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Grade 5 · unit review

Review: Images, Poem Patterns and Dramatic Delivery

Apply interpret an image’s shared quality, identify a rhyme scheme, recognize dramatic delivery, connect a line to a scene using supplied texts and original responses.

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Bring the unit skills together

Use these 4 new cases to check your reasoning. Choices are temporary and are not saved to an account, sent to staff or recorded as school grades. Download your current review choices before leaving or reloading.

Unit review questions
1. Image: the runner was an arrow, moving swiftly. Endings: blue/gold/true/cold. Direction: [whisper]. Role line: The race track lies beside the school. Which quality is emphasized by the supplied comparison?
Need a hint?
  • A paper-thin promise suggests weakness here.
  • One image can have different effects in other contexts.
2. Image: the runner was an arrow, moving swiftly. Endings: blue/gold/true/cold. Direction: [whisper]. Role line: The race track lies beside the school. Which rhyme pattern matches the supplied line-ending groups?
Need a hint?
  • Read sound, not spelling alone.
  • The letter A does not stand for a particular word.
3. Image: the runner was an arrow, moving swiftly. Endings: blue/gold/true/cold. Direction: [whisper]. Role line: The race track lies beside the school. Which delivery is required by the supplied stage instruction?
Need a hint?
  • A pause changes timing.
  • Do not add new dialogue as if it were in the script.
4. Image: the runner was an arrow, moving swiftly. Endings: blue/gold/true/cold. Direction: [whisper]. Role line: The race track lies beside the school. What function does the highlighted line serve?
Need a hint?
  • I will help reveals a choice.
  • A place description alone does not resolve a conflict.

The download contains your current choices and any checked feedback. Keep the separate transfer-task work in your own document; downloading its instructions does not mark it complete.

Use the skills in a new task

Make a short complete response demonstrating the four skills in this unit. Write an original four-line poem with ABAB end rhyme and one comparison emphasizing a stated quality. Create a four-line scene about a missing key, include a decision and resolution, and add two different delivery directions. Longer writing targets in optional extensions can be completed in a later session.

Work on paper or in your own document. Explain the choices you made.

  • Read the exact comparison and the explicit supporting detail. Name the shared quality and connect it to the image.
  • Say the supplied ending words and assign a new letter to each new ending sound. Reuse a letter only for an actual rhyme.
  • Read the direction and perform or describe that delivery. Explain how it affects the line’s meaning or mood.
  • Read the supplied scene description and compare the line with the stated problem. Explain the role using the actual words.
Compare with a model response

Original ABAB poem: The model shone like glass in light, While footsteps crossed the floor all day. Its folded wings were pale at night, I chose the words that I would say. Light/night and day/say provide ABAB rhyme. Shone like glass is a simile comparing the model's appearance with glass, not saying it is glass. Four-line scene: JO: [quietly] The key is missing. LEA: [firmly] Look beneath the mat. [Jo lifts the mat and picks up the key.] JO: Here it is; now we can open the door. Lea's advice prompts the search, and the stage direction makes the action visible.

A different response can also meet the criteria. Compare the evidence and reasoning, rather than copying the wording.