Hamsey Green Junior School
Weekly Literacy PlanYear:3Date:3rd December 2007
Topic:Poems to Perform
(Poetry: Unit 1) / Spelling:
To generate synonyms for HF words.
Write up some HF words on the board. Ask a child to choose one. What does it mean? Are any other words similar to this one? Get chn to suggest ways of finding out other words which mean the same – use a thesaurus. Hand out thesaurus to pairs of chn. Play a game. Point to a word and chn have to try and find it – fastest finder wins! / Evaluation
Last Week: / This Week:
Able Questions
Day / Learning Intention / Success Criteria / Shared Reading & Writing / Word & Sentence Level / Main Activity / PlenarySN/LA / LA/MA / MA / HA / Able
Mon / Reading Assessments
Tues / ~ I will choose a poem and work in a group to perform it. / Must ~ I must perform the poem.
Should ~ I should use an expressive voice and actions.
Could ~ I could use varying tone. / 20 minutes
Explain to the chn that they are going to be reading and performing poetry together. Show video on knowlegebox.
The video allows chn to study how a poet performs his poems and provides a model of how a ‘performance’ of a poem is different to just ‘reading it aloud’Pause the video when the girl is speaking: Q: What is wrong with the way she has preformed the poem? Watch rest of video.
Display the title of the poem Louder by Roger Stevens (p.410 The Works)and read it to the class. Q: What do you think the poem may be about? Reveal the poem and read it aloud. Q: Is this a rhyming or non-rhyming poem? Why? What did you like about the poem? How should we read the poem? Why do you think the text size differs throughout the poem?What else do you notice about the language of the poem? Is there a pattern? Read the poem again modeling how the voice alters with the different elements. Talk about their own experience of class assemblies etc when they have been asked to speak louder. Annotate the poem, identifying repeated patterns and rhythm of the words. Explain that in the Independent group work the chn will be reading and preparing poems for performance. Discuss the importance of noting the punctuation in poems, e.g., when commas occur/do not occur at the end of lines. Q: What does this tell the reader? Highlight when commas and full stops occur at the end of and within lines of the poem. Re-read the poem together, encouraging use of expressive voices. Ask the chn to clap full stops and click their fingers for commas. Make sure the chn read on if there is no full stop or comma at the end of the line. / 20 minutes
Each group chooses the poem they are going to perform then practices reading it aloud using expressive voices and actions.
SN/LA ~ Supported by Mrs Brown and Miss Jackson.
HA & Able ~ Performance should be fluent. They should use varying tone and volume of the voice to enhance the performance.
Chn can choose one of these three poems to read aloud:
~ Louder, by R. Stevens (p.410 The Works)
~ Swing Low (p.173 The Works KS2)
~ Wings, by P. Corbett (p. 186 The Works KS2) / 20 minutes
Long plenary. Chn perform the poems to the rest of the class.
Evaluate each other’s performance. Q: Which ideas did you like? What do you think will improve the poem?
Wed
A / ~ I will choose a poem and work in a group to perform it focusing on sounds. / Must ~ I must perform the poem.
Should ~ I should use instruments/voices to create sounds.
Could ~ I could perform the poem using sounds and effective voice. / 10 minutes
Read The Boneyard Rap by WMagee (p.67 of 50 Shared Texts). Q: Can anyone spot a rhyming pattern? (focus on the chorus). Can anyone find any repeated lines to create a rhythm? (This is the rhythm of the boneyard rap).
Discuss how the poem could be performed to make it more interesting, e.g. using instruments or voices to create the sounds being collected. Q: Which instruments should we choose to use? How do you know if these are appropriate? Demonstrate how the sound effects can be used to make the reading and performance of the poem more effective in verse 1. Perform Verse 1 of the poem using their bodies as instruments e.g click finders where it says ‘click’. Q: Were the instruments we chose appropriate? Why/why not? Did the instruments sound like the sounds being described in the poem? How could we improve the performance? Ask the chn to suggest where the sound effects should be placed in the rest of the poem, giving reasons for their suggestions. / 10 minutes
Go back through the poem and highlight the verbs which have been used to describe sounds. Then introduce the term onomatopoeia (sounds like the noise they are describing). Q: Looking at our verbs can anyone find one which sounds like the noise they are describing? (click, clap, etc).
Go through choosing the correct onomatopoeic word. / 20 minutes
Each group chooses the poem they are going to perform then practices reading it aloud using expressive voices and instruments/voices to create the sounds being described. Before practising, chn annotate their poem, choosing effective words to use sounds on.
SN/LA ~ Supported by Mrs Brown and Miss Jackson.
HA & Able ~ Carefully choose instruments so they portray the sounds described in the poems.
Chn can choose one of these four poems to read aloud:
~ The Sound Collector by R McGough (p.417 The Works).
~ The Boneyard Rap by Wes 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 and ask: How will you use your voice/sounds to capture the mood of the poem and create an exciting perform ace. / 20 minutes
Long plenary. Chn perform the poems to the rest of the class using instruments/voices to enhance their performance.
Evaluate each other’s performance. Q: Which ideas did you like? How did the reader perform the poem e.g. variations in tone, pace, expression?How did they create sounds? Which words did they choose? What do you think will improve the poem?
Wed B / ~ I will mindmap ideas for my own poem about weather. / Must ~ I must use verbs to describe my weather.
Should ~ I should choose sound words.
Could ~ I could use alliteration to good effect. / 20 minutes
Read the poem Windy Nights by R Bennett (p.28 Text Level). Get chn to identify the key features – Q: Can anyone see any rhyming words? What are they? Chn to highlight rhyming words on the poem. Q: Can anyone find any verbs to describe sounds? Which of these are onomatopoeic?Why has this verb been chosen? What impact does it have?
Get chn to look at line 3. Does anyone know what it is called when there are lots of words starting with the same letter? (alliteration). Can you find alliteration in other lines?
Highlight these in different colours.Q: How could we perform this poem? What effect(s) could we add to make the audience enjoy the poem more?
Next explain that the chn will be writing their own performance poems by borrowing some of the poetic features they have explored this week Q: What could we write our poems about? Discuss topic –weather (link to Geography work). Q: What language features could we use in our poems? Write a list on the board, e.g. alliteration, rhythm, repetition.
Model how to borrow ideas from the poems read and demonstrate your thought processes aloud, writing examples on the board. / 30 minutes
Chn use pictures of a windy day and a still day to brainstorm ideas for their poem about wind. Chn concentrate on choosing verbs.
Supported by Mrs Brown and Miss Jackson. / 30 minutes
In pairs, chn choose a type of weather and mindmap phrases using ideas from the introduction. They should include sound words. / 30 minutes
In pairs, to choose a type of weather and mindmap phrases for reference, using suggestions in the interactive activity. They should include onomatopoeia. / 30 minutes
In pairs, chn to choose a type of weather and mindmap phrases for reference, using suggestions in the interactive activity. They should include alliteration and onomatopoeia. / 10 minutes
Take feedback from the chn about how they are progressing and
discuss any difficulties they have met. Ask some of the chn to share some of their chosen words. Q: Can you work out which weather they are writing about from this word?
Thurs / ~ I will work with a partner and write a poem about my chosen weather. / Must ~ I must write a poem and use verbs to describe my weather.
Should ~ I should use sound words.
Could ~ I could use alliteration. / 15-20 minutes
Explain to the class that they will be using their ideas from yesterday to write their poem about a type of weather. Ask chn to identify key features we have 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 about wind? What sounds might you hear when the wind blows? How can it help us with our poems?
As a class, mindmap some verbs to describe the wind and the effect it has e.g. whirls, gushes.Q: Can we also add some onomatopoeic words?(words which sound like the noise they are making). Use these words to start to write a poem e.g.
The weather is changing
The wind is stirring…
…The wind howls,
The trees sway etc.
Now ask for alliteration phrases which can be added to a new/different/adapted version of the poem. Q: Which words would work well together to add impact to our poem?How will you use words, your voice and sounds to capture the mood of the weather and to create an exciting performance? / 25-30 minutes
Using the ideas from yesterday, chn write verbs to describe their weather on new grid. They then use their ideas to write a poem as 3/4 groups about the wind which can be performed. Chn should use shortened version of 1st model on board, choosing verbs e.g.
The wind howls,
The trees sway,
Groups to be supported by Mrs Brown and Miss Jackson.
(N.B. If chn finish their poems, they should add actions/sound effects and practise performing their poem). / 25-30 minutes
Using the ideas from yesterday, chn write verbs to describe their weather on new grid. They then write a weather poem with their partner (use 1st model on board). They should include sounds words (verbs). / 25-30 minutes
Using ideas from yesterday, chn write a a weather poem with their partner which can be performed. They should include onomatopoeia. / 25-30 minutes
Using ideas from yesterday, chn write a weather poem with their partner which can be performed. They should include onomatopoeic words and alliteration. / 15 minutes
Invite chn to perform their poems. They should use expressive voices and may use sounds (instruments/voices).
Other Ideas
Rhyming Dictionary Site
Prepare a poem forperformance.
Rehearse and improvetheir performance by:varying theexpression, tone,volume of the voice;using movement andsound to enhanceaudience enjoyment.
Write own verse andperform it.
Role playing Qs. Ask the chn to draw up a list of Qs which they would like to ask the speaker of the poem. These could be closed or open. Make sure they ask a variety of each.
Wide-angle questions. Pupils have a list of Qs to discuss on the poem (3-4). They must be Qs to which there is no obvious right or wrong answer. They tend to work best when they are a bit eccentric, e.g. 'Is this a good title for the poem?'; 'can you think of anything the writer has left out here?'; 'what kind of idea do we get about the writer (age, appearance, hobbies) from the writing?'; 'what makes this a performance poem?'