FinalUnit Outcome To plan, perform and evaluate a choral performance ofa poem

To use structure of poems read to write extensions or additionalverses based on these

Week

Day

SharedReading & Writing

Word& Sentence Work

Independent& Guided Work

Plenary

Objectives

Monday

W6To know to be able to distinguish between homophones

HOMOPHONE words with same sound but different spelling

HOMONYM- same spelling, different meaning

Text:Sought it out! Pie Corbett

(JumpstartLiteracy p14)

• Read through thepoem and decide which are homophones are being used andhighlight.

USEACTIVOTE FLIPCHART DISTINGUSHING HOMOPHONES

W6To know to be able to distinguish between homophones

As aclass invite the children to write similar sentences to the ones inthe poems, following the same pattern.

Thebat grabbed the bat and batted the ball.

Hissocks didnt match at the football match.

Thehair had spikey hair.

W6To know to be able to distinguish between homophones

Extension To write a poem based on the Sought it Out using a variety ofhomophones/homographs

CORE Hayden Richards p 16/47

SameSound Different Meaning

SEN Write the correct homophone in the sentences.

W6To know to be able to distinguish between homophones

Focuson there/their

Where/were/were

UseActivote pods to vote for the correct homophone.

USEAV games on IWB.

Tuesday

Ican explore the effects of the choice of vocabulary in thetext

Ican identify techniques the writer uses to createtension

Text:The Visitor (BBC TAPE)

Readthe poem aloud to them and ask them to identify what type of poemit is. Agree that it is a narrative poem.

Readthe poem again, this time pausing on key words and phrases, forexample gouged out grave and bone. Discuss with the childrenthe kinds of images or pictures that come into their heads. Clarifythat each individuals images will be different. Encourage thechildren to talk to each other about the pictures they get in theirheads.

Ican explore the effects of the choice of vocabulary in thetext

Ican identify techniques the writer uses to createtension

Ican identify the structure of a narrative poem

• Explain to thechildren that they are going to identify how the poem has been puttogether its structure.

• Provide them withcopies of the text and, in pairs, ask them to identify setting,character, problem (link to narrative) and also any aspects ofpoetry they can see, such as rhyme, repetition, simile, metaphor,organisation of verses and so on.

Childrento complete a sheet mapping put the story structure of theVisitor

Worksheet:Story Structure: The Visitor

Thecomplete a sheet on techniques used by the poet.

TheVisitor: Analysis

SEN with TA support

KeyVocab

Wednesday

I canperform a poem in a variety of ways

I canplan and manage group tasks over time

Text:The Visitor

Explainthat the children are going to get to know the poem better byfinding ways to perform it. Discuss how they would divide up thepoem to show the different voices and what sound effects they coulduse to create some of the atmosphere.

Soundeffects: musical instruments, voices, sounds etc

Narrator

Ghost

William

Williamswife

SuccessCriteria:

clearvoice

expressionsuited words meaning

goodbalance of voices

correctrhythm

volume

rightspeed

varietyin the delivery

backgroundeffects/sound effects

Givehighlighters so that children can highlight different parts.

I canperform a poem in a variety of ways

I canplan and manage group tasks over time

Ican listen to and evaluate others performances ofpoems

Independentwork and Speaking and listening

1)   Dividethe children into groups of four.

2)   Encouragethem to look through the text for all the clues that tell them howthe voices should sound and get them to text mark them so parts areidentified.

3)   Allow1015 minutes for rehearsal and refining of performances.

4)   Remindthe children that in a group situation they will need tocollaborate, discuss and agree together on decisions taken. Invitegroups to perform their oral versions.

5)   Discusswith the class how they created the tension and what clues theyused from the text.

Listento groups perform The Visitor

(RECORDUSING DIGI BLUE OR SOUND RECORDER) ICT

Ican listen to and evaluate others performances ofpoems

Usingevaluation sheet children to comment on others and own performancesusing the marking ladder/ evaluation cards.

Ican

• perform apoem as part of a group
• improve aperformance

evaluatea performance

Resources

TEXTS:The Highwayman

TheListeners

TheVisitor

BBCTape

DigiBlue

Thursday

Tounderstand the differences between literal and figurativelanguage

Text:Fog (2 poems)

Readthrough the poem and discuss the human features which the fog islikened to: PERSONIFICATION.

FIGUARATIVELANGUAGE: use of metaphor and simile to create a particular mood orimpression.

Discussthe poets use of figurative language in the poem to create aneffect.

Explainto children they will write their own figurative poem using the fogas a basis.

UseUnit 12 Footprints on page as a basis for poem.

Towrite own figurative poem based on a known model

Childrento write own figurative poem based on a known model.

LA

Writingframe to help with writing.

Towrite own figurative poem based on a known model

Readout some of childrens poems aloud.

2good things and 1 thing to improve one.

Usemarking ladder to peer mark or self-assess.

Cross-curricularLinks

Friday

Toread a range of narrative poems

Text:The Listeners

Readthrough poem and discuss theme of the poem.

Discussany difficult words:

Inpairs children to find examples of:

alliteration

adjectives/verbswhich build up a spooky atmosphere

Brainstormother synonyms for some words in the poem to create a ghostlyatmosphere using thesauruses.

Referback to yesterdays poems on Fog for ideas.

Touse structure of a poem to write own version

Childrento write their own version of The Listeners substituting own wordsand ideas.

LA/SEN Use a writing frame with word bank for support.

Childrento read own versions of their poems.

Monday

Toknow what metaphors and similes are

Text:Extract from the Highwayman

ReadVerses 1-3 from Highwayman.

Discussany unfamiliar words in the poem.

Talkabout alliteration ghostly galleon. etc

Discusshow these descriptions are not meant literally, but are figurativelanguage: using metaphor and simile to createmood/atmosphere.

Whatkind of setting is the poet trying to build up?

Whatpicture do the children see in their heads?

Towrite own metaphors

 Toconsider the ways that visualisation helps to gain a deeperunderstanding of a description of a setting

Explainto children that they will be making their own metaphors up todescribe the setting of the Highwayman.

Usingwhiteboards children practise writing metaphors based on Verse 1 ofthe Highwayman.

Thewind was a .

Themoon was a ..

Theroad was a

USEPICTURES AS A STIMULUS

Towrite own metaphors

Touse the structures of poems read to write extensions based onthese

UsingPCM 3

Childrento write own metaphors based on Verse 1 of the poem.

SEN using a picture write some sentences describing thesetting.

Orto draw a picture of what they see in their heads after re-readingthe first verse.

Toknow what metaphors and similes are

Childrento identify which are metaphors and similes.

Iftime practise changing metaphors to similes.

Tuesday

Toread a range of narrative poems

Text:Highwayman

Thisnarrative poem, written in 1913, tells a tragic tale of love,jealousy and bravery.

Introduce chn to The Highwayman, explain that it is a poem thattells the story involving a highwayman. They will need to listencarefully as the poem is read, as it uses a lot of old-fashionedlanguage. Read the poem to the class and then chn talk withpartner about what they have found out about the story.

Makenotes on board about character and story.

 Toinvestigate the meaning of unfamiliar words

Childrento work in pairs and highlight unfamiliar words/phrases in thepoem.

 Todeduce information about a character from a visualtext

 Todeduce information about a character from adescription

 Tooffer opinions and provide evidence to support them

Inthrees, chn to have own copy of illustration and to put down asmany ideas as they can chn to back up with evidence frompoem.

Talkabout what a Highwayman was, refer back to Robin Hood and talkabout similarities highwaymen concentrated on rich, becamepopular heroes use web link for further information

Talkabout the other characters in the poem:

Bess,Ostler, King Georges men.

Wednesday

Toidentify key events in a story

ARe-cap over story of poem. Use Animated version of story pausing for chn to annotate notes on own copy of main points asthey go through each verse

Toidentify key events in a story

chn to storyboard key events from poem using notes made on owncopies

Ican

• identify keyevents in a story
• sequence the keyevents correctly

Thursday

tothink from a characters viewpoint

discuss yesterdays activity and what chn thought about thedifferent characters feelings at that point in the story. Chn towork with partners and think about what they might ask Bess,Tim orthe Highwayman, and how this character might reply about whathappened and why they behaved as they did chn to scribe questionson wbds to use during main session

Tothink from a characters viewpoint

Amodel hotseating as a character yourself, then get chn to come andhotseat as different characters others ask questions writtenearlier

to think from a characters viewpoint

model hotseating as a character yourself, then get chn to come andhotseat as different characters others ask questions writtenearlier

Ican

• explorecharacters feelings
• voice thosefeelings
• think about thereasons behind characters actions

Friday

Toexperiment with writing in the form of a narrativepoem

Aintroduce the idea of writing an additional verse to the poem, theghosts of Bess and the highwayman. Mindmap ideas of what couldhappen in the next verse of the poem. Start the verse with a linefrom the poem Over the cobbles he clattered chn to work with apartner and write next line on a whiteboard. Encourage chn to useown ideas, but to keep to the style and rhythm of theoriginal

Toexperiment with writing in the form of a narrativepoem

Chn to write own lines for an additional verse of the poem remindchn to use their own ideas but they need to keep to the structureof the poem

Swapwith a partner, they make comments, then swap back and see if youcan improve in light of comments made.

Toexperiment with writing in the form of a narrativepoem

Readlast verse of original poem then choose children to read theirverse

Ican

• write my ownverse for a narrative poem
• follow thestructure of a poem
• use my ownideas

useappropriate vocabulary