Lessons for Writing Grade 5
Second Quarter
January Lessons
Details/Description/Specifics
PoetryHints
Literary Tools/Poetic Tools/Poetry Tricks
1.2.1 Analyzes task and composes multiple drafts when appropriate.
1.3.1 Revises text, including changing words, sentences, paragraphs, and ideas.
Selects and uses precise language to persuade or inform.
Selects and uses precise language in poetic and narrative writing.
Selects and uses literary devices (e.g., metaphor, symbols, analogies).
Selects and uses sound devices in prose and poetry (e.g., two-syllable rhyme, repetition, rhythm, rhyme schemes).
TEST
Gather your poem drafts and final draft. Where did you revise your poem to include the Literary Tools?
Complete the table to show your skills:
My original idea |
My revised words |
Literary Tool Used |
The eagle flew in the sky |
The eagle circled in the silver sky. |
vivid verb and alliteration |
|
|
|
Tricks of Poets
__Alliteration--Repeated beginning consonant sounds, such as "feather fingers flapping"
Assonance Repeated vowel sounds, such as flies across the skies
__Repeated words__ Repeat words for effect, like "hops, munches, hops, munches" to show the rabbit doesn't know the danger
__Vivid verbs__ Action words like flies, spread, searching, hops, munches, drops, fold, dives, scoop, flaps, flows
__Nifty nouns__ Specific nouns (persons, places, things, ideas); instead of dog, say German Shepard; instead of fast, say 100 miles an hour; instead animal, say rabbit or snake
__Personification__ Giving life to something not living; such as saying the feathers are fingers
Onomatopoeia (ah no mah toe pee ah) Words that sound like the sound they make, such as Bam! Pop! Bang! slap gurgle Phzzzzt
__Simile__ Comparing two things that are different and finding a similarity -- write it using like or as , such as comparing how high the eagle flies to how a skyscraper is. The eagle flies as high as a skyscraper .
12/13 Poetry and Survivor
Focus: Poetry and Survivor Stories
What can you do?
1.1.1 Prewriting:
___ Analyzes and selects effective strategies for generating ideas and planning writing.
___ Generates ideas prior to organizing them and adjusts prewriting strategies accordingly.
___ Gathers information (e.g., takes notes) from a variety of sources
1.2.1 Drafts:
___ Analyzes task and composes multiple drafts when appropriate.
1.3.1 Revises text, including changing words, sentences, paragraphs, and ideas. 3.2.2 ·
3.2.2 Analyzes and selects language appropriate for specific audiences and purposes.
Selects and uses precise language in poetic and narrative writing.
See 1.3.1 for narrative survivor writing and:
___ Selects and uses literary devices (e.g., metaphor, symbols, analogies).
___ Plans and Organizes plot (exposition, rising action, climax, denoument)
___ Plans theme in story
___ Onomatopoeia (words that sound the sound; sound what they mean; splat)
___ Heart and Feeling
___ Senses (sights, sounds, smells, tastes, touch)
___ Repeated consonants
___ Repeated vowels
See 1.3.1 and for poetry: (See pages 194-5 Write Source 2000)
Selects and uses sound devices in prose and poetry
___ Repeated words
___ Repeated consonants
___ Repeated vowels
___ Rhyme words
___ Onomatopoeia (words that sound the sound; sound what they mean; splat)
___ Heart and Feeling
___ Senses (sights, sounds, smells, tastes, touch)
___ Line breaks and forms
___ Component 4.1: Analyzes and evaluates others’ and own writing. Uses this checklist.
- Work on Poetry Places and Poetry Holiday Happenings
12/8 Substitute; 12/11 No School No Water
- 12/8 Spelling and Concrete poetry writing
12/12 Spelling and Phrase poetry writing
12/7 Poetry & Affixes
- Affixes: What's a prefix? What's a suffix?
- Share a few student poems from last week and discuss.
- Partner read and share poems.
- If time, poetry places walk.
12/6 Poetry & Sentences
- Poetry Read and Share
- Sentence Structure: With a partner, do skillbook, page 77.
12/5 Poetry
- Find and read poems in our new poetry books.
- Share, read, choral read, and comment on poems.
12/4 Spelling and Poetry
believe believable unbelievable unbelievably
discover discoverable undiscovered rediscovered
courage courageous encouragement courageously
quit stoppable quiet silent
easy easily easier easiest
- Complete Friday's spelling test.
- Open boxes of new poetry books :)
- Read poems--find new favorites.
12/1 Spelling and Poetry
The gentle snow
Freezes solid as an iceberg
During long,windy night
In the forest, in the town, in my yard, on my windowsill
To look like a winter wonderland ready for my sled.
- Create your own poems. Copy neatly. Add a picture.
11/30 Revise & Poetry
Word Meanings
Today, learn the meanings of five different words from your spelling list. You will need a dictionary. If you don’t have a dictionary at home, go to study hall in the morning.
Directions:
1. Choose five different words. (The base words are different.)
2. Write one of those words.
3. Look the word up in the dictionary.
4. Read what it means
5. Write what it means in your own words.
6. Draw a picture of what it means.
7. Repeat 2-6 for each of your five words.
Example:
a. First word chosen: “bandaged” (Base word: bandage)
b. Write one of the words: bandaged
c. Read the definition.
d. Write what it means in your own words: A covering for an injury or sore
Are you ready for Friday’s test?
- Poetry : 194-195 in Write Source 2000. Read as a class.
- Emphasize: sense, heart, form, sounds.
- Turn to pages 206-207. As a class write an alphabet or list poem about snowflakes using senses, heart, line form, sounds.
**Sample for cold:
Alphabet Poem:
COLD
Cough
Outside shivering
Leaves crrrruuuunch
Dead under the snow.
List:
COLD
Cold is the tingle in the tips of your fingers.
Cold is the sniffle in your reddened nose.
Cold is the shoulder of your friend turning away.
Cold is the snow, fallen softly, the world froze.
- Students write their own poems.
11/29 Review and Poetry
- Sentence Structure, p. 433. Do number one.
* Spelling
Wordy Wednesday
Practice getting to know your words.
1. Say each of your spelling words in parts. These do NOT need to be correct syllables.
Examples:
Exercise ex er cise
Certain cer tain
Forcible forc I ble
Efficient e ffi cient
2. For each of twelve of your hardest words, do the following:
a. Write the word.
b. Say the word and count the word parts
c. Draw a line for each word part
d. Say the word again, and write each part as you say it.
e. Say the word again, writing it as one word as you say the parts.
f. Example:
a. Exercise
b. “ex” “er” “cise” 3
c. ex/er/cise
d. “exercise” ex er cise
e. “exercise” exercise
Partner read the poems at least twice, looking for a part of the poem with which to connect. In your notebooks, write
1. The title of the poem
2. What phrase(s) grabbed you? What did you like?
3. What images did you see?
4. What would you improve?
Rotate around the room to read most poems.
Share poetry connections.
Go to one poem to:
Read a part of the poem again.
Answer:
Why was that poem placed in that spot?
What audience would read it there?
What purpose does the poem share in this spot?
Could it fit in another spot?
What does the dedication do?
Share
11/28 Review & Poetry
Poetry Places Project
Poetry Places: Reading Spaces
Sheri Edwards
Around the room in many places
Look for words in everyday spaces.
Take time now to enjoy the sense
That words create pictures: intense.
What do you see? What do you know?
Why are they there? Are they just for show?
Or do they send a bit of truth
To all of us, old and youth?
Think of a place around the school
Where you can place a poem, a priceless jewel.
A poem in place for others to read and feel
In a special spot; its space revealed.
Partner read the poems at least twice, looking for a part of the poem with which to connect. In your notebooks, write
1. The title of the poem
2. What phrase(s) grabbed you? What did you like?
3. What images did you see?
4. What would you improve?
Rotate around the room to read most poems.
Share poetry connections.
- Spelling: Terrible Tuesdays
Good spellers can write words different ways to find the right way. This fun practice helps you learn the many different ways “sounds” are spelled in English while helping you learn the correct pattern for each of your words.
Choose five different words (the base words are different) from your spelling list. Write each word correctly twice. Then write each word in as many different ways as it could be spelled phonetically, but isn’t. Box in the correct words. This exercise helps you learn all the possible spellings so you can learn to pick the correct one. Use a dictionary, if necessary.
- exorsise exorsize exersighze
- sertin sertun surtin scurtin
- forsible forsable phorsable phorscabel ghorscible
- ephishant uphishant eghitiant ephiciant
- leef leiphe lleaphe lief leif
11/27 Spelling & Sentence Structure
Affixes: Prefixes/Suffixes Write Source 468-469
__Spelling__
* soft c and g when followed by e, i, y
* add endings: s ed ly
receive received
species
exercise exercised
emergency emergencies
muscle muscles
special especially
scissors
gymnasium
genuine genuinely
gentle gently
danger dangerously
December
__Sentence Structure __
Write Source 432
The basic parts of a sentence are a subject and a verb.
Can dogs fly?
Who or what? dogs = subject
What do dogs do? fly? = verb (predicate)
Practice sentences on page 432.
Make one long sentence to share tomorrow.
11/22-26 Thanksgiving
11/21 Model First Draft: Assess and Revise
- Read how Max revised his first draft on pages 14-15:
- Added a definition.
- Add details.
- Cut clutter: extra/repeated words or off topic words
- Add details--synonyms for better word choice.
- Add examples--how the glove helps.
- Clarify ideas with details--what does "great" and "a good thing" mean?
- Check precise words (not stuff, things, etc.)
- With a partner, assess your writing using the peerreview1trait.doc. Use these questions to guide you:
- How many ideas do you have in each paragraph? (Put a dot in the margin.)
- How many details for each idea?
- How could you improve? Where in your writing? Add ideas in blank areas.
- How would you rate your ideas?
- Now check and revise your partner's writing.
11/20 Model First Draft
- Continue discussing Max's first draft.
- Here is a link to a Six Trait Rubric: Rubric
- Rate Max's ideas.
- Rate Max's organization.
- Rate Max's voice.
- What did you like about Max's draft?
- How could Max improve?
- Make a list of what we learned from Max's example.
- Rate your own first draft. How could you improve?
11/17 Model First Draft
- Interview a partner about your topic.
- Read and discuss pages 12-13: Max's first draft.
- What can we learn about writing from Max's example?
- Homework: Interview two more people about your topic.
11/16 Gathering Information
- Choice Time Friday for students who consistently work towards our school goals:
Try your hardest and do your best.
Stay focused and think carefully.
Complete and turn in work on time.
Ask questions when needed.
Help others and yourself to learn.
Listen.
Participate appropriately (independently, partners, teams).
Work on task.
Manage yourself.
Keep your work, folders, materials organized.
Prepare for classes with supplies, completed assignments.
Use your planner.
Respect all persons, spaces, feelings, property.
Be courteous to all.
Follow directions and corrections without comment.
Treat others with kindness and respect.
Be courteous to all.
Encourage others.
Include all in groups.
Take care of property.
Organize your own areas and work.
Put litter in its place.
Handle equipment safely and carefully.
Leave others' property alone.
- Find your quote
- Computer work in groups: each person takes one of the following: keyboard, mouse, reader, note-taking
- Pep Assembly
11/15 Analyze Assignment, Prewrite
- Pages 10, 11 Write Source
- Review six traits of writing for assignment, "Explain something very important to you."
- Follow Max's ideas and strategies to prewrite.
- Google a quote on your topic.
Go to Google. Type: "quote" and your topic.
* Example: quote family
Choose the best search result (often the top one), in this case a site that specializes in quotes.
* Read the quotes. Copy the one(s) you like.
Open an Appleworks document. Paste the quotes.
Go back to the quote site. Copy the URL (address).
* Paste below your quote so you know where the quote came from.
Save your document.
11/14 Essays; Spelling
- Write or type 15 minutes on essays
- 20 word spelling tests
- Organize room
- Licorice :)
11/13 Work on essays
- Work 15 minutes on essays:
- Confer with teacher
- Type of second draft and print
- If completed, work on make-up work
- Reminder: Make-up work due tomorrow at 9:15 am. This is an extension from the 11/2 due date.
- Awards Assembly at 2:00 pm
11/09 Workshop
- Be sure you have 20 starred words for spelling tests next week.
- Work on your missing essays: How to be a citizen in your community; I'm proud to be an American; Explain something important to you.
- Confer with teacher.
- Note: Basketball players left at 1:10.
11/08 Veterans Assembly
11/07 Workshop: Write on essay
- Cursive Penmanship: Cats poem
- Finish first draft of essay
- Confer with teacher
- Type essay
- Note: Basketball players left at 10:45 a.m.
11/06 Penmanship & Workshop
- Cursive penmanship workshop
- Write your most important idea and 3 ideas that support it
- Share your ideas with three other people who help you think of more ideas by asking:
- Tell me more.
- Help me understand.
- What makes you say that?
- Prove it.
- Use your new ideas to revise your essay about something that is important to you.
11/03 Penmanship & Workshop
- Penmanship: Cursive Practice
- Vocabulary Review
- Workshop time: Revise or Redo: Write an expository essay about something that is important to you. It can be a person, place, thing, or idea.
11/02 Workshop
- Time to complete and type citizenship papers:
- I'm Proud to be an American
- What it means to be a citizen in my community"
11/01 No School
First Quarter Lessons
peerreview1trait.doc
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