Lonely as a cloud: Using poetry to understand similes

English Language Arts (2004)

Grade 6

• Goal 1: The learner will use language to express individual perspectives drawn from personal or related experience.
  • Objective 1.02: Explore expressive materials that are read, heard, and viewed by:
    • monitoring comprehension for understanding of what is read, heard, and/or viewed.
    • analyzing the characteristics of expressive works.
    • determining the effect of literary devices and/or strategies on the reader/viewer/listener.
    • making connections between works, self and related topics.
    • comparing and/or contrasting information.
    • drawing inferences and/or conclusions.
    • determining the main idea and/or significance of events.
    • generating a learning log or journal.
    • creating an artistic interpretation that connects self to the work.
    • discussing books/media formally and informally.
• Goal 5: The learner will respond to various literary genres using interpretive and evaluative processes.
  • Objective 5.01: Increase fluency, comprehension, and insight through a meaningful and comprehensive literacy program by:
    • using effective reading strategies to match type of text.
    • reading self-selected literature and other materials of individual interest.
    • reading literature and other materials selected by the teacher.
    • discussing literature in teacher-student conferences and small group discussions.
    • taking an active role in whole class seminars.
    • discussing and analyzing the effects on texts of such literary devices as figurative language, dialogue, flashback and sarcasm.
    • interpreting text by explaining elements such as plot, theme, point of view, characterization, mood, and style.
    • investigating examples of distortion and stereotypes.
    • recognizing underlying messages in order to identify recurring theme(s) within and across works.
    • extending understanding by creating products for different purposes, different audiences and within various contexts.
    • exploring relationships between and among characters, ideas, concepts and/or experiences.

Grade 7

• Goal 1: The learner will use language to express individual perspectives in response to personal, social, cultural, and historical issues.
  • Objective 1.02: Explore expressive materials that are read, heard, and viewed by:
    • monitoring comprehension for understanding of what is read, heard and/or viewed.
    • summarizing the characteristics of expressive works.
    • determining the importance of literary effects on the reader/viewer/listener.
    • making connections between works, self and related topics.
    • comparing and/or contrasting information.
    • drawing inferences and/or conclusions.
    • determining the main idea and/or significance of events.
    • generating a learning log or journal.
    • maintaining an annotated list of works read/viewed.
    • creating an artistic interpretation that connects self and/or society to the selection.
    • constructing and presenting book/media reviews.
• Goal 5: The learner will respond to various literary genres using interpretive and evaluative processes.
  • Objective 5.01: Increase fluency, comprehension, and insight through a meaningful and comprehensive reading program by:
    • using effective reading strategies to match type of text.
    • reading self-selected literature and other materials of individual interest.
    • reading literature and other materials selected by the teacher.
    • assuming an active role in teacher-student conferences.
    • engaging in small group discussions.
    • taking an active role in whole class seminars.
    • analyzing the effects on texts of such literary devices as figuarative language, dialogue, flashback, allusion, and irony.
    • analyzing the effects of such elements as plot, theme, point of view, characterization, mood, and style.
    • analyzing themes and central ideas in literature and other texts in relation to personal issues/experiences.
    • extending understanding by creating products for different purposes, different audiences and within various contexts.
    • analyzing the connections of relationships between and among characters, ideas, concepts, and/or experiences.
• Goal 6: The learner will apply conventions of application of grammar and language usage.
  • Objective 6.01: Model an understanding of conventional written and spoken expression by:
    • using a variety of sentences correctly, punctuating them properly, and avoiding fragments and run-ons.
    • using subject-verb agreement and verb tense that are appropriate for the meaning of the sentence.
    • applying the parts of speech to clarify language usage.
    • using pronouns correctly, including clear antecedents and correct case.
    • using phrases and clauses correctly, including proper punctuation (e.g., prepositional phrases, appositives, dependent and independent clauses).
    • determining the meaning of unfamiliar vocabulary words using context clues, a dictionary, a glossary, a thesaurus, and/or structural analysis (roots, prefixes, suffixes) of words.
    • extending vocabulary knowledge by learning and using new words.
    • determining when and where dialects and standard/nonstandard English usage are appropriate.
    • applying language conventions and usage during oral presentations.
    • choosing language that is precise, engaging, and well suited to the topic and audience.
    • experimenting with figurative language and speech patterns.

Grade 8

• Goal 1: The learner will use language to express individual perspectives through analysis of personal, social, cultural, and historical issues.
  • Objective 1.02: Analyze expressive materials that are read, heard, and viewed by:
    • monitoring comprehension for understanding of what is read, heard, and/or viewed.
    • reviewing the characteristics of expressive works.
    • determining the importance of literary effects on the reader/viewer/listener.
    • making connections between works, self and related topics.
    • drawing inferences.
    • generating a learning log or journal.
    • maintaining an annotated list of works that are read or viewed, including personal reactions.
    • taking an active role in and/or leading formal/informal book/media talks.
• Goal 5: The learner will respond to various literary genres using interpretive and evaluative processes.
  • Objective 5.01: Increase fluency, comprehension, and insight through a meaningful and comprehensive literacy program by:
    • using effective reading strategies to match type of text.
    • reading self-selected literature and other materials of interest to the individual.
    • reading literature and other materials selected by the teacher.
    • assuming a leadership role in student-teacher reading conferences.
    • leading small group discussions.
    • taking an active role in whole class seminars.
    • analyzing the effects of elements such as plot, theme, charaterization, style, mood, and tone.
    • discussing the effects of such literary devices as figurative language, dialogue, flashback, allusion, irony, and symbolism.
    • analyzing and evaluating themes and central ideas in literature and other texts in relation to personal and societal issues.
    • extending understanding by creating products for different purposes, different audiences, and within various contexts.
    • analyzing and evaluating the relationships between and among characters, ideas, concepts, and/or experiences.