ELA.5.R.1.4

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Explain how figurative language and other poetic elements work together in a poem.

Clarifications

Clarification 1: Figurative language for the purposes of this benchmark refers to metaphor, simile, alliteration, personification, hyperbole, imagery, and idiom. Other examples can be used in instruction. Clarification 2: Poetic elements to be used for the purposes of this benchmark are form, rhyme, meter, line breaks, and imagery.
General Information
Subject Area: English Language Arts (B.E.S.T.)
Grade: 5
Strand: Reading
Standard: Reading Prose and Poetry
Date Adopted or Revised: 08/20
Status: State Board Approved

Related Courses

This benchmark is part of these courses.
5010030: Functional Basic Skills in Communications-Elementary (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 - 2024, 2024 and beyond (current))
5010046: Language Arts - Grade Five (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 - 2024, 2024 and beyond (current))
7710016: Access Language Arts - Grade 5 (Specifically in versions: 2014 - 2015, 2015 - 2018, 2018 - 2022, 2022 and beyond (current))
5010024: Basic Skills in Reading 3-5 (Specifically in versions: 2021 - 2024, 2024 and beyond (current))
5010105: Introduction to Debate Grade 5 (Specifically in versions: 2020 - 2022, 2022 - 2024, 2024 and beyond (current))
5010016: English for Speakers of Other Languages Grade 5 (Specifically in versions: 2022 and beyond (current))

Related Access Points

Alternate version of this benchmark for students with significant cognitive disabilities.
ELA.5.R.1.AP.4: Explain how figurative language and imagery work together in a poem.

Related Resources

Vetted resources educators can use to teach the concepts and skills in this benchmark.

Lesson Plans

So What? What's the Big Deal about the "Star-Spangled Banner"?:

To understand the overarching themes of freedom and resiliency in the United States of American, students will identify and analyze the figurative language in the poem “Defence of Fort M’Henry” which turned into our National Anthem. After close reading and group consensus conversation, and possible extension exploration & research, a written or digital presentation which demonstrates students understanding of the “Star-Spangled Banner’s” significance as a symbol of the United States will be the resulting work product of this integrated lesson plan.

Type: Lesson Plan

U.S. SYMBOLS: “THE STAR-SPANGLED BANNER”:

This lesson provides students with the opportunity to read and recognize how the “Star-Spangled Banner” anthem, originally named, “Defense of Fort McHenry,” represents the United States. By analyzing how the poetic elements of rhyme and imagery contribute to the meaning of each of the verses of the Star-Spangled Banner, students will recognize the importance of this American symbol.

Type: Lesson Plan

"Paul Revere's Ride": How Longfellow Creates a Hero in a Long Poem:

In this lesson, students will identify examples of metaphor, simile, personification, hyperbole, and imagery in Henry Wadsworth Longfellow’s poem, “Paul Revere’s Ride.” Students will analyze how figurative language contributes to meaning in the text and explain how the different figurative language devices work together to depict Paul Revere as a historical hero.

Type: Lesson Plan

Student Resources

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Parent Resources

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