Poetry Unit

Ms. Raths homeroom in Literacy

on March 15, 2017
Standards:
CCSS.ELA-LITERACY.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.
CCSS.ELA-LITERACY.RL.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.
CCSS.ELA-LITERACY.RL.5.6
Describe how a narrator's or speaker's point of view influences how events are
described.

The lesson began with the

students joining the teacher on
the floor spot for a teacher led
discussion. The teacher began to
talk about tone and defining the
word for the students instantly.
To help her readers, she showed
the definition on an anchor chart.
The students were expected to
add these definitions in their
literacy study guide.
After stating that tone
shows/tells the reader how the
speaker feels about a topic, the
teacher provided a realistic
example. She said, if you want a
dog, dont you want your parents
to know every reason why you
want the dog? You must prove to
them why, or they will never be
convinced; it is almost like you
must persuade them. The teacher
then stated, that mood is how the
reader feels after reading tone words in the passage.
 The teacher then passed arounds papers with words on them and
told each of the A kids to pass them around. A few examples of the words
studen
are: ts
poetry
graphic shaking
organiz
er
light hearted
gloomy
distraught
snatched
slowly
with anguish
She then began to
act out a person
holding their
stomach and making
painful noises or
someone laughing so
hard that they had to
hold their stomach to
chuckle. The
students turned and
talked, and many of
the students saw
both interpretations
of the performance.
The teacher then stated, that this
performance was something that
we all cannot agree on and that the
acting wasnt tangible words that
we could hold.
Next, she showed a video on the SMARTBoard that had peoples facial expressions with
words underneath. The teacher emphasized that we can see the persons expression or
mood, but their tone is something that must be physically written. The next video was
used through, Tim and Moby. This video used a passage to create a real-life example from
a story.

At the beginning of class, the teacher passed out this tone and mood sheet. The teacher
read it aloud and had the students act out their mood in relation to hearing the tone
words. As she was reading the information, she had the students write, I feel anytime it
 said something about mood. After that, the
students flipped it over to the back and
completed the first question as a class.

Before beginning, she had the students put an arrow between tone and context clues.
She said that these two are very similar and work together. When they got to mood, she
made sure the students knew that this was how they felt when reading the sentence. For
question two, I worked with a small group of students on the floor to make sure they
understood the concepts. After this time, the students were sent to their desks to work
independently. During this time, I pulled a small group to complete questions 3 through
7. I had students reading to me and telling me their personal opinions and directly finding
the tone in the sentence. Overall, it was a great success!