Text(S): Poetry- the Owl and the Pussycat (Week 1 out of 2)

Year 5 Term: Autumn Week commencing:

Objectives:

Text(s): poetry- the Owl and the Pussycat (week 1 out of 2)

Teacher Led

Independent / Group Work (including differentiation)

Plenary

/ ICT / Guided

Class 5 i

Reading

Class 5 ii

Story

M

/ Shared reading focus/text analysis: through the poem “The Owl and the Pussycat”, pupils identify the content of the poem and what is distinctive about it and why e.g. it is a nonsense poem.
Discuss some of the background to the poem e.g. it is a nonsense poem written in 1871 by Edward Lear (1812 - 1888). NB a runcible spoon is a small fork with three prongs, one having a sharp edge, and curved like a spoon. / Pupils annotate own copies during shared reading to identify what is distinctive about this poem and to convey their own reactions on the content. How is it possible to tell it was written a long time ago? / Evaluate what things we think are “nonsense” and why. Discuss whether these things really are amusing or not. / See medium term planning as non-discrete Core Subject work is shown in detail here

T

/ Shared reading focus/text analysis continued: through the poem “The Owl and the Pussycat”, pupils analyse how the poet uses full rhymes and half rhymes, internal rhymes and other sound patterns and to what effect. Pupils use annotated own copy of handout. Teacher also models her own on OHT version. / In pairs, pupils discuss what they like/dislike about the poem and record their own input into Literacy books, ready for feedback later / Find words which show that the poem was written over 100 years ago…locate definitions in dictionary

W

/ Shared writing: focus is on use of correct sentence punctuation when responding to text level questions. Teacher will also model using the evidence in the poem to find answers especially with reference to questions 1,2 & 3 / Pupils will respond to text level questions on the poem Owl and the Pussycat (Letts p11).
MA pupils to identify what there is at the end of each verse. What does this tell us about the poem? / Discuss question 5: can we find 5 things which suggest that this poem is a nonsense poem. How can we set this out correctly when answering the question? Pupils write answer in books as modelled. / “Room 13” by Robert Swindells

Th

/ Discuss the poem and agree that it has a happy ending. Discuss ideas for writing another verse in similar style and with similar structure (MA), on the theme of the hut or the house that the owl and the pussycat choose to live in / Pupils to work on own verse. MA pupils to try to write verse in similar style and with similar structure. Other pupils may attempt to write a nonsense verse based on the ideas discussed. / Pupils to share own nonsense verses

F

/ S1 - Sentence Level focus: to investigate word order by examining how far the order of words in sentences can be changed e.g. which words are essential, which can be deleted, should we add any words? / Whole class skills work: experiment with constructing sentences in different ways e.g. The owl and the pussycat went to sea in a beautiful pea green boat…off they sailed in a boat. / When we reorder the sentence, check there are no changes in meaning. Have we conveyed what we want to convey in the best way?

Outcome/Product: to look at and compare two contrasting poems and know that we can appreciate them in different ways

Additional objectives: to continue with Drama/ En1 opportunities through Literacy and cross curricular work; to apply knowledge of spelling patterns through daily “Superspellers” work and to check words using wordbanks and dictionaries where appropriate; to be aware of need for neat, clear and joined handwriting
Forward Planning / Evaluation:

Key:

T = Teacher support OA= Other Adult support S= SENCO support

Ability Groups:

Year 5 Term: Autumn Week commencing:

Objectives:

Text(s): poetry- Highwayman’s Hollow (week 2 out of 2)

Teacher Led

Independent / Group Work (including differentiation)

Plenary

/ ICT / Guided

Class 5 i

Reading

Class 5 ii

Story

M

/ Shared reading focus/text analysis: through the poem “Highwayman’s Hollow”, pupils identify the content of the poem and discuss style. NB place it in its historical context. Highwayman's Hollow is about a highwayman who was killed by a man he tried to hold up. In the poem he became a ghost and tried to take revenge on the man who killed him. / Pupils annotate own copies during shared reading to identify what is distinctive about this poem and to convey their own reactions on the content / Pupils share their ideas on content and effectiveness / ICT opportunities will be provided for pupils to use class computer inside the Literacy
hour where appropriate e.g. when writing takes place, some pupils will carry out their
drafting on screen.

/ Shared reading focus/text analysis: look at new vocabulary and identify syllables in the poem. Discuss the impact of the echoes. MA pupils may also be able to understand the impact of the long drawn out syllables which makes the setting even spookier. / After teacher led session, pupils in groups of 5 to work out a dramatic scene based on the poem, culminating in a dramatic freeze-frame climax. / Pupils to ask questions to the group at the point of freeze-framing e.g. what is the main character really feeling at this point? Etc.

/ Modelling writing in teacher-led session: short poetry analysis of “Highwayman’s Hollow”. Look at effective vocabulary and how the poet has used images to convey feelings e.g. the rotting leaves. Refer to images when analysing poem to lay groundwork for tomorrow’s metaphors work. MA pupils may also be able to understand the personification (dark firs frown) / Pupils carry out own independent writing, focusing on poetry review as left. LA pupils may use writing frame: what makes this poem effective? What exciting vocabulary is used and how does this make you feel? Is the ghost right to want to seek revenge or does this make him as bad as the killer? Would you recommend this poem and why? / Pupils read own reviews…peers to give feedback. / “Room 13” by Robert Swindells

/ Continuing with the poem “Highwayman’s Hollow”, look at effective images and how the poet has used imagery to convey content. Use various images to inspire us to use similes/metaphors e.g. the leaves are as rotten as a carcass or the leaves are a rotten carcass. / Pupils to note down own metaphors in books. MA pupils will be encouraged to turn metaphors into similes / Pupils read own similes and metaphors

/ Sentence Level work (S5): focus is on use of speech marks for direct speech. Using the poem “Highwayman’s Hollow”, draw attention to the fact that the whole poem is in speech marks. Who is speaking? (It is the ghost of the dead highwayman). Model how to set out direct speech using some of the things that the ghost says / Pupils to correctly set out sentences as left using correct direct speech demarcation.
MA pupils will switch between reported and direct speech and be encouraged to apply different demarcation needs. / Common pitfalls e.g. comma before speech mark ends, capital at start of speech, using a new line for a new speaker etc etc.

Outcome/Product: to look at and compare two contrasting poems and know that we can appreciate them in different ways

Key:

T = Teacher support OA= Other Adult support S= SENCO support

Ability Groups:

The Owl and the Pussy-cat

The Owl and the Pussy-cat went to sea
In a beautiful pea green boat,
They took some honey, and plenty of money,
Wrapped up in a five pound note.
The Owl looked up to the stars above,
And sang to a small guitar,
'O lovely Pussy! O Pussy my love,
What a beautiful Pussy you are,
You are,
You are!
What a beautiful Pussy you are!'
II
Pussy said to the Owl, 'You elegant fowl!
How charmingly sweet you sing!
O let us be married! too long we have tarried:
But what shall we do for a ring?'
They sailed away, for a year and a day,
To the land where the Bong-tree grows
And there in a wood a Piggy-wig stood
With a ring at the end of his nose,
His nose,
His nose,
With a ring at the end of his nose.

III
'Dear pig, are you willing to sell for one shilling
Your ring?' Said the Piggy, 'I will.'
So they took it away, and were married next day
By the Turkey who lives on the hill.
They dined on mince, and slices of quince,
Which they ate with a runcible spoon;
And hand in hand, on the edge of the sand,
They danced by the light of the moon,
The moon,
The moon,
They danced by the light of the moon.

Highwayman’s Hollow - Gilbert Yonge

“Where the cliff hangs hollow, where the gloom falls chill,

You hear a something, follow, follow, follow down the hill;

Where the horses sweat and the lather and the dusk begins to gather

It is there that I will meet you and will greet you,

You, Sir Traveller.”

“Where the leaves lie rotting and the night falls blind,

You hear a someone trotting, trotting, trotting down the wind,

And you listen all a-shiver to my ghostly ‘Stand deliver,’

Yes, although my bones have whitened, you are frightened

Yet, Sir Traveller.”

“ ‘Twas a traveller who slew me where the dark firs frown,

‘Twas his small sword through me and the blood dripped down.

Where the horses sweat and lather and the dusk begins to gather,

It is there I ride behind you to remind you,

You, Sir Traveller.”

Highwayman’s Hollow

Aim: to learn how to respond to a poem through writing; to be able to identify what

is distinctive about it.

When I read the poem it made me feel

The part which was particularly effective was

My favourite part was

This is because

I thought the following vocabulary was especially effective:

This is because

Overall, I think

Extension: look at the long drawn out syllables and write down some examples. Say what you think the effect of this is.

Highwayman’s Hollow

Aim: to learn how to use evidence in a poem to respond to higher level questions (open ended and use of inference and deduction)

1. Can you describe the setting for this poem?

2. Who is the narrator of the poem?

3. What time of day will the highwayman meet the travellers? How do you know this?

4. In class we agreed that the tone of this poem is spooky and menacing. How does the poet create this impression?

5. What do we find out about the highwayman in the middle verse? How does this make you feel?

6. What do we finally learn about how the highwayman died?

Challenge: the poet Gilbert Yonge uses effective imagery on this line:

“ Twas a traveller who slew me where the dark firs frown.”

Can you remember what we call this?

What is the effect of this line?

The Owl & the Pussycat

The poem has a happy ending.

Can you write another verse to follow on from the previous verse (in a similar style and with a similar structure IF you can).

Here are some ideas for your next verse’s theme:

§ A verse about where they choose to live

§ A verse about a romantic moment between the two of them

§ A verse to describe a quarrel

§ Or you can choose your own theme