Analyzing Poetry for Grades 5-8 (Main Idea, Theme, and Author’s Perspective)

Analyzing Poetry for Grades 5-8 (Main Idea, Theme, and Author’s Perspective)
Analyzing Poetry for Grades 5-8 (Main Idea, Theme, and Author’s Perspective)
Analyzing Poetry for Grades 5-8 (Main Idea, Theme, and Author’s Perspective)
Analyzing Poetry for Grades 5-8 (Main Idea, Theme, and Author’s Perspective)
Analyzing Poetry for Grades 5-8 (Main Idea, Theme, and Author’s Perspective)
Analyzing Poetry for Grades 5-8 (Main Idea, Theme, and Author’s Perspective)
Analyzing Poetry for Grades 5-8 (Main Idea, Theme, and Author’s Perspective)
Analyzing Poetry for Grades 5-8 (Main Idea, Theme, and Author’s Perspective)
Grade Levels
Common Core Standards
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Analyzing Poetry through Main Idea, Theme, and Author’s Perspective

Purpose:
Students will learn how to analyze poetry through multiple readings and varying purposes (main idea, theme, author’s point of view, etc.)

Analyzing Poetry Folder Includes:
• 5 Weeks of Lesson Plans linked to Common Core State Standards and
Objectives
• Answer Key!!!!!!
• Introduction to poetry through analyzing rhythm, meter, and pattern of nursery
rhymes.
• Annotated notes on main idea, author’s point of view, and theme of the text.
• Open-ended responses on main idea, author’s point of view, and theme of the
text.
• Summative assessment on rhyme, meter, pattern, main idea, author’s
perspective, and theme.

Student will be able to analyze the poem:

“Travel” by R.L. Stevenson through-
o pattern, rhyme, and shifts in the poem
(RL.5.5, RL 6.5)
o multiple readings and varying purposes involving finding main ideas, themes,
and author’s point of view
(RL 5.1, RL 5.2, RL 5.6, RI 5.2, RL 6.1, RL 6.2, RL 6.6, RI 6.2)

“The Road Not Taken” by Robert Frost through-
o identifying how the theme develops over the course of a poem
(RL 5.1, RL 6.1, RL 5.2, RL 6.2)

“Choices” by Nikki Giovanni through-
o evaluating how the theme develops over the course of a poem
(RL 5.2, RL 6.2)
o analyzing connotative and denotative meanings in an author’s word choice to
determine point of view.
(RL 5.4, RL 6.4, RL 5.6, RL 6.6)

“To a Daughter” by Linda Pastan through-
o evaluating how the author’s words reflect about the narrator’s thoughts and
feelings
(RL 5.1, RL 6.1, RL 5.4, RL 6.4, RL 5.6, RL 6.6)

“The Wind” by Emily Dickenson through-
o evaluating how the author’s words reflect about the narrator’s thoughts and
feelings
(RL 5.4, RL 6.4, RL 5.6, RL 6.6)
o analyzing how the author’s use of punctuation develops the meaning of the
plot
(RL 5.4, RL 6.4, RL 5.6, RL 6.6)
o pattern, rhyme, and shifts in the poem help the reader understand the meaning
of the poem
(RL.5.5, RL 6.5)

“Nothing Gold Can Stay” by Robert Frost through-
o analyzing how the author’s use of punctuation impacts the plot?
(RL 5.1, RL 6.1, RL 5.4, RL 6.4, RL 5.6, RL 6.6)

“Gone, Gone Again” by Edward Thomas through-
o evaluating how the author’s purpose helps you understand the central idea of a
poem
(RL 5.1, RL 6.1, RL 5.6, RL 6.6, RI 5.2, RI 6.2)

“Forever- is Composed of Nows” by Emily Dickenson through-
o analyzing how the history of a particular time period and an author’s
background helps the reader understand the author’s purpose
(RL 5.1, RL 6.1, RL 5.6, RL 6.6,
o comparing Emily Dickenson’s poem “Forever- is Composed of Nows” to her
biography to analyze author’s perspective and understand the central idea of
the poem
(RL 5.6, RL 6.6, RL 5.1, RL 6.1, RL 6.9)
Total Pages
56 pages
Answer Key
Included
Teaching Duration
1 month
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