Lesson plan

Lesson 5 - Analyzing Poetry: Pages 8–11 of "Love That Dog" and "The Tiger"

  • From EL Education Language Arts
  • Created by
  • Standards
  • Tags
teaches Common Core State Standards RL.4.1 http://corestandards.org/ELA-Literacy/RL/4/1
teaches Common Core State Standards RL.4.3 http://corestandards.org/ELA-Literacy/RL/4/3
teaches Common Core State Standards RL.4.5 http://corestandards.org/ELA-Literacy/RL/4/5
Print / PDF
Press ESC or click here to exit full screen

Tip: swipe on touch devices, use your keyboard's ← and → arrow keys, or clicker buttons to quickly navigate the lesson plan

or to view additional materials

You'll gain access to interventions, extensions, task implementation guides, and more for this lesson plan.

To learn more about this lesson, read the Lesson 5 Narrative found under the Additional Materials tab.

Daily Learning Targets

  • I can revise my summary based on peer feedback. 
  • I can use the characteristics of poetry to explain how poetry and prose are similar and different.

Purpose of Lesson

  • Students begin this lesson with a mini lesson on writing a summary in which they revise the summaries written on exit tickets in the previous lesson. In this lesson, students continue reading Love That Dog to analyze what happened in those pages and how Jack felt about it . Students then read “The Tiger” by William Blake to identify characteristics of poetry.

In Advance

  • Strategically pair students for work in this class, with at least one strong reader per pair.
  • Prepare the Criteria of an Effective Summary Anchor Chart.
  • Preview “The Tiger” and review the example anchor charts and note-catchers to determine what students need to understand from reading the poem.
  • Review:
    • Student exit tickets from the previous lesson to determine where students are struggling most and to determine where to focus instruction in this lesson. Refer to Criteria of an Effective Summary Anchor Chart (Example, for Teacher Reference).
    • Red Light, Green Light protocol. 
  • Post: Learning targets, Close Readers Do These Things Anchor Chart, What Happens and How Does Jack Feel about It? Anchor Chart, and What Makes a Poem a Poem? Anchor Chart.

Vocabulary

  • Lesson-specific: summary, prose, similarities, differences, subject, predicate characteristics 
  • Text-specific: anonymous, immortal 

Materials

  • Exit Ticket: Summarizing the Poem (from Lesson 4; one per student)
  • Criteria of an Effective Summary Anchor Chart (new; co-created with students during Work Time A)
  • Criteria of an Effective Summary Anchor Chart (Example, for Teacher Reference) 
  • Parts of Speech Anchor Chart (new; teacher-created)
  • Directions for Peer Critique: Summary (one to display)
  • Model Summary (one to display) 
  • Love That Dog (from Lesson 2; one per student)
  • Close Readers Do These Things Anchor Chart (begun in Lesson 2)
  • Equity sticks (class set; one per student)
  • Vocabulary logs (from Lesson 3; one per student) 
  • Academic Word Wall (begun in Lesson 1)
  • Domain-specific Word Wall (begun in Lesson 1)
  • What Happens and How Does Jack Feel About It? Anchor Chart (begun in Lesson 2; updated by students in Work Time)
  • What Happens and How Does Jack Feel about It? Anchor Chart (Example, for Teacher Reference) 
  • What Makes a Poem a Poem? Anchor Chart (begun in Lesson 3; updated in Work Time) 
  • What Makes a Poem a Poem? Anchor Chart (Example, for Teacher Reference) (begun in Lesson 3) 
  • Comparing and Contrasting Poetry and Prose Graphic Organizer: “The Tiger” (one per student)
  • Comparing and Contrasting Poetry and Prose Graphic Organizer: “The Tiger” (Example, for Teacher Reference)
  • Red, yellow, and green objects (one of each per student)
  • Sticky notes (three per student) 

 

 

 

 

 

 

 

 

 

Adapted from EL Education under CC BY license. All adaptations copyright 2019 LearnZillion.