BCPS Curriculum Alignment

Essential Question for Enduring Understanding

Essential Question: How does Shel Silverstein use elements of poetry to enhance the meaning of his works?

BCPS objective(s) and KSI(s) from AIM:

Subject Area: Reading/English Language Arts
Course: Reading Grade (0580400)

• O-9: The student will identify and interpret text features in literary texts.
  • KSI-A: Analyze and explain how organizational aids such as titles of stories, poems, or plays
    contribute to meaning.
    
• O-12: The student will interpret a variety of poems by identifying and analyzing poetic elements.
  • KSI-B: Explain poetic elements that contribute to meaning (e.g. sound elements, setting, mood, tone,
    etc.).
• O-14: The student will identify and analyze the author's use of language in literary texts.
• KSI-A: Identify figurative language used by the author and explain how it contributes to the meaning of text (similes, metaphors, and personification).
• KSI-B: Explain specific words and phrases that contribute to the meaning of text.
• KSI-D: Explain the style of writing used by the author (language that appeals to the senses and feelings, use of dialogue, use of repetition, use of exaggeration, use of figurative language).

Maryland State Curriculum for Grade 4:
(MSDE)

Standard 2.0 Comprehension of Informational Text

• Topic A
  Indicator
  1. Identify and explain the author's use of language
  a. Identify and explain specific words and phrases that contribute to the meaning of a text
  c. Identify and explain the effect of repetition of words and phrases
  

Standard 3.0 Comprehension of Literary Text

• Topic A
  Indicator:
  4. Use elements of poetry to facilitate understanding
  Objectives
  a. Use structural features such as structure and form including lines and stanzas, shape, refrain, chorus, rhyme scheme, and types of poems such as haiku, diamonte, etc., to identify poetry as a literary form and distinguish among types of poems
  c. Identify and explain sound elements of poetry
  d. Identify and explain other poetic elements such as setting, mood, tone, etc. that contribute to meaning

• Indicator
  7. Identify and describe the author's use of language
  Objectives
  d. Identify and explain figurative language
  e. Identify and explain language that appeals to the sense and feelings
  f. Identify and explain repetition and exaggeration

Standard 4.0 Writing

• Topic A
  Indicator
  1. Compose texts using the prewriting and drafting strategies of effective writers and speakers
  Objectives:
  a. Generate and select topics using techniques such as graphic organizers, journal writing, free writing, listing, webbing, and discussion of prior experiences
  

• Indicator
  3. Compose oral, written, and visual presentations that express personal ideas, inform, and persuade
  Objectives:
  a. Compose to express personal ideas to develop fluency using a variety of forms suited to topic, audience, and purpose
  b. Describe in prose and poetry by using purposeful imagery and sensory details with active verbs and colorful adjectives

• 1.0 – Technology Systems: Develop foundations in the understanding and uses of technology systems.
• 2.0 – Digital Citizenship: Practice ethical, legal, and responsible use of technology.
• 3.0 – Technology for Learning and Collaboration: Use a variety of technologies for learning and collaboration.
• 4.0 – Technology for Communication and Expression: Use technology to communicate information and express ideas using various media formats.
• 5.0 – Technology for Information Use and Management: Use technology to locate, evaluate, gather, and organize information and data.
• 6.0 – Technology for Problem-Solving and Decision-Making: Demonstrate ability to use technology and develop strategies to solve problems and make informed decisions.

Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects
(MSDE)

College and Career Readiness Anchor Standards for Reading
Key Ideas and Details:
1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.

Craft and Structure:
4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.

Integration of Knowledge and Ideas:
9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.

Range of Reading and Level of Text Complexity
10. Read and comprehend complex literary and informational texts independently and proficiently.

College and Career Readiness Anchor Standards for Writing
Text Types and Purposes:
2. Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.

Production and Distribution of Writing:
4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
6. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.

National Educational Technology Standards for Students
(ISTE)

1. Creativity and Innovation: Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology.
2. Communication and Collaboration: Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others.
3. Research and Information Fluency: Students apply digital tools to gather, evaluate, and use information.
4. Critical Thinking, Problem Solving, and Decision Making: Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources.
5. Digital Citizenship: Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior.
   

Standards for the 21st-Century Learner
(AASL)

• 1.1.1 Follow an inquiry-based process in seeking knowledge in curricular subjects, and make the real-world connection for using this process in own life.
• 1.1.6 Read, view, and listen for information presented in any format (e.g. textual visual, media, digital) in order to make inferences and gather meaning.
• 2.1.1 Continue an inquiry-based research process by applying critical-thinking skills (analysis, synthesis, evaluation, organization) to information and knowledge in order to construct new understandings, draw conclusions, and create new knowledge.
• 2.1.2 Organize knowledge so that it is useful.
• 2.1.6 Use the writing process, media and visual literacy, and technology skills to create products that express new understandings.
• 3.1.1 Conclude an inquiry-based research process by sharing new understandings and reflecting on the learning.
• 3.1.6 Use information and technology ethically and responsibly.