Gumbsr

LearningOutcomes

Assessment

Phase1

  Listento performance poetry and give their opinions.

Reading

AF5 explain and comment on writers use of language, includinggrammatical and literary features at word and sentence level

AF6 identify and comment on writers purposes and viewpoints, and theoverall effect of the text

Writing

AF1 writeimaginative, interesting and thoughtful texts

AF2 produce texts which are appropriate to task, reader andpurpose

AF7 select appropriate and effective vocabulary

Speaking andListening

Identifies andcomments on performances, giving reasons for opinions

Engages interestof listener through vocabulary, pace and expression

Phase2

  Identifythe features of performance poetry.

  Rehearseand perform performance poetry

Phase3

  Createtheir own performance poems using features explored

  Evaluatetheir own and others performances

Objective

SharedSession

IndependentSession

Plenary

SuccessCriteria

HA

MA

LA

M

Phase

INSET

T

Phase 1

W

Phase 1

Listen toperformance poetry and give their opinions.

Identify thefeatures of performance poetry.

Listen to MegaStar Rap (Poems Out Loud No.2), and discuss chns opinions,encourage them to justify their opinions. Now listen to TheBoneyard Rap (Poems Out No.32). Which do they prefer? Why? Whatmakes these poems good to listen to? Explain they are examples ofperformance poetry, poems that have been written especially to beperformed in front of or to an audience.

Look at thewritten version of The Boneyard Rap whilst listening to it again.Model how to annotate the text to show the performance elements used, for example use of rhythm, rhymepatterns, change of pace or volume, expression, sound effects, useof humour.

Play He justcan kick it with his Foot (No. 5), before chn go to completetask. Re-play the poem at regular intervals during task.

In pairs chnannotate a copy of He just cankick it with his Foot to show whichperformance elements are used.

Ext- Write areview of their favourite poem justifying

their opinionswith reference to the poem.

In pairs chnannotate a copy of He just cankick it with his Foot to show whichperformance elements are used.

Guided Task withTA or teacher. Chn annotate a copy of He justcan kick it with his Foot to show whichperformance elements are used.

WatchBenjamin Zephaniahvideo of performance poetry

Discuss aspectsof his performance.

  Identify thefeatures of performance poetry.

T

Phase 1

Rehearse andperform performance poetry

Read a selectionof poems and using the criteria discussed yesterday (e.g.well-chosenwords, powerful verbs, adjectives, adverbs and precise nouns; useof detail and sense impressions; surprising and illuminatingcombinations of words; repetition, alliteration, onomatopoeia,rhythm and rhyme) for performancepoetry decide if they would be appropriate. Discuss how you mightperform certain parts of poems.

Mixed Abilitygroups

Chn choose a poemand rehearse their poem to perform as a performance poem.

Chn perform theirpoems to the class, the others evaluate their performance.

  Performs a poemthat engages the audience

F

Phase 1

Create their ownperformance poems using features explored

discussthe structure of the poem and any other features, for examplealliteration, onomatopoeia, repetition, rhyme, rhythm, well-chosenwords and hidden meanings.

Throughshared writing, model how to write a version of the poem, using thepoem structure and including performance elements listed in Phase1.

  Write their ownperformance poem using the features learnt

Cross curricularlinks:

Resources: