| Name | The Highwayman |
|---|---|
| Owner | barley343 |
| Level | 5 |
| Topic | Literacy |
| Unit | poetry |
| Description | planning for highwayman y5 |
| File 1 | 122_highwayman plan vicki.doc |
| File 2 | 122_New Compressed (zipped) Folder.zip |
☝️ Download Planning | ✌️ Download Support File |
Poetry Unit 2 Year5
Summer Term Weeks2-3
The Highwayman byAlfred Noyes
Phase1
Children engage inactive reading and investigation of a narrative poem. Throughpractical activities and discussion, they explore how writers uselanguage to create dramatic effects.
Phase2
Children investigatedifferent aspects of a longer narrative poem, including thestructure. They work as part of a group and use drama strategiesto explore characters in depth. They devise questions to ask themain characters and work in role to explore more complex emotionalissues. A reading journal is used to record inferences anddemonstrate understanding of characters.
Phase3
Children reflect onthe helpfulness of different techniques used through the sequenceto support their understanding of an older text. They work asmembers of a group to rehearse the poem using drama techniquesbefore selecting and practising stanzas for the choralperformance. Performances are evaluated and improved according tochosen success criteria and the impact of theatrical effects isexamined in more depth.
Overview
The unit has oraloutcomes and assessment opportunities at regular intervals.Interactive whiteboard software is used to support the childrensreading and writing throughout the teaching sequence. Digitalcameras and digital Dictaphones are also used to support andenhance performance.
The children engagein active reading and exploration of a narrative poem, TheHighwayman. Through practical activities and discussion, thechildren explore how writers use language to create dramaticeffects.
Children investigatedifferent aspects of longer narrative poetry, including thestructure. They work as part of a group to use drama strategies toexplore characters in depth. They devise questions to ask the maincharacters and work in roles to explore more complex emotionalissues. A reading journal is used to record inferences anddemonstrate understanding of characters.
Children reflectupon the usefulness of different techniques used throughout thesequence to support their understanding of a historical text. Theywork as a member of a group to perform the poem using dramatechniques before selecting and practising stanzas for choralperformance. Performances are evaluated and improved according tochosen success criteria and the impact of theatrical effects isexamined in more depth.
Objectives
Groupdiscussion and interaction
1. Plan andmanage a group task over time using different levels ofplanning
2. Understanddifferent ways to take the lead and support others ingroups
3. Understandthe process of decision making
Drama
4. Reflect onhow working in role helps to explore complex issues
5.Use and recognise the impact of theatrical effects indrama
Understandingand interpreting texts
6. Make noteson and use evidence from across a text to explain events orideas
7. Explorehow writers use language for comic and dramatic effects
Engagingwith and responding to texts
8. Comparehow a common theme is presented in poetry, prose and othermedia
Presentation
9. Use arange of ICT programs to present text, making informed choicesabout which electronic tools to use for differentpurposes
Phase 1: Reading, investigating thetext and capturing ideas. (3 days)ICT LINKSAFL questions
Day | Group Sharedwork | Independent andguided work | Plenary | |
Week 2 Day2 Longerlesson
LOs: 6,8
(day 1 spellingfocus lesson) | Show the picture ofthe highwayman (SNF slide 1) who might this be? What do you notice about him? Now show the pagewith the phrases from the poem on and ask the children to speculatewhat they might refer to. Does the imagehelp? Listen to and watch the movie clip of The Highwayman up to thepoint when the highwayman leaves (he galloped away to thewest). Let the children enjoy it. Explain that this is anadaptation of a very well known poem and that we are going to spendsome time looking at the poem over the next couple of weeks. Givethe children a copy of The Highwayman to the same point (part I) sothey can see a written version. Go through the poem again(SNF slide 3) using themusic to set the scene. Give all children a copy of thepatterns and puzzles grid (SNF 4) and ask them to put on there:things they already know, predictions they might make, any patternsthat they can see in the poem and anything that is puzzling tothem. Children work with talking partners on this. Add these to thewhiteboard file and to the display as the children contributethem. | Ask the children tohave the first part of the poem in front of them and read it againfor themselves. Explain that I want different groups to concentrateon different parts of the poem. HA highlight allthe phrases and lines that are relevant to Tim the Ostler. Draw apicture of Tim and annotate it using the words and phrases from thetext. Around the outside of the picture, write words that describeTims thoughts and feelings when he saw Bess and the highwayman.(mainly inference and deduction) MA - highlight allthe phrases and lines that are relevant to Bess. Draw a picture ofBess and annotate it using the words and phrases from the text.Around the outside of the picture, write words that describe Timsthoughts and feelings about the highwayman. LA - highlight allthe phrases and lines that are relevant to the setting. Draw apicture of the setting and annotate it using the words and phrasesfrom the text. SEN highlight allthe phrases and lines that are relevant to the highwayman. Have alarge original picture of the highwayman and annotate it using thewords and phrases from the text. Colour it in so that it matchesthe description.
| Give the childrenthe pictures of the items from the story sack inenvelopes. Put 2 or 3 itemswith a group and ask the children to use these to discuss what isgoing to happen next in this narrative poem. What clue does their item give us and what could ittell us? Who might each item belong to? Once the childrenhave discussed their own item ask a spokesperson from each groupto tell us about their item, who they think it belongs to and whatthey think it might tell us is going to happen next. (SNFs 5&6) Watch the rest of thevideo clip. | |
EVALUATION/ NEXTSTEPS
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Day | Group Sharedwork | Independent andguided work | Plenary | |
Day 3
LOs: 7
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Playthe movie again. Describe asetting to the children display on smart board software(SNF slide 7) the woodswith the wind blowing through the trees, the moon shining down,creating long shadows on the ground, and the cobble stoned innyard. Ask the children to explore the scene with all their senses;they will need to consider their movements, what they might see,what they might touch and how they would feel in this place.Give the children thinking time and then ask them to fill in thesenses grid in pairs. (SNF8) In the first stanzas of the poem, highlight the mood andatmosphere by asking the children to choose the words from the zoneof relevance board and put them in the most appropriate places onthe board.(SNF 9) Talk aboutTim the Ostlers role and explain it if the children dont fullyunderstand it. |
Give children thesenses sheet. Ask them to describe the things they might see,hear, feel and touch in a variety of settings. HA waiting for anappointment that may change your life in a strange place schoolinterview? MA at home onChristmas morning / birthday morning / special occasionmorning LA - spooky, scarybuilding |
Collect ideas fromthe children about what they would see, smell, hear, touch,feel Play the movieagain | |
EVALUATION/NEXTSTEPS
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Day | Group Sharedwork | Independent andguided work | Plenary | |
Day 4
LOs: 6,7
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Play the movie againand then use the whiteboard to read the poem again as a shared read(SNF slide 3) Talk aboutthe poetry techniques personification, metaphors and similes,alliteration used by Noyes in The Highwayman. Highlight someexamples of this in the first few stanzas of the poem - the firstpart. Personification though hell should bar theway Metaphors thewind was a torrent of darkness; the moon was a ghostly galleon;the road was a ribbon of moonlight; eyes were hollows ofmadness Similes hair likemouldy hay; dumb as a dog; her face burnt like abrand Alliteration ghostly galleon; breeches of brown; cobbles clattered andclashed; whistled..window..who..waiting |
Give children thesecond part of the poem (SNF10&11) and ask them toidentify the different poetic techniques used by Noyes. (write onSNF 12) HA alliteration,personification, metaphor and simile MA alliteration,metaphor and simile LA alliterationand simile Ask the children tounderline examples of these in different colours and to annotatewhy they are underlined. Personification death at every window, hell at one dark window; hours crawledby like years Metaphors - roadwas a gipsys ribbon Similes her facewas like a light down like a dog Alliteration barrel beneath her breast; blank and bare |
Discuss the variousmethods and techniques and identify some favourites. | |
EVALUATION/ NEXTSTEPS
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LearningOutcome
Children understand thedifferences between literal and figurative language and can use thetext to explain the effects of imagery in a poem.
Phase 2: Capturing ideas; analysisand investigation of aspects of the text. (3 4days)
Day | Group Shared work | Independent and guidedwork | Plenary | ||
Week 3 Day 1
LOs: 4,6 |
Read the poem again with the childrenand ask them who the main characters are in the story. Talk abouteach of the characters briefly and discuss the relevance to thestory of each of them. Talk about Tim the Ostler his job, theway he feels about Bess, the part he plays in the story, how hefeels about the ending. Show picture on SNF 13 (Tim loves Bess and is jealous of thehighwayman. He tells the kings men and sets the hwm up. He is ahorse/stable boy) How do we know?Make use ofPEE Put words to describe Tims characterin the arrow on SNF14
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Using the poem as a start point, askthe children to be in role as Tim the Ostler and think about hisrole in the story. Ask the children to write Tims diaryentry. HA after witnessing the shooting ofthe highwayman and the death of Bess MA after hearing that Bess isdead LA when he told the King Georgesmen what the highwaymans plans were. |
Talk about how he might have felt atthose particular times. Imagine that we are Tims conscience half of us support what he does and half of us dont. Give outthose roles. The children have to think about persuading Timtowards their point of view. Give them a couple of minutes tothink about it. Put a child or adult in role as Tim and ask thechildren to form two lines in two groups Conscience Alley. AsTim walks through the alley, they have to tell him what todo. | ||
EVALUATION/NEXT STEPS
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Day | Group Shared work | Independent and guidedwork | Plenary | ||
Week 3 Day 2
LOs: 4,6 | Recap on the poem. Talk about Bessand how she feels and thinks at different parts of thestory. Show picture of Bess slide 15 Give different groups ofchildren different sections of the story with Bess thinks, Bessfeels, Bess says, they have to fill in as they feelappropriate. Using the Who, What, Where, Why,When, How hand, (SNF 16) askthe children to write a question to ask Bess when she is being hotseated.
| Teacher to hot seat as Bess. Thechildren ask their questions and get answers. Ask the children to write a note fromBess, explaining to the innkeeper, her father, the reasons she didwhat she did and how she felt about it. | Discuss Bess father how would hefeel about the Kings men, Tim the Ostler, thehighwayman? | ||
Day 3
LOs: 6 | Talk about the Kings Men and discusstheir role. Show picture on SNF 17 | Write a letter from one of the menabout what has happened. (to wife, friend, sergeant ) Talk abouttheir feelings throughout the story. Get them to explain what theaftermath was. (i.e. when they realised what Bess had done howdid landlord/Tim/villagers react?) | Share letters. | ||
EVALUATION/NEXT STEPS
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Day | Group Shared work | Independent and guidedwork
| Plenary | ||
Day 4
LOs: 1,2,3 |
Give each group theitems from the story sack again. (SNF18) Ask them to decide why each oneis relevant to the story. Ask each group to decide and write acommentary on each item in the story sack describing which one theythink had the greatest role in the downfall of thehighwayman. Ask each group towear a different colour of hat as they think about thepoem.
| Write a commentaryon each item in the story sack describing which one they think hadthe greatest role in the downfall of the highwayman. Thinkinghats: UHA to wear greenhats what could Bess or the highwayman have doneinstead? LHA group to weargreen hats what could Tim have done instead? UMA to wear yellowhats what are the positives of the situation? LMA to wear blackhats what are the negatives of the situation? LA to wear whitehats what are the facts about the situation?
| Feedback on ourthoughts from wearing the hats. Which items had thegreatest role in the downfall of the highwayman? Place objects inzone of relevance. (SNF slide19) | ||
EVALUATION/NEXT STEPS
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LearningOutcomes
Childrenunderstand the differences between literal and figurative languageand can use the text to explain the effects of imagery in apoem.
Childrencan reflect on how working in role helps to explore some of thecomplex issues within a poem.
Childrenuse their understanding of characters, language and plot to writein first person.
Phase 3: Choral Performance of anabridged version of the narrative poem, evaluated and amended inthe light of peer comments. (3 4 days)
Day | Group Shared work | Independent and guidedwork | Plenary |
| Watch the video clipagain. Talk about what is in the poem that is not in the video.Group the children into 4s. Give them each section of the poem onlaminated cards that are numbered in order. Highlight the bit oneach section that we are going to freeze frame. Ask each group todevelop freeze frames for each of the sections of the poem.Photograph the freeze frames and use as a story board for thepoem. Display the pictures on the IWB and discuss as a whole grouphow the freeze frame could be made better. Develop these as timegoes by until they are accurate portrayals of the poem. Give thechildren the different stanzas and as a class prepare a reading ofthe poem that is accompanied by freeze frame images. Talk to thechildren about the use of expression, emphasis and volume. Allowthe children to video their work and use the video to evaluate andenhance their own performance. Put together a power point of theperformances and allow the children to watch and listen toit. | ||
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LOs: 5,8,9 | |||
LearningOutcomes