


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