Q1W5 (9/10-9/14)

TeacherKathleen Manning
Subject AreaELA/Social Studies
Grade Level4
Week #5
Unit of InstructionPoetry/Informative Writing/FL Ecosystems & Maps
Standard(s) Taught

RL1.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.

RL1.2 Determine the theme of a story, drama, or poem from details in the text. Summarize the text.

RL1.3 Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g. a character’s thoughts, words, or actions).

RL.2.5 Explain major differences between poems, drama, and prose, and refer to the structural elements when writing or speaking about a text.

RL.4.10 By the end of the year, read and comprehend literature, including stories, dramas, and poetry, in the grades 4-5 text complexity band proficiently.

RF.3.3 Know and apply grade-level phonics and word analysis skills in decoding words.

RF.4.4 Read with sufficient accuracy and fluency to support comprehension.

L.2.3a Use knowledge of language and its conventions when writing, speaking, listening, or reading. (a)choose words and phrases to convey ideas precisely.

L.3.6 Acquire and use accurately general academic and domain-specific words and phrases as found in grade level appropriate texts, including those that signal precise actions, emotions or states.

W.10 Write routinely over extended time frames for a range of discipline-specific tasks, purposes, and audiences.

SL.1.2 Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively.

SL.1.3 Identify the reasons and evidence a speaker provides to support particular points.

SS.C.2.1 Discuss public issues in Florida that impact the daily lives of its citizens.


Learning Targets and Learning Criteria

The student will:

  • Use knowledge of language and its conventions when writing, speaking, reading, or listening, including choosing words and phrases to convey ideas precisely.
  • Provide an explanation of major differences between poems, drama, and prose with references to structural elements of poems (verse, rhythm, and meter) and drama (cast of characters, settings, descriptions, dialogue, stage directions) and prose (paragraphs, everyday language), when writing about a text.
  • Provide a statement of the theme of a text.
Classroom Activities


  • “Some Rivers” – poem Macmillan, p. 18. 
  • “Got the Power”- poem
  • “The Florida Everglades” – article (students have copies)

Structural elements chart: poetry/prose/drama

Ready Writing Book: p. 34-49  Organizing for an Informational Essay

Ready Reading: Elements of Poetry, p. 299-311

Discussion of poems

small group work

Station Rotations

Review of Maps and FL Map – Using “Mapping the Woods” text (students should have their copy) to review for Quiz on Tuesday.

Seesaw activities

IXL – I1, I2, I3 (Analyzing Informational Texts) and  K1, K2 (Poetry)

Assignments Due

Structural elements chart

Ready Reading assignment (questions for poems)

Ready Writing Assignment (organizer with evidence from texts)

Completed IXL activities

Additional Resources

Quizzes on Tuesday: 

  • Maps/Geography
  • Elements of Poetry, Drama, and Prose

Grades for 1st progress report are due this week. I have given make up work to all students who currently have zeroes in the gradebook for assignments not turned in. Make up work needs to be received by Wednesday, 9/12.