2015+Unit+2+ELA

=Unit 2: Theme in Short Story, Poetry, and Song = = Writing: Literary Analysis, Reading: Poetry, short writing, and songs = //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. || //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 • Analysis of themes that includes attention to structure, and uses specific evidence found in the work. • All poems rhyme, I dunno what it means? || ===Essential Questions:=== • Specific terminology about poetry (stanza, types of poems like haiku, cinquin, rhyme, rhythm, alliteration, syllables || • 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. || • 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. || rss url="https://www.diigo.com/rss/user/mizmercer/poetry?key=ca55b552455781e4508256fd1db27dee" link="true" number="20" ||
 * ==Stage 1 - Desired Results== ||
 * ===Establish Goals:===
 * ===Understandings:===
 * Idea**
 * Misunderstandings**
 * Provocative Questions?**
 * •** What is the author saying? What can you tell from what is said? What about what is done? ||
 * ^  || ===Essential Background:===
 * Background knowledge**
 * ====//Students will know . . .//====
 * ==Stage 2 – Assessment Evidence== ||
 * ===Performance Tasks:===
 * ==Stage 3 - Learning Plan== ||
 * ===**Links:**===

Learning Activities:
What learning experiences and instruction will enable students to achieve the desired results? 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. || 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 || 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 || 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 || 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 ||
 * **Week** || **Reading** || **Writing** ||
 * Week Five
 * Week Six
 * Week Seven
 * Week Eight
 * Week Nine