- I can refer to the text to answer questions about Stanza 1 of "O' Beautiful Storm." (RL.5.1, RL.5.2, RL.5.4, L.5.4, L.5.5c)
- I can analyze how visuals in "Katrina: Don't Let Her Go" contribute to the meaning, tone, and beauty of the text "O' Beautiful Storm." (RL.5.1, RL.5.7)
- These are the CCS Standards addressed in this lesson:
- RL.5.1: Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
- 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.
- RL.5.4: Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes.
- RL.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).
- RF.5.4: Read with sufficient accuracy and fluency to support comprehension.
- L.5.4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 5 reading and content, choosing flexibly from a range of strategies.
- L.5.5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
- L.5.5c: Use the relationship between particular words (e.g., synonyms, antonyms, homographs) to better understand each of the words.
Daily Learning Targets
- Text-Dependent Questions: Stanza 1 of "O' Beautiful Storm" (RL.5.1, RL.5.2, RL.5.4, RL.5.7, L.5.4, L.5.5c)
A. Reading in Triads: Stanza 1 of "O' Beautiful Storm" (15 minutes)
B. Reviewing Learning Targets (5 minutes)
2. Work Time
A. Answering Questions about the Text: Stanza 1 of "O' Beautiful Storm" (20 minutes)
3. Closing and Assessment
A. Analyzing Visuals: "Katrina: Don't Let Her Go" (20 minutes)
A. Accountable Research Reading. Select a prompt and respond in the front of your independent reading journal
Purpose of lesson and alignment to standards:
How this lesson builds on previous work:
Areas in which students may need additional support:
Down the road:
- Preview the video in advance and determine whether there are students who may be upset by its content. Consider speaking to families and inviting them to preview the video with their students in advance.
- The technology necessary for students to watch "Katrina: Don't Let Her Go" during Opening A (see Technology and Multimedia).
- Small label with the text title and author to attach to a pin and place on the class world map. This needs to be large enough to see, but not so large that it covers up too much of the map.
- Post: Learning targets and applicable anchor charts (see materials list).
Tech and Multimedia
- Continue to use the technology tools recommended throughout Modules 1-3 to create anchor charts to share with families; to record students as they participate in discussions and protocols to review with students later and to share with families; and for students to listen to and annotate text, record ideas on note-catchers, and word-process writing.
- Opening A: Prepare the technology necessary for students to watch the poetry video:
- Poetry video: Smith, G. and Soileau, P. "Katrina: Don't Let Her Go." YouTube. Web. Accessed on 30 Jan. 2017. (from the beginning to 0:36).
Supporting English Language Learners
Supports guided in part by CA ELD Standards 5.I.B.6, 5.I.B.7, 5.I.B.8, 5.I.C.12
Important points in the lesson itself
- The basic design of this lesson supports ELLs by following the same routine as previous lessons for answering text-dependent questions and analyzing how visuals contribute to the meaning, tone, and beauty of a text; by providing the opportunity for students to work in triads as they answer text-dependent questions and analyze visuals; and by valuing home language and culture, as well as potential countries of origin, by continuing to locate and discuss places on the world map. ?ELLs may find it challenging to keep pace with the linguistic and cognitive demands of answering the text-dependent questions during Work Time A and analyzing how visuals contribute to the meaning, tone, and beauty of a text in the Closing (see levels of support and the Meeting Students? Needs column).
Levels of support
For lighter support:
- During Work Time A, challenge students to rephrase the text-dependent questions for classmates who need heavier support.
For heavier support:
- Consider viewing and discussing "Katrina: Don't Let Her Go" with students before this lesson. This will support students in their comprehension and allow them to better contribute to the daily learning targets in this lesson.
- During Closing and Assessment A, consider providing sentence frames for students to use in their QuickWrites. Example:
- The poem _________ by ___________ is about _______________. The visuals in the video contribute to the meaning of the poem because ____________. Additionally, __________. The tone of the poem is ____________, and the visuals contribute to helping us understand this tone through ______________. The visuals contribute to the beauty of the poem by ___________. For example, _________________________.
Universal Design for Learning
- Multiple Means of Representation (MMR): To facilitate effective learning during this lesson, ensure that all students have access to the directions for each activity and feel comfortable with the expectations. Continue to vary the ways in which you convey expectations for each activity or task. Consider engaging in a clarifying discussion about the directions and creating a visual display of the steps for each activity.
- Multiple Means of Action and Expression (MMAE): Provide support for students who may need additional guidance in peer interactions and collaboration.
- Multiple Means of Engagement (MME): To support students who may need help in sustaining effort and/or attention, provide opportunities for restating the goal. In doing so, students are able to maintain focus for completing the activity.
Key: Lesson-Specific Vocabulary (L); Text-Specific Vocabulary (T); Vocabulary Used in Writing (W)
- visuals, meaning, tone, beauty (L)
- Katrina: Don't Let Her Go" (video; play from 0:00 to 0:36; see Technology and Multimedia)
- World map (from Module 1; one to display)
- Labeled pin (one to display; see Teaching Notes)
- Compass points (from Module 1; one to display)
- Stanza 1 of "O' Beautiful Storm" (one per student)
- Fluent Readers Do These Things anchor chart (begun in Module 1)
- Working to Become Ethical People anchor chart (begun in Module 1)
- Sticky notes (10 per triad)
- Close Readers Do These Things anchor chart (begun in Module 1)
- Academic Word Wall (begun in Module 1)
- Domain-Specific Word Wall (begun in Unit 1, Lesson 1)
- Vocabulary logs (from Module 1; one per student) ?Text-Dependent Questions: Stanza 1 of "O' Beautiful Storm" (one per student)
- Text-Dependent Questions: Stanza 1 of "O' Beautiful Storm" (example, for teacher reference)
Each unit in the 3-5 Language Arts Curriculum has two standards-based assessments built in, one mid-unit assessment and one end of unit assessment. The module concludes with a performance task at the end of Unit 3 to synthesize their understanding of what they accomplished through supported, standards-based writing.
|Opening||Meeting Students' Needs|
A. Reading in Triads: Stanza 1 of "O' Beautiful Storm"(15 minutes)
"Having watched the video and listened to part of the first stanza of the poem, what do you think this poem is about?" (Responses will vary, but may include: a storm in which there was a lot of rain.)
"What is another way to say this sentence?" (Responses will vary.)
"Can we divide this sentence into two or more sentences? How?" (There is floodwater in my blood. It makes my heart beat harder.)
|Work Time||Meeting Students' Needs|
A. Answering Questions about the Text: Stanza 1 of "O' Beautiful Storm"(20 minutes)
Closing & Assessments
|Closing||Meeting Students' Needs|
A. Analyzing Visuals: "Katrina: Don't Let Her Go" (20 minutes)
|Homework||Meeting Students' Needs|
A. Accountable Research Reading. Select a prompt and respond in the front of your independent reading journal.
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