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Grade 5 Unit 5 Poetry Bundle

Amplify Unit 5 Grade 5 Poetry bundle

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100% found this document useful (1 vote)

1K views227 pages

Grade 5 Unit 5 Poetry Bundle

Amplify Unit 5 Grade 5 Poetry bundle

Uploaded by

cdeaver

We take content rights seriously. If you suspect this is your content, claim it here.

Available Formats

Download as PDF, TXT or read online on Scribd

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“To the Snake” By Denise Levertov, from COLLECTED Grade 5, Unit 3, Poetry - Poet’s Journal

EARLIER POEMS 1940-1960, copyright ©1960 by

Denise Levertov. Reprinted by permission of New ISBN 978-1-68391-045-9
Directions Publishing Corp.

“This Is Just To Say” By William Carlos Williams, from THE

COLLECTED POEMS: VOLUME I, 1909-1939, copyright
©1938 by New Directions Publishing Corp. Reprinted by
permission of New Directions Publishing Corp.

“Variations On A Theme By William Carlos Williams”

from THE COLLECTED POEMS OF KENNETH KOCH
by Kenneth Koch, copyright © 2005 by The Kenneth
Koch Literary Estate. Used by permission of Alfred A.
Knopf, an imprint of the Knopf Doubleday Publishing
Group, a division of Random House LLC. All rights
reserved. Any third party use of this material, outside of
this publication, is prohibited. Interested parties must
apply directly to Random House LLC for permission.

“The Copper Beech”, from WHAT THE LIVING DO by

Marie Howe. Copyright © 1997 by Marie Howe. Used by
permission of W. W. Norton & Company, Inc.

“My Father and the Figtree” by Naomi Shihab Nye. Alfred A. Knopf, an imprint of the Knopf Doubleday
Text copyright © 2002 Naomi Shihab Nye. Used by Publishing Group, a division of Random House LLC.
permission of HarperCollins Publishers. All rights reserved. Any third party use of this material,
outside of this publication, is prohibited. Interested
“Advice” by Dan Gerber, from SAILING THROUGH parties must apply directly to Random House LLC for
CASSIOPEIA. Copyright © 2012 by Dan Gerber. Used permission.
with the permission of The Permissions Company, Inc.,
on behalf of Copper Canyon Press, “On Turning Ten” from THE ART OF DROWNING, by
www.coppercanyonpress.org. Billy Collins, © 1995. Reprinted by permission of the
University of Pittsburgh Press.
“Travelling” copyright © Simon J. Ortiz. Initially published
in WOVEN STONE, University of Arizona Press, 1992, “I Am Offering This Poem” By Jimmy Santiago Baca,
Tucson, AZ. from IMMIGRANT IN OUR OWN LAND, copyright
©1979 by Jimmy Santiago Baca. Reprinted by
“One Art” from THE COLLECTED POEMS 1927-1979 permission of New Directions Publishing Corp.
by Elizabeth Bishop. Copyright © 1979, 1983 by Alice
Helen Methfessel. Reprinted by permission of Farrar, © 2017 Amplify Education, Inc. and its licensors
Straus and Giroux, LLC. www.amplify.com

All Rights Reserved.

“Strange Patterns” reprinted by permission of SLL/
Sterling Lord Literistic, Inc. Copyright by Carrie Allen
No part of this publication may be reproduced,
McCray.
transmitted, transcribed, stored in a retrieval system,
or translated into any other language in any form or by
“Isla” from GUIDE TO THE BLUE TONGUE: POEMS BY any means without the written permission of Amplify
VIRGIL SUÁREZ. Copyright © 2002 by Virgil Suárez. Used Education, Inc.
with permission of the University of Illinois Press.
Core Knowledge Language Arts and CKLA are
“Constantly Risking Absurdity (#15)” By Lawrence trademarks of the Core Knowledge Foundation.
Ferlinghetti, from A CONEY ISLAND OF THE MIND,
copyright ©1958 by Lawrence Ferlinghetti. Reprinted by Trademarks and trade names are shown in this book
permission of New Directions Publishing Corp. strictly for illustrative and educational purposes and
are the property of their respective owners. References
“The Negro Speaks of Rivers” from THE COLLECTED herein should not be regarded as affecting the validity of
POEMS OF LANGSTON HUGHES by Langston said trademarks and trade names.
Hughes, edited by Arnold Rampersad with David
Roessel, Associate Editor, copyright © 1994 by the Printed in the USA
Estate of Langston Hughes. Used by permission of 02 LSCOW 2017
Contents
Introduction.........................................................................................1

Denise Levertov
“To the Snake”....................................................................................... 2

William Carlos Williams

“This Is Just To Say”.................................................................................12

Kenneth Koch
“Variations On A Theme By William Carlos Williams”...................14

Walt Whitman
“When I Heard the Learn’d Astronomer”............................................26

Marie Howe
“The Copper Beech”..................................................................................40

Naomi Shihab Nye

“My Father and the Figtree”....................................................................44

Robert Frost
“Dust of Snow”........................................................................................56

Emily Dickinson
“#359”.....................................................................................................66

Dan Gerber
“Advice”...................................................................................................76

Simon Ortiz
“Travelling”............................................................................................88
Elizabeth Bishop
“One Art”...............................................................................................98

Carrie Allen McCray

“Strange Patterns”...............................................................................110

Virgil Suárez
“Isla”.......................................................................................................120

Lawrence Ferlinghetti
“Constantly Risking Absurdity (#15)”..................................................130

William Blake
“The Echoing Green”.............................................................................142

Langston Hughes
“The Negro Speaks of Rivers”............................................................150

Jimmy Santiago Baca

“I Am Offering This Poem”................................................................158

Glossary....................................................................................................169

Creative Space......................................................................................176
Introduction
If you’ve studied poetry before, you may have heard a
number of different descriptions of what it does and how
it works. Sometimes it’s challenging to figure out how to
make sense of all the different meanings poetry can have.
The poet Emily Dickinson, whose poem #359 you will read
as part of this unit, described poetry as possibility—a good
way to express how it can contain so many different things
for different people.

People use poetry to express deep and complex thoughts,

share their emotions, make a case for something in which they
believe, entertain, record history, and many other things. Poets
write about all sorts of things, including how they feel, what they
believe, questions they have, their dreams for themselves and
the world. In this unit, you will study poems written by men
and women from different countries and time periods. You’ll
practice reading poems aloud and figuring out what possibilities
each poem holds. You’ll also learn how to recognize some of the
tools poets use and use them in poems of your own. We hope
you enjoy learning all about these possibilities and figuring out
what poetry can make possible for you!

Now let’s get started!

Core Knowledge Language Arts | Grade 5 Lesson 1 | Poet’s Journal 1

To the Snake
Denise Levertov

2 Poet’s Journal | Lesson 1 Grade 5 | Core Knowledge Language Arts

Green Snake, when I hung you round my neck

and stroked your cold, pulsing throat

as you hissed to me, glinting

arrowy gold scales, and I felt

the weight of you on my shoulders,

and the whispering silver of your dryness

sounded close at my ears—

Green Snake—I swore to my companions that certainly

you were harmless! But truly

I had no certainty, and no hope, only desiring

to hold you, for that joy,

which left

a long wake of pleasure, as the leaves moved

and you faded into the pattern

of grass and shadows, and I returned

smiling and haunted, to a dark morning.

Lesson 1 | Poet’s Journal 3

Activity Page
Name:

1.1 Date:

Answer the following questions about Denise Levertov’s poem “To the
Snake.” You may consult the poem or the glossary as you work.

1. Write down the poem’s title here.

2. Who or what is being addressed in the poem’s title?

3. How does the speaker describe the green snake in stanza 1?

t word
HELPFUL
HINT
t y ou f in d the exac e
u e st io n s r equire tha u r a ns w e r. For som
Some q rite yo to
se in t h e poem to w y ou t o re ad closely
or phra ry for
it w ill be necessa
questio n s se.
in f or m y our respon
to
find clues

4 Poet’s Journal | Lesson 1 Grade 5 | Core Knowledge Language Arts

Activity Page
Name:

Date: 1.1
4. According to stanza 2, what did the speaker tell her “companions” she
believes about the snake?

5. The speaker then tells the snake “But truly I had no certainty.” What did
the speaker really believe about the snake?

6. Why did the speaker decide to hold the snake?

7. At the end of the poem, the speaker says that after holding the snake, she
was “smiling and haunted.” What words or details in the poem explain
why she might feel this way after holding the snake?

Core Knowledge Language Arts | Grade 5 Lesson 1 | Poet’s Journal 5

Activity Page
Name:

1.2 Date:

Independent Writing Practice

Now you will think about writing your own poem! To get started, answer
questions 1–4 to help you think about your poem’s subject and ideas.

Planning

Earlier your group listed a number of different animals and ways you have
seen, watched, or otherwise experienced them. Using your group ideas or
some of the ideas your class listed, pick the animal experience you would
like to describe in your poem.

1. What animal are you writing about, and where did you see it?

2. Perhaps you saw, smelled, heard, or touched the animal. In the space
below, write down how you experienced the animal. If you did more
than one of those things, write as many as necessary.

3. What did the animal do when you were around it?

6 Poet’s Journal | Lesson 1 Grade 5 | Core Knowledge Language Arts

Activity Page
Name:

Date: 1.2
4. What would you like to tell the animal now that the two of you are no
longer together?

Drafting

Now that you know what your poem is about, it’s time to draft it. Use the
space on the following page to complete the following steps.

Title: Think about your poem’s title. It should describe what your poem is
about. On the first line, write the title of your poem.

Stanza 1: On the lines of the first stanza, write about when and how you
experienced the animal. You might describe what you were doing and what
you noticed about the animal.

Stanza 2: On the lines of the second stanza, write about what the animal did
when it was around you and what you want to say to the animal now.

If you finish with time to spare, look back over your draft and try to add one
word or detail to describe the animal or what happened with it.

Core Knowledge Language Arts | Grade 5 Lesson 1 | Poet’s Journal 7

Activity Page

1.2

Title: _________________________________________________

Stanza 1: ______________________________________________

______________________________________________________

Stanza 2: ______________________________________________

______________________________________________________

Congratulation
s: you just wro
poem! Use you te a
r journal to w
ideas or to draf rite down
t other poems.

8 Poet’s Journal | Lesson 1 Grade 5 | Core Knowledge Language Arts

Vocabula
ry
Core Vocabulary

glinting–a
dj. sparkling or shining

pulsing–adj. throbbing rhythmically, like a

heart beating

wake–n. a trail of disturbed water or air left by

the passage of a ship or aircraft

REMINDER

The back of your Poet’s Journal contains a glossary with definitions for some
of the words in the poem. You can also often figure out the word’s meaning
from the other words around it. If you can’t find the word in the glossary you
can look in a dictionary or ask your teacher for help.

Core Knowledge Language Arts | Grade 5 Lesson 1 | Poet’s Journal 9

Literary Vocabulary
rson or th ing that is
writing that addresses a pe
ophe
apostr not present

ce of wr iting
content the words or subject of a pie

arance of a piece
the shape, structure, or appe
form of writing

line break the place where a line ends

s of a line or group
a section of a poem; consist
stanza of lines

s two stanzas from

the blank space that divide
stanza break each other

10 Poet’s Journal | Lesson 1 Grade 5 | Core Knowledge Language Arts

Biography
Fred W. McDarrah/Premium Archive/Getty Images

Denise Levertov
Denise Levertov was born in 1923 in Essex, United Kingdom.
At a young age, she knew writing would be her future: “I lived
in a house full of books, and everybody in my family did
some kind of writing.... It seemed natural for me to be writing
something. I wrote poems from an early age, and stories,” she
recalled. Her mother encouraged her to send poems to the poet
T. S. Eliot, and at age seventeen she published The Double Image,
her first collection of poetry.

In 1947 Levertov moved to the United States and continued

publishing poetry. Influenced by the writing of William Carlos
Williams, she began to experiment with a style of imagery that
transformed everyday objects into something remarkable and
new. Her collections of poetry, including The Sorrow Dance,
To Stay Alive, and Freeing the Dust, earned many awards. She
continued to write and teach until her death in 1997.

Core Knowledge Language Arts | Grade 5 Lesson 1 | Poet’s Journal 11

This Is Just To Say
William Carlos Williams

12 Poet’s Journal | Lesson 2 Grade 5 | Core Knowledge Language Arts

I have eaten

the plums

that were in

the icebox

and which

you were probably

saving

for breakfast

Forgive me

they were delicious

so sweet

and so cold

Core Knowledge Language Arts | Grade 5 Lesson 2 | Poet’s Journal 13

from
Variations On A Theme
By William Carlos
Williams
Kenneth Koch

14 Poet’s Journal | Lesson 2 Grade 5 | Core Knowledge Language Arts

I chopped down the house that you had been saving to live in

next summer.

I am sorry, but it was morning, and I had nothing to do

and its wooden beams were so inviting.

Core Knowledge Language Arts | Grade 5 Lesson 2 | Poet’s Journal 15

Activity Page
Name:

2.1 Date:

“This is Just to Say”; “Variations On A Theme By William

Carlos Williams”
After listening to the excerpt from “Variations On A Theme By William
Carlos Williams,” answer the following questions as instructed by your
teacher. You may consult the glossary and the poem as you answer
the questions.

1. What is the speaker of the poem apologizing for?

2. What reasons does the speaker give for doing this?

3. What tone does the speaker have, and what details in the poem help you
recognize that tone?

16 Poet’s Journal | Lesson 2 Grade 5 | Core Knowledge Language Arts

Activity Page
Name:

Date: 2.1
4. In writing a poem inspired by “This Is Just To Say,” Koch stresses or plays
up some of the qualities of the original. How does his poem show that
exaggerated tone?

HINT
HELPFUL
word f rom
When the
f ore the
appears be
wor k, as it
title of a th
t h e Ke n n e
doe s with
, it means
Koch poem e
part of th
that only en
or k h a s b e
original w
ere. This is
included h
xcerpt.
called an e

Core Knowledge Language Arts | Grade 5 Lesson 2 | Poet’s Journal 17

Activity Page
Name:

2.2 Date:

Independent Writing Practice

In this lesson so far, you’ve read several poems that offer an apology for
something the speaker may not really be sorry for doing. Think about your
own example of something that might require an apology. This example
may come from your life or your imagination; it does not have to be based
on real life.

1. Think about something that might deserve an apology, even if

you didn’t know it was wrong or hurtful at the time. This could be
something you have done (such as Williams eating the plums) or
something you have imagined (such as Koch chopping down a house).
Write that thing down here.

Based on the action you used to answer question 1, answer questions 2-4. If
you are writing about something imagined, just answer as you would if you
had actually performed the action in question 1. These planning questions
will help you think more about the scenario you will use in your poem,
which you will write in the next section.

2. To whom are you apologizing?

3. How might that person have been hurt or annoyed by your action?

18 Poet’s Journal | Lesson 2 Grade 5 | Core Knowledge Language Arts

Activity Page
Name:

Date: 2.2
4. Why would you have performed this action?

If you complete question 4 and still have time remaining, look back over your
answers for questions 3 and 4. Add at least one more detail to each answer.
Poem #1: Sincere Tone
Now, with your answers to questions 1–4 in mind, write an apology poem
of your own. In this poem, make your tone sincere; make it clear that the
speaker really is sorry for what he or she has done. You may use the lines
below to write your poem. You might think about your answers to the
questions above for inspiration, but you do not have to use the exact same
words as you did before.
Your poem might include the following things:
• The action that deserves an apology
• Why someone might be hurt by this action

Core Knowledge Language Arts | Grade 5 Lesson 2 | Poet’s Journal 19

Activity Page
Name:

2.2 Date:

5a. For whom is this apology intended?

5b. What words or details in this poem show the speaker’s sincerity?

Poem #2: Sarcastic Tone

Now it’s time to try a different tone. Write another poem that apologizes
for the exact same action, but use a sarcastic tone to show that the
speaker may not really be sorry for his or her actions. Use the lines
below to write your poem. You might think about your answers to the
questions above for inspiration, but you do not have to use the exact
same words as you did before.
In writing your poem, you might think about the following things:
• The action that deserves an apology
• Why someone might be hurt by this action
• What enjoyment the speaker got out of the action
• For whom the apology is intended

20 Poet’s Journal | Lesson 2 Grade 5 | Core Knowledge Language Arts

Activity Page
Name:

Date: 2.2
6a. For whom is this apology intended?

6b. What words or details in this poem show the speaker’s sincerity?

Core Knowledge Language Arts | Grade 5 Lesson 2 | Poet’s Journal 21

Vocabulary

Core Vocabulary
. or steel
beams–n thick pieces of wood

theme–n. main point or topic

proach to a topic
change; a different ap
on–n.
variati

Literary Vocabulary

a small part of a larger work; for example,

excerpt one chapter of a novel or one paragraph of
a
newspaper article

the attitude of a piece of writing, expressed

tone through the style of writing and the words
the
author uses

22 Poet’s Journal | Lesson 2 Grade 5 | Core Knowledge Language Arts

Biography
Lisa Larsen/Time & Life Pictures/Getty Images

William Carlos Williams

William Carlos Williams was born in 1883 in Rutherford,
New Jersey. His mother and father encouraged him at a young
age to pursue a career in medicine, despite his talent for
writing. While pursuing his medical degree at the University
of Pennsylvania, he met the famous poet Ezra Pound, who
remained an ally and influence throughout his career.

After becoming a doctor, Williams drew inspiration from the

patients that visited his office. His wife, Flossie, remembered,
“He loved being a doctor, making house calls, and talking
to people.” His observations propelled him to write poetry
focusing on the lives of normal people. Known for his
imaginative, experimental, and original style, he wrote several
books of poetry—including Spring and All, Paterson, and
Pictures From Brueghel and Other Poems—that influenced the
world of poetry. He continued to write until his death in 1963.

Core Knowledge Language Arts | Grade 5 Lesson 2 | Poet’s Journal 23

Biography
Fred W. McDarrah/Premium Archive/Getty Images

Kenneth Koch
Kenneth Koch was born in Cincinnati, Ohio, in 1925. He
remembered writing his first poem at age five: “I don’t know
where I got the idea for it. It rhymed and everything... And I
showed it to my mother and she threw her arms around me
and kissed me.” Later, in high school, he was encouraged by
his English teacher to experiment with language and free verse
poetry. After high school, he fought in World War II.

After returning from the war, he enrolled at Harvard University.

Koch published many books of poetry over his career, includ-
ing Poems; Ko, or A Season on Earth; and The Art of Love. Koch
became known as an inspiring teacher of creative writing and
poetry at a public school in New York City. His poetry was
known for its lyricism, formal experimentation, and humor.
Kenneth Koch died in 1992.

24 Poet’s Journal | Lesson 2 Grade 5 | Core Knowledge Language Arts

Core Knowledge Language Arts | Grade 5 Lesson 2 | Poet’s Journal 25
When I Heard the
Learn’d Astronomer
Walt Whitman

26 Poet’s Journal | Lesson 3 Grade 5 | Core Knowledge Language Arts

1 When I heard the learn’d astronomer,
2 When the proofs, the figures, were ranged in columns
before me,
3 When I was shown the charts and diagrams, to add, divide,
and measure them,
4 When I sitting heard the astronomer where he lectured with
much applause in the lecture-room,
5 How soon unaccountable I became tired and sick,
6 Till rising and gliding out I wander’d off by myself,
7 In the mystical moist night-air, and from time to time,
8 Look’d up in perfect silence at the stars.

Core Knowledge Language Arts | Grade 5 Lesson 3 | Poet’s Journal 27

Activity Page
Name:

3.1 Date:

“When I Heard the Learn’d Astronomer”

Answer the following questions about Walt Whitman’s poem. You may consult the
poem and the glossary in your journal as you compose your answers.

1. Write down the first word of lines 5–8.

2. How do these opening words differ from the opening words of lines 1–4?

3. In line 5, the speaker describes his feelings at the lecture. What words
does he use to describe how he started to feel?

4. Earlier in the discussion, we predicted how the speaker might feel at the
lecture. What clues did you use from the poem that helped you to make
your prediction?

REMINDER
Anaphora is the repe
tition of certain wor
beginning of lines of ds at the
a poem. Poets use an
of reasons, including aphora for lots
to add emphasis to th
eir ideas.
28 Poet’s Journal | Lesson 3 Grade 5 | Core Knowledge Language Arts
Activity Page
Name:

Date: 3.1
5. According to line 6, what did the speaker do as a result of these feelings?
Use the words from the poem in your answer.

6. Paraphrase your answer to question 5 by putting the poem’s words in

your own words.

7. What does the speaker do in lines 7–8?

Core Knowledge Language Arts | Grade 5 Lesson 3 | Poet’s Journal 29

Activity Page
Name:

3.1 Date:

8. Starting with line 5, the poem no longer uses anaphora and instead
begins each line with a different word. We know that in lines 1-4, the
speaker is starting to feel sick and tired. Why might someone who feels
sick and tired use the same words over and over?

9. Based on the variety of words used to start lines 5–8, how do you think the
speaker might feel at the end of the poem? Give a reason for your answer.

10. Based on the poem, do you think this speaker would rather hear
someone describe his favorite food or eat his favorite food? Give a reason
for your answer.

t he
U L H IN T p e e c h, y ou express
HELPF g or s
r a se som e one’s writin ou paraphrase
, you
To p a ra p h W h e n y
ords.
nin g in d ifferent w g in g t h e main idea.
me a ut cha n
g e t h e w ords witho
cha n
30 Poet’s Journal | Lesson 3 Grade 5 | Core Knowledge Language Arts
Activity Page
Name:

Date: 3.2
Independent Writing Practice
Pick a time in your past when something made you feel bored, then a
change happened that made things more interesting. Maybe it was waiting
at the doctor’s office until you could get the ice cream your parents
promised you afterward, or maybe it was when you had to clean your room
before you could play with your friends. Make sure to think of a time when
you remember feeling bored but when you also stopped feeling bored as
soon as something you liked happened.

Describe the place or situation by answering the following questions.

1. Where were you?

2. What were the people around you doing?

3. What did you hear, see, taste, touch, or smell?

4. How long did it feel like you were there?

Core Knowledge Language Arts | Grade 5 Lesson 3 | Poet’s Journal 31

Activity Page
Name:

3.2 Date:

Now that you’ve thought about the situation and remembered what it was
like, use your answers to the questions on the previous page to write a poem
like Whitman’s. On each line that starts with “When,” write a description
of the scene connected to each of your answers above. You might need to
rearrange some words from your answers to ensure your lines make sense.
We call that revision, or changing your writing. Revision is a great technique
that can help you make your work better.

After you write four “When” lines to describe the situation you were in,
compose four more lines to describe how your situation changed, or what
helped end your boredom. You may start those lines with any word you like,
as long as you do not use “When.”

When:

32 Poet’s Journal | Lesson 3 Grade 5 | Core Knowledge Language Arts

Vocabulary

Core Vocabulary
ace and the
n . sci entist who studies outer sp
astr onomer- as stars, moons, and planets)
bodies (such
in it

figures-n. numbers or diagrams

ed (in which the

a shortened version of learn
ssing letter e) used
apostrophe stands in for mi
learn’d-adj. to describe people, who have
spent many years
studying one subject

cher or other
lecture-n. a talk, usually given by a tea
expert, on a single topic

mystical-adj. not of this world

Core Knowledge Language Arts | Grade 5 Lesson 3 | Poet’s Journal 33

ow an idea or rule
in math, arguments that sh
-n.
proofs must be correct

plained; a person
something that cannot be ex
adj.
unaccountable- who does not take respons
ibility

Literary Vocabulary
e start of a ser ies
the repetition of words at th
ra
anapho of lines in a poem

34 Poet’s Journal | Lesson 3 Grade 5 | Core Knowledge Language Arts

Biography
Library of Congress

Walt Whitman
Born on May 3, 1819 in Long Island, New York, Walt Whitman
worked as a teacher and a journalist before becoming a poet.
His poetry related to people of all backgrounds and made him
one of America’s most well-known and beloved writers.

During Whitman’s time, the United States of America was

divided by slavery, threatening to split the country in two. The
Civil War inspired him to write Drum Taps, poetry about the
war and his experiences as a battlefield nurse. His writing was
powerful; even President Lincoln admired him. In fact, several
of his poems are tributes to Lincoln.

Whitman also wrote poems about nature. Whitman died in

1892. However, his poetry and free verse style, along with his
conversational tone, remain appreciated and admired.

Core Knowledge Language Arts | Grade 5 Lesson 3 | Poet’s Journal 35

36 Poet’s Journal | Lesson 4 Grade 5 | Core Knowledge Language Arts
Activity Page
Name:

Date: 4.1
The Natural World
Part 1
Look over the list of natural items your teacher wrote down. Using that
list or your own memory, think about a time when you saw, visited, or
otherwise experienced something in nature that made a big impression
on you. Recall your memory of that experience and use it to answer Part 1
(questions 1–5).

1. Where were you?

2. What was the part of nature you experienced?

3. Did you experience it through smelling, tasting, touching, seeing, or

hearing? Write one to two sentence(s) to describe what it was like to
experience it this way.

Core Knowledge Language Arts | Grade 5 Lesson 4 | Poet’s Journal 37

Activity Page
Name:

4.1 Date:

4. How did this experience change your thoughts, feelings, or actions?

5. Using your answers for questions 1–4, condense your information into
two or three sentences that tell a brief story.

38 Poet’s Journal | Lesson 4 Grade 5 | Core Knowledge Language Arts

Activity Page
Name:

Date: 4.1
Part 2
After you and your partner have exchanged your stories about encountering
nature, work together to answer the following questions.

6. How did your lists of experiences differ? List as many ways as you can
that your experience in nature was different from your partner’s.

7. What did your experiences have in common? List as many ways as you
can that your experience in nature was similar to your partner’s.

re
IN D E R r m or e things a
REM t wo o aring.
d e sc r ib ing how a re comp
W h e n e , y ou een
r, e qu al, or alik f er e n c es betw
simila cus on t
he dif ing.
h e n y ou f o
ou are contrast
W gs, y
ore thin
two or m

Core Knowledge Language Arts | Grade 5 Lesson 4 | Poet’s Journal 39

The Copper Beech
Marie Howe

40 Core
Poet’s
Knowledge Lesson 4 Arts | Grade 5
Journal |Language 5 | CoreLesson
Grade 4 4 | Poet’s
Knowledge Language
Journal
Arts 40
Immense, entirely itself,
it wore that yard like a dress,

with limbs low enough for me to enter it

and climb the crooked ladder to where

I could lean against the trunk and practice being alone.

One day, I heard the sound before I saw it, rain fell
darkening the sidewalk.

Sitting close to the center, not very high in the branches,

I heard it hitting the high leaves, and I was happy,

watching it happen without it happening to me.

41 Core
Poet’s
Knowledge Lesson 4 Arts | Grade 4
Journal |Language 5 Grade 5 | CoreLesson 4 | Poet’s
Knowledge Language
Journal
Arts 41
Activity Page
Name:

4.2 Date:

“The Copper Beech”

1. Looking at the image above and using clues from the words of the poem,
draw a circle to show where the speaker would be located. Then write a
sentence below to explain what details in the poem help you know that
the speaker would be located here.

REMINDER
Figurative lan
guage consist
their dictiona s of words or
ry definition. phrases that
Two example mean more th
similes and m s of f igurative lang an
etaphors. Sim u
metaphors are ile s are compari a ge are
comparisons th sons using lik
at do not use e or a s, a nd
like or as.

42 Poet’s Journal | Lesson 4 Grade 5 | Core Knowledge Language Arts

Activity Page
Name:

Date: 4.2
2. In line 5, the speaker mentions what she did in the tree. What words
does she use to describe what she did in the tree?

3. Later in the poem the speaker says she “was happy.” Look back at the
poem and find a word or words that suggest why the speaker felt happy.
Underline that word or words. Then, using your own words, write a
sentence that explains what made the speaker happy.

4. Each phrase below suggests a possible meaning the tree has for the
speaker. For each phrase, write a reason from the poem that shows why
the tree has this meaning. Then write two more words or phrases on the
two remaining lines to show other things the tree means to Howe. Make
sure to give a reason for each.

observation post:

secret lair:

5. This poem’s title, “The Copper Beech,” describes the name of the tree and
indicates that the tree is somehow important to the speaker. Using your
own words but basing them on the way the speaker feels about the tree,
write a sentence that describes how the speaker of this poem might feel
about nature in general. Make sure to use evidence from the poem to
explain your choice.

Core Knowledge Language Arts | Grade 5 Lesson 4 | Poet’s Journal 43

My Father and
the Figtree
Naomi Shihab Nye

44 Poet’s Journal | Lesson 4 Grade 4

5 | Core Knowledge Language Arts
For other fruits my father was indifferent.
He’d point at the cherry trees and say,
“See those? I wish they were figs.”
In the evening he sat by our beds
weaving folktales like vivid little scarves.
They always involved a figtree.
Even when it didn’t fit, he’d stick it in.
Once Joha was walking down the road
and he saw a figtree.
Or, he tied his camel to a figtree and went to sleep.
Or, later when they caught and arrested him,
his pockets were full of figs.

At age six I ate a dried fig and shrugged.

“That’s not what I’m talking about!” he said,
“I’m talking about a fig straight from the earth —
gift of Allah! — on a branch so heavy
it touches the ground.
I’m talking about picking the largest, fattest,
sweetest fig
in the world and putting it in my mouth.”
(Here he’d stop and close his eyes.)

Core Knowledge Language Arts | Grade 4

5 Lesson 4 | Poet’s Journal 45
Years passed, we lived in many houses,
none had figtrees.
We had lima beans, zucchini, parsley, beets.
“Plant one!” my mother said,
but my father never did.
He tended garden half-heartedly, forgot to water,
let the okra get too big.
“What a dreamer he is. Look how many
things he starts and doesn’t finish.”

The last time he moved, I had a phone call,

my father, in Arabic, chanting a song
I’d never heard. “What’s that?”
He took me out to the new yard.
There, in the middle of Dallas, Texas,
a tree with the largest, fattest,
sweetest fig in the world.
“It’s a figtree song!” he said,
plucking his fruits like ripe tokens,
emblems, assurance
of a world that was always his own.

Grade 5 | Core Knowledge Language Arts

Core Knowledge Language Arts | Grade 5 Lesson 4 | Poet’s Journal 47
Activity Page
Name:

4.3 Date:

“My Father and the Figtree”

1. Underline the similes in the first and last stanza of this poem. Then
list them below and explain what the figurative meaning of each simile
might be.

Simile from first stanza:

Figurative meaning:

Simile from last stanza:

Figurative meaning:

2. In stanza 1, the father tells three different tales about Joha. What happens
in each one?

2a. In the first tale,

2b. In the second tale,

2c. In the third tale,

3. What is Nye’s reaction to the fig she eats at age six? Use words from the
poem to help you with your answer; you might look at stanza 2 for a
starting point.

48 Poet’s Journal | Lesson 4 Grade 5 | Core Knowledge Language Arts

Activity Page
Name:

Date: 4.3
4. Based on this reaction, how do much do you think she liked the fig?
Circle the best answer below.
• She loved it.
• She thought it was okay.
• She hated it.

5. Later in stanza 2, Nye’s father describes a different kind of fig than

the one she has eaten. What words does her father use to describe
his fig?

6. Based on the way Nye’s father describes the figs in stanza 2, how does he
seem to feel about figs?

Core Knowledge Language Arts | Grade 5 Lesson 4 | Poet’s Journal 49

Activity Page
Name:

4.4 Date:

“My Father and the Figtree”

Complete the following chart, then use that information and other
information from the poem to answer the following questions. You may
consult the poem in filling out the chart and answering the questions below.

Character
Question
Howe Nye’s Father

1. W
hat kind of
tree does the
character like?

2. W
hose story does
the character tell?

3. H
ow does the
character show his
or her feelings
for the tree?

4. W
hat does the
tree represent to
the character?

1. What do these characters have in common?

50 Poet’s Journal | Lesson 4 Grade 5 | Core Knowledge Language Arts

Activity Page
Name:

Date: 4.4
2. What differences exist between the way Nye’s father feels about nature
and the way Howe feels about it?

3. Based on what you know about each character, make an inference about
which of the following he or she would be most likely to do from the list
below. Fill the item in on the appropriate blank, then provide a reason
explaining your choice.
Visit a library
Plant a tree
Tell stories to the neighbors
Speak to a group of people about why they should protect the forests
Visit another country

3a. Howe would most likely:

because:

3b. Nye’s father would most likely:

because:

Core Knowledge Language Arts | Grade 5 Lesson 4 | Poet’s Journal 51

Vocabulary

Core Vocabulary

Allah-n. Arabic word for God

assurance-n. a promise

a large tree that can live for several hundred

copper beech-n. years and grow to a height of over 150 feet

emblem-n. a symbol

immense-adj. extremely large

indifferent-adj. uncaring

Joha-n. a character in Palestinian folktales who is

known for playing tricks

52 Poet’s Journal | Lesson 4 Grade 5 | Core Knowledge Language Arts

Literary Vocabulary
ean more than their
words or phrases that m
figurative dictionary definition; sim
iles and metaphors
language ative language
are two examples of figur

words typically
a figure of speech in which
metaphor g are used to describe
used to describe one thin
to suggest a likeness
something else in order

rent things us ing the

a comparison of two diffe
simile words like or as

y,
h e glossar
t m
DE R u n e ed in ning fro
IN yo e a
REM
ef in ition w o rd’s m k in a
ad he
out t can also l
oo
n ’t find u re
uc a fig ou .
If yo ht t ry to ound it. Y for help
ig ar er
you m er words our teach
th y
the o ry or ask
na
dictio

Core Knowledge Language Arts | Grade 5 Lesson 4 | Poet’s Journal 53

Biography
© Splash News/Corbis

Marie Howe
Marie Howe was born in Rochester, New York, in 1950. As a
child, she loved to read and write. As an adult, she became a
journalist and a seventh grade English teacher. While teaching,
she realized her true love of poetry and spent hours reading
and selecting poems for students to read. Her passion inspired
her to return to college and create art that would make “hearts
break open, rather than close.”

Not long after her first book of poetry, The Good Thief, was
published, Howe’s brother died of an AIDS-related disease,
inspiring her second poetry collection, What the Living Do.
Her poetry has inspired readers with its honesty and openness
on many diverse topics. In 2012, Marie Howe was named Poet
Laureate for New York state. She writes and teaches in
New York City.

54 Poet’s Journal | Lesson 4 Grade 5 | Core Knowledge Language Arts

Biography
Photo Courtesy of Chehalis Hegner

Naomi Shihab Nye

Naomi Shihab Nye was born on March 12, 1952, in St. Louis,
Missouri. As a child, she wrote poetry as soon as she could.
She explains: “I wrote about all the little stuff a kid would write
about: amazement over things, cats, wounded squirrels found in
the street, my friend who moved away, trees, teachers, my funny
grandma. At that time I wrote about my German grandma—I
wouldn’t meet my Palestinian grandma till I was 14.” Growing
up between both Ramallah, Palestine, and San Antonio, Texas,
Nye experienced a contrast between two cultures, and it shapes
her poetry today.

Nye’s books of poetry include Different Ways to Pray, Fuel, and

19 Varieties of Gazelle, which earned praise and awards. Her
poetry traces her daily life from the Middle East to the American
southwest. She lives, teaches, and writes in San Antonio, Texas.

Core Knowledge Language Arts | Grade 5 Lesson 4 | Poet’s Journal 55

Snow Dust
Robert Frost

56
The way a crow
Shook down on me
The dust of snow
From a hemlock tree

Has given my heart

A change of mood
And saved some part
Of a day I had rued.

Lesson 5 | Poet’s Journal 57

Activity Page
Name:

5.1 Date:

“Snow Dust”
Sometimes we encounter words we don’t know. The questions below will
help you to figure out the meaning of the word rued from the other words in
the stanza. You may consult the poem as you answer these questions.

1. What happens to the speaker in the first two lines of the second stanza?

2. What does the speaker say was “saved”?

Working together with your group, answer question 3 on the next page. You
may consult the poem as you work on your answer, but you should not look
the word up in a glossary or dictionary.

HELPFUL HINT
When you come across words that are
words
unfamiliar, don’t panic. Discovering new
your
is a fun and challenging way to develop
ut the
vocabulary. If you are uncertain abo
words
meaning of a word, use the context
g.
around it to help you infer its meanin

58 Poet’s Journal | Lesson 5 Grade 5 | Core Knowledge Language Arts

Activity Page
Name:

Date: 5.1
3. The speaker says that at first he “rued” the day, but it was eventually
saved by the crow shaking snow onto his head. Based on his use of the
word saved, what do you guess rued might mean? Write down details or
words from the poem that help you decide.

When your teacher tells you to do so, complete questions 4–5 individually.

4. In your own words, describe the change that took place for the speaker.

5. Summarize the events of the poem in your own words.

Core Knowledge Language Arts | Grade 5 Lesson 5 | Poet’s Journal 59

Activity Page
Name:

5.2 Date:

Identifying Rhyme Scheme in “Snow Dust”

When you read a poem with rhyming words at the end of its lines, it may be
following a rhyme scheme, or using those rhyming words in a set pattern.
Follow the steps below as your teacher explains them in order to identify a
poem’s rhyme scheme.

1. First, review the words that rhyme in the poem. Although words
within each line may sometimes rhyme, in looking for a rhyme
scheme, you should consult only the last words of each line. When
your teacher instructs, review with your class the words at the end
of each line of “Snow Dust.”

2. Using colored pencils, markers, or the other tools your teacher provides,
underline each pair of rhyming words, giving each rhyming pair its own
unique color.

60 Poet’s Journal | Lesson 5 Grade 5 | Core Knowledge Language Arts

Activity Page
Name:

Date: 5.2
3. Now assign each colored pair a letter, starting with the letter A and
working through the alphabet in order. For example, if you underlined
the words crow and snow in red, assign those words the letter A. Every
end word that rhymes with crow will get the letter A. When you get to an
end word that does not rhyme with crow, give it the letter B, and so on.
Write the letter next to each word.

Snow Dust
Robert Frost

The way a crow

Shook down on me
The dust of snow
From a hemlock tree

Has given my heart

A change of mood
And saved some part
Of a day I had rued.

Core Knowledge Language Arts | Grade 5 Lesson 5 | Poet’s Journal 61

Activity Page
Name:

5.3 Date:

Independent Writing Practice

In this exercise you will write your own poem using an ABAB rhyme
scheme. Like Robert Frost, you should make your poem about something
that was surprising or unexpected.

1. Think of an event from your life that was surprising or unexpected.

Write what was surprising in the space below.

2. What was happening before the surprising event?

3. What changed because of the surprising event?

62 Poet’s Journal | Lesson 5 Grade 5 | Core Knowledge Language Arts

Activity Page
Name:

Date: 5.3
Now you’ll use this information to write a poem with an ABAB
rhyme scheme. Remember that you will need four rhyming pairs.
You may write your own rhymes or use the rhyming words your class
listed in the previous exercise. After you finish your poem, reread it.
Then mark the rhyme scheme by writing the appropriate letters to
the side of each end word.

Core Knowledge Language Arts | Grade 5 Lesson 5 | Poet’s Journal 63

Vocabulary

lary
Core Vocabu
t
el sorr y about or regre
rue-v. to fe

cabulary
Literary Vo
nds
in the same sound or sou
d
rhyme words that en

a
y ming words in
f repeated rh
e the pattern o
m e s chem poem
rhy

64 Poet’s Journal | Lesson 5 Grade 5 | Core Knowledge Language Arts

Biography
© Bettmann/CORBIS

Robert Frost
Robert Frost was born in San Francisco on March 26, 1874,
and moved to Massachusetts when he was eleven. Although he
never earned a college degree, Frost attended Dartmouth and
Harvard Universities. As a young man, he worked as a teacher
and as editor of a local newspaper, writing poetry all the while.
In 1894, he published his first poem, “The Butterfly,” and went
on to publish several volumes of poetry, including A Boy’s Will,
and North of Boston, in the 1910s. Frost travelled extensively
with his wife and children and was influenced by several poets
he met abroad. He mostly wrote about life and nature, especially
in New England, where he spent most of his life.

He became well known and loved as a writer during his lifetime,

winning many awards, including four Pulitzer Prizes for poetry
and the Congressional Gold Medal, in 1960. He died in 1963.

Core Knowledge Language Arts | Grade 5 Lesson 5 | Poet’s Journal 65

# 359
Emily Dickinson

66 Poet’s Journal | Lesson 6 Grade 5 | Core Knowledge Language Arts

A Bird, came down the Walk –
He did not know I saw –
He bit an Angle worm in halves
And ate the fellow, raw,

And then, he drank a Dew

From a convenient Grass –
And then hopped sidewise to the Wall
To let a Beetle pass –

He glanced with rapid eyes,

That hurried all abroad –
They looked like frightened Beads, I thought,
He stirred his Velvet Head. –

Like one in danger, Cautious,

I offered him a Crumb,
And he unrolled his feathers
And rowed him softer Home –

Than Oars divide the Ocean,

Too silver for a seam,
Or Butterflies, off Banks of Noon,
Leap, plashless as they swim.

List A List B
eat lion
sing snake
jump dog
roar horse
hiss pony
prance bird

1. One student should pick a word from list A, and the other should
pick a word from list B. Try to pick pairs of words that seem to go
together. Write those words on the space below.

word from list A:

word from list B:

2. Work together with your partner to write a simile that uses the words like
or as to connect this animal action to something else. For example, if you
had the words flap and bird, you might write “The bird’s wings flapped like
oars dividing the ocean.”

70 Poet’s Journal | Lesson 6 Grade 5 | Core Knowledge Language Arts

Activity Page
Name:

Date: 6.2
3. Work together with your partner to turn your simile into a metaphor.
Remember that a metaphor does not use the words like or as. For example,
you might write “The bird’s flapping wings were oars dividing the air.”

HINT
HELPFUL
r is a
A metapho
in which
comparison d
usually use
the words
one thing
to describe
o describe
are used t
different.
something

HELPFUL HINT
A simile is a comparison of two different
things using the words like or as.

Core Knowledge Language Arts | Grade 5 Lesson 6 | Poet’s Journal 71

Vocabulary

Core Vocabulary

o us–a dj. careful

c a u t i

convenient–adj. nearby or easy to find

er night
drops of water that form ov
dew–n.

pole with a blade

a long, thin, usually wooden
oar–n. at one end, used to row or
steer a boat

n. a splash
plash–

connect
seam–n. the place where two things

72 Poet’s Journal | Lesson 6 Grade 5 | Core Knowledge Language Arts

Literary Vocabulary

quatrain
a four-line stanza

slant rhyme when two words share the same final

consonant sound (example: crumb and home)

Core Knowledge Language Arts | Grade 5 Lesson 6 | Poet’s Journal 73

Biography
Amherst College Archives & Special Collections

Emily Dickinson
Emily Dickinson was born in Amherst, Massachusetts on
December 10, 1830, to a wealthy and successful family. She
attended school for only a short time but was a prolific writer
who composed nearly 1,800 poems during her lifetime. After
leaving school, Dickinson spent the majority of her life in
seclusion from other people. She maintained many friendships,
however, by writing letters.

Dickinson’s poems touch upon many themes, including death,

nature, the Bible, and the human mind and spirit. She is best
known for her non-traditional use of syntax and style, but she
remained an unknown and mostly unpublished writer during
her lifetime. Her family discovered her poetry journals after she
died in 1886. Her first book of poems was published in 1890,
although her work only gained widespread appreciation later in
the twentieth century. Today she is considered one of America’s
most important poets.

74 Poet’s Journal | Lesson 6 Grade 5 | Core Knowledge Language Arts

Core Knowledge Language Arts | Grade 5 Lesson 6 | Poet’s Journal 75
Advice
Dan Gerber

76 Poet’s Journal | Lesson 7 Grade 5 | Core Knowledge Language Arts

You know how, after it rains,
my father told me one August afternoon
when I struggled with something
hurtful my best friend had said,
how worms come out and
crawl all over the sidewalk
and it stays a big mess
a long time after it’s over
if you step on them?

Leave them alone,

4. Describe in one sentence what you will be comparing in your poem.

5. Explain how these two things are similar.

82 Poet’s Journal | Lesson 7 Grade 5 | Core Knowledge Language Arts

Activity Page
Name:

Date: 7.3
Independent Practice
Now it’s time to draft your work! You will follow these steps to write
your draft:

1. Review your metaphor.

In the example the writer decided to compare the flapping wings of
a bird to doing homework every night. The writer decided these two
things were similar because each one seems like a little task, but when
you put all the little tasks together, they add up to something bigger.

2. Compose a title.
Your title should name the human action you are describing.

3. Write your poem’s first draft.

Because this is an implied metaphor, you are not going to state directly
that you are comparing two different things. Therefore, your poem should
not mention the human action. It should only discuss the animal action.
Here is an example poem:
Doing Homework Every Night
The bird’s wings flap
over and over and over,
each time only moving
a few inches up, then down.
The same thing, again
and again
and again.
The wings never go very far
but with their small flaps
the bird itself flies
for many miles.
Core Knowledge Language Arts | Grade 5 Lesson 7 | Poet’s Journal 83
Activity Page
Name:

7.3 Date:

Remember that your poem does not have to be exactly the same as the
example poem; in fact, it should be unique to the situation you are describing.

When you finish drafting your poem, make sure to go back and look
over it again. Did you include any mention of the human action in the
lines of the poem? If so, make sure to change those. As you read, find a
place where you could add one more detail to your poem to make the
description even stronger.

84 Poet’s Journal | Lesson 7 Grade 5 | Core Knowledge Language Arts

Vocabula
ry

Literary Vocabulary

implied
metaphor a comparison that is not made directly

REMINDER
The back of your Poet’s Journal contains a Glossary with
definitions for some of the words in the poem. If you can’t
find a definition you need in the Glossary, you might try to
figure out the word’s meaning from the other words around it.
You can also look in a dictionary or ask your teacher for help.

Core Knowledge Language Arts | Grade 5 Lesson 7 | Poet’s Journal 85

Biography
Courtesy of Dan Gerber

Dan Gerber
Dan Gerber was born and raised in Fremont, Michigan. While
at school, Gerber read the poem “The Highway Man” by Alfred
Noyes and became inspired by the magnetic power of language.
“When I read that poem it made the hair stand up on the back
of my neck,” he remembers. Gerber studied journalism in col-
lege and earned an English degree in 1962. His other passion
was race cars, which he raced professionally until a crash nearly
ended his life in 1966.

During recovery, he taught high school English and continued

to write. “Teaching was pretty instrumental in my develop-
ment as a poet,” he recalls. Gerber has published novels, a
collection of short stories, and nonfiction. His books of poetry
include Departures, A Last Bridge Home: New & Selected
Poems, and Trying to Catch the Horses. Gerber lives and writes
in California.

86 Poet’s Journal | Lesson 7 Grade 5 | Core Knowledge Language Arts

Core Knowledge Language Arts | Grade 5 87
Travelling
Simon Ortiz

88 Poet’s Journal | Lesson 8 Grade 4 | Core Knowledge Language Arts

A man has been in the VAH Library all day long,
looking at the maps, the atlas, and the globe,
finding places.
Acapulco, the Bay of Bengal,
Antarctica, Madagascar, Rome, Luxembourg,
places.

He writes their names on a letter pad, hurries

to another source, asks the librarian for a book
but it is out and he looks hurt and then he rushes
back to the globe, turns it a few times and finds
Yokohama and then the Aleutian Islands.

Later on, he studies Cape Cod for a moment,

a faraway glee on his face, in his eyes.
He is Gauguin, he is Coyote, he is who he is,
travelling the known and unknown places,
travelling, travelling.

Core Knowledge Language Arts | Grade 4 Lesson 8 | Poet’s Journal 89

Activity Page
Name:

8.1 Date:

“Travelling”

1. Where does this poem take place?

2. How long has the man spent in this place? Use words from the poem in
writing your answer.

3. How does the man seem to feel when he learns that one of the books he
wants is checked out? Use words from the poem in writing your answer.

4. Why might the man feel hurt by this?

5. We know that the man has been in the hospital library for a very long
time. Why might someone who is in a hospital be particularly excited
about going to new places?

90 Poet’s Journal | Lesson 8 Grade 5 | Core Knowledge Language Arts

Activity Page
Name:

Date: 8.1
6. How does studying Cape Cod make the man feel? Put your answer into
your own words but explain what part of the poem helped you know this.

HELPFUL HIN
T Paul
s to tw o cu ltural figures,
tains allusion 48–1903) wa
sa
This poem con G a u gu in (1 8
oyote. Paul France, then
spent
Gauguin and C ru , m ov e d to
ew up in Pe South Sea isla
nds.
painter who gr it i a n d ot h er
life in Tah
the end of his e r in Native Ameri
can
chara ct any
Coyote is a co
mmon
a cha ra ct er who can use m
is a trickster– survivor; he d
eals
literature. He H e is a lso a
s to get ahead.
different tool going.
h hard situ ations and keeps
wit

Core Knowledge Language Arts | Grade 5 Lesson 8 | Poet’s Journal 91

Activity Page
Name:

8.2 Date:

Independent Writing Practice

In this activity, you will write your own list poem. Follow the prompts below
to get started.

1. In your class discussion, you should have picked a kind of list you want
to include in your poem. Write that down here.

2. Using the lines below, write down at least seven things you would like to
put on the list in your poem.
a.

92 Poet’s Journal | Lesson 8 Grade 5 | Core Knowledge Language Arts

Activity Page
Name:

Date: 8.2
3. Why are the things on this list important to you? In writing your answer,
you might think about how you use them or experience them.

4. How does thinking about the items on this list make you feel?

Using the information above, write a poem that describes making your
list, what items are on it, and why they are important to you. Be sure to use
details to help make your poem as clear as possible.

Core Knowledge Language Arts | Grade 5 Lesson 8 | Poet’s Journal 93

Activity Page
Name:

8.2 Date:

If you finish with time remaining, go back and add two more details to
your poem.
94 Poet’s Journal | Lesson 8 Grade 5 | Core Knowledge Language Arts
Vocabula
ry

Core Vocabulary

veteran-n. a person who has been in the military

Literary Vocabulary

allusion an indirect reference to an outside work of art

or a cultural figure

Core Knowledge Language Arts | Grade 5 Lesson 8 | Poet’s Journal 95

Biography
Chris Felver/Archive Photos/Getty Images

Simon Ortiz
Simon Ortiz was born on May 27, 1941, and raised in the
Acomo Pueblo community outside of Albuquerque, New
Mexico. Ortiz attended both Native American schools, learning
English as a second language, and American schools, including
the University of New Mexico and the University of Iowa.
He also served in the U.S. Army in the 1960s, facing much
discrimination. He began writing seriously in the 1970s while
teaching at different colleges.

Ortiz’s writing typically admires landscapes and nature while

criticizing mechanization and industrialization. He often writes
in a simple rhythmic style on topics ranging from political
problems facing the world to mythology and spirituality. He
has published several books of poetry, including Going for the
Rain and From Sand Creek; a collection of short stories, Men on
the Moon; and a children’s book, The Good Rainbow Road. He
currently teaches at Arizona State University.

96 Poet’s Journal | Lesson 8 Grade 5 | Core Knowledge Language Arts

Core Knowledge Language Arts | Grade 5 97
One Art
Elizabeth Bishop

98 Poet’s Journal | Lesson 9

The art of losing isn’t hard to master;
so many things seem filled with the intent
to be lost that their loss is no disaster.

Lose something every day. Accept the fluster

of lost door keys, the hour badly spent.
The art of losing isn’t hard to master.

Then practice losing farther, losing faster:

places, and names, and where it was you meant
to travel. None of these will bring disaster.

I lost my mother’s watch. And look! my last, or

next-to-last, of three loved houses went.
The art of losing isn’t hard to master.

I lost two cities, lovely ones. And, vaster,

some realms I owned, two rivers, a continent.
I miss them, but it wasn’t a disaster.

—Even losing you (the joking voice, a gesture

I love) I shan’t have lied. It’s evident
the art of losing’s not too hard to master
though it may look like (Write it!) like disaster.

Core Knowledge Language Arts | Grade 4 Lesson 9 | Poet’s Journal 99

Activity Page
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9.1 Date:

Villanelle Structure
A villanelle is a poetic form with a set appearance, as shown below. It begins
with five three-line stanzas and ends with a four-line stanza. Each stanza
repeats at least one line from elsewhere in the poem. The poem’s rhyme
scheme is ABA ABA ABA ABA ABA ABAA.
A–Line 1:
B: The art of losing isn’t hard to master;
A–Line 3: so many things seem filled with the intent
to be lost that their loss is no disaster.
A:
B: Lose something every day. Accept the fluster
A–Line 1 repeated: of lost door keys, the hour badly spent.
The art of losing isn’t hard to master.
A:
B: Then practice losing farther, losing faster:
A–Line 3 repeated: places, and names, and where it was you meant
to travel. None of these will bring disaster.
A:
B: I lost my mother’s watch. And look! my last, or
A–Line 1 repeated: next-to-last, of three loved houses went.
The art of losing isn’t hard to master.

100 Poet’s Journal | Lesson 9 Grade 5 | Core Knowledge Language Arts

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Date: 9.1
A: I lost two cities, lovely ones. And, vaster,
B: some realms I owned, two rivers, a continent.
A–Line 3 repeated: I miss them, but it wasn’t a disaster.

A: —Even losing you (the joking voice, a gesture

B: I love) I shan’t have lied. It’s evident
A–Line 1 repeated: the art of losing’s not too hard to master
A–Line 3 repeated: though it may look like (Write it!) like disaster.

Core Knowledge Language Arts | Grade 5 Lesson 9 | Poet’s Journal 101

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Name:

9.2 Date:

“One Art”
1. In the second stanza the speaker mentions losing both keys and
time. What kind of mood or situation does this loss cause? If you
need help, look at the other lines in the stanza for context clues.

2. The speaker also discusses losing “places, and names, and where it
was you meant to travel.” Like time, these are not necessarily objects
someone can misplace. For example, “where it was you meant to
travel” could mean a thought or idea. How do people lose names or
ideas? If you need help, think about where people store those things.

3. The poem lists more and more lost things, from the watch to a
house. Which of these is bigger?

4. Stanza 5 says the speaker lost two cities and a continent. Which of
these things is bigger?

5. The arrangement of items in each stanza seems to follow a pattern.

For example, the watch appears before the house, and the cities
appear before the continent. What pattern seems to exist here?

6. Based on the pattern you see elsewhere in the poem, why do you
think the speaker listed “losing you” last in the poem?

102 Poet’s Journal | Lesson 9 Grade 5 | Core Knowledge Language Arts

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Date: 9.3
Independent Writing Practice
Now that you’ve read and studied Elizabeth Bishop’s villanelle, it’s time to
write your own! Use the following prompts to help you plan your writing.

The villanelle form requires repeated lines, so it’s important to find some
sentences that you want to repeat frequently. One way to do this is to think
about Bishop’s example. Her speaker seems to repeat some sentences that
she wants to believe.

One way to think about something you believe or repeat often is to consider
the idea of a motto or mantra. This is a sentence that you might repeat to
yourself often. It can be something that you want to remind yourself of or
that you consider a core belief. For example, your motto might be “Do my
best every day.”

1. Write your motto, mantra, or other sentence you want to repeat here.

2. On each of the following lettered lines, write down a situation that would
make you need to repeat your motto, mantra, or other sentence.
a.

f.
Core Knowledge Language Arts | Grade 5 Lesson 9 | Poet’s Journal 103
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9.3 Date:

3. Think of a sentence that you would like to pair with your mantra in your
poem. For example, you might write, “When things get rough, there’s a
thing I say.”

If you finish with time to spare, look back at the two sentences you plan to
repeat. How can you make them rhyme?

104 Poet’s Journal | Lesson 9 Grade 5 | Core Knowledge Language Arts

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Name:

Date: 9.4
Independent Writing Practice
Take the lines you planned in the previous section and fill them in
below. The notes below each line will help you remember when to
repeat the first and third lines. Remember that some lines do not have
to be repeated, so you should fill in other words for those lines.

Line 1

Line 3

Line 1 repeated

Line 3 repeated

Core Knowledge Language Arts | Grade 5 Lesson 9 | Poet’s Journal 105

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9.4 Date:

Line 1 repeated

Line 3 repeated

Line 1 repeated

Line 3 repeated

If you finish with time to spare, go back and think about how you can
make the first five stanzas follow the ABA rhyme scheme. Remember
that the last stanza should have an ABAA rhyme scheme. Make edits
if needed to create this rhyme scheme for your villanelle.

Congratulations! You just started writing a villanelle!

106 Poet’s Journal | Lesson 9 Grade 5 | Core Knowledge Language Arts

Vocabula
ry

Core Vocabulary

–adj.
evident clear or obvious

fluster–n. a confused feeling

vast–adj. extremely big

Literary Vocabulary

villanelle a poetic form with nineteen lines and a set

pattern of repeating lines and rhyming words

Core Knowledge Language Arts | Grade 5 Lesson 9 | Poet’s Journal 107

Biography
© Bettmann/CORBIS

Elizabeth Bishop
Born on February 8, 1911, in Worcester, Massachusetts,
Elizabeth Bishop endured a series of tragedies in early
childhood. Her father died not long after she was born, and her
mother was permanently hospitalized for a nervous condition.
Bishop was raised by extended family in Nova Scotia and
Massachusetts. She attended Vassar College, pursuing a career
in medicine until she met the poet Marianne Moore. Moore’s
inspiration and encouragement motivated Bishop to publish her
poems in 1935.

During a trip a Brazil in 1951, Bishop fell ill, and for the next 18
years she lived in Brazil, where she adopted a toucan she named
Uncle Sam. Her second volume of poetry, A Cold Spring, was
inspired by her new home. Bishop was known for wit, attention
to detail, and accuracy in her writing, and she often spent years
writing a single poem. Bishop died in 1979.

108 Poet’s Journal | Lesson 9 Grade 5 | Core Knowledge Language Arts

Core Knowledge Language Arts | Grade 5 Lesson 9 | Poet’s Journal 109
Strange Patterns
Carrie Allen McCray

When I was a young child

in Lynchburg, Virginia
I could not ride the
trolley car sitting next
to our white neighbor
But could sit, nestled
close to her
under her grape arbor
swinging my feet
eating her scuppernongs
and drinking tall, cold
glasses of lemonade
she offered us on
hot, dry summer days

Grade 4 | Core Knowledge Language Arts

When I was a young child
moving to Montclair, New Jersey
I could now ride the
trolley car sitting next
to our white neighbor
but did not dare
cross the bitter line
that separated our house
from hers
and she never offered us
tall, cold glasses of lemonade
on hot, dry summer days

Core Knowledge Language Arts | Grade 4

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10.1 Date:

“Strange Patterns”
Answer the following questions about Carrie Allen McCray’s “Strange
Patterns.” You may consult the poem as you work.

1. How does the description of Virginia resemble the description of

New Jersey?

2. How do the trolley systems in these two states differ from each other?

3. Based on the way the trolley passengers are arranged in each state, who
would you expect to be more friendly to McCray: the white neighbor in
Virginia or the white neighbor in New Jersey? Give a reason from the
poem for your answer.

4. How are the neighbors in Virginia and New Jersey different from each
other in their treatment of McCray?

112 Poet’s Journal | Lesson 10 Grade 5 | Core Knowledge Language Arts

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Date: 10.1
5. McCray mentions being “nestled close to” her white neighbor in
Virginia. Based on the words she uses here, how does she seem to feel
around this neighbor?

6. McCray mentions “the bitter line” that separates her house from the
house of her white neighbor in New Jersey. Based on the words she uses
here, how does she seem to feel around this neighbor?

116 Poet’s Journal | Lesson 10 Grade 5 | Core Knowledge Language Arts

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Date: 10.3

Use the space below to compose your poem. Remember to describe both
situations and to list ways that they are alike and ways that they are different.
Think about how you might use parallel structure in part of your poem.

If you finish with time remaining, go back and add one more detail to your
description of each thing.
Core Knowledge Language Arts | Grade 5 Lesson 10 | Poet’s Journal 117
Vocabulary

Core Vocabulary

arbor—n. structure used for supporting vin

es, which
wind around the arbor as they gro
w

scuppernongs—n. large grapes found in the southeastern

United States

Literary Vocabulary

when the same form is repeated in a series

parallel of lines or stanzas; poets often use paralle
l
structure structure to demonstrate they they are link
ing
two ideas or descriptions

118 Poet’s Journal | Lesson 10 Grade 5 | Core Knowledge Language Arts

Biography

Carrie Allen McCray

Born on October 4, 1913, in Lynchburg, Virginia, Carrie

Allen McCray was the ninth of ten children. She remembered
childhood in Virginia fondly. However, when McCray was
seven, her family moved to Montclair, New Jersey, where the
family met intimidation and threats from neighbors who were
unhappy to have a black family in a white neighborhood.

McCray was surrounded by poetry at a young age. James

Weldon Johnson and Langston Hughes were family friends and
guests in the family’s home. As an adult, McCray found that
these influences helped shape her writing.

She published Ajös Means Goodbye in 1966 and continued

writing throughout her life, publishing other works, such as
the memoir Freedom’s Child: The Life of a Confederate General’s
Black Daughter. Surprisingly, it wasn’t until age 73 that McCray
came to think of herself as a writer. She died in 2008 at age 94.

Core Knowledge Language Arts | Grade 5 Lesson 10 | Poet’s Journal 119

Isla
Virgil Suárez
In Los Angeles I grew up watching The Three Stooges,
The Little Rascals, Speed Racer, and the Godzilla movies,

those my mother called “Los monstruos,” and though I didn’t

yet speak English, I understood why such a creature would,

upon being woken up from its centuries-long slumber, rise

and destroy Tokyo’s buildings, cars, people—I understood

by the age of twelve what it meant to be unwanted, exiled,

how you move from one country to another where nobody

wants you, nobody knows you, and I sat in front of the TV,
transfixed by the snow-fizz on our old black and white,

and when Godzilla bellows his eardrum-crushing growl,

I screamed back, this victory-holler from one so rejected

and cursed to another. When the monster whipped its tail

and destroyed, I threw a pillow across my room; each time

my mother stormed into the room and asked me what,

what I thought I was doing throwing things at the walls.

“¡Ese monstruo, esa isla!” she’d say. That monster, that island,
and I knew she wasn’t talking about the movie. She meant

her country, mine, that island in the Caribbean we left behind,

itself a reptile-looking mass on each map, on my globe,

a crocodile-like creature rising again, eating us so completely.

Core Knowledge Language Arts | Grade 5 Lesson 11 | Poet’s Journal 121

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11.1 Date:

Character Chart

T family
HELPFUL HIN C u b a b ut left with his
was born in moved to
Virgil Suárez d . H e eventually
u ng ch il rases in
when he wa
s a yo
is po e m co ntains two ph
h
California. T
Los Angeles, nguage. They
are:
is na tive la
Spanish, h onsters
os : m o nsters, the m
los mo n st r u t island
is la: th a t monster, tha
o, e sa
e se monstru

Answer the following questions, using the poem as a reference as needed.

1. Complete the chart below, using evidence from the poem to help you fill
in the spaces.

How the Character

Situation the Character’s
Character Feels About
Character Is In Actions
the Situation

Godzilla

Speaker

122 Poet’s Journal | Lesson 11 Grade 5 | Core Knowledge Language Arts

Activity Page
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Date: 11.1
2. How do Godzilla’s circumstances resemble the speaker’s circumstances?

3. Two of the other programs the speaker watches show characters who
are young boys like him. Why might the speaker identify more with the
character of Godzilla, the monster, than with the characters who are
human boys?

4. How does the speaker’s mother react to his actions?

5. The mother references a monster too. However, it is not Godzilla. What

does the mother refer to as a monster?

Core Knowledge Language Arts | Grade 5 Lesson 11 | Poet’s Journal 123

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11.1 Date:

6. The boy says that his mother sees their home country as “a crocodile-
like creature rising again, eating us so completely.” Of course, the home
country does not literally eat the boy and his mother, so we know she
must be seeing this figuratively. How might the mother believe their
home country is like a monster?

7. What is different about how the mother sees the situation and how the
speaker sees it?

124 Poet’s Journal | Lesson 11 Grade 5 | Core Knowledge Language Arts

Activity Page
Name:

Date: 11.2
Independent Writing Practice
Respond to the prompts below to help you plan your next poem. Remember
that in this poem you will show how two different characters react to the
same thing.

1. Name the situation or object your characters will react to in the poem.

2. Name the two characters who will be reacting.

3. Describe character 1’s reaction.

Core Knowledge Language Arts | Grade 5 Lesson 11 | Poet’s Journal 125

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11.2 Date:

4. What details about character 1 help shape his or her reaction? For
example, in the Suárez poem, the mother loves her child, so she does not
view him as a monster.

5. What details about character 2 help shape his or her reaction? For
example, in the Suárez poem, the child feels left out and isolated, so he
feels like a monster.

If you finish with time remaining, go back and add one more detail to your
answers to numbers 3–5.

126 Poet’s Journal | Lesson 11 Grade 5 | Core Knowledge Language Arts

Activity Page
Name:

Date: 11.3
Independent Writing Practice
Using the material you developed above, compose a draft of
your poem in the space below. Remember to describe the
situation or object, then show how each character reacts to
that situation.

If you finish with time remaining, go back and add one more detail to
each character’s reaction.

Core Knowledge Language Arts | Grade 5 Lesson 11 | Poet’s Journal 127

Vocabulary

Core Vocabulary

-a dj. away from one’s homeland

exiled

transfixed-adj. intensely focused

REMINDER

The back of your Poet’s Journal contains a Glossary with

definitions for some of the words in the poem. If you can’t
find a definition you need in the Glossary, you might try to
figure out the word’s meaning from the other words around it.
You can also look in a dictionary or ask your teacher for help.

128 Poet’s Journal | Lesson 11 Grade 5 | Core Knowledge Language Arts

Biography
Courtesy of Virgil Suárez

Virgil Suárez
Virgil Suárez was born in Havana, Cuba, in 1962. His family
moved several times, and when he was an adolescent, they
immigrated to the United States. In his new home Suárez
sought to find acceptance by learning to share his voice. He
was influenced by the music, culture, and stories of his friends
and family. As a professor today, Suárez teaches his students “to
listen to the voices in their lives, the present, the past, whatever
speaks to them,” as a source of inspiration in their writing.

As both a poet and a novelist, Suárez focuses on the experience

of migrant peoples seeking to find a home in a new culture. His
works Latin Jazz, Garabato Poems, Spared Angola: Memories
of Cuban-American Childhood, and many others highlight
the themes of identity, culture, and language. Virgil Suárez
continues to write novels and poetry and lives in Florida.

Core Knowledge Language Arts | Grade 5 Lesson 11 | Poet’s Journal 129

Constantly Risking
Absurdity (#15)
Lawrence Ferlinghetti

130
Constantly risking absurdity
and death
whenever he performs
above the heads
of his audience
the poet like an acrobat
climbs on rime
to a high wire of his own making
and balancing on eyebeams
above a sea of faces
paces his way
to the other side of day
performing entrechats
and sleight-of-foot tricks
and other high theatrics
and all without mistaking
any thing
for what it may not be

Core Knowledge Language Arts | Grade 5 Lesson 12 | Poet’s Journal 131

For he’s the super realist
who must perforce perceive
taut truth
before the taking of each stance or step
in his supposed advance
toward that still higher perch
where Beauty stands and waits
with gravity
to start her death-defying leap

And he
a little charleychaplin man
who may or may not catch
her fair eternal form
spreadeagled in the empty air
of existence

132 Poet’s Journal | Lesson 12 Grade 5 | Core Knowledge Language Arts

Core Knowledge Language Arts | Grade 5 Lesson 12 | Poet’s Journal 133
Activity Page
Name:

12.1 Date:

“Constantly Risking Absurdity (#15)”

Answer the following questions about Lawrence Ferlinghetti’s
“Constantly Risking Absurdity (#15).” You may consult the poem as you
work.

1. Reread stanza 2. How would you put the message of the first four lines of
stanza 2 into your own words?

2. According to stanza 2, who waits for the poet?

3. Ferlinghetti personifies beauty by describing it in human terms. What

actions or characteristics show how beauty is personified?

REMINDER
Personification
is the practice
describing non of
-human things
had human trai as if they
ts or characteri
stics.

134 Poet’s Journal | Lesson 12 Grade 5 | Core Knowledge Language Arts

Activity Page
Name:

Date: 12.2
Independent Writing Practice
Now it’s your turn to write an ars poetica. In your poem you will describe
the craft of poetry—why poets should practice it, what poetry does, and
how poets should do their jobs. Follow the prompts below to compose
your poem. As you work, you might want to think about the list of ideas
your class brainstormed. You may also look back at “Constantly Risking
Absurdity (#15)” if you would like.

1. Name at least three things you notice about poems you read.

2. Name at least three things you think about when you write a poem.

3. What is the most important thing you have learned about writing poetry?

Core Knowledge Language Arts | Grade 5 Lesson 12 | Poet’s Journal 135

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12.2 Date:

4. What is your favorite poetic device to use, and why do you like using it?

5. Pretend that someone is reading your poems. What response, emotions, or

actions would you want your poem to evoke in the reader?

6. Based on your answer to question 5, what do you think poetry does

for people?

Use your answers to write an ars poetica for people who have never written
poetry before. What would they need to know in order to write poetry
successfully? Make sure your poem tells them at least four different things
about what poetry writers should know or do.

136 Poet’s Journal | Lesson 12 Grade 5 | Core Knowledge Language Arts

Activity Page
Name:

Date: 12.2

If you finish with time remaining, read back over your poem. Make sure
to give it a title. Then think about all the tools you have learned in this unit
for reading poetry. Is there someone you know who might enjoy reading or
writing poetry? Give that person a copy of this poem as a way to inspire or
encourage him or her.
Core Knowledge Language Arts | Grade 5 Lesson 12 | Poet’s Journal 137
Vocabulary

Core Vocabulary

absurdity–n. foolishness, stupidity, or senselessness

taps
dance-like jumps in which the performer
entr echats–n. his feet together quickly while in the air

perceive–v. to understand or see

perforce–a
dv. necessarily

rime–n. a variation on the word rhyme

are
a kind of jump in which the arms and legs
spread eagle–n. stretched out so that the body takes the
shape of an X

supposed–adj. believed to be true

taut–adj. stretched tightly

138 Poet’s Journal | Lesson 12 Grade 5 | Core Knowledge Language Arts

Literary
Litera ry Vocab
Vocabu
ulary
lary

ars poweotridc–a ...

a poem about the craft of poetry

word
personifi – on
cati descr
... ibing non-human things as if they had
human qualities

word– ...

word- ...

Core Knowledge Language Arts | Grade 5 Lesson 12 | Poet’s Journal 139

Biography
Chris Felver/Archive Photos/Getty Images

Lawrence Ferlinghetti
Lawrence Ferlinghetti was born in Yonkers, New York, in 1919.
Several months before Ferlinghetti was born, his father died of a
heart attack. Unable to care for him, his mother sent him to live
with various relatives, and he eventually landed in France with
his aunt. After they moved to America for work, his aunt left
suddenly, leaving him with a foster family. It was there that he
first encountered poetry.

After serving in the U.S. Navy in World War II, Ferlinghetti

began writing poetry by imitating his heroes: T. S. Eliot and
Ezra Pound. Determined to develop his own voice, he began
to focus on creating a new style of poetry, leading to his
collection A Coney Island of the Mind. Soon after its publication,
Ferlinghetti started a poetry magazine and opened the City
Lights Books store in San Francisco.

Ferlinghetti’s poetry is known for its creative imagery and

humor. He continues to write and publish today.

140 Poet’s Journal | Lesson 12 Grade 5 | Core Knowledge Language Arts

Core Knowledge Language Arts | Grade 5 Lesson 12 | Poet’s Journal 141
The Echoing Green
William Blake

The sun does arise,

And make happy the skies;
The merry bells ring
To welcome the Spring;
The skylark and thrush,
The birds of the bush,
Sing louder around
To the bells’ cheerful sound,
While our sports shall be seen
On the Echoing Green.

Old John, with white hair,

Does laugh away care,
Sitting under the oak,
Among the old folk.
They laugh at our play,
And soon they all say:
‘Such, such were the joys
When we all, girls and boys,
In our youth time were seen
On the Echoing Green.’

142 Poet’s Journal | Unit

Pausing
Assessment
Point Grade 5 | Core Knowledge Language Arts
Till the little ones, weary,
No more can be merry;
The sun does descend,
And our sports have an end.
Round the laps of their mothers
Many sisters and brothers,
Like birds in their nest,
Are ready for rest,
And sport no more seen
On the darkening Green.

Unit Assessment | Poet’s Journal 143

Assessment
Name:

Date:

Answer the following questions. You may consult the poem as you work.

1. Using letters of the alphabet as you did in earlier lessons, mark the
poem’s rhyme scheme. You may write the letters on the printed copy of
the poem in your Poet’s Journal.

2. Use your own words to summarize stanza 1.

3. Use your own words to summarize stanza 2.

144 Poet’s Journal | Unit Assessment Grade 5 | Core Knowledge Language Arts
Assessment
Name:

Date:

4. Use your own words to summarize stanza 3.

5. How do “Old John, with white hair” and the other “old folk” feel as they
watch the children play? Make sure to quote words from the poem in
your answer.

6. What do the “Many sisters and brothers” have in common with “birds in
their nest”?

Core Knowledge Language Arts | Grade 5 Unit Assessment | Poet’s Journal 145
Assessment
Name:

Date:

7. When the speaker states “like birds in their nest,” what type of figurative
language is he using? Give a reason for your answer.

8. The phrase “On the echoing Green” appears in stanza 1 and 2. In stanza
3 it changes to “On the darkening Green.” What are some reasons that
the poet might make this change?

Reading Score: /16 points

146 Poet’s Journal | Unit Assessment Grade 5 | Core Knowledge Language Arts
Assessment
Name:

Date:

Blake’s poem presents adults who look at children and think about growing up.
Write your own poem describing your memories of growing up. Make sure
your poem includes a title and figurative language such as simile and metaphor.
When you have finished your poem, complete the checklist table below.

Check Statement Complete the statement below

The poetic tool I use in this

poem is…
My poem is a really strong
example of the tool being
used. I know this because…

I convey the message in a

creative and new way. This is
not a poem another person
would write. It shows my
unique imagination in the
following way…

I have looked over each line (No writing here)

and made intentional choices
about where to begin and
end each line.

I read my poem aloud, (No writing here)

thought about how it
sounded, and then revised
the poem so it is easy to
follow and sounds great.

My poem will surprise my

readers because…

Core Knowledge Language Arts | Grade 5 Unit Assessment | Poet’s Journal 147
Assessment
Name:

Date:

Complete the
Check Question
question below

My poem has strong images,

such as…

I have chosen the best words (No writing here)

to express myself. I took out
all the words I don’t need.

I have written a strong

beginning to my poem by…

The ending of my poem

looks and feels like an ending
because…

I chose the best title for

my poem. It is really good
because...

I looked at my poem and

decided whether it needed a
particular shape, line breaks,
long lines, or short lines. I
decided...

148 Poet’s Journal | Unit Assessment Grade 5 | Core Knowledge Language Arts
Assessment
Name:

Date:

Complete the
Check Question
question below

I have carefully decided how

to use white space in my
poem, especially in places
where I want the reader to
pause to think about what I
just said. I decided...

I have checked my (No writing here)

spelling, and every word is
spelled correctly.

Writing Score: / 16 points

Core Knowledge Language Arts | Grade 5 Unit Assessment | Poet’s Journal 149
The Negro
Speaks
of Rivers
Langston Hughes

150
I’ve known rivers:
I’ve known rivers ancient as the world and older than the
flow of human blood in human veins.

My soul has grown deep like the rivers.

I bathed in the Euphrates when dawns were young.

I built my hut near the Congo and it lulled me to sleep.
I looked upon the Nile and raised the pyramids above it.
I heard the singing of the Mississippi when Abe Lincoln
went down to New Orleans, and I’ve seen its muddy
bosom turn all golden in the sunset.

I’ve known rivers:

Ancient, dusky rivers.

My soul has grown deep like the rivers.

151
Activity Page
Name:

P.P.1 Date:

Short-Answer Writing Questions—Text-Based

After reading the poem, you will answer several questions.

Who is the narrator of the poem?

What traits of the speaker are emphasized?

What metaphors, similes, or other forms of figurative language does this

poet use?

152 Poet’s Journal | Pausing Point Grade 5 | Core Knowledge Language Arts
Activity Page
Name:

Date: P.P.1
Identify an example of repetition of words or phrases in the poem.

In one sentence, describe what this poem is about.

Core Knowledge Language Arts | Grade 5 Pausing Point | Poet’s Journal 153
Activity Page
Name:

P.P.1 Date:

Graphic Organizer

Langston Hughes uses many different sensory details to help the reader to
feel, see, smell, taste, and hear throughout this poem. Imagine yourself as
the narrator of the poem. Complete the graphic organizer to infer what the
narrator has experienced.

What the character feels: What the character sees:

Quote/detail from the poem: Quote/detail from the poem:

What the character

smells:

Quote/detail from
the poem:

What the character hears: What the character tastes:

Quote/detail from the poem: Quote/detail from the poem:

154 Poet’s Journal | Pausing Point Grade 5 | Core Knowledge Language Arts
Activity Page
Name:

Date: P.P.1
What does it mean to have a “soul...grown deep like the rivers?”

Create your own poem using an element of nature as a metaphor to describe

your life, your family, your culture, or your history. Your poem should also
use rhythm and repetition.

Core Knowledge Language Arts | Grade 5 Pausing Point | Poet’s Journal 155
Activity Page

P.P.1
Use the space below to add an illustration of your metaphor.

Core Knowledge Language Arts | Grade 5 Pausing Point | Poet’s Journal 159
Activity Page
Name:

P.P.2 Date:

Short-Answer Questions

Summarize the poem you read.

Suggest a new title for the poem, one that highlights a different part of the
poem from its current title.

160 Poet’s Journal | Pausing Point Grade 5 | Core Knowledge Language Arts
Activity Page
Name:

Date: P.P.2
What devices does the poet use? Complete the table below using examples
from the poem.

Example(s) from “I Am Offering

Poetic Device
This Poem”

Repetition

Simile

Personification

Point of View

Core Knowledge Language Arts | Grade 5 Pausing Point | Poet’s Journal 161
Activity Page
Name:

P.P.2 Date:

Graphic Organizer

The poem uses several similies to compare various things to a poem.

Complete the table below.

In Your Own Words, How is

ITEMS Quotes from the Poem
the Poem Like This Item?

162 Poet’s Journal | Pausing Point Grade 5 | Core Knowledge Language Arts
Activity Page
Name:

Date: P.P.2
Writing Questions—Creative

Write down two new words that you learned while reading the poem, then
use each word in an original sentence.

Core Knowledge Language Arts | Grade 5 Pausing Point | Poet’s Journal 163
Activity Page

P.P.2
1. “I Am Offering This Poem” uses figurative language and repetition to
describe a poem as a gift. Write your own poem as a gift to someone you
care for or who has helped you in your life. If you wish, you can include
some of the devices you learned about: anaphora, allusions, repetition,
alliteration, parallel structure, and figurative language—in your poem.

Reading Score: /16

164 Poet’s Journal | Pausing Point Grade 5 | Core Knowledge Language Arts
Vocabula
ry
Core Vocabulary

—a dj. fully developed physically ;

full-grown
mature

ce
dense—adj. closely compacted in substan

s and earth
traditional Navajo hut of log
hogan—n.

Core Knowledge Language Arts | Grade 5 Pausing Point | Poet’s Journal 165
Activity Page
Name:

P.P.3 Date:

Performance Reflection Sheet

What did you like about the subject of the poem?

What is this poem about?

What did you like about the language in the poem?

166 Poet’s Journal | Pausing Point Grade 5 | Core Knowledge Language Arts
Activity Page
Name:

Date: P.P.3
Did the student use figurative language, or alliteration, or anaphora?

What did you like about how the speaker performed the poem? Did
anything stand out for you? What was it and why?

se y o u
f e e d b a c k. Of cour
positive im-
e m b e r t o f oc us o n o o (w h at c a n b e
Rem ism t
e critic not
a n h a ve c onstructiv e t h a t d o wn, but do
c to writ
e d). Y o u may wish
pr o v
r now.
share it f o

Core Knowledge Language Arts | Grade 5 Pausing Point | Poet’s Journal 167
168 Poet’s Journal | Pausing Point Grade 5 | Core Knowledge Language Arts
Glossary

A
absurdity—n. foolishness, stupidity, or senselessness

Allah—n. Arabic word for God

allusion—n. an indirect reference to an outside work of art or a

cultural figure

anaphora—n. the repetition of words at the start of a series of lines

in a poem

ancient—adj. belonging to the very distant past and no longer in

existence

apostrophe—n. writing that addresses a person or thing that is

not present

arbor—n. structure used for supporting vines, which wind

around the arbor as they grow

ars poetica—n. a poem about the craft of poetry

assurance—n. a promise

astronomer—n. scientist who studies outer space and the bodies

(such as stars, moons, and planets) in it

B
beams—n. thick pieces of wood or steel

bosom—n. a woman’s chest

Core Knowledge Language Arts | Grade 5 Glossary | Poet’s Journal 169

Glossary

C
cautious—adj. careful

content—adj. the words or subject of a piece of writing

convenient—adj. earby or easy to find

copper beech—n. a large tree that can live for several hundred years
and grow to a height of over 150 feet

D
dense—adj. closely compacted in substance

dew—n. drops of water that form overnight

E
emblem—n. a symbol

entrechats—n. dance-like jumps in which the performer taps his or

her feet together quickly while in the air

evident—adj. clear or obvious

excerpt—n. a small part of a larger work; for example, one

chapter of a novel or one paragraph of a newspaper
article

exiled—n. away from one’s homeland

170 Poet’s Journal | Glossary Grade 5 | Core Knowledge Language Arts

Glossary

F
figurative words or phrases that mean more than their
language—n. dictionary definition; similes and metaphors are two
examples of figurative language

figures—n. numbers or diagrams

fluster—n. a confused feeling

form—n. the shape, structure, or appearance of a piece of

writing

G
glinting—adj. sparkling or shining

H
hogan—n. traditional Navajo hut of logs and earth

I
immense—adj. extremely large

implied a comparison that is not made directly

metaphor—v.

indifferent—n. uncaring

Core Knowledge Language Arts | Grade 5 Glossary | Poet’s Journal 171

Glossary

J
Joha—n. a character in Palestinian folktales who is known for
playing tricks

L
learn’d—adj. a shortened version of learned (in which the
apostrophe stands in for missing letter e) used to
describe people, especially those who have spent
many years studying one subject

lecture—n. a talk, usually given by a teacher or other expert, on

a single topic

line break—n. the place where a line ends

M
mature—n. fully developed physically; full-grown

metaphor—n. a figure of speech in which the words typically used

to describe one thing are used to describe something
else in order to suggest a likeness

mystical—adj. not of this world

O
oar—n. a long, thin, usually wooden pole with a blade at one
end, used to row or steer a boat

172 Poet’s Journal | Glossary Grade 5 | Core Knowledge Language Arts

Glossary

P
parallel structure—n. when the same form is repeated in a series of
lines or stanzas; poets often use parallel structure
to demonstrate that they are linking two ideas
or descriptions

perceive—v. to understand or see

perforce—adv. necessarily

personification—n. describing non-human things as if they had

human qualities

plash—n. a splash

proofs—n. in math, arguments that show an idea or rule must

be correct

pulsing—adj. throbbing rhythmically, like a heart beating.

Q
quatrain—n. four-line stanza

R
rhyme—n. words that end in the same sound or sounds

rhyme scheme—n. the pattern of repeated rhyming words in a poem

rime—n. variation of the word rhyme

rue—v. to feel sorry about or regret

Core Knowledge Language Arts | Grade 5 Glossary | Poet’s Journal 173

Glossary

S
scuppernongs—n. large grapes found in the southeastern United States

seam—n. the place where two thing connect

simile—n. a comparison of two different things using the words

like or as

slant rhyme—n. when two words share only the same final consonant
sound (example: crumb and home)

spread eagle—n. a kind of jump in which the arms and legs are
stretched out so that the body takes the shape of an X

stanza—n. a section of a poem; consists of a line or group

of lines

stanza break—n. the blank space that divides two stanzas from
each other

supposed—adj. believed to be true

T
taut—adj. to be full of or swarming with

theme—n. a violent windy storm

tone—n. the attitude of a piece of writing, expressed through

the style of writing and the words the author uses

transfixed—adj. intensely focused

174 Poet’s Journal | Glossary Grade 5 | Core Knowledge Language Arts

Glossary

U
unaccountable—adj. something that cannot be explained; a person who
does not take responsibility

V
variation—n. a different approach to a topic

vast—adj. extremely big

Design and Graphics Staff

Todd Rawson, Design Director

Julia Sverchuk, Creative Director
Erin O’Donnell, Senior Designer

Contributors

Ann Andrew, Desirée Beach, Leslie Beach, Brian Black, Stephanie Cooper, Tim Chi Ly, Nicole Crook, Stephen
Currie, Kira Dykema, Carol Emerson, Jennifer Flewelling, Mairin Genova, Marc Goldsmith, Christina Gonzalez
Vega, Stephanie Hamilton, Brooke Hudson, Carrie Hughes, Sara Hunt, Rowena Hymer, Jason Jacobs, Leslie
Johnson, Annah Kessler, Debra Levitt, Bridget Looney, Christina Martinez, Sarah McClurg, Julie McGeorge,
Evelyn Norman, Chris O’Flaherty, Cesar Parra, Leighann Pennington, Heather Perry, Tim Quiroz, Maureen
Richel, Jessica Richardson, Carol Ronka, Laura Seal, Cynthia Shields, John Starr, Carmela Stricklett, Alison
Tepper, Karen Venditti, Carri Waloven, Michelle Warner, Rachel Wolf
Core Knowledge Language Arts
Core Knowledge Foundation
Series Editor-in-Chief Design and Graphics Staff

E. D. Hirsch Jr. Kelsie Harman

Liz Loewenstein
President Bridget Moriarty
Linda Bevilacqua Lauren Pack

Editorial Staff Consulting Project Management Services

Mick Anderson ScribeConcepts.com

Robin Blackshire
Additional Consulting Services
Laura Drummond
Emma Earnst Erin Kist
Lucinda Ewing Carolyn Pinkerton
Sara Hunt Scott Ritchie
Rosie McCormick Kelina Summers
Cynthia Peng
Liz Pettit
Tonya Ronayne
Deborah Samley
Kate Stephenson
Elizabeth Wafler
James Walsh
Sarah Zelinke

Acknowledgments
These materials are the result of the work, advice, and encouragement of numerous individuals over many years. Some
of those singled out here already know the depth of our gratitude; others may be surprised to find themselves thanked
publicly for help they gave quietly and generously for the sake of the enterprise alone. To helpers named and unnamed
we are deeply grateful.

Contributors to Earlier Versions of These Materials

Susan B. Albaugh, Kazuko Ashizawa, Kim Berrall, Ang Blanchette, Nancy Braier, Maggie Buchanan, Paula Coyner, Kathryn
M. Cummings, Michelle De Groot, Michael Donegan, Diana Espinal, Mary E. Forbes, Michael L. Ford, Sue Fulton, Carolyn
Gosse, Dorrit Green, Liza Greene, Ted Hirsch, Danielle Knecht, James K. Lee, Matt Leech, Diane Henry Leipzig, Robin
Luecke, Martha G. Mack, Liana Mahoney, Isabel McLean, Steve Morrison, Juliane K. Munson, Elizabeth B. Rasmussen,
Ellen Sadler, Rachael L. Shaw, Sivan B. Sherman, Diane Auger Smith, Laura Tortorelli, Khara Turnbull, Miriam E. Vidaver,
Michelle L. Warner, Catherine S. Whittington, Jeannette A. Williams.
We would like to extend special recognition to Program Directors Matthew Davis and Souzanne Wright, who were
instrumental in the early development of this program.

Schools
We are truly grateful to the teachers, students, and administrators of the following schools for their willingness to field-
test these materials and for their invaluable advice: Capitol View Elementary, Challenge Foundation Academy (IN),
Community Academy Public Charter School, Lake Lure Classical Academy, Lepanto Elementary School, New Holland
Core Knowledge Academy, Paramount School of Excellence, Pioneer Challenge Foundation Academy, PS 26R (the
Carteret School), PS 30X (Wilton School), PS 50X (Clara Barton School), PS 96Q, PS 102X (Joseph O. Loretan), PS 104Q
(the Bays Water), PS 214K (Michael Friedsam), PS 223Q (Lyndon B. Johnson School), PS 308K (Clara Cardwell), PS 333Q
(Goldie Maple Academy), Sequoyah Elementary School, South Shore Charter Public School, Spartanburg Charter School,
Steed Elementary School, Thomas Jefferson Classical Academy, Three Oaks Elementary, West Manor Elementary.
And a special thanks to the CKLA Pilot Coordinators, Anita Henderson, Yasmin Lugo-Hernandez, and Susan Smith, whose
suggestions and day-to-day support to teachers using these materials in their classrooms were critical.
Poem Authors

“To the Snake” By Denise Levertov, from COLLECTED EARLIER POEMS 1940-1960, copyright ©1960 by Denise
Levertov. Reprinted by permission of New Directions Publishing Corp.

“This Is Just To Say” By William Carlos Williams, from THE COLLECTED POEMS: VOLUME I, 1909-1939, copyright
©1938 by New Directions Publishing Corp. Reprinted by permission of New Directions Publishing Corp.

“Variations On A Theme By William Carlos Williams” from THE COLLECTED POEMS OF KENNETH KOCH by
Kenneth Koch, copyright © 2005 by The Kenneth Koch Literary Estate. Used by permission of Alfred A. Knopf,
an imprint of the Knopf Doubleday Publishing Group, a division of Random House LLC. All rights reserved.
Any third party use of this material, outside of this publication, is prohibited. Interested parties must apply
directly to Random House LLC for permission.

“Advice” by Dan Gerber, from SAILING THROUGH CASSIOPEIA. Copyright © 2012 by Dan Gerber. Used with the
permission of The Permissions Company, Inc., on behalf of Copper Canyon Press,
www.coppercanyonpress.org.

“Travelling” copyright © Simon J. Ortiz. Initially published in WOVEN STONE, University of Arizona Press,
1992, Tucson, AZ.

“Strange Patterns” reprinted by permission of SLL/Sterling Lord Literistic, Inc. Copyright by Carrie Allen McCray.

“Constantly Risking Absurdity (#15)” By Lawrence Ferlinghetti, from A CONEY ISLAND OF THE MIND, copyright
©1958 by Lawrence Ferlinghetti. Reprinted by permission of New Directions Publishing Corp.

“The Negro Speaks of Rivers” from THE COLLECTED POEMS OF LANGSTON HUGHES by Langston Hughes,
edited by Arnold Rampersad with David Roessel, Associate Editor, copyright © 1994 by the Estate of Langston
Hughes. Used by permission of Alfred A. Knopf, an imprint of the Knopf Doubleday Publishing Group, a division
of Random House LLC. All rights reserved. Any third party use of this material, outside of this publication, is
prohibited. Interested parties must apply directly to Random House LLC for permission.

“On Turning Ten” from THE ART OF DROWNING, by Billy Collins, © 1995. Reprinted by permission of the University
of Pittsburgh Press.

“I Am Offering This Poem” By Jimmy Santiago Baca, from IMMIGRANT IN OUR OWN LAND, copyright ©1979 by
Jimmy Santiago Baca. Reprinted by permission of New Directions Publishing Corp.
Illustration and Photo Credits

Denise Levertov, Kenneth Koch: Fred W. McDarrah/Premium Archive/Getty Images; William Carlos Williams:
Lisa Larsen/Time & Life Pictures/Getty Images; Walt Whitman: Library of Congress/Prints and Photographs
Division/LC-DIG-ppmsca-08541; Marie Howe: © Splash News/Corbis; Naomi Shihab Nye: Photo Courtesy
of Chehalis Hegner; Robert Frost, Elizabeth Bishop: © Bettmann/CORBIS; Emily Dickinson: Amherst College
Archives & Special Collections; Dan Gerber: Courtesy of Dan Gerber; Simon Ortiz, Corso & Ferlinghetti:
Chris Felver/Archive Photos/Getty Images; Virgil Suarez: Courtesy of Virgil Suarez; Langston Hughes: Hulton
Archive/Archive Photos/Getty Images; Jimmy Santiago Baca: © Christopher Felver/Corbis; William Blake:
Frontispiece from Life of William Blake, Volume 1 (1880); Billy Collins: Slaven Vlasic/Getty Images

Serpents: azndc/iStockphoto; Crow: asmakar/iStockphoto; Compass, Key, Sextant, Leaf, and Umbrella:
Shutterstock; Stars: Library of Congress; Reptile pattern: taice/iStockphoto; Masking tape: Photo2008/
iStockphoto; Woolly grass: Michelle Ross/Getty Images; Blank page: Maurizio Cigognetti/Photographer’s
Choice/Getty Images; Orange watercolor: Juan Facundo Mora Soria/E+/Getty Images; Man peering through
universe, Stars: Library of Congress; Botanical drawings: Shutterstock; Leaves: jopelka/iStockphoto; Fig
tree: rockcreek/Flickr Commons; Flowers (The Fox and the Crow): Islamic School/The Bridgeman Art
Library/Getty Images; Fig leaf: Shutterstock; Tree rings: Siede Preis/Photodisc/Getty Images; Winter
tree: Vladimirovic/iStockphoto; Black crow: Jacony/iStockphoto; Country road, Vintage envelopes, Bird:
Shutterstock; Lines: gschroer/iStockphoto; Old paper: najin/iStockphoto; Maps: Library of Congress/
Geography and Map Division; Black doodle: AnikaSalsera/iStockphoto; Sunlight through trees: Sunrise@
dawn Photography/Moment/Getty Images; Tram: Claudio Arnese/Vetta/Getty Images; Television static:
Larry Washburn/Getty Images; Diamond, stripe, star, polka dot, and green paper patterns: billnoll/
iStockphoto; Gourounsi wall pattern: alantobey/iStockphoto; Green River: Library of Congress/Prints and
Photographs Division; African textile: peeterv/iStockphoto; Snow scene: Shutterstock; Log cabin: deeAuvil/
iStockphoto; Dried flowers: Cecilia Bajic/E+/Getty Images; Beech tree: Shutterstock
ISBN 9781683910459

ckla.amplify.com
9 781683 910459

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