Year5Term:Autumn Week commencing:

Objectives:

Text(s): poetry- the Owl and the Pussycat(week 1 out of 2)

TeacherLed

Independent / GroupWork (including differentiation)

Plenary

ICT

Guided

Class 5 i

Reading

Class 5 ii

Story

M

Shared reading focus/text analysis: through thepoem The Owl and the Pussycat, pupils identify the content of thepoem and what is distinctive about it and why e.g. it is a nonsensepoem.

Discuss some of the background to the poem e.g.it is a nonsense poem written in 1871 by Edward Lear (1812 - 1888).NB a runcible spoon is a small fork with three prongs, one having asharp edge, and curved like a spoon.

Pupils annotate own copies during shared readingto identify what is distinctive about this poem and to convey theirown reactions on the content. How is it possible to tell it waswritten a long time ago?

Evaluate what things we think are nonsense andwhy. Discuss whether these things really are amusing or not.

See medium term planning as non-discrete CoreSubject work is shown in detail here

T

Shared reading focus/text analysis continued:through the poem The Owl and the Pussycat, pupils analyse how thepoet uses full rhymes and half rhymes, internal rhymes and othersound patterns and to what effect. Pupils use annotated own copy ofhandout. Teacher also models her own on OHT version.

Inpairs, pupils discuss what they like/dislike about the poem andrecord their own input into Literacy books, ready for feedbacklater

Find words which show that the poem was writtenover 100 years agolocate definitions in dictionary

W

Shared writing: focus is on use of correctsentence punctuation when responding to text level questions.Teacher will also model using the evidence in the poem to findanswers especially with reference to questions 1,2 & 3

Pupils will respond to text level questions onthe poem Owl and the Pussycat (Letts p11).

MApupils to identify what there is at the end of each verse. Whatdoes this tell us about the poem?

Discuss question 5: can we find 5 things whichsuggest that this poem is a nonsense poem. How can we set this outcorrectly when answering the question? Pupils write answer in booksas modelled.

Room 13 by RobertSwindells

Th

Discuss the poem and agree that it has a happyending. Discuss ideas for writing another verse in similar styleand with similar structure (MA), on the theme of the hut or thehouse that the owl and the pussycat choose to live in

Pupils to work on own verse. MA pupils to try towrite verse in similar style and with similar structure. Otherpupils may attempt to write a nonsense verse based on the ideasdiscussed.

Pupils to share own nonsense verses

F

S1- Sentence Level focus: to investigate word order by examining howfar the order of words in sentences can be changed e.g. which wordsare essential, which can be deleted, should we add anywords?

Whole class skills work: experiment withconstructing sentences in different ways e.g. The owl and thepussycat went to sea in a beautiful pea green boatoff they sailedin a boat.

When we reorder the sentence, check there are nochanges in meaning. Have we conveyed what we want to convey in thebest way?

Outcome/Product: to look at and compare twocontrasting poems and know that we can appreciate them in differentways

Additional objectives: to continue with Drama/ En1 opportunities throughLiteracy and cross curricular work; to apply knowledge of spellingpatterns through daily Superspellers work and to check wordsusing wordbanks and dictionaries where appropriate; to be aware ofneed for neat, clear and joined handwriting

Forward Planning /Evaluation:

Year5Term:Autumn Week commencing:

Objectives:

Text(s): poetry- Highwaymans Hollow (week 2out of 2)

Teacher Led

Independent / Group Work (includingdifferentiation)

Plenary

ICT

Guided

Class 5 i

Reading

Class 5 ii

Story

M

Shared reading focus/text analysis: through thepoem Highwaymans Hollow, pupils identify the content of the poemand discuss style. NB place it in its historical context.Highwayman's Hollow is about a highwayman who was killed by a manhe tried to hold up. In the poem he became a ghost and tried totake revenge on the man who killed him.

Pupils annotate own copies during shared readingto identify what is distinctive about this poem and to convey theirown reactions on the content

Pupils share their ideas on content andeffectiveness

ICT opportunities willbe provided for pupils to use class computer inside theLiteracy

hour where appropriatee.g. when writing takes place, some pupils will carry outtheir

drafting onscreen.

T

Shared reading focus/text analysis: look at newvocabulary and identify syllables in the poem. Discuss the impactof the echoes. MA pupils may also be able to understand the impactof the long drawn out syllables which makes the setting evenspookier.

After teacher led session, pupils in groups of 5to work out a dramatic scene based on the poem, culminating in adramatic freeze-frame climax.

Pupils to ask questions to the group at the pointof freeze-framing e.g. what is the main character really feeling atthis point? Etc.

W

Modelling writing in teacher-led session: shortpoetry analysis of Highwaymans Hollow. Look at effectivevocabulary and how the poet has used images to convey feelings e.g.the rotting leaves. Refer to images when analysing poem to laygroundwork for tomorrows metaphors work. MA pupils may also beable to understand the personification (dark firs frown)

Pupils carry out own independent writing,focusing on poetry review as left. LA pupils may use writing frame:what makes this poem effective? What exciting vocabulary is usedand how does this make you feel? Is the ghost right to want to seekrevenge or does this make him as bad as the killer? Would yourecommend this poem and why?

Pupils read own reviewspeers to givefeedback.

Room 13 by RobertSwindells

Th

Continuing with the poem Highwaymans Hollow,look at effective images and how the poet has used imagery toconvey content. Use various images to inspire us to usesimiles/metaphors e.g. the leaves are as rotten as a carcass or theleaves are a rotten carcass.

Pupils to note down own metaphors in books. MApupils will be encouraged to turn metaphors into similes

Pupils read own similes and metaphors

F

Sentence Level work (S5): focus is on use ofspeech marks for direct speech. Using the poem HighwaymansHollow, draw attention to the fact that the whole poem is inspeech marks. Who is speaking? (It is the ghost of the deadhighwayman). Model how to set out direct speech using some of thethings that the ghost says

Pupils to correctly set out sentences as leftusing correct direct speech demarcation.

MApupils will switch between reported and direct speech and beencouraged to apply different demarcation needs.

Common pitfalls e.g. comma before speech markends, capital at start of speech, using a new line for a newspeaker etc etc.

Outcome/Product: to look at and compare twocontrasting poems and know that we can appreciate them in differentways

Additional objectives: to continue with Drama/ En1 opportunities throughLiteracy and cross curricular work; to apply knowledge of spellingpatterns through daily Superspellers work and to check wordsusing wordbanks and dictionaries where appropriate; to be aware ofneed for neat, clear and joined handwriting

Forward Planning /Evaluation:

The Owl and the Pussy-cat went to sea
    In a beautiful pea green boat,
They took some honey, and plenty of money,
    Wrapped up in a five pound note.
The Owl looked up to the stars above,
    And sang to a small guitar,
'O lovely Pussy! O Pussy my love,
      What a beautiful Pussy you are,
          You are,
          You are!
What a beautiful Pussy you are!'

II

Pussy said to theOwl, 'You elegant fowl!
    How charmingly sweet you sing!
O let us be married! too long we have tarried:
    But what shall we do for a ring?'
They sailed away, for a year and a day,
    To the land where the Bong-tree grows
And there in a wood a Piggy-wig stood
    With a ring at the end of his nose,
          His nose,
          His nose,
With a ring at the end of his nose.

III

'Dear pig, are youwilling to sell for one shilling
    Your ring?' Said the Piggy, 'I will.'
So they took it away, and were married next day
    By the Turkey who lives on the hill.
They dined on mince, and slices of quince,
    Which they ate with a runcible spoon;
And hand in hand, on the edge of the sand,
    They danced by the light of the moon,
          The moon,
          The moon,
They danced by the light of the moon.