Good Morning 5-205Tuesday, May 7th Come on in and prepare for the day! Please remember to completely unpack. Leave your math homework on your desk and meet me in the library.
Reader’s Workshop • Objective: Students will compare and contrast figurative language across poems. • Learning Outcomes: • To identify poetic devices • To describe the ways authors use poetic devices • CCLS: 5.RL.4 – Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes. • I can compare and contrast the ways poetic devices are used across different poems.
Reader’s Workshop: I can compare and contrast the ways poetic devices are used across different poems. • As we know, authors use poetic devices for many different reasons. They carefully select which device to use and how to use it. This helps us, the reader, figure out what’s going on. • Since we’ve been studying these devices, I thought it would usefully to analyze the ways they are used across different poem. Watch what I do. • How did I identify similar devices? • How did I compare these devices?
Reader’s Workshop: I can compare and contrast the ways poetic devices are used across different poems. • Now it’s your turn. In your Teams, work with the two poems I am giving you. Be sure to… • Identify poetic devices on your graphic organizer • Compare the ways they are similar • Contrast the ways they are different • Give at least 1 reason why you believe they are similar and/or different • We’re going to present at the end of this lesson. Get crack-a-lackin’!
Math • Objective: Students will review problem solving strategies to revise problem solving work with fractions. • Learning Outcomes: • To positively critique the problem solving methods of others • To apply at least one skill observed in revising or strengthening problem solving work with fractions • CCLS: 5.NF.2 – Solve word problems involving addition and subtract of fractions referring to the same whole, including cases of unlike denominators by using visual fraction models or equations to represent the problem. Use benchmark fractions and number sense of fractions to estimate mentally and assess the reasonableness of answers. • Mathematical Practice: 3 – Construct viable arguments and critique the reasoning of others. • I can apply review someone else’s method of problem solving to apply it in my own work.
Math: I can apply review someone else’s method of problem solving to apply it in my own work. • We’ve been working really hard giving advice to our friends in the fraction word problems over the last week, bravo! I noticed yesterday that more and more of us are “getting it” as we problem solve each day. • Today we’re going to take a break from problem solving and go to a conference. Just like real advisors do, we’re going to meet up with each other as advisors, look at how we work, and develop conference notes. Professionals do this all the time!
Math: I can apply review someone else’s method of problem solving to apply it in my own work. • You’re going to be broken up into four different groups, based off of what it is you need to discuss with others. I’ll tell you your groups soon. But first, let me show what you’ll be doing. • I’m an advisor and I’ve been working with process statements. To make sure that I’m doing well with process statements I need to look at other process statements. I’m doing this so I can learn a new strategy in developing process statements and apply it myself later today! • What were the steps that I took today?
Math: I can apply review someone else’s method of problem solving to apply it in my own work. • Now it’s your turn to try it. I’m going to put up an excellent visual model to a word problem. Using your graphic organizer and your Team, pull out one strength of the visual model. Explain how or why you would like to try a model this way, and then try it on your guide! • Who would like to share? • Will that method always work? • How does that drawing support your work? • Excellent! We’re great advisors Now we’re going to break up into our four focus groups. Ms. V and I will be working with one group each and the other two will be working together. Remember to apply everything you learned today!
Writer’s Workshop • Objective: Students will work in groups to give constructive feedback on drafted poems. • Learning Outcomes: • To identify the poetic devices the author uses • To identify the main idea and author’s purpose of a student written poem • CCLS: 5.RL.4 – Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes. • CCLS: 5.W.4 – Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. • I can identify the poetic devices and connect them to author’s purpose and main idea in a student written poem.
Writer’s Workshop: I can identify the poetic devices and connect them to author’s purpose and main idea in a student written poem. • All righty writers! Today we get to really look at each other’s poems. All day we’ve been analyzing poems, fractions, published texts and student work. Now we get to treat student work in poems like a published text. • We’re going to act like advisors once more. This time, we’re going to tell each other what we think about their poems. No, it’s not an “I like your poem because it sounds pretty” type of activity. Let me show you how to help each other out by analyzing our poems…
Writer’s Workshop: I can identify the poetic devices and connect them to author’s purpose and main idea in a student written poem. • How did I state the main idea of the poem? • Which poetic devices helped me find the main idea? • How did I find the author’s purpose using the poetic devices? • How can I write this on a Post-It to share my thinking with the original author? • These are the steps you’re taking today. Work with the poems at your Teams. Ms. V and I will be around to guide you if you need help!
Social Studies • Objective: Students will use poetry to learn about the midnight ride of Paul Revere. • Learning Outcomes: • To identify the sequence within the poem • To collect historical facts from poetry • CCLS: 5.RIT.5 – Compare and contrast the overall structure (chronology) of events, ideas, concepts or information in two or more texts. • I can use poems to gather historical information on a specific event.
Social Studies: I can use poems to gather historical information on a specific event. • What do we already know about Paul Revere? • What do we already know about poetry? • What do we already know about the moments and events right before the Revolutionary War? • Well, today we get to put all of this knowledge together! A famous poet, Henry Wadsworth Longfellow, wrote an excellent historically accurate poem entitled “The Midnight Ride of Paul Revere.”
Social Studies: I can use poems to gather historical information on a specific event. • “The Midnight Ride of Paul Revere” describes the events that took place in the final moments before the war began. We get to hear and observe Revere’s famous ride by use of poetry! • Let’s read the poem aloud together. Who would like to start? • In your Teams, create a list of the major events from the poem. I suggest using the main idea or event from each stanza to guide you!