Reading 3.4 Language Conventions 1.0 CALIFORNIA...

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48 • Unit 4: First Selection Set

20–25 minutes 50–60 minutes Independent ActIvItIes40–45 minutes

Independent ActIvItIes




ARN = Reader’s Notebook: Adapted Version ELRN = Reader’s Notebook: English Learner’s Version RC = Reality Central DBA = Daily Bellringer ActivitiesKey = Target Skill = also available online at www.PHLitOnline.com UR = Unit Resources GOT = Graphic Organizer Transparencies RN = Reader’s Notebook

Planner • Poetry Collection 1

You may use either Poetry Collection 1 or Poetry Collection 2 to teach the target skills and meet the lesson objectives. Choose one selection to teach (or choose to teach both). Guidance in preparing students for Poetry Collection 2, the more challenging selection, appears on Teacher’s Edition p. 561. A lesson plan for Poetry Collection 2 appears on pp. 50–51 of this booklet.

Get Ready to Read Concept Communicating Well

Read and Comprehend

Reading Skill Context Clues

Literary Analysis Rhythm and Rhyme

Reading Strategy Ask Questions

Word Study Latin Root -min-

se/ te pAGes 560 –562

qUestion of the week� What are some different ways to communicate?

SE/TE, p. 562

Fluency/Vocabulary Reading and Vocabulary Warm-ups Additional Vocabulary for English Learners

UR, pp. 23–26

ELRN, Before You Read

Oral Vocabulary/Build Concepts Writing About the Big Question:

Big Question Vocabulary verbal and nonverbal communication

SE/TE, pp. 548–549, 562 UR, p. 27, RN/ARN/ELRN,

Making Connections

Picture It! Context Clues SE, p. lix

Reading Skill/Strategy Ask Questions to Use Context Clues

SE/TE, p. 561, GOT, pp. 113, 115

RN/ARN, Before You ReadLiterary Analysis

Rhythm and Rhyme SE/TE, p. 561, GOT, pp. 116, 118 RN/ARN, Before You Read

Vocabulary ravenous, cavernous, rancor, horrid, inedible, minuscule

Skill: Latin Root -min-

SE/TE, p. 562

Context Clues prompts

Rhythm and Rhyme prompts

Reading Check questions

Selection Vocabulary

SE/TE, pp. 564–568 GOT, pp. 113, 115, 116, 118

RN/ARN/ELRN Hear It! Audio CD

se/ te pAGes 563–565

qUestion of the DayHow does Isabel communicate?

Oral Vocabulary/Build Concepts Vocabulary Development:

Big Question Vocabulary connection, message

SE/TE, pp. 548–549

Prior Knowledge/Build Concepts Activating Prior Knowledge

TE, p. 564

Background “Wilbur Wright and Orville Wright”; “Ankylosaurus”

SE/TE, p. 563


qUestion of the DayHow do the Wright brothers communicate with each other?

Oral Vocabulary/Build ConceptsVocabulary Development:

Big Question Vocabulary expression, share

SE/TE, pp. 548–549





SE/TE, pp. 564–568 GOT, pp. 113, 115, 116, 118


qUestion of the DayHow does Ankylosaurus use its body to communicate?

Oral Vocabulary/Prior Knowledge/Build Concepts REVIEW

Concept Connector: Writing About the Big Question, Activating Prior Knowledge

TE, p. 567


REVIEW

Context Clues/Rhythm and Rhyme

Additional Vocabulary for English Learners

MONITOR PROGRESS Critical Thinking questions Reading Skill questions Literary Analysis questions Vocabulary Practice

SE/TE, pp. 568–569 ELRN, Vocabulary Skill Review

GOT, pp. 116, 118 RN/ARN/ELRN, Before You Read


qUestion of the week�How can we communicate best in different situations?

Oral Vocabulary/Build Concepts REVIEW

Big Question Vocabulary verbal and nonverbal communication, connection, message, expression, share

SE/TE, pp. 548–549

Reality Central, “Life Is a Funny Thing”

RC

MONITOR PROGRESS Selection Test A or B

UR, pp. 35–40

This week’s eLA CONTeNT sTANDARDsReading 3.4 Define how tone or meaning is conveyed in poetry through word choice, figurative language, sentence structure, line length, punctuation, rhythm, repetition, and rhyme. (Literary Analysis: Rhythm and Rhyme) • Language Conventions 1.0 Students write and speak with a command of standard English conventions appropriate to this grade level. (Grammar: Simple and Compound Subjects) • Writing 2.4 Write responses to literature. (Writing: Letter to an Author) • Listening and Speaking 1.8 Analyze the use of rhetorical devices (e.g., cadence, repetitive patterns, use of onomatopoeia) for intent and effect. (Listening and Speaking: Rhythm and Rhyme)

Language ArtsConventions Simple and Compound Subjects

Writing Genre Letter to an Author

Trait Ideas Managing Your Class

Daily Bellringer Activity Quick Write DBA, Week 19, Day 1

Conventions Introduce the Grammar concept. SE/TE, p. 582

Writing Introduce the Writing genre. SE/TE, p. 583, RN/ARN, Support for Writing and

Extend Your LearningResearch and Technology Introduce the Research and

Technology assignment. Have students identify research sources for their booklets.

Reread for fluency with partners: Reading Warm-up A or B or other text at students’ independent level.

UR, pp. 25–26

Write a response to Writing About the Big Question. Share writing. SE/TE, p. 562

Complete Reading and Vocabulary Warm-ups A or B. UR, pp. 23–26

View and respond to the Get Connected video. www.PHLitOnline.com


Conventions Have students write a description of a character Isabel meets, underlining simple subjects and circling compound subjects.

Writing Have students brainstorm to discover their overall reaction to the poem. SE/TE, p. 583, RN/ARN,

Support for Writing and Extend Your LearningResearch and Technology Have students conduct research

and then select poems.

Reread for fluency with partners: the poems or other text at students’ independent level.

SE, pp. 564–565

Write about Isabel’s personality.

Complete the Vocabulary Builder worksheet. UR, p. 30

View the Background video. www.PHLitOnline.com


Conventions Have students complete the Grammar worksheet.

UR, p. 50

Writing Have students complete the Writing worksheet and other appropriate support pages and begin drafting their letters.

SE/TE, p. 583, UR, p. 51 RN/ARN, Support for Writing

and Extend Your Learning

Research and Technology Have students complete the Extend Your Learning worksheet and other appropriate supporting pages and then begin creating their booklets.



Read self-selected Independent Reading books at students’ independent level.

SE/TE, p. 681

Write a response to the Wright brothers’ efforts. Share writing.

Complete the Reading Skill worksheet. UR, p. 28

Visit Vocabulary Central. www.PHLitOnline.com


Conventions Have students write a summary of the poem, using simple and compound subjects in their writing.

Writing Have students revise their letters, checking for format. SE/TE, p. 583, RN/ARN, Support for Writing and

Extend Your LearningResearch and Technology Have students revise their booklets.


SE/TE, p. 681

Write a response to the Question of the Week. Share writing.

Complete the Literary Analysis worksheet. UR, p. 29

Visit the Enriched Online Student Edition to take the Self-test and warm up for the Selection Test.

www.PHLitOnline.com


Conventions Have students complete Grammar Practice A and the Challenge.

SE/TE, p. 582

Writing Have students share their letters.SE/TE, p. 583

Research and Technology Have groups present their booklets.

Reread for fluency with partners: “Life Is a Funny Thing” RC

Visit the Enriched Online Student Edition for an interactive Grammar Tutorial.

www.PHLitOnline.com

Complete the Enrichment worksheet (advanced learners). UR, p. 31

Visit the Enriched Online Student Edition for an additional research activity.

www.PHLitOnline.com

Poetry Collection 1 • 49

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50 • Unit 4: First Selection Set









se/ te pAGes 560 –561, 570

qUestion of the week� Why don’t we communicate sometimes?

SE/TE, p. 570


UR, pp. 23–26



Big Question Vocabulary language, share

SE/TE, pp. 548–549, 570

UR, p. 27 RN/ARN/ELRN,

Making Connections


qUestion of the DayWhy does the speaker of Poe’s poem stand alone on a beach

instead of communicating his feelings directly to the person he parts from?


Big Question Vocabulary communicate, connection

SE/TE, pp. 548–549

TE, p. 572


TE, p. 572

Background “The Walrus and the Carpenter”

SE/TE, p. 571

Get Ready to ReadRead and Comprehend

qUestion of the DayWhy might the speaker of Angelou’s poem insist that life doesn’t

frighten her at all?


Big Question Vocabulary expression, message

SE/TE, pp. 548–549

TE, p. 572



qUestion of the DayWhat actions—not words—communicate that the Walrus and

Carpenter intend to eat the Oysters?



TE, p. 579

REVIEW

Context Clues/Rhythm and Rhyme




GOT, pp. 117–118 RN/ARN/ELRN, After You Read


qUestion of the week�What reasons do people have for not communicating

their feelings?


Big Question Vocabulary language, share, communicate, connection, expression, message

SE/TE, pp. 548–549 TE, p. 572

Reality Central, “Dancing in the Streets”

RC


UR, pp. 56–61

Concept Communicating Well


Literary Analysis Rhythm and Rhyme

Reading Strategy Ask Questions

Word Study Latin Root -mal-


Reading Skill/Strategy Ask Questions to Use Context Clues

SE/TE, p. 561, GOT, pp. 114–115


Rhythm and Rhyme SE/TE, p. 561, GOT, pp. 117–118 RN/ARN, Before You Read

Vocabulary deem, amid, pitiless, beseech, dismal, sympathize

Skill: Latin Root -mal-

SE/TE, p. 570





SE/TE, pp. 572–580 GOT, pp. 114–115, 117–118






SE/TE, pp. 572–580 GOT, pp. 114–115, 117–118



Conventions Have students write about the actions of the Walrus and Carpenter, using simple and compound subjects in their writing.

Writing Have students revise their letters, checking for format. SE/TE, p. 583, RN/ARN, Support for Writing and

Extend Your LearningResearch and Technology Have students revise their booklets.

This week’s eLA CONTeNT sTANDARDsReading 3.4 Define how tone or meaning is conveyed in poetry through word choice, figurative language, sentence structure, line length, punctuation, rhythm, repetition, and rhyme. (Literary Analysis: Rhythm and Rhyme) • Language Conventions 1.0 Students write and speak with a command of standard English conventions appropriate to this grade level. (Grammar: Simple and Compound Subjects) • Writing 2.4 Write responses to literature. (Writing: Letter to an Author) • Listening and Speaking 1.8 Analyze the use of rhetorical devices (e.g., cadence, repetitive patterns, use of onomatopoeia) for intent and effect. (Listening and Speaking: Rhythm and Rhyme)

Language Arts



Writing Introduce the Writing genre.SE/TE, p. 583, RN/ARN,

Support for Writing and Extend Your Learning

Research and Technology Introduce the Research and Technology assignment. Have students identify research sources for their booklets.

Managing Your Class


UR, pp. 43–44





Conventions Have students write a prose summary of the poem, underlining simple subjects and circling compound subjects.

Writing Have students brainstorm to discover their overall reaction to the poem.

SE/TE, p. 583, RN/ARN, Support for Writing and

Extend Your LearningResearch and Technology Have students conduct research and then select poems.


SE, p. 573

Write a response from Poe’s beloved, using poetry or prose.





UR, p. 50

Writing Have students complete the Writing worksheet and other appropriate support pages and begin drafting their letters.



Research and Technology Have students complete the Extend Your Learning worksheet and other appropriate support pages and then begin creating their booklets.




SE/TE, p. 681

Write a description of anything that helps you face frightening experiences. Share writing.




SE/TE, p. 681




www.PHLitOnline.com


Conventions Have students complete Grammar Practice B and the Challenge.

SE/TE, p. 582

Writing Have students share their letters.SE/TE, p. 583

Research and Technology Have students present their booklets.

Reread for fluency with partners: “Dancing in the Streets” RC


www.PHLitOnline.com



www.PHLitOnline.com

Conventions Simple and Compound Subjects

Writing Genre Letter to an Author

Trait Ideas


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se/ te pAGe 589



qUestion of the week�How can comparing different ideas help us learn more about

both ideas?


Big Question Vocabulary connections, message, expression, share

SE/TE, pp. 548–549

qUestion of the DayWhat idea about fame does Dickinson suggest by comparing it

to a bee?



TE, p. 589

qUestion of the DayHow does Hughes’s poem show readers a new view of rain?

Oral Vocabulary/Build Concepts Big Question Vocabulary expression, share

SE/TE, pp. 548–549

qUestion of the DayHow does Merriam’s poem help readers see things in new

ways? Oral Vocabulary/Build Concepts Big Question Vocabulary message

SE/TE, pp. 548–549


TE, p. 588

Background “Willow and Ginkgo”

SE/TE, p. 587

qUestion of the week�How can new ideas open people’s minds?

SE/TE, p. 586


UR, pp. 62–65



Big Question Vocabulary connections

SE/TE, pp. 548–549, 586

UR, p. 66 RN/ARN/ELRN,

Making Connections




Figurative Language prompts



SE/TE, pp. 588–590 GOT, pp. 119, 121–123






SE/TE, pp. 588–590 GOT, pp. 119, 121–123


REVIEW

Context Clues/Figurative Language





Reality Central, “Just Add Ads”

RC


UR, pp. 74–79




Literary Analysis Figurative Language

Reading Strategy Reread and Read Ahead

Word Study Suffix -ness


Reading Skill/Strategy Reread and Read Ahead to Find and Use Context Clues

SE/TE, p. 585, GOT, pp. 119, 121

RN/ARN, Before You Read

Literary Analysis Figurative Language SE/TE, p. 585, GOT, pp. 122–123

RN/ARN, Before You ReadVocabulary crude, soprano, stubby, precious, thrives

Skill: Suffix -ness

SE/TE, p. 586

52 • Unit 4: Second Selection Set

This week’s eLA CONTeNT sTANDARDsReading 1.2 Identify and interpret figurative language and words with multiple meanings. (Literary Analysis: Figurative Language) • Reading 1.4 Monitor expository text for unknown words or words with novel meanings by using word, sentence, and paragraph clues to determine meaning. (Reading Skill: Context Clues) • Reading 3.4 Define how tone or meaning is conveyed in poetry through word choice, figurative language, sentence structure, line length, punctuation, rhythm, repetition, and rhyme. (Literary Analysis: Figurative Language) • Language Conventions 1.0 Students write and speak with a command of standard English conventions appropriate to this grade level. (Grammar: Sentence Types) • Listening and Speaking 1.7 Use effective rate, volume, pitch, and tone and align nonverbal elements to sustain audience interest and attention. (Listening and Speaking: Poetry Reading)

Language Arts Conventions Sentence Types

Writing Genre Poem

Trait Word Choice

Daily Bellringer Activity Sentence Modeling DBA, Week 20, Day 1




Listening and Speaking Introduce the Listening and Speaking assignment. Have students select poems for their readings.


Conventions Have students paraphrase a stanza of Merriam’s poem, using and identifying different sentence types in their writing.

Writing Have students freewrite or brainstorm for poem topics and then use questions to explore their topics.


Extend Your LearningListening and Speaking Have students experiment with different readings, focusing on pronunciation.


Conventions Have students complete the Grammar worksheet. UR, p. 89

Writing Have students complete the Writing worksheet and other appropriate support pages and begin drafting their poems.



Listening and Speaking Have students complete the Extend Your Learning worksheet and other appropriate support pages and then begin rehearsing their readings.




Conventions Have students write pros and cons of fame, using and identifying at least two sentence types in their writing.

Writing Have students revise their poems, focusing on the comparisons.


Extend Your LearningListening and Speaking Have students memorize their readings and add gestures and body language.



SE/TE, p. 598

Writing Have students share their poems.SE/TE, p. 599

Listening and Speaking Have students present their readings.

Managing Your Class


UR, pp. 64–65





SE, pp. 588–589

Write a comparison of a willow and a ginkgo.




SE/TE, p. 681

Write about rain or another weather event, and the feelings it invites. Share writing.




SE/TE, p. 681




www.PHLitOnline.com

Reread for fluency with partners: “Just Add Ads”. RC


www.PHLitOnline.com



www.PHLitOnline.com


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qUestion of the week�How can we show love?

SE/TE, p. 592


UR, pp. 80–83



Big Question Vocabulary reveal

SE/TE, pp. 548–549, 592 UR, p. 84, RN/ARN/ELRN,

Making Connections

se/ te pAGes 584 –585, 592


se/ te pAGe 595



qUestion of the DayHow does Cisneros show her love for her grandfather?

Oral Vocabulary/Build Concepts Big Question Vocabulary share, connection

SE/TE, pp. 548–549


TE, p. 594

Background Child on Top of a Greenhouse

SE/TE, p. 593

qUestion of the DayAccording to Giovanni’s poem, what is one way to show love?

Oral Vocabulary/Build Concepts Big Question Vocabulary communicate, language

SE/TE, pp. 548–549

qUestion of the DayHow will the people in Roethke’s poem show their feelings for

the child on the greenhouse?



TE, p. 595

qUestion of the week�What are some ways we can use words and actions to

show love?


Big Question Vocabulary reveal, share, connection, communicate, language

SE/TE, pp. 548–549

REVIEW

Context Clues/Figurative Language





Reality Central, “Acts of Kindness”

RC


UR, pp. 95–100




Literary Analysis Figurative Language

Reading Strategy Reread and Read Ahead

Word Study Suffix -ant


Reading Skill/Strategy Reread and Read Ahead to Find and Use Context Clues

SE/TE, p. 585, GOT, pp. 120–121


Literary Analysis Figurative Language SE/TE, p. 585, GOT, pp. 124–125

RN/ARN, Before You ReadVocabulary sour, pleasant, billowing, accusers, plunging

Skill: Suffix -ant

SE/TE, p. 592





SE/TE, pp. 594–596 GOT, pp. 120–121, 124–125






SE/TE, pp. 594–596 GOT, pp. 120–121, 124–125


54 • Unit 4: Second Selection Set

This week’s eLA CONTeNT sTANDARDsReading 1.2 Identify and interpret figurative language and words with multiple meanings. (Literary Analysis: Figurative Language) • Reading 1.4 Monitor expository text for unknown words or words with novel meanings by using word, sentence, and paragraph clues to determine meaning. (Reading Skill: Context Clues) • Reading 3.4 Define how tone or meaning is conveyed in poetry through word choice, figurative language, sentence structure, line length, punctuation, rhythm, repetition, and rhyme. (Literary Analysis: Figurative Language) • Language Conventions 1.0 Students write and speak with a command of standard English conventions appropriate to this grade level. (Grammar: Sentence Types) • Listening and Speaking 1.7 Use effective rate, volume, pitch, and tone and align nonverbal elements to sustain audience interest and attention. (Listening and Speaking: Poetry Reading)

Language Arts Managing Your Class




Extend Your LearningListening and Speaking Introduce the Listening and

Speaking assignment. Have students select poems for their readings.


UR, pp. 82–83





Conventions Have students write a description of Abuelito, using and identifying different sentence types in their writing.

Writing Have students freewrite or brainstorm for poem topics and then use questions to explore their topics.


Extend Your LearningListening and Speaking Have students experiment with different readings, focusing on pronunciation.


SE, pp. 594–596

Write a paragraph in Abuelito’s voice, telling about the poem’s speaker.





UR, p. 89




Listening and Speaking Have students complete the Extend Your Learning worksheet and other appropriate support pages and then begin rehearsing their readings.




SE/TE, p. 681

Write another coupling of natural events that depend on each other. Share writing.




Conventions Have students write a dialogue between the child and the onlookers in Roethke’s poem, using and identifying at least two sentence types in their writing.

Writing Have students revise their poems, focusing on the comparisons.


Extend Your Learning Listening and Speaking Have students memorize their readings and add gestures and body language.


SE/TE, p. 681




www.PHLitOnline.com



SE/TE, p. 598

Writing Have students share their poem.SE/TE, p. 599

Listening and Speaking Have students present their readings.

Reread for fluency with partners: “Acts of Kindness.” RC


www.PHLitOnline.com



www.PHLitOnline.com

Conventions Sentence Types

Writing Genre Poem

Trait Word Choice


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Reading Skill Paraphrasing

Literary Analysis Forms of Poetry

Reading Strategy Reread

Word Study Old English Suffix -less

qUestion of the week� What makes poetry special?

SE/TE, p. 622


UR, pp. 127–130



Big Question Vocabulary language

SE/TE, pp. 548–549, 622

UR, p. 131, RN/ARN/ELRN, Making Connections

Picture It! Paraphrasing SE, p. lxv

Reading Skill/Strategy Reread to Paraphrase

SE/TE, p. 621, GOT, pp. 131, 133


Forms of Poetry SE/TE, p. 621, GOT, pp. 134, 136 RN/ARN, Before You Read

Vocabulary skimming, asphalt, flee, flaw

Skill: Old English Suffix -less

SE/TE, p. 622

se/ te pAGes 620 – 622

se/ te pAGes 623– 624

se/ te pAGe 625



qUestion of the DayHow does the haiku create a vivid image?Oral Vocabulary/Build Concepts : Big Question Vocabulary share, connection

SE/TE, pp. 548–549


TE, p. 624

Background “The Sidewalk Racer”; “Limerick”

SE/TE, p. 623

qUestion of the DayHow do Morrison’s words help you experience the action in

her poem?

Oral Vocabulary/Build Concepts Big Question Vocabulary communicate, reveal

SE/TE, pp. 548–549

qUestion of the DayHow does repetition add to the effect of the limerick?



TE, p. 625

qUestion of the week�How is the language of poetry different from other language?


Big Question Vocabulary language, share, connection, communicate, reveal

SE/TE, pp. 548–549

Paraphrasing prompts

Forms of Poetry prompts



SE/TE, pp. 624–626 GOT, pp. 131, 133, 134, 136






SE/TE, pp. 624–626 GOT, pp. 131, 133, 134, 136


REVIEW

Paraphrasing/Forms of Poetry




GOT, pp. 134, 136 RN/ARN/ELRN, After You Read

Reality Central, “Decks and Trucks”

RC


UR, pp. 139–144



56 • Unit 4: Third Selection Set

This week’s eLA CONTeNT sTANDARDsFoundational Element 8a: Comprehension Skills Main idea and details. (Reading Skill: Paraphrasing) • Foundational Element 9e: Literary Response and Analysis Recognize characteristics and different forms of poetry. (Literary Analysis: Forms of Poetry) • Language Conventions 1.1 Use simple, compound, and compound-complex sentences; use effective coordination and subordination of ideas to express complete thoughts. (Grammar: Subject Complements) • Writing 1.1 Choose the form of writing (e.g. poem) that best suits the intended purpose. (Literary Analysis: Poem) • Writing 1.5 Compose documents with appropriate formatting using word-processing skills and principles of design (e.g., margins, tabs, spacing, columns, page orientation). (Research and Technology: Presentation of a Poem)

Language ArtsConventions Subject Complements

Writing Genre Poem

Trait Word Choice Managing Your Class

Daily Bellringer Activity Revision DBA, Week 22, Day 1




Research and Technology Introduce the Research and Technology assignment. Have students select poems for their presentations.


UR, pp. 129–130





Conventions Have students write a description of the frog’s actions, using and identifying direct and indirect objects in their writing.

Writing Have students review features of each poetic form, choose a form, and brainstorm for topics. SE/TE, p. 635, RN/ARN,

Support for Writing and Extend Your LearningResearch and Technology Have students experiment

with different margins, fonts, and sizes to enhance their presentations.


SE, pp. 624–625

Write about the frog’s feelings as he jumps in the water.





UR, p. 154




Research and Technology Have students complete the Extend Your Learning worksheet and other appropriate support pages and then begin typing their presentations.




SE/TE, p. 681

Write a response to the use of sound in Morrison’s poem. Share writing.




Conventions Have students write a paraphrase of the limerick, using direct and indirect objects in their writing.

Writing Have students revise their poems, focusing on the rules for their chosen poetic form.


Extend Your Learning Research and Technology Have students proofread their poems, revise formatting, and add illustrations.


SE/TE, p. 681




www.PHLitOnline.com



SE/TE, p. 634


Research and Technology Have students post their presentations.

Reread for fluency with partners: “Decks and Trucks”. RC


www.PHLitOnline.com



www.PHLitOnline.com


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se/ te pAGes 620 – 621, 628


se/ te pAGe 631



qUestion of the week�How do images communicate ideas?

SE/TE, p. 628


UR, pp. 145–148



Big Question Vocabulary visual

SE/TE, pp. 548–549, 628


qUestion of the DayHow does the layout of the words in “Concrete Cat” help you

imagine the cat?


Big Question Vocabulary language, reveal

SE/TE, pp. 548–549

qUestion of the DayHow does the drawing help you understand the meaning of spring

in the limerick?



TE, p. 631

qUestion of the week�What are some ways that images can explain or clarify

text ideas?


Big Question Vocabulary visual, share, connection, language, reveal

SE/TE, pp. 548–549

Reality Central, “Check for Messages”

RC


UR, pp. 160–165



Literary Analysis Forms of Poetry

Reading Strategy Reread

Word Study Suffix -ship




Reading Skill/Strategy Reread to Paraphrase

SE/TE, p. 621, GOT, pp. 132–133


Forms of Poetry SE/TE, p. 621, GOT, pp. 135–136 RN/ARN, Before You Read

Vocabulary wintry, howl, rage, fellow

Skill: Suffix -ship

SE/TE, p. 628





SE/TE, pp. 630–632 GOT, pp. 132–133, 135–136






SE/TE, pp. 630–632 GOT, pp. 132–133, 135–136


REVIEW

Paraphrasing/Forms of Poetry





qUestion of the DayHow does the image that accompanies the haiku help you

see the landscape in the poem?


Big Question Vocabulary share, connection

SE/TE, pp. 548–549


TE, p. 630

Background “Concrete Cat”

SE/TE, p. 629

58 • Unit 4: Third Selection Set

This week’s eLA CONTeNT sTANDARDsFoundational Element 8a: Comprehension Skills Main idea and details (Reading Skill: Paraphrasing) • Foundational Element 9e: Literary Response and Analysis Recognize characteristics and different forms of poetry. (Literary Analysis: Forms of Poetry) • Language Conventions 1.1 Use simple, compound, and compound-complex sentences; use effective coordination and subordination of ideas to express complete thoughts. (Grammar: Subject Complements) • Writing 1.1 Choose the form of writing (e.g., poem) that best suits the intended purpose. (Literary Analysis: Poem) • Writing 1.5 Compose documents with appropriate formatting using word-processing skills and principles of design (e.g., margins, tabs, spacing, columns, page orientation). (Research and Technology: Presentation of a Poem)






Technology assignment. Have students select poems for their presentations.


UR, pp. 147–148





Conventions Have students write a description of the weather in the haiku, using and identifying direct and indirect objects in their writing.

Writing Have students review features of each poetic form, choose a form, and brainstorm for topics. SE/TE, p. 635, RN/ARN,

Support for Writing and Extend Your LearningResearch and Technology Have students experiment

with different margins, fonts, and sizes to enhance their presentations.


SE, pp. 630–631

Write a journal entry by someone traveling in the place described in the haiku?





UR, p. 154




Research and Technology Have students complete the Extend Your Learning worksheet and other appropriate support pages and then begin typing their presentations.




SE/TE, p. 681

Write a response to the appearance of “Concrete Cat.” Share writing.




Conventions Have students write an explanation of what happens to Hall, using direct and indirect objects in their writing.

Writing Have students revise their poems, focusing on the rules for their chosen poetic form.


Extend Your Learning Research and Technology Have students proofread their poems, revise formatting, and add illustrations.


SE/TE, p. 681




www.PHLitOnline.com



SE/TE, p. 634


Research and Technology Have students post their presentations.

Reread for fluency with partners: “Check for Messages”. RC


www.PHLitOnline.com



www.PHLitOnline.com

Conventions Subject Complements

Writing Genre Poem

Trait Word Choice


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qUestion of the week� What does poetry say about a poet?

SE/TE, p. 638


UR, pp. 166–169



Big Question Vocabulary sharing

SE/TE, pp. 548–549, 638



Reading Skill/Strategy Read Aloud According to Punctuation to Paraphrase

SE/TE, p. 637, GOT, pp. 137, 139


Literary Analysis Sound Devices SE/TE, p. 637, GOT, pp. 140, 142

RN/ARN, Before You ReadVocabulary cuddly, gilded, leisurely, hollowed, dispersed,

sculpted Skill: Suffix -ly

SE/TE, p. 638

qUestion of the DayWhat do you think Shel Silverstein is like, based on the

speaker in “No Thank You”?


Big Question Vocabulary communicate, expression

SE/TE, pp. 548–549

TE, p. 640


TE, p. 640

Background “No Thank You”; “Parade”

SE/TE, p. 639


Sound Devices prompts



SE/TE, pp. 640–644 GOT, pp. 137, 139, 140, 142


qUestion of the DayHow do you think Rachel Field feels about the value of childhood

memories?


Big Question Vocabulary message, reveal, symbolize

SE/TE, pp. 548–549

TE, p. 640





SE/TE, pp. 640–644 GOT, pp. 137, 139, 140, 142


qUestion of the DayWhat view of nature does Octavio Paz have?



TE, p. 643

REVIEW

Paraphrasing/Sound Devices




GOT, pp. 140, 142 RN/ARN/ELRN, After You Read

qUestion of the week�How does poetry reveal the feelings and viewpoint of a poet?


Big Question Vocabulary sharing, communicate, expression, message, reveal, symbolize

SE/TE, pp. 548–549 TE, p. 640

Reality Central, “Everyday Art”

RC


UR, pp. 178–183







Literary Analysis Sound Devices

Reading Strategy Read Aloud According to Punctuation

Word Study Suffix -ly



60 • Unit 4: Fourth Selection Set

This week’s eLA CONTeNT sTANDARDsFoundational Element 8a: Comprehension Skills Main idea and details. (Reading Skill: Paraphrasing) • Reading 3.4 Define how tone or meaning is conveyed in poetry through word choice, figurative language, sentence structure, line length, punctuation, rhythm, repetition, and rhyme. (Literary Analysis: Sound Devices) • Language Conventions 1.0 Students write and speak with a command of standard English conventions appropriate to this grade level. (Grammar: Predicate Nouns and Predicate Adjectives) • Writing 2.4 Write responses to literature. (Writing: Prose Description) • Writing 1.5 Compose documents with appropriate formatting using word-processing skills and principles of design (e.g., margins, tabs, spacing, columns, page orientation). (Research and Technology: Résumé)

Language ArtsConventions Predicate Nouns and Predicate Adjectives

Writing Genre Prose Description

Trait Word Choice Managing Your Class

Daily Bellringer Activity Research DBA, Week 23, Day 1




Technology assignment. Have students review features of a resume, then identify a poet and appropriate research sources.


UR, pp. 168–169





Conventions Have students write a description of the kitten in “No Thank You” using and identifying predicate nouns or adjectives in their writing.

Writing Have students choose a poem and reread it several times.


Extend Your LearningResearch and Technology Have students conduct research about their chosen poet.


SE, pp. 640–641

Write a plea from the kitten in “No Thank You”, telling why the speaker should give him a home.




Conventions Have students write a summary of “Wind and Water and Stone”, using predicate nouns or adjectives in their writing.

Writing Have students revise their descriptions, focusing on sensory language.


Extend Your Learning Research and Technology Have students revise and proofread their résumés, focusing on format.


SE/TE, p. 681




www.PHLitOnline.com



SE/TE, p. 652

Writing Have students share their descriptions.SE/TE, p. 653

Research and Technology Have students share their résumés.

Reread for fluency with partners: “Everyday Art.” RC


www.PHLitOnline.com



www.PHLitOnline.com



UR, p. 193

Writing Have students complete the Writing worksheet and other appropriate support pages and begin drafting their descriptive paragraphs.



Research and Technology Have students complete the Extend Your Learning worksheet and other appropriate support pages, then begin drafting their resumés.




SE/TE, p. 681

Write about going to the circus in “Parade”. Share writing.




CAL IFORNIA

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2DAY

3DAY

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se/ te pAGes 636 – 637, 646


se/ te pAGe 649



qUestion of the week�How can sharing experiences in poetry connect people?

SE/TE, p. 646


UR, pp. 184–187



Big Question Vocabulary connection

SE/TE, pp. 548–549, 646


qUestion of the DayWhat feelings do you share with Shakespeare about

snakes and spiders?


Big Question Vocabulary communicate, expression

SE/TE, pp. 548–549


TE, p. 648

Background The Fairies’ Lullaby

SE/TE, p. 647

qUestion of the DayWhat experiences does “Saying Yes” remind you of?


Big Question Vocabulary message, reveal, symbolize

SE/TE, pp. 548–549

qUestion of the DayDo you share Gwendolyn Brooks’s feelings about snow?



TE, p. 649

REVIEW

Paraphrasing/Sound Devices





qUestion of the week�Do you feel connected to poets when you agree or disagree with

their ideas and images? Explain.


Big Question Vocabulary connection, communicate, expression, message, reveal, symbolize

SE/TE, pp. 548–549

Reality Central, “Music Magic”

RC


UR, pp. 199–204

Picture It! Paraphrasing SE, p.lxv

Reading Skill/Strategy Read Aloud According to Punctuation to Paraphrase

SE/TE, p. 637, GOT, pp. 138–139


Literary Analysis Sound Devices SE/TE, p. 637, GOT, pp. 141–142

RN/ARN, Before You ReadVocabulary thorny, nigh, hence, offense, whirs

Skill: Suffix -y

SE/TE, p. 646





SE/TE, pp. 648–650 GOT, pp. 138–139, 141–142






SE/TE, pp. 648–650 GOT, pp. 138–139, 141–142



Literary Analysis Sound Devices

Reading Strategy Read Aloud According to Punctuation

Word Study Suffix -y



62 • Unit 4: Fourth Selection Set

This week’s eLA CONTeNT sTANDARDsFoundational Element 8a: Comprehension Skills Main idea and details. (Reading Skill: Paraphrasing) • Reading 3.4 Define how tone or meaning is conveyed in poetry through word choice, figurative language, sentence structure, line length, punctuation, rhythm, repetition, and rhyme. (Literary Analysis: Sound Devices) • Language Conventions 1.0 Students write and speak with a command of standard English conventions appropriate to this grade level. (Grammar: Predicate Nouns and Predicate Adjectives) • Writing 2.4 Write responses to literature. (Writing: Prose Description) • Writing 1.5 Compose documents with appropriate formatting using word-processing skills and principles of design (e.g. margins, tabs, spacing, columns, page orientation). (Research and Technology: Résumé)






Technology assignment. Have students review features of a résumé, then identify a poet and appropriate research sources.


Conventions Have students describe the dangers to the Queen, using and identifying predicate nouns or predicate adjectives in their writing.

Writing Have students choose a poem and reread it several times.


Extend Your LearningResearch and Technology Have students conduct research about their chosen poet.



UR, p. 193

Writing Have students complete the Writing worksheet and other appropriate support pages and begin drafting their description paragraphs.



Research and Technology Have students complete the Extend Your Learning worksheet and other appropriate support pages, then begin drafting their résumés.




Conventions Have students write an explanation of the sounds in “Cynthia in the Snow”, using predicate nouns or adjectives in their writing.

Writing Have students revise their descriptions, focusing on sensory language.

SE/TE, p. 653 RN/ARN, Support for Writing and

Extend Your Learning Research and Technology Have students revise and proofread their résumés, focusing on format.



SE/TE, p. 652

Writing Have students share their descriptions.SE/TE, p. 653

Research and Technology Have students share their résumés.


UR, pp. 186–187




Reread for fluency with partners: the poems or other texts at students’ independent level.

SE, pp. 648–649

Write a request from a creature in Shakespeare’s poem, asking to meet the Queen.




SE/TE, p. 681

Write a response to the ideas expressed in “Saying Yes”. Share writing.




SE/TE, p. 681




www.PHLitOnline.com

Reread for fluency with partners: “Music Magic” RC


www.PHLitOnline.com



www.PHLitOnline.com

Conventions Predicate Nouns and Predicate Adjectives

Writing Genre Prose Description

Trait Word Choice


CAL IFORNIA

Reading 3.4 Language Conventions 1.0 CALIFORNIA...

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