Grade+5+Unit+1

= Common Core ELA Grade 5 Unit 1 Lessons (Mary Cate Mote- St. John's)   T- Spoonerisms through poetry  = L.5.5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. P.O.- Swbat recognize spoonerisms in poetry -recite a poem consisting of spoonerisms -write a spoonerism AN- Read the introduction (p 4) to the book __Runny Babbit__, by Shel Silverstein. Have students pair and share for 2 minutes what they think the introduction was about and why the words sounded the way they did. P- Put the poem up on the document camera so the students can see how the words look. Read it again as a whole group and have volunteers offer thoughts about the meaning and the words. Write the word //spoonerism// on the board and have the students come up with a good definition based on the poem they see. GP-Turn to the poem “Runny’s Rittle Leminders” and show students this poem. Read the short poem and write on the board two of the reminders found in this poem to show students again the switch of the initial sounds. IP- Tell students that at the beginning of the school year we all need “rittle leminders” to help us get used to being in school in school again. Have students write a reminder as a spoonerism that can be used as a rule in the classroom. Check the rough draft. A-Students should create a sign with the spoonerism rule on it to hang around the classroom.

** T-Poetic Techniques-rhyme scheme ** ** 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. P.O.- Swbat read and comprehend poem - recognize rhyme scheme in a poem - create a poem following the rhyme scheme and theme of “The Echoing Green” by William Blake (E) AN- Ask students to think about the best day they had over the summer and to take 5 minutes to journal about it. Ask them to include as much detail as they can and to try and recall it from beginning to end. P- Pass out the poem “The Echoing Green” by William Blake. Have each student paste a copy into their ELA notebook (or writer’s notebook). Read it out loud to the class first and then read the poem as a whole group. Have volunteers offer what they think the poem is about and what the poet is describing. Take many volunteers to get a whole class view on the poem. Have the poem on the SmartBoard also and ask for volunteers to come up and identify the rhyming words. Explain this as an AA, BB, CC rhyme scheme. Also have students identify this on their poem. Also point out the number of lines per stanza in the poem. GP- Put up various other poems with like and unlike rhyme schemes. Have students come up and identify the rhyming words and the rhyme pattern in each poem. IP- Have students in pairs write their own rhyming couplets A- have each student remember the best summer day they wrote about in their journal earlier. Students should turn that journal entry into a ten line stanza poem with the same rhyme scheme as the poem in their notebook.

** T- Personification ** P.O. Swbat identify instances of personification in poetry Create own examples of personification AN-Write the first four lines of William Blake’s poem “The Echoing Green” on the board. Have students in pairs discuss what is happening in those lines. Have each student illustrate these four lines in their notebooks. P- Write the word personification on the board and ask students what word they see in this word. (person should be identified) Explain the meaning of personification and refer to the example on the board from Blake’s poem. GP- Pass out a copy of William Blake’s “Two Sunflowers Move in the Yellow Room for students to paste into ELA notebooks. Read poem as a whole group. Have students volunteer answers as to what is being personified and why. (They can make notes right on their poem) IP- Have students copy the poem “April Rain Song” by Langston Hughes. Pass out the brainstorming graphic organizer and rubric. Explain the organizer and use this with an example from Hughes’ poem. A-Students will complete the organizer and hand in to be graded according to the rubric.

** T- __Casey at the Bat__ (E) - Figurative Language-Vocabulary Preview ** ** L.5.5: ** Demonstrate understanding of figurative language, word relationships, and nuances in word meanings ** 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.

P.O.- Swbat read and define new story vocabulary Use new story vocabulary in a sentence Create a vocabulary booklet AN- (Prior to reading “Casey at the Bat”, the vocabulary from the poem should be defined. These words stood out to me as possibly difficult for the beginning of 5th Grade. The vocab list I created is:) -straggling -defiance -despair -grandeur -melancholy -visage -doffed -tumult -writhing -haughty List the ten words on the board. Quickly have students come up and write the first word or phrase that comes to mind when they see the word. P- As a whole group define the words. Read aloud the sentence from which the word is found in the poem. Ask what might be happening in the poem based on these ten sentences. Students can write these predictions in a reading/ela notebook as well. GP- Pass out vocabulary booklet template. Complete the first word as a whole group (this can be projected on the document camera and done as a whole group that way) IP- Students can complete the vocab booklet independently. A - Check use of words in students’ sentences.

Unit 2

(Lessons by Mary Cate Mote- St. John's)

T-Metaphors (using Time by Valerie Bloom (an E poem)

**RF.5.4**: Read with sufficient accuracy and fluency to support comprehension. **RF.5.4(b)**: Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. PO- Swbat understand the use of metaphors in writing and poetry -increase fluency through the recitation of poetry -create own metaphors AN- Read the poem out loud to the class. Have them draw an illustration in their journal and title it time. You may need to read the poem a few times. Have sts share this with the class explaining their illustration and relationship to time. P- Write a few lines from the poem on the board and have students come up and explain what each means. Explain that this is a metaphor and that each line represents an aspect of time. Pass out poem and have students glue this into their notebook and they can then look at each metaphor for themselves. GP-Pass out the metaphor intro worksheet and read the short story together. Complete the first metaphor as a whole group and allow the students to work in small groups to complete the paper. IP-Then put some adjectives on the board and have students write metaphors for someone who is these words…tall, short, kind, etc. A – Have students read their metaphor to the class.

*Recite either already published poems with rich metaphors or ones self-written (have a weekly poetry reading)

Some references-

[] (This has a copy of the poem “Time”)

[] (worksheet to teach metaphors)

[] (excellent worksheets for metaphors)

T- Riddles from Chapter 5: Riddles in the Dark, The Hobbit J.R.R. Tolkien -Poetic Riddles PO-Swbat listen to and comprehend chapter 5 of The Hobbit Solve the riddles found in chapter 5 Create own poetic riddle AN- //The Hobbit// could be read as a read aloud prior to this lesson. If not just read chapter 5 out loud to the class (leaving out the answers to the riddles). Ask sts what they noticed about the chapter. P-Pass out a copy of the riddles in the chapter (They can be found here []) Have students read each riddle out loud and glue a copy into their notebook. Ask students to list reasons why these riddles would be considered poetry. GP-Have students work in groups to try and solve the riddles. IP- Students should then use these riddles as guides and try and write their own poetic riddle. A - Students can share their riddle with the class and have them try and solve them.

T- Leonardo da Vinci **RI.5.9 **: Integrate information from several texts on the same topic in order to write or speak about the subject knowledgably. W.5.9b, W.5.5 //AN- Show students DaVinci’s famous painting of the Mona Lisa. //**( ****Leonardo da Vinci, [|//Mona Lisa//] (c. 1503-06 )) **//Give them time to write in their journals a story about the woman in the picture. Students can share these with the class. Have the class choose some lines from the stories to post around the picture and have these hang in the room for the remainder of the study of DaVinci. // //P- Begin reading the book, ////Leonardo da Vinci: A Nonfiction Companion to Monday with a Mad Genius //(Magic Tree House Research Guide) (Mary Pope Osborne, Natalie Pope Boyce, and Sal Murdocca). The book is 128 pages long so this read aloud will have to be done in chapters, although it is a quick read. A chapter can be focused on each day. GP- After reading chapter one, look at one of his original notebooks [|here]. Have students start a section of their writing journal or writer’s notebook for ideas. What ideas for inventions do //they // have? IP-Create lists and draw and label pictures. Share ideas with a classmate to strengthen ideas. (They may be able to draw from this list to write their how-to piece later) A - Various activities can be done with each chapter. At the end of the book, assign a chapter to each small group of 3 or 4 and have them present a short power point on the topic Some online references for information on da Vinci: <span style="font-family: 'Candara','sans-serif'; margin: 0in 0in 0pt; text-indent: 11.25pt;">[] <span style="font-family: 'Candara','sans-serif'; margin: 0in 0in 0pt; text-indent: 11.25pt;">(Great resource for da Vinci) <span style="font-family: 'Candara','sans-serif'; margin: 0in 0in 0pt; text-indent: 11.25pt;">[] <span style="font-family: 'Candara','sans-serif'; margin: 0in 0in 0pt; text-indent: 11.25pt;">(some music and art related activities)

<span style="background: white; font-family: 'Calibri','sans-serif'; margin: 0in 0in 0pt;">(To be done the same week as DaVinci study)

<span style="color: windowtext; font-family: 'Calibri','sans-serif'; font-size: 12pt; margin: 0in 0in 3pt; vertical-align: top;">**Listening/Musical Appreciation**
<span style="font-family: 'Calibri','sans-serif'; line-height: 12.75pt; margin: 0in 0in 6pt; vertical-align: top;">Listen to music from the Renaissance (see Art, Music, and Media). How does this music reflect the time period in which it was written? How is it similar to and different from music you listen to today? Discuss as a class. (SL.5.1a, b)

<span style="font-family: 'Candara','sans-serif'; margin: 0in 0in 0pt; text-indent: 11.25pt;">T-Historical Fiction (using //Leonardo the Beautiful Dreamer// by Robert Byrd) •RI.5.2: Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text. •RI.5.9: Integrate information from several texts on the same topic in order to write or speak about the subject knowledgably. AN- Ask students to make a list of facts that they already know about Leonardo daVinci. Share the class and make a master list on the board. P-Explain that often people write books based on the lives of famous historical people or historical settings. Have them copy the elements of historical fiction. GP-Read the book as a whole group (or in small groups if there are enough copies- this part may take a few days). Students should be recording people, setting, and characteristics of these to later be compared to true nonfiction about daVinci. IP- Continue with compare/contrast lesson

Some historical fiction references:

[]

[] (This is a webquest that looks really great)

[]

<span style="color: black; font-family: 'Verdana','sans-serif';">T- Comparing and Contrasting <span style="color: black; font-family: 'Verdana','sans-serif';">An-Have students with a partner list characteristics in a T chart of both fiction and nonfiction writing. Create a master list on the board. <span style="color: black; font-family: 'Verdana','sans-serif';">P-Discuss the two texts looked at this week. Take ideas of their thoughts on the two genres. <span style="color: black; font-family: 'Verdana','sans-serif';">GP- Put a Venn Diagram on the board. Have volunteers come up to compare and contrast Leonardo from both the fictional and nonfictional. <span style="color: black; font-family: 'Verdana','sans-serif';">IP- Put sts in small groups and have them discuss how knowing historical information enhanced their understanding of the fictional story. One student should write their responses to hand in for the group.