Gloss

Literacy PlanningSheet                             Teacher/Class:6 Mrs. Glossop/Mrs Trezise 

Term:1 Poetry Unit1/ Week:1 Date: w/e  5^th Sept08

Keyvocabulary 

 Poetry, personification,

Cross-curricularlinks 

 Topic work use songs lyrics from The Beatles to study as poems

Resources 

 The works- A Poemto

beSpoken Silently.. by Pie Corbett on page 167. Where the authorlinks human

actions toinanimate objects: the trees ease off their coats of bark,. ItsSpring by

JohnFoster on page 183. Jack Frost is Playing Cards by the Roadside byBrianPatten

onpage198.

Beatlessongs 

Main TeachingLearning Objective(s) 

Whole Class MainTeaching Session 

DifferentiatedActivities AA, A, BA, (SEN) 

        Indicate Guided GroupT 

Plenary 

Successcriteria 

1 

Wed3^rd Sept

Use the techniques ofdialogic talk to explore ideas, topics or issues

In preparation forwriting, and building on from Year 5, select and read several poemsthat exemplify inanimate objects, scenes or events beingimaginatively personified. As a class and in groups, children readand discuss these, text marking to highlight the aspects ofpersonification and evaluate their effectiveness and impact on thereader. Ask: What is the personification used to express?

 Mixed abilitygroups:

 Allow childrento respond to the poems in a variety of ways, including perhapsdance, drama or adding creative music. They practiseand perform some ofthe poems.

  Children toperform poems.

  Can thechildren respond appropriately to poems.

2

Thurs4^th Sept

  Identifypersonification in poems and discuss effectiveness.

To develop ideas forpersonification.

 Asa whole class, model a writing process. Select an appropriatestimulus for writing a personification poem. This could be, forexample, a digital image or short video clip. Annotate the imagewith quickly generated ideas of human or animal characteristics.Initially just play with language and gather as many ideas aspossible. Ask questions such as: If this 'thing' were a person oranimal who or what would it be, how would it move, what would it doand think?  Selectthe best, most apt ideas and begin to refine these around aparticular person, type of person or animal. Alter and develop thepoem accordingly, continuously discussing and evaluating theaptness of the images in terms of the original stimulus and whatyou want to express.

Children to havesimple poems which contain personification. Read as a group andhighlight examples where personification is used.

Children to have moreadvanced poem using personification. Read as a group and highlightexamples where personification is used. T 

Children to have moreadvanced poem using personification. Read individually andhighlight examples where personification is used.

  Children giveexamples of personification and discuss what is beingimplied.

 Childrenunderstand how poets can use personification to communicate withtheir readers.

3

Fri 5^thSept

 To developideas for personification.

Develop ideas into apoem.

Fit theideas gathered yesterday into some sort of loose (short) pattern orform, selecting this to fit the content. A model or frame from anexisting poem could possibly be used for this, but avoidrestrictive forms or any rhyming patterns as these will distractfrom focusing on the imagery. Adapt and develop the writing as youshape it. Evaluate the emerging poem. Reading or performing it is agood way of testing how it works, especially in terms of theeffectiveness and aptness of the personification.

  Give childrenimages and get them to create personification ideas.

T 

 Give childrenimages and get them to create personification ideas.

Children then pickown stimulus and develop attributes to show personification.

Children to pick ownstimulus and develop attributes to show personification.

 Read out ownideas and discuss effectiveness.

 Children candevelop own ideas for personification.

Children NOTREACHING objectives and commentary:

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2 

3 

ChildrenEXCEEDING objectives and commentary:

1 

2 

3