|Name||Poetry Unit 1|
|File 1||651_Week 13 ~ 3rd December 2007.doc|
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Weekly LiteracyPlan Year: 3 Date: 3rdDecember 2007
To generatesynonyms for HF words.
Write up someHF words on the board. Ask a child to choose one. What does itmean? Are any other words similar to this one? Get chn to suggestways of finding out other words which mean the same use athesaurus. Hand out thesaurus to pairs of chn. Play a game. Pointto a word and chn have to try and find it fastest finderwins!
Shared Reading &Writing
Word & SentenceLevel
~ I will choose apoem and work in a group to perform it.
Must~ I must perform thepoem.
Should~ I should use anexpressive voice and actions.
Could~ I could usevarying tone.
Explain to the chnthat they are going to be reading and performing poetry together.Show video on knowlegebox.
The video allows chnto study how a poet performs his poems and provides a model of howa performance of a poem is different to just reading it aloudPause the video when the girl is speaking: Q: What is wrong with the way she has preformedthe poem? Watch rest of video.
Display the title ofthe poem Louder by Roger Stevens (p.410 The Works) and readit to the class. Q: What do you think the poem may be about? Revealthe poem and read it aloud. Q: Is this a rhyming or non-rhymingpoem? Why? What did you like about the poem? How should we read thepoem? Why do you think the textsize differs throughout the poem? What else do you noticeabout the language of the poem? Is there a pattern?Read the poem againmodeling how the voice alters with the different elements. Talkabout their own experience of class assemblies etc when they havebeen asked to speak louder. Annotate the poem,identifying repeated patterns and rhythm of the words. Explain thatin the Independent group work the chn will be reading and preparingpoems for performance. Discuss the importance of noting thepunctuation in poems, e.g., when commas occur/do not occurat the end of lines. Q: What doesthis tell the reader? Highlight when commas and full stopsoccur at the end of and within lines of the poem. Re-read the poemtogether, encouraging use of expressive voices. Ask the chn toclap full stops and click their fingers for commas. Make sure thechn read on if there is no full stop or comma at the end of theline.
Each group choosesthe poem they are going to perform then practices reading it aloudusing expressive voices and actions.
SN/LA ~ Supported byMrs Brown and Miss Jackson.
HA & Able ~Performance should be fluent. They should use varying tone andvolume of the voice to enhance the performance.
Chn can choose one ofthese three poems to read aloud:
~ Louder, by R.Stevens (p.410 The Works)
~ Swing Low (p.173The Works KS2)
~ Wings, by P.Corbett (p. 186 The Works KS2)
Long plenary. Chnperform the poems to the rest of the class.
Evaluate each othersperformance. Q: Which ideas did you like? What do you think willimprove the poem?
~ I will choose apoem and work in a group to perform it focusing onsounds.
Must~ I must perform thepoem.
Should~ I should useinstruments/voices to create sounds.
Could~ I could performthe poem using sounds and effective voice.
Read TheBoneyard Rap by W Magee (p.67 of 50 Shared Texts). Q: Cananyone spot a rhyming pattern? (focus on the chorus).Can anyone find anyrepeated lines to create a rhythm? (This is the rhythm of theboneyard rap).
Discuss how thepoem could be performed to make it more interesting, e.g. usinginstruments or voices to create the sounds being collected. Q:Which instruments should we choose to use? How do you know if these areappropriate? Demonstrate how thesound effects can be used to make the reading and performance ofthe poem more effective in verse 1. Perform Verse 1 of the poemusing their bodies as instruments e.g click finders where it saysclick. Q: Were the instruments we chose appropriate? Why/why not?Did the instruments sound like the sounds being described in thepoem? How could we improve the performance? Ask the chn to suggestwhere the sound effects should be placed in the rest of the poem,giving reasons for their suggestions.
Go back through thepoem and highlight the verbs which have been used todescribe sounds. Then introduce the term onomatopoeia(sounds like the noise they are describing). Q: Looking at our verbs can anyone find onewhich sounds like the noise they are describing? (click, clap,etc).
Go through http://www.lgfl.net/dbmaterial/web/learning%20objects/ls/Year%205%20Literacy%20Onomatopoeia/lo2ii/?backto&verbchoosing the correct onomatopoeic word.
Each group choosesthe poem they are going to perform then practices reading it aloudusing expressive voices and instruments/voices to create the soundsbeing described. Before practising, chn annotate their poem,choosing effective words to use sounds on.
SN/LA ~ Supported byMrs Brown and Miss Jackson.
HA & Able ~ Carefullychoose instruments so they portray the sounds described in thepoems.
Chn can choose one ofthese four poems to read aloud:
~ TheSound Collector by R McGough (p.417 The Works).
~ The Boneyard Rap byWes Magee (p.100&138 50 Shared Texts).
~ The Sea by J.Reevers (p.130 The Works KS2)
~ The Storm by S.Coleridge (p.125 The Works KS2).
Walk around class andask: How will you use your voice/sounds to capture the mood of thepoem and create an exciting perform ace.
Long plenary. Chnperform the poems to the rest of the class using instruments/voicesto enhance their performance.
Evaluate each othersperformance. Q: Which ideas did you like? How did the reader perform the poem e.g. variations in tone,pace, expression? How did they createsounds? Which words did they choose? What do you think will improvethe poem?
~ I will mindmapideas for my own poem about weather.
Must~ I must use verbsto describe my weather.
Should~ I should choosesound words.
Could~ I could usealliteration to good effect.
Read the poemWindy Nights by R Bennett (p.28 Text Level). Get chn toidentify the key features Q: Can anyone see any rhyming words?What are they? Chn to highlight rhyming words on the poem. Q: Cananyone find any verbs to describe sounds? Which of these are onomatopoeic?Why has this verb been chosen? Whatimpact does it have?
Get chn to look atline 3. Does anyone know what it iscalled when there are lots of words starting with the sameletter? (alliteration). Can you find alliteration inother lines?
Highlight these indifferent colours. Q: How could we perform this poem? What effect(s) could we add to make theaudience enjoy the poem more?
Next explain that thechn will be writing their own performance poems by borrowing someof the poetic features they have explored this week Q: What couldwe write our poems about? Discuss topic weather (link toGeography work). Q: What languagefeatures could we use in our poems? Write a list on theboard, e.g. alliteration, rhythm, repetition.
Model how toborrow ideas from the poems read and demonstrate your thoughtprocesses aloud, writing examples on the board.
Chn usepictures of a windy day and a still day to brainstorm ideas fortheir poem about wind. Chn concentrate on choosing verbs.
Supported byMrs Brown and Miss Jackson.
In pairs, chn choosea type of weather and mindmap phrases using ideas from theintroduction. They should include sound words.
In pairs, to choose atype of weather and mindmap phrases for reference, usingsuggestions in the interactive activity. They should includeonomatopoeia.
In pairs, chn tochoose a type of weather and mindmap phrases for reference, usingsuggestions in the interactive activity. They should includealliteration and onomatopoeia.
Take feedback fromthe chn about how they are progressing and
~ I will work with apartner and write a poem about my chosen weather.
Must~ I must write apoem and use verbs to describe my weather.
Should~ I should use soundwords.
Could~ I could usealliteration.
Explain to the classthat they will be using their ideas from yesterday to write theirpoem about a type of weather. Ask chn to identify key features wehave looked at in the poems over this week rhymes, onomatopoeia,alliteration, etc.
Show a clip(pictures) of the wind hurricane to inspire chn. Q: What does this clip show us aboutwind? What sounds might you hear when the wind blows?How can it help us with ourpoems?
As a class, mindmapsome verbs to describe the wind and the effect it has e.g.whirls, gushes. Q: Can we also addsome onomatopoeic words?(words which sound like thenoise they are making). Use these words to start to write a poeme.g.
The weather ischanging
The wind isstirring
The trees swayetc.
Now ask foralliteration phrases which can be added to anew/different/adapted version of the poem. Q: Which words would work well together to addimpact to our poem? How willyou use words, your voice and sounds to capture the mood of theweather and to create an exciting performance?
Using the ideas fromyesterday, chn write verbs to describe their weather on new grid.They then use their ideas to write a poem as 3/4 groups about thewind which can be performed. Chn should use shortened version of1st model on board, choosing verbs e.g.
Groups to besupported by Mrs Brown and Miss Jackson.
(N.B. If chn finishtheir poems, they should add actions/sound effects and practiseperforming their poem).
Using the ideas fromyesterday, chn write verbs to describe their weather on new grid.They then write a weather poem with their partner (use1st model on board). They should include sounds words(verbs).
Using ideas fromyesterday, chn write a a weather poem with their partner which canbe performed. They should include onomatopoeia.
Using ideas fromyesterday, chn write a weather poem with their partner which can beperformed. They should include onomatopoeic words andalliteration.
Invite chn to performtheir poems. They should use expressive voices and may use sounds(instruments/voices).
http://www.rhymezone.com/ RhymingDictionary Site
Prepare a poemfor performance.
Rehearse andimprove their performance by: varying the expression, tone, volumeof the voice; using movement and sound to enhance audienceenjoyment.
Write own verseand perform it.
Role playingQs. Ask the chn to drawup a list of Qs which they would like to ask the speaker of thepoem. These could be closed or open. Make sure they ask a varietyof each.
Wide-anglequestions. Pupils have a list ofQs to discuss on the poem (3-4). They must be Qs to which there isno obvious right or wrong answer. They tend to work best when theyare a bit eccentric, e.g. 'Is this a good title for the poem?';'can you think of anything the writer has left out here?'; 'whatkind of idea do we get about the writer (age, appearance, hobbies)from the writing?'; 'what makes this a performancepoem?'