Unit 2: Theme in Short Story, Poetry, and Song

Writing: Literary Analysis, Reading: Poetry, short writing, and songs

Stage 1 - Desired Results

Establish Goals:

What relevant goals (e.g. content standards, course or program objectives, learning outcomes) will this design address?
ELA Common Core State Standards:
Reading Standards for Literature:
5.1 – Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
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.
5.3 – Compare and contrast two or more characters, setting, or events in a story or drama, drawing on specific details in the text (e.g., how characters interact).
5.4 – Determine the meaning of words and phrases s they are used in a text, including figurative language such as metaphors and similes.\
5.5 – Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story, drama, or poem.
5.6 – Describe how a narrator’s or speaker’s point of view influences how events are described.
5.7 – Analyze how visual and multimedia elements contribute to the meaning, tone, or beauty of a text (e.g., graphic novel, multimedia presentation of fiction, folktale, myth, poem).
5.9 – Draw evidence from literary or informational text to support analysis, reflection, and research. a. Apply grade 5 Reading standards to literature (e.g., “Compare and contrast two or more characters, setting, or events in a story or a drama, drawing on specific details in the text [e.g., how characters interact]”).
5.10 – By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of grades 4-5 text complexity band independently and proficiently.
Writing Standards:
5.1 – Write opinion pieces on topics or texts, supporting a point of view with reasons and information.
5.4 – Produce clear and coherent writing (including multiple-paragraph texts) in which the development and organization are appropriate to task, purpose, and audience.
5.5 – With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
5.9 – Draw evidence from literary or informational texts to support analysis, reflection, and research.
5.10 – Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single setting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
Speaking and Listening Standards:
5.1 – Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others’ ideas and expressing their own.

Understandings:

Students will understand that . . .
• Poetry is a particular type of literature and some structural features of some types of poems.
• Analyzing the themes of some poems, short stories, and song lyrics
Idea
• Analysis of themes that includes attention to structure, and uses specific evidence found in the work.
Misunderstandings
• All poems rhyme, I dunno what it means?

Essential Questions:

Provocative Questions?
What is the author saying? What can you tell from what is said? What about what is done?

Essential Background:

Background knowledge
• Specific terminology about poetry (stanza, types of poems like haiku, cinquin, rhyme, rhythm, alliteration, syllables

Students will know . . .

• How to do and write literary analysis
Skills and knowledge
• Pick out important points, discussing and writing about them, and pulling them together in writing including citing the evidence there.

Students will be able to know . . .

• Metaphor, simile and other forms of figurative speech that abound in poetry and song lyrics.

Stage 2 – Assessment Evidence

Performance Tasks:

• Weekly Assessment
• Analysis of a piece of poetry, short fiction, or a song lyric.
By what criteria will performances of understanding be judged?
Rubric

Other Evidence:

• Group reports, end of unit project (student choice)
How will students reflect upon and self-assess their learning?
• Question and concept board, unit journal, survey at unit end.

Stage 3 - Learning Plan

Links:

Mizmercer's Favorite Links on poetry from Diigo

Learning Activities:

What learning experiences and instruction will enable students to achieve the desired results?
Week
Reading
Writing
Week Five
10/5
Core Ready Reading Unit 1 Lesson 1 and 2
Think/Ideas: What is the subject of this poem and what is the theme?
What is the difference?
Core Ready Writing Unit 1 Lesson 1 and 2
Think/Ideas: Writing about the theme and noting interesting, unusual, or important details in a text.
Week Six
10/12
Core Ready Reading Unit 1 Lesson 3 and 4
Think/Ideas: Compare and contrast characters
Compare and contrast with yourself
Core Ready Writing Unit 1 Lesson 3 and 4
Think/Ideas: Choose a theme and text to analyze, and work on introduction
Week Seven
10/19
Core Ready Reading Unit 1 Lesson 5 and 7
Think/Ideas: What parts are more important than others?
How does the structure of a poem support the theme?
Core Ready Writing Unit 1 Lesson 5 and 6
Think/Ideas: Work on the body of your essay and conclusion
Week Eight
10/26
Core Ready Reading Unit 1 Lesson 6 and 8
Think/Ideas:How do the experiences of an author influence themes in their writing?
How does a change in perspective influence theme and message in writing?
Core Ready Writing Unit 1 Lesson 7 and 8
Think/Ideas: Revise writing and start work on oral presentation
Week Nine
11/2
Core Ready Reading Unit 1 Lesson 9 and 10
Think/Ideas: How presentation in multimedia can affect what you take from it
Review what we've learned in this unit.
Core Ready Writing Unit 1 Lesson 9 and 10Think/Ideas: Presentation of essays