Week beginning – 9th September 2013
Literacy Unit – The Power of Imagery
Context – War Poetry (link to theme War Horse)
Outcome – War poem to include personification, similes, metaphors and alliteration. Taking into consideration the reader and the effect words and phrases have to create thought and emotion.
Grammar/Spelling/
Handwriting / Learning Intention & Success Criteria / Key Questions / Main Teaching / Differentiation / Plenary
Handwriting – focus on ‘am’ join. Use back of Literacy books – use words such as ‘damage’ to practise the join. Encourage joined handwriting and explain that I am learning too. / L.I to read and interpret a range of poems.
Create with the children:
* Read the poem as a group
* Highlight any examples of personification
* Discuss and explain the line you think is most effective. / What is imagery?
What devices does a poet use to create imagery?
Being a pencil is not a great life – do you agree or disagree? / Change learning partners at the start of the lesson.
Ask the children – talking time. Discuss. A term to describe the pictures writers and poets put into the readers’ minds through the use of carefully chosen words and phrases.
Talking time – record on flipchart (personification, similes, metaphors, alliteration, onomatopoeia) – extend to think of an example. Add to working wall.
Show and read the poem ‘My life as a Pencil’ by Pie Corbett.
Re-read poem highlighting any examples of personification – recap meaning of personification using working wall. How does this create a picture in your mind? Children to highlight the verbs. Difference between active and passive verbs. / Ash (SN) – children to use short poems ‘Dinnertime Chorus’, ‘My Town’ and ‘Nature’s Chorus’ – Independent
Elm/Fir (LA/MA) – City Jungle – focus on personification
Oak (MA+) – City Jungle – extend to look at passive and active verbs - HF
Palm (HA – level 5) – ‘How do I compare thee to a Summer’s day?’ Working with HE to interpret this poem. Extend beyond personification. / Children to read aloud their poem they have been interpreting.
Think of as many verbs of things humans do e.g laugh, skip, jump
Challenge for the children to come up with as many as possible to add to the working wall to use during this unit.
Assessment For Learning
Questions to give a range of answers
A statement – encourages open discussion and debate.
Passive and active verbs
Children to decide the difference between active and passive verbs – see below. / L.I to write phrases using personification
Create with the children:
* Choose a noun
* Think of an appropriate verb
* Extend the phrase to create imagery. / List as many nouns as you can think of.
List as many verbs as you can think of. / Recap personification from last session.
Explain that today they are going to use their knowledge of personification to write some of their own phrases.
In learning partners.
In learning partners.
Model to the children picking a noun and a verb – using IWB children to help you come up with a personification phrase. Model writing on the board. Repeat various times for children to have practise. / Ash (SN) – working with HE create personification phrases together. Use props and pictures to support.
Elm/Fir (LA/MA) – mixed ability
Oak (MA+) – mixed ability
Palm (HA) – working with HF to create a high level of personification (not so obvious personification) / Children to share their personification phrases with the class and some to be added to the working wall to Magpie later in the unit.
Can any of these be improved?
Assessment For Learning
Questions to give a range of answers
20 minutes
L.I to know what makes a good piece of handwriting.
Compare two pieces of handwriting from SATS mark scheme.
Children to highlight in green and amber the good/bad parts of handwriting. Focus on mixed capital letters, not a consistent size, not sitting on the line, consistent spaces, always joined, descenders not long enough etc.
Shirley Clarke book – page 119. / L.I to write poetry using personification.
Create with the children:
* List nouns seen in film clip eg guns, soldiers, water, barbed wire, explosions, bodies.
* List verbs which could be used with nouns to create personification.
* Create phrases to describe war.
* Change the order of the phrases to create flow. / The Germans and English are in battle during World War One. What can you see?
Can you improve your personification? Discuss with your learning partner. / Link to theme – War Horse.
Children to work in learning partners and then share with another partnership. Jot down ideas generated onto the working wall by HF.
Show children ‘Two Sunflowers’ and ‘The Fog’ – discuss poems and how they are short but effective. Discuss the title, personification and similes to add imagery for the reader.
Show the children a clip of trench warfare from War Horse
http://www.youtube.com/watch?v=N84Iq1PnEPQ
Model with the children coming up with the ideas on their IWB – personification phrases for the poem ‘War’ Explain to the children that sometimes they may need to swap the lines around so it makes sense and flows. / Ash (SN) – children to have pictures of scenes from trenches. Personification phrases, put together to create a poem - Independent
Elm/Fir (LA/MA) – to create a personification poem (at least 4 lines) HF/CT
Oak (MA+) – as above, 6 lines and to include similes from previous learning.
Palm (HA) – independent / Children to share their short poems with the class. Assess against success criteria – have they followed the steps to success?
How could we make these poems EVEN better?
Take suggestions like metaphors, alliteration, onomatopoeia, jot down any suggestions for tomorrows lesson.
Assessment For Learning
Starting from the answer/end – inclusive of all children.
20 minutes / L.I to recognise metaphors and similes in poetry.
Create with the children:
*
Assessment For Learning
L.I to write phrases using metaphors and similes.
Create with the children:
*
Assessment For Learning
1) ) Thomas feeds his dog. active / passive ______
2) ) The dog is fed by Thomas. active / passive ______
3) ) The family went to the beach. active / passive ______
4) ) The letter was written by Marshall. active / passive ______
5) ) The game had been won by the blue team. active / passive ______
6) ) The problem was solved. active / passive ______
7) ) The stunt man risked his life. active / passive ______
8) The fire was extinguished. active / passive ______
9) ) The car was being cleaned by its owner. active / passive ______
10) ) It gets cold here during the winter. active / passive