Begin anchor chart of What makes a poem? Students note What is beautiful? about "The Tyger" W.5.3 Friday: Use George Ella Lyons as a mentor poem for Close to home-Far Y-Posted Poems Write narratives to develop real "Where I'm From" writers to draft identity poems. from home I will comment on or imagined experiences or events using effective technique, poems Multimodal each KidBlog to descriptive details, and clear Use this , if necessary Learning point out where I event sequences notice developing Learning→ SL.5.1. poets and begin Students may employ any of the elements they Doing→ Engage effectively in a range of naming specific thought as "beautiful" about The Tyger in their poem. Reflecting Current collaborative discussions (1:1, groups, teacher led) building on Post draft on KidBlog. Respond to assigned partner. Knowledge→ elements of what others’ ideas and expressing their Optional: Share with large group. Students may need Need to Know makes a poem own clearly to complete at home and post from home or during lab Supported→ like alliteration, time. This remains an accommodation throughout Independent imagery, rhyme unit. Model→ Discuss theme. Mentor→ Monitor Begin anchor chart of What makes a poet? Begin word wall of precise word choices used in mentor poems culled from blog posts/poems/notecatchers Week 2: Activity Strategies, Texts, & Resources Scaffolding Idaho Core Standards FORMATIVE Options Connection ASSESSMENT (Content Standards if Y/N applicable) RL.5.2 Monday: Book Trailer Love that Dog Close to home→ Y-Blog Determine a theme of a story, Book Trailer texts Far From Home Comments drama, or poem from details in the text, including how characters Response journals on KidBlog Directly Stated→ I will comment in a story or drama respond to Begin reading Reading Response Digital Rubric: Implied back to students challenges or how the speaker in a poem reflects upon a topic; Love that Dog Supported→ to confirm summarize the text pp. 1-14 Independent comprehension or Response Journal Whole→ Part→ to question Whole further those who
Begin anchor chart of What makes a poem? Students note What is beautiful? about "The Tyger" Friday: "Where I'm From" poems Use George Ella Lyons as a mentor poem for writers to draft identity poems. Use this , if necessary Students may employ any of the elements they thought as "beautiful" about The Tyger in their poem. Post draft on KidBlog. Respond to assigned partner. Optional: Share with large group. Students may need to complete at home and post from home or during lab time. This remains an accommodation throughout unit. Discuss theme. Begin anchor chart of What makes a poet? Begin word wall of precise word choices used in mentor poems culled from blog posts/poems/notecatchers Close to home-Far from home Multimodal Learning Learning→ Doing→ Reflecting Current Knowledge→ Need to Know Supported→ Independent Model→ Mentor→ Monitor W.5.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences SL.5.1. Engage effectively in a range of collaborative discussions (1:1, groups, teacher led) building on others’ ideas and expressing their own clearly Y-Posted Poems I will comment on each KidBlog to point out where I notice developing poets and begin naming specific elements of what makes a poem like alliteration, imagery, rhyme Week 2: Activity Strategies, Texts, & Resources Scaffolding Options Idaho Core Standards Connection (Content Standards if applicable) FORMATIVE ASSESSMENT Y/N Monday: Book Trailer Begin reading Love that Dog pp. 1-14 Response Journal Book Trailer Love that Dog texts Response journals on KidBlog Reading Response Digital Rubric: Close to home→ Far From Home Directly Stated→ Implied Supported→ Independent Whole→ Part→ Whole 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 Y-Blog Comments I will comment back to students to confirm comprehension or to question further those who