Son A Closer Look at Mother to - Literacy Design Collaborative · Mother To Son Poem W.5.10 Write...
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A Closer Look at "Mother to Son" by Jody Pittock, Cathy A. Feldman This module has been written with the intent of implementation mid school year. This informational module has been designed with four purposes in mind: 1. Deepen the students’ ability to analyze meanings of metaphors in poetry. 2. Develop a better understanding of how an author develops a theme through word choice. 3. Allow students to demonstrate their learning through an informational essay. 4. Address ELA grade level specific standards. During this module, students will focus on RL5.2, determining the theme of a poem using details in the text, including how characters respond to challenges and how the narrator reflects upon a topic. It should be noted that prior to this module, students will have had several instructional opportunities to learn about theme. Reference will be made to this prior instruction. In addition, RL5.4 will be taught by reading informational text about metaphors and actively participating in the close reading of Langston Hughes’ poem Mother to Son , focusing on the use of metaphors in this poem . Both standards will be intentionally taught, discussed and practiced in this module. Additional lessons will follow this module to allow students to continue to practice and deepen their understanding of theme and figurative language. A post-assessment will be given after this additional instruction. During this module, students should have available a wide variety of poems and poetry anthologies for self- selected reading times. After note-taking and conversing with peers, students will write an informational essay discussing the author’s use of metaphors as it relates to the comprehension of the theme of this poem. The teaching task and rubrics will be reviewed daily to set a context/purpose for the day’s instruction. Scoring suggestions are offered in Section 3 of this plan and could easily be translated into rubrics for formative assessment and/or grading purposes. Suggestions: If Language Arts is taught within a block schedule, the Clusters of Preparing for the Task, Reading Process A Closer Look at "Mother to Son" Literacy Design Collaborative 1 of 23 https://s.ldc.org/u/77125sliexvtl67syapib2ykc
Transcript of Son A Closer Look at Mother to - Literacy Design Collaborative · Mother To Son Poem W.5.10 Write...
A Closer Look at "Mother toSon"
by Jody Pittock, Cathy A. Feldman
This module has been written with the intent of implementation mid school year. This informational modulehas been designed with four purposes in mind:
1. Deepen the students’ ability to analyze meanings of metaphors in poetry.2. Develop a better understanding of how an author develops a theme through word choice.3. Allow students to demonstrate their learning through an informational essay. 4. Address ELA grade level specific standards.
During this module, students will focus on RL5.2, determining the theme of a poem using details in the text,including how characters respond to challenges and how the narrator reflects upon a topic. It should benoted that prior to this module, students will have had several instructional opportunities to learn abouttheme. Reference will be made to this prior instruction. In addition, RL5.4 will be taught by readinginformational text about metaphors and actively participating in the close reading of Langston Hughes’ poemMother to Son , focusing on the use of metaphors in this poem . Both standards will be intentionally taught,discussed and practiced in this module. Additional lessons will follow this module to allow students tocontinue to practice and deepen their understanding of theme and figurative language. A post-assessmentwill be given after this additional instruction.
During this module, students should have available a wide variety of poems and poetry anthologies for self-selected reading times.
After note-taking and conversing with peers, students will write an informational essay discussing theauthor’s use of metaphors as it relates to the comprehension of the theme of this poem. The teaching taskand rubrics will be reviewed daily to set a context/purpose for the day’s instruction. Scoring suggestions areoffered in Section 3 of this plan and could easily be translated into rubrics for formative assessment and/orgrading purposes.
Suggestions:
If Language Arts is taught within a block schedule, the Clusters of Preparing for the Task, Reading Process
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and Transitioning to Writing could be taught during 5 periods of the Reading Block. The Writing ProcessCluster could be taught in 4 periods of the Writing Block.
Considerations about Text Complexity:
Metaphors Text – (Text was adapted by consolidating information from the following sources):
http://library.thinkquest.org/CR0210124/figlandef.html andhttp://owl.english.purdue.edu/owl/resource/687/05/
Lexile Level = 990L, 4th-5th grade band, text structure and language demands makes this aless complex text (qualitative feature)
Langston Hughes’ poem Mother to Son
Lexile Level = 790, 4th-5th grade band, figurative language demands increase complexity level
GRADES
5DISCIPLINE
ELACOURSE
Any
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Section 1: What Task?Section 1: What Task?
Teaching Task
Task Template UE9 - Informational or Explanatory
What is the theme of the poem Mother to Son? After reading Mother to Son (and an informational text onmetaphors), write a/n essay for our class literary magazine in which you discuss how Langston Hughes’ use ofmetaphors contributes to an understanding of the theme of this poem. Give several example/s from the poemto support your discussion.
Common Core State Standards
Language Standards
L.5.1 Demonstrate command of the conventions of standard English grammar and usage whenwriting or speaking.
L.5.1.e Use correlative conjunctions (e.g., either/or, neither/nor).
L.5.1.a Explain the function of conjunctions, prepositions, and interjections in general and theirfunction in particular sentences.
L.5.1.d Recognize and correct inappropriate shifts in verb tense.
L.5.1.b Form and use the perfect (e.g., I had walked; I have walked; I will have walked) verbtenses.
L.5.1.c Use verb tense to convey various times, sequences, states, and conditions.
L.5.2 Demonstrate command of the conventions of standard English capitalization, punctuation,and spelling when writing.
L.5.2.e Spell grade-appropriate words correctly, consulting references as needed.
L.5.2.c Use a comma to set off the words yes and no (e.g., Yes, thank you), to set off a tagquestion from the rest of the sentence (e.g., It's true, isn't it?), and to indicate directaddress (e.g., Is that you, Steve?).
L.5.2.b Use a comma to separate an introductory element from the rest of the sentence.
L.5.2.a Use punctuation to separate items in a series.
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Reading Standards for Literature
L.5.2.d Use underlining, quotation marks, or italics to indicate titles of works.
L.5.3 Use knowledge of language and its conventions when writing, speaking, reading, orlistening.
L.5.3.a Expand, combine, and reduce sentences for meaning, reader/listener interest, andstyle.
L.5.3.b Compare and contrast the varieties of English (e.g., dialects, registers) used in stories,dramas, or poems.
L.5.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrasesbased on grade 5 reading and content, choosing flexibly from a range of strategies.
L.5.4.a Use context (e.g., cause/effect relationships and comparisons in text) as a clue to themeaning of a word or phrase.
L.5.4.c Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print anddigital, to find the pronunciation and determine or clarify the precise meaning of keywords and phrases.
L.5.4.b Use common, grade-appropriate Greek and Latin affixes and roots as clues to themeaning of a word (e.g., photograph, photosynthesis).
L.5.5 Demonstrate understanding of figurative language, word relationships, and nuances inword meanings.
L.5.5.a Interpret figurative language, including similes and metaphors, in context.
L.5.5.b Recognize and explain the meaning of common idioms, adages, and proverbs.
L.5.5.c Use the relationship between particular words (e.g., synonyms, antonyms,homographs) to better understand each of the words.
RL.5.1 Quote accurately from a text when explaining what the text says explicitly and whendrawing inferences from the text.
RL.5.2 Determine a theme of a story, drama, or poem from details in the text, including howcharacters in a story or drama respond to challenges or how the speaker in a poemreflects upon a topic; summarize the text.
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Writing Standards
RL.5.4 Determine the meaning of words and phrases as they are used in a text, includingfigurative language such as metaphors and similes.
RL.5.10 By the end of the year, read and comprehend literature, including stories, dramas, andpoetry, at the high end of the grades 4—5 text complexity band independently andproficiently.
W.5.2 Write informative/explanatory texts to examine a topic and convey ideas and informationclearly.
W.5.2.b Develop the topic with facts, definitions, concrete details, quotations, or otherinformation and examples related to the topic.
W.5.2.a Introduce a topic clearly, provide a general observation and focus, and group relatedinformation logically; include formatting (e.g., headings), illustrations, and multimediawhen useful to aiding comprehension.
W.5.2.c Link ideas within and across categories of information using words, phrases, andclauses (e.g., in contrast, especially).
W.5.2.e Provide a concluding statement or section related to the information or explanationpresented
W.5.2.d Use precise language and domain-specific vocabulary to inform about or explain thetopic.
W.5.4 Produce clear and coherent writing in which the development and organization areappropriate to task, purpose, and audience.
W.5.5 With guidance and support from peers and adults, develop and strengthen writing asneeded by planning, revising, editing, rewriting, or trying a new approach.
W.5.9 Draw evidence from literary or informational texts to support analysis, reflection, andresearch.
W.5.9.b Apply grade 5 Reading standards to informational texts (e.g., "Explain how an authoruses reasons and evidence to support particular points in a text, identifying whichreasons and evidence support which point[s]").
W.5.9.a Apply grade 5 Reading standards to literature (e.g., "Compare and contrast two ormore characters, settings, or events in a story or a drama, drawing on specific detailsin the text [e.g., how characters interact]").
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Additional Standards
No standards selected
Texts
Metaphors Informational Text
Mother To Son Poem
W.5.10 Write routinely over extended time frames (time for research, reflection, and revision) andshorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks,purposes, and audiences.
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LDC Student Work Rubric - Informational or Explanatory
Not Yet
1
ApproachesExpectations
2
Meets Expectations
3
Advanced
4
Focus
Attempts to address promptbut lacks focus or is off-task.D: Attempts to addressadditional demands lackfocus, or does not addressdemands.
Addresses promptappropriately, but with a weakor uneven focus.D: Attempts to addressadditional demands areuneven.
Addresses promptappropriately and maintains aclear, steady focus; stays ontask.D: Addresses additionaldemands sufficiently.
Addresses all aspects ofprompt appropriately andmaintains a stronglydeveloped focus; stays ontask.D: Addresses additionaldemands with thoroughnessand makes a connection tocontrolling idea.
Controlling IdeaAttempts to establish acontrolling idea but lacks aclear purpose.
Establishes a controlling ideawith a general purpose, thoughmay lack clarity or credibility.
Establishes a crediblecontrolling idea with a clearpurpose maintainedthroughout the response.
Establishes a strongcontrolling idea with a clearpurpose maintainedthroughout the response.
Reading/Research(when applicable)
Attempts to presentinformation from readingmaterials but lacksconnections or relevance tothe purpose of prompt.
Presents some informationfrom reading materials relevantto the purpose of the promptwith minor lapses in accuracyor completeness.
Accurately presents sufficientdetails from reading materialsrelevant to the purpose of theprompt.
Accurately and effectivelypresents information andconcrete details from readingmaterials that are relevant toall parts of the prompt.
Development
Attempts to provide details inresponse to the prompt,including retelling, but lackssufficient development orrelevancy.
Presents appropriate details tosupport the focus andcontrolling idea.
Presents appropriate andsufficient details to support thefocus and controlling idea.
Presents thorough andconcrete details to stronglysupport the focus andcontrolling idea.
Organization
Attempts to organize ideasbut lacks control of structure.
Uses an appropriate structureto address the specificrequirements of the prompt,with minor lapses incoherence and/or structure.
Maintains an appropriateorganizational structure toaddress the specificrequirements of the prompt,including an introduction oftopic, supporting details,and/or a concluding statementor section.
Maintains an organizationalstructure that intentionally andeffectively enhances thepresentation of information asrequired by the specificprompt.
Conventions
Attempts to demonstratestandard English conventions,but lacks cohesion andcontrol of grammar, usage,and mechanics appropriate tograde level.
Demonstrates an unevencommand of standard Englishconventions and cohesionappropriate to grade level.Uses language and tone withsome inaccurate,inappropriate, or unevenfeatures.
Demonstrates a command ofstandard English conventionsand cohesion, with fewmiscues, as appropriate tograde level. Includes languageand tone appropriate to theaudience, purpose, andspecific requirements of theprompt.
Demonstrates and maintains awell-developed command ofstandard English conventionsand cohesion, with fewmiscues, as appropriate tograde level. Includes languageand tone consistentlyappropriate to the audience,purpose, and specificrequirements of the prompt.
ContentUnderstanding
Attempts to includedisciplinary content inexplanations butunderstanding of content isweak; content is irrelevant,inappropriate, or inaccurate.
Briefly notes disciplinarycontent relevant to the prompt;shows basic or unevenunderstanding of disciplinarycontent; minor errors inexplanation.
Accurately presentsdisciplinary content relevant tothe prompt with sufficientexplanations that demonstrateunderstanding.
Integrates relevant andaccurate disciplinary contentwith thorough explanationsthat demonstrate in-depthunderstanding.
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Background for Students
In this unit of study, you will closely read Langston Hughes’ poem, Mother to Son . You will focus on his use ofmetaphors and analyze how it contributes to your understanding of the poem’s theme. You will take notes andhave plenty of opportunities to discuss the topic with your classmates. You will demonstrate yourunderstanding in an informational essay in which you discuss Hugh’s use of metaphors and how it contributesto your comprehension of the poem’s theme.
Extension
If additional time is needed on instruction and/or practice with metaphors, students could analyze metaphors inpopular music. Below are some possible teacher-created powerpoints which could be utilized:
http://www.youtube.com/watch?v=jN104uji--Y - metaphors in pop musichttp://www.youtube.com/watch?v=G1c6zF9aJxs – metaphors and similes in current musichttp://www.youtube.com/watch?v=lqnwNyvY3zk – metaphors and similes in current music
Students could rewrite the poem into a Reader’s Theater version to dramatize the theme of the poem. Studentswould be encouraged to add dialogue between the mother and the son. They could then act out the newversion.
If desired, students could use a story or video creator software to develop a play around the poem. Studentscould create the characters with animation and sound.
In addition, more advanced learners could use the internet to research other poems with similar themes. Acomparison/contrast could be made about how the different authors developed the same theme. A focus onauthor’s word choice and the use of figurative language could be addressed.
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Section 2: What Skills?Section 2: What Skills?
Preparing for the Task1. TASK ANALYSIS: Ability to understand and explain the teaching task and rubric (SL5.1).
Reading ProcessREADING INFORMATIONAL TEXT (ACTIVE READING, ESSENTIAL VOCABULARY AND NOTETAKING 1): Ability to: • read purposefully; accurately quote textual evidence to support explanation ofwhat the text says explicitly as well as inferences drawn from the text (RI5.1); • determine the meaning ofgrade 5 general and domain-specific words and phrases (RI5.4).
CLOSE READING USING TEXT DEPENDENT QUESTIONS (ACTIVE READING, ESSENTIALVOCABULARY AND NOTE TAKING 2): Ability to: • read purposefully; accurately quote textualevidence to support explanation of what the text says explicitly as well as inferences drawn from the text(RL5.1); • determine the meaning of metaphors used in the poem (RL5.4);
CLOSE READING AND PARAPHRASING (ACTIVE READING, ESSENTIAL VOCABULARY ANDNOTE TAKING 3): Ability to: • read purposefully; accurately quote textual evidence to supportexplanation of what the text says explicitly as well as inferences drawn from the text; analyze the themeof a poem (RL5.1, RL5.2 and W5.9); • determine the meaning of words and phrases in each stanza,focusing on figurative language used (RL5.4).
Transition to Writing1. BRIDGING CONVERSATION TO WRITING : Ability to: • determine the theme of a poem bydiscussing evidence and details from the poem, including how the narrator reflects on prior challenges(RL5.2); • create text-based notes (RL5.1); • use notes to engage in a range of collaborativeconversations to: interpret the poem, sequence ideas logically using relevant and descriptive details tosupport line of thought; use appropriate eye contact, speak clearly at an understandable pace (SL5.1,SL5.4).
Writing Process1. ESTABLISHING FOCUS : Ability to write a focus/thesis statement (W5.2).
2. PLANNING: Ability to develop a line of thought and text structure in which ideas are grouped logicallyand appropriate to task, audience and purpose and relevant to completing informational/explanatorywriting (W5.4).
3. DEVELOPMENT 1: Ability to: • write an initial draft of an opening paragraph that introduces the topicand provides a focus (W5.2); • link ideas within and across categories of information using words,phrases, and clauses (W5.2); • use precise language and domain-specific vocabulary (W5.2).
4. DEVELOPMENT 2: Ability to: • construct an initial draft of the body paragraphs which develops thetopic with relevant facts, definitions, concrete details, quotations and examples from print (W5.2, W5.8); •link ideas within and across categories of information using words, phrases, and clauses (W5.2); • useprecise language and domain-specific vocabulary (W5.2).
5. DEVELOPMENT 3: Ability to: • link ideas within and across categories of information using words,phrases, and clauses (W5.2); • use precise language and domain-specific vocabulary (W5.2); • constructan initial draft of a concluding statement or section related to the information presented (W5.2).
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6. REVISION : Ability to: • develop a clear and coherent line of thought which responds to the promptand maintains focus on developing all aspects of the task steadily throughout the piece (W5.4); • usewords, sentence patterns and knowledge of language to refine and strengthen the development ofinformational/explanatory writing (W5.2, W5.5, W5.10).
7. EDITING: Ability to demonstrate command of conventions of standard English grammar and usage;capitalization, punctuation and spelling when writing and speaking (L5.1, L5.2).
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Section 3: What Instruction?Section 3: What Instruction?
PACING SKILL AND DEFINITION PRODUCT AND PROMPT SCORING GUIDE INSTRUCTIONAL STRATEGIES
Preparing for the Task
40 mins 1. TASK ANALYSIS: Ability to understand andexplain the teaching taskand rubric (SL5.1).
PRODUCT 1: TASKREWRITE/CLASSCONVERSATION;PROMPT 2: RUBRICDECONSTRUCTIONCONVERSATIONPrompt 1: In your ownwords, write a briefexplanation of what eachsection of the teachingtask is asking you to do. Iwill…..
Prompt 2: Participate in aclass discussion to reviewthe expectations of theinformational rubric.
No Scoring Have students work individually or in pairs todeconstruct the teaching task. Conduct a wholegroup conversation to identify expectations andrequirements of the teaching task.Divide class into 7 groups. Assign each grouplevel 4 of one scoring element of the LDC rubric. Have students work in small groups todeconstruct their assigned element of the rubricwithin the context of the teaching task. (Teachermay need to provide additional scaffolds to smallgroups during this project.) Have each groupcreate a poster of their scoring element. Theposter should include student friendly definition ofthe expectation of that element; an explanation ofthe element within the context of the teachingtask; a visual representation of the element. Conduct a Gallery Walk. Have students takenotes.
Possible Accommodations –
Arrange groups to provide ideal peer-support forstudents.Teacher works with individuals or small groups oflearners to provide additional guidance andscaffolds as needed.Provide sentence stems
Additional Attachments:
Teaching Task Rewrite - Mother to Son
Rubric Translation - Mother to Son
Reading Process
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20 mins READINGINFORMATIONAL TEXT(ACTIVE READING,ESSENTIALVOCABULARY ANDNOTE TAKING 1): Ability to: • readpurposefully; accuratelyquote textual evidence tosupport explanation ofwhat the text saysexplicitly as well asinferences drawn fromthe text (RI5.1); •determine the meaningof grade 5 general anddomain-specific wordsand phrases (RI5.4).
CLASS DISCUSSIONDiscuss the definition of ametaphor and explain whyan author might choose touse a metaphor in his/herwriting.
Meets:
Activelyparticipates inpartner, smallgroup and wholegroupconversations:
Follows agreedupon rules fordiscussionsContributes totheconversations,elaborating onthe remarks ofothers
Uses textualevidence in theircommentsDemonstrates anunderstanding ofthe Tier 2 and 3Vocabulary Wordsthat are identifiedin the passage byactively utilizingthem inconversation
Please Note: The purpose of this reading is to helpstudents in understanding that authors/poets oftenuse metaphors in their writing to help engage thereader. The goal is not for students to be able tocategorize words/phrases as metaphors, similes,alliterations, etc.
Call students’ attention to the title, subtitles andbulleted subtitles.Have students preview the text independently,noting vocabulary and questions.Allow students to turn and talk about their initialnoticings of the text. Have students share out tothe whole group.As a class, discuss vocabulary students identify. If not indicated, be sure the following words arediscussed:
Tier 2 Words: comparison, ordinary,interpretation, ambitionTier 3 Words: metaphor, Hiroshima
Remind students to note bold text, as an indicatorof important information. Model reading thesection “Definition”, thinking aloud as you read. Allow time for partners to discuss the meaning ofthe word “metaphor”, using textual evidence tosupport the discussion.Remind students that often an author ofinformational text will use subtitles and bullets tohelp the reader organize and process newinformation. Chorally read the section “Why DoAuthors Use Metaphors in their Writing?” Allowtime for partners to discuss authors’ reasons forincluding metaphors in their writing. Remindstudents to support their conversation with textualevidence.
Additional Attachments:
Metaphors Informational Text
PACING SKILL AND DEFINITION PRODUCT AND PROMPT SCORING GUIDE INSTRUCTIONAL STRATEGIES
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40 mins CLOSE READINGUSING TEXTDEPENDENTQUESTIONS (ACTIVEREADING, ESSENTIALVOCABULARY ANDNOTE TAKING 2): Ability to: • readpurposefully; accuratelyquote textual evidence tosupport explanation ofwhat the text saysexplicitly as well asinferences drawn fromthe text (RL5.1); •determine the meaningof metaphors used in thepoem (RL5.4);
PRODUCT 1:CLASSROOMCONVERSATIONS ;PRODUCT 2:RECORDING SHEET,PART A.Prompt 1: Read the textclosely, identifying explicitand inferential evidencefor each text dependentquestion while engagingin discussions withpeers.
Prompt 2: Respond toeach text-dependentquestion, citing textualevidence.
Activelyparticipates inpartner, smallgroup and wholegroupconversations:
Follows agreedupon rules fordiscussionsContributes totheconversations,elaborating onthe remarks ofothers
Demonstratesactive readingbehaviors (suchas: annotating keypoints on the text,circling unknownwords/phrases,etc.)Uses textualevidence in theirwritten and oralresponsesDemonstrates anunderstanding ofthe metaphors inthe passage bycorrectlyresponding to text-dependentquestions
Remind students that there are times when a textdeserves to be read several times in order todeeply understand and appreciate its meaning. Tell students that this poem is one of those typesof texts. State that they will be engaging in aclose reading of the poem, rereading severaltimes over a couple of days.Initial Reading:
Have students read the poem independently,circling any words/phrases that they do notcompletely comprehend.Allow partners time to share their initialthoughts about the overall meaning of thepoem and any words/phrases they did notunderstand.Possible Accommodations: Prior to theindependent reading, allow striving readersthe opportunity to hear the poem read aloud inits entirety. This could be done by the teacheror via audio recording prior to the lesson.
Second Reading:Read the entire poem aloud for fluency. Remind students to pay close attention to thewords/phrases they circled on initial reading.Allow partners to again discuss theirinterpretation of the overall meaning of thepoem. Permit a few students to share out.Possible Accommodations: Carefully pairstudents to encourage optimal engagementand comprehension.
Third Reading:Have partners read stanza 1 and discuss text-dependent questions #1-4 on the recordingsheet. Remind students to return to the textfor evidence for their responses. Remindstudents to think of the meanings of thewords/phrases both literally and figuratively.Have a whole class discussion about studentresponses to the text-dependent questions #1-4.Repeat the same procedure for textdependent questions #5-7, referencing stanza2.Repeat the same procedure for textdependent questions #8-10, referring back tostanza 3.Possible accommodations for strivingstudents: Read each text-dependent to thestudent, making sure they understand thequestion. Check in with partners after eachquestion. Provide small group guidance.Possible accommodations for advancedstudents: Work in partners to create their owntext dependent questions and respond toeach.
PACING SKILL AND DEFINITION PRODUCT AND PROMPT SCORING GUIDE INSTRUCTIONAL STRATEGIES
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Additional Attachments:
Mother to Son Recording Sheet Part A
Close Reading Lesson Plan
Mother to Son Poem
40 mins CLOSE READING ANDPARAPHRASING(ACTIVE READING,ESSENTIALVOCABULARY ANDNOTE TAKING 3): Ability to: • readpurposefully; accuratelyquote textual evidence tosupport explanation ofwhat the text saysexplicitly as well asinferences drawn fromthe text; analyze thetheme of a poem (RL5.1,RL5.2 and W5.9); •determine the meaningof words and phrases ineach stanza, focusing onfigurative language used(RL5.4).
RECORDING SHEET,PART BParaphrase each stanzain the poem,demonstrating a clearunderstanding of themeaning of the metaphorsthe poet used.
Activelyparticipates inpartner, smallgroup and/or wholegroupconversations:
Follows agreedupon rules fordiscussionsContributes totheconversations,elaborating onthe remarks ofothers
Demonstratesactive readingbehaviors (suchas: annotating keypoints on the text,circling unknownwords/phrases,etc.)Uses textualevidence in theirwritten and oralresponsesDemonstrates anunderstanding ofthe metaphors inthe poem byappropriatelyparaphrasing eachstanza
Chorally read the poem as a class.Have partners discuss overall meaning of thepoem.Discuss the importance of paraphrasing andmodel the first two lines.Guide students in paraphrasing the remainder ofthe first stanza. Students should record theirparaphrased version on the recording sheet inPart B.Allow students a choice of working independentlyor in pairs to paraphrase stanza 2 of the poem. Have a whole class discussion about stanza 2.Repeat with stanza 3.
Additional Attachments:
Mother to Son Poem
Close Reading Lesson Mother to Son
Mother to Son Recording Sheet Part B
Transition to Writing
PACING SKILL AND DEFINITION PRODUCT AND PROMPT SCORING GUIDE INSTRUCTIONAL STRATEGIES
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40 mins 1. BRIDGINGCONVERSATION TOWRITING : Ability to: •determine the theme of apoem by discussingevidence and detailsfrom the poem, includinghow the narrator reflectson prior challenges(RL5.2); • create text-based notes (RL5.1); •use notes to engage in arange of collaborativeconversations to:interpret the poem,sequence ideas logicallyusing relevant anddescriptive details tosupport line of thought;use appropriate eyecontact, speak clearly atan understandable pace(SL5.1, SL5.4).
PARTNER DISCUSSIONAND SOCRATICSEMINARParticipate in a discussionwhile responding to theoverarching question: What message/theme isthe mother trying toconvey to her son? Usedetails from the text tosupport your response.
Activelyparticipates inpartner, smallgroup and/or wholegroupconversations:
Follows agreedupon rules fordiscussionsContributes totheconversations,elaborating onthe remarks ofothers
Use textualevidence in theconversationUse notes, peersuggestions andself-reflection toengage fully in theconversation
Chorally read Part C of the recording sheet.Teach/remind students:
Remind students to revisit ‘THE MEssageposter’ from prior instruction on identifying thetheme.Theme is the message of the pieceTheme is not the main idea of the pieceTheme is like the ‘bumper sticker’ motto of thepiece
Have students work in partners to create notesfor the Socratic Seminar. Students should jottext-based notes, discuss the mother’s reaction tothe hardships she has endured, and identify themessage the mother was offering her son. (Referto THE Message poster/handout.)Assign roles for the initial segment of the SocraticSeminar - Fish Bowl variation:
Participants and CoachesEvidence Counter and/or Comment CounterTransition Counter/KeeperBig Board Note-Taker
Once students are seated in the inner/outercircles, have each student set an individual goalfor the Socratic Seminar.Overarching question for the Seminar: Whatmessage/theme is the mother trying to convey toher son? Use details from the text to supportyour response.If discussion lags, pose the following questions,as needed, one at a time to initiate/continueconversation:
How would you summarize this poem?What was the mother’s reaction to thehardships she endured? What text-basedevidence do you have?What line/phrase helped you best understandthe mother’s message to her son? What isthe meaning of that phrase?How did Langston Hughes’ use of metaphorscontribute to developing the theme of thispoem?
Allow participants and coaches to meet forfeedback and strategizing after about 4-5minutes. Inner circle returns to the conversationfor about 3 minutes. Switch roles and repeat.
Have students self-reflect on goal.
Additional Attachments:
THE MEssage
Mother to Son Recording Sheet Part C
Mother to Son Poem
Close Reading Lesson Mother to Son
How to Create and Use Socratic Seminars
PACING SKILL AND DEFINITION PRODUCT AND PROMPT SCORING GUIDE INSTRUCTIONAL STRATEGIES
A Closer Look at "Mother to Son"
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Writing Process
25 mins 1. ESTABLISHINGFOCUS : Ability to writea focus/thesis statement(W5.2).
THESIS STATEMENTWrite a statement of yourthesis that both addressesthe teaching task promptand includes the “map,” orsequential list, of keyevidence points withwhich you will support thethesis.
Addresses theteaching taskpromptIs not too broad tosupport using thetextsIncludes the mapor plan of evidenceIs legible
Use several examples of strong thesisstatements as models. Have students discusspreviously taught characteristics that make theseeffective.Have students compose their thesis statementson a white board.Allow students to work in pairs or triads to providepeer feedback.Have students share out their thesis statements.Have students write their thesis statements onthe outline. Possible Accommodations for striving students:
Provide additional examples.Provide sentence stems.Provide small group support.
Additional Attachments:
Essay Outline
PACING SKILL AND DEFINITION PRODUCT AND PROMPT SCORING GUIDE INSTRUCTIONAL STRATEGIES
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40 mins 2. PLANNING: Ability todevelop a line of thoughtand text structure inwhich ideas are groupedlogically and appropriateto task, audience andpurpose and relevant tocompletinginformational/explanatorywriting (W5.4).
OUTLINEUse the provided outlineto plan your essayresponse to the teachingtask.
Participates inpartner and groupdiscussions
On the outline:
Includes wellwritten thesisstatementIncludes engaginghookIncludesbackgroundinformation in theopening paragraphIn the opening ofthe bodyparagraph,includes at leastone sentenceidentifying thetheme of the poemIdentifies andexplains at least 3phrases offigurative languagethat the authorused to developthe themeIncludes aneffective closingsentence for thebody paragraph(s)Includes aneffective summarysentence in theconcludingparagraphIs legible
Have students reread their thesis statements.Model and/or provide guided practicebrainstorming a title for the essay. Have studentsturn and talk to brainstorm a title for the essay. Have students create/choose a title for the essayand write it on the outline. Model and/or provide guided practicebrainstorming an idea for a hook for the openingparagraph. Remind students that an effectivehook might be a question, an action, aninteresting fact, or a thought-provoking quote. Have students discuss in partners and then eachchoose a hook and write it on the outline.Model and/or provide guided practicebrainstorming background information that mightbe included in the opening paragraph. Allowstudents time to discuss and write a sentence ortwo to include in the opening paragraph.Have partners discuss the theme of the poem. Have students write an opening sentence for thebody paragraph which states the theme of thepoem.Have partners discuss metaphors from the poemthat help develop the theme. Have each studentchoose and write three examples/pieces ofevidence and the meanings of each on theoutline.Model and/or provide guided practicebrainstorming a concluding sentence for the bodyparagraph. Have partners discuss. Allow timefor each student to write a concluding sentencefor the body paragraph.Model and/or provide guided practicebrainstorming summary sentence(s) for theconcluding paragraph. Model using a directquote, referring back to the hook or leaving thereader with a thought-provokingquestion/statement to provide closure. Allowstudents time to discuss and write summarysentence(s).Possible accommodations for striving students:
Provide sentence stems for each paragraph.Conference with individual students asneeded.
Possible accommodations for advancedstudents:
Some students may choose to elaborate inmultiple body paragraphs.
Additional Attachments:
Essay Outline
PACING SKILL AND DEFINITION PRODUCT AND PROMPT SCORING GUIDE INSTRUCTIONAL STRATEGIES
A Closer Look at "Mother to Son"
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40 mins 3. DEVELOPMENT 1: Ability to: • write an initialdraft of an openingparagraph thatintroduces the topic andprovides a focus (W5.2);• link ideas within andacross categories ofinformation using words,phrases, and clauses(W5.2); • use preciselanguage and domain-specific vocabulary(W5.2).
OPENING PARAGRAPHDRAFTReview the task and yourthesis statement. Useyour outline to write anopening paragraph thatincludes:
a hook/lead,backgroundinformation,and thesis statement,including the mainpoints for your bodyparagraph(s) logicallyorganized.
Writes an openingparagraphIncludes ahook/leadIncludesbackgroundinformationIncludes a thesisstatementIs cohesiveIncludesappropriatetransitionsUses preciselanguageIncludes mainpoints to beaddressed in thebodyWrites in readableprose
Use an example of a well-written openingparagraph to identify and explain the keyfeatures.Identify transitional words used in the exemplarpiece.Have students reread the teaching task.Have students reread their thesis statements.Have students review their outline, focusing onthe opening paragraph.Have students use their outline to write theopening paragraph.Possible accommodations for striving learners:
Work with individuals and/or small groups todifferentiate instruction and supports.Provide sentence stems and/or an openingparagraph template.
Possible accommodations for advanced learners:Provide additional instruction on writing acomplete thesis statement which would set upa multi-body paragraph response.
40 mins 4. DEVELOPMENT 2: Ability to: • construct aninitial draft of the bodyparagraphs whichdevelops the topic withrelevant facts,definitions, concretedetails, quotations andexamples from print(W5.2, W5.8); • link ideaswithin and acrosscategories of informationusing words, phrases,and clauses (W5.2); •use precise languageand domain-specificvocabulary (W5.2).
INITIAL DRAFT OFBODY PARAGRAPH(S)Write an initial draft of thebody paragraph(s) toinclude:
a topic sentence,transitional/linkingwords,supporting text-basedevidence andexamples (of how theauthor used figurativelanguage to developthe theme)details/explanation(meaning ofmetaphors)and closing/closurestatement(s)
Writes an initialdraft of the bodyparagraph(s)Includes a topicsentence andtransitional/linkingwordsIncludessupporting text-based evidenceand examples,details/explanation,and closing/closureIs cohesiveUses preciselanguageWrites in readableprose
Use an example of a well-written body paragraphto identify and explain the key features.Identify transitional words and phrases inexample paragraph.Have students use their outline to write the body(development) paragraph(s).Possible accommodations for striving learners:
Work with individuals and/or small groups todifferentiate instruction and supports.Provide sentence stems and/or a bodyparagraph template.
Possible accommodations for advanced learners:Provide additional instruction on writing amulti-body paragraph response.
PACING SKILL AND DEFINITION PRODUCT AND PROMPT SCORING GUIDE INSTRUCTIONAL STRATEGIES
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40 mins 5. DEVELOPMENT 3: Ability to: • link ideaswithin and acrosscategories of informationusing words, phrases,and clauses (W5.2); •use precise languageand domain-specificvocabulary (W5.2); •construct an initial draftof a concludingstatement or sectionrelated to the informationpresented (W5.2).
CLOSING PARAGRAPHWrite an initial draft of theclosing paragraph thataligns/matches theopening paragraph(introduction) and bringsclosure to the essay.
Writes an initialdraft of the closingparagraph thataligns/matches theopening paragraph(introduction)Brings closure tothe informationalwriting task byincluding a directquote, referringback to the hook orleaving the readerwith a thought-provokingquestion/statementto provide closureWriting does not“trail off”Ties the piecetogetherIs legible
Use an example of a well-written closingparagraph to identify and explain the keyfeatures.Explain how the opening and closing paragraphsact as bookends of the writing product. Identify transitional words and phrases anddomain specific words in example paragraph.Model brainstorming summary sentence(s) for theconcluding paragraph. Model using a directquote, referring back to the hook or leaving thereader with a thought-provokingquestion/statement to provide closure. Allowstudents time to discuss and write summarysentence(s).Have students use their outline to write theclosing paragraph(s). Possible accommodations for striving learners:
Work with individuals and/or small groups todifferentiate instruction and supports.Provide sentence stems and/or an openingparagraph template.
Possible accommodations for advanced learners:Provide additional instruction on alternatetechniques for a closing paragraph.
40 mins 6. REVISION : Ability to:• develop a clear andcoherent line of thoughtwhich responds to theprompt and maintainsfocus on developing allaspects of the tasksteadily throughout thepiece (W5.4); • usewords, sentence patternsand knowledge oflanguage to refine andstrengthen thedevelopment ofinformational/explanatorywriting (W5.2, W5.5,W5.10).
PRODUCT 1: PEERREVIEW CHECKLIST;PRODUCT 2: REVISEDPIECEPrompt 1: Complete thePeer Review Checklist foryour partner.
Prompt 2: Use feedbackfrom your partner to reviseyour work by neatly andclearly making minimalchanges on your draft,OR if significant changesneed to be made, write anew draft thatincorporates the changesand turn it in with the firstdraft.
Completes PeerReview for partnerDemonstrates useof revisionstrategies forclarity, logic andcohesion of claimand line of thought,appropriate toaudience andpurposeCompletes draft(s)Writes in readableprose
Model using the Peer Review Checklist.Have partners use Peer Review Checklist toprovide feedback to one another.Have students use the feedback to revise theiressays.Possible Accommodations:
Teacher confers with individuals or smallgroups to provide scaffolds.Provide students with feedback on the specificcomponents of the written piece (i.e. the thesisstatement, opening, body, closingparagraphs).
Additional Attachments:
Peer Review
PACING SKILL AND DEFINITION PRODUCT AND PROMPT SCORING GUIDE INSTRUCTIONAL STRATEGIES
A Closer Look at "Mother to Son"
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30 mins 7. EDITING: Ability todemonstrate commandof conventions ofstandard Englishgrammar and usage;capitalization,punctuation and spellingwhen writing andspeaking (L5.1, L5.2).
FINAL DRAFTProofread, apply editingstrategies to finalize draftfor readership and applyfinishing touches (i.e.visuals, neatness,formatting)
Demonstrates theuse of strategiesthat enhance thereadability andappearance of thework forpresentation
Review editing strategies to check for languageusage, grammatical errors, spelling errors,capitalization conventions, and punctuationconventions.Review finalizing strategies for using visuals toenhance presentation, neatness to enhancepresentation, and formatting to enhancepresentation.Students work in pairs or triads to do a final peeredit.Possible Accommodations: Teacher confers withindividuals or small groups to provide scaffolds.
PACING SKILL AND DEFINITION PRODUCT AND PROMPT SCORING GUIDE INSTRUCTIONAL STRATEGIES
Instructional Resources
No resources specified
A Closer Look at "Mother to Son"
Literacy Design Collaborative 20 of 23 https://s.ldc.org/u/77125sliexvtl67syapib2ykc
Section 4: What Results?Section 4: What Results?
Student Work Samples
No resources specified
Teacher Reflection
Additional Notes from the Developers:
RL5.2 and RL5.4 are the focus standards for instruction in this module. Additional standards listed areconsidered as supporting/practiced standards.This module was created to be used as a sample. Although the module has not been taught completelyby the developers, it has been implemented by several 5th grade teachers in the field. If the reader ofthis module would like to view authentic student samples, we can connect you with those teachers.
A Closer Look at "Mother to Son"
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All Attachments
Metaphors Informational Text : https://s.ldc.org/u/a6xpjmzrjbfe96j6ung4w0cme
Mother To Son Poem : https://s.ldc.org/u/9a9gcypr95kcmuwpi6oxahgb7
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