SESSION PLAN English Silly Stuff Poetry

SESSION PLAN English Silly Stuff poetry

YEAR GROUP: 2 / NO. OF CHILDREN:
29 / ORGANISATION OF CHILDREN:
Whole class on the carpet for the introduction.
Whole Class at tables for whole class input and main lesson and plenary
SUBJECT/AREA OF LEARNING (CGFS/PNS/NC)
English NC Links:
En1 – 1a, 1b, 1c, 1d, 1e, 1f; 2a, 2b, 2c, 2d, 2e, 2f; 3a, 3c, 3d; 9a,10b
En2 – 1j, 1k, 1l, 1m, 1n; 2b, 3f, 4
9. Draw on knowledge and experience of texts in deciding and planning what and how to write.
9. Make adventurous word and language choices appropriate to the style and purpose of the text. / DATE: / SESSION BEGINS:1040
SESSION ENDS: 1140
LEARNING OBJECTIVE(S):
To be able to read and respond to silly poems that play with language.
To understand that we can change poems such as nursery rhymes, to make them funny.
To be able to write own silly poems/rhymes as a way of exploring language use. / SUCCESS CRITERIA (DIFFERENTIATED AS APPROPRIATE):
I know what rhyme is.
I canidentify words with the same sounds.
I shouldusewords and phrases to make my poem funny.
I could think about the rhythm of my poem.

ASSESSMENT PLANS:

WHO are you assessing? / WHAT are you assessing?
Chn understand what rhyme means and can identify matching similar sounds.
Chn can write own nursery rhymes and change words to make it funny. Think about rhythm. Scaffold children’s learning – can they achieve HAPS S.C. of rhythm? / HOW are you assessing?
Key questioning during activity
Observations
Using small group tracker and post-it notes / WHEN are you assessing?
During activity
ICT Activity
Activity on desk / WHO is making the assessments?
Teacher
PRIOR LEARNING (what do the children already know?)
Chd have recently finished poetry unit “Really Looking” relating to descriptive poetry. Chn have also looked at poetry that rhymes. Chn spent previous lessons looking at tongue twisters and similar initial letter sounds (alliteration). / WHAT DO I NEED TO PREPARE/COLLECT BEFORE THE LESSON?
Nursery Rhymes – sheets and books
Smartboard File
ICT resource
Visualiser
BBC ICT Resource
ORGANISATION OF OTHER ADULTS(Specify who, what they will be doing and how you will inform them of their role)
Who?
Doing what?Helping to keep discussion on task – assisting with difficult words and writing and rhyming sounds.
ensure all chn join in activity on carpet with ICT resource.
USE OF ICT (if appropriate)
Smartboard/Interactive whiteboard
ICT resource activity Teachit primary website – Jack and Jill, Three Blind Mice, Old King Cole, Hickory Dickory Dock etc. / CROSS CURRICULAR LINKS
Music – rhythm and rhyme. Chn can relate poetry/nursery rhymes to songs and singing. Thereby making the distinction between ‘rhyme’ of words and ‘rhythm’ and beat of poems and music clearer.
SPECIAL CONSIDERATIONS INCLUDING HEALTH AND SAFETY; BEHAVIOURAL ISSUES; TIMETABLE; MEDICAL; SEN ISSUES ETC.
LEARNING OBJECTIVE (in child friendly terms)
To be able to write our own funny rhyming poetry. / KEY VOCABULARY
Rhyme, rhythm, poem, verse
Time / Children’s activities to meet learning objectives (differentiated where appropriate)
Discuss…Investigate…Share…Watch…Note…Write
Listen…Respond….Explain…Read…Explore…etc. / How will I and other adults support, manage and assess learning? (including key questions)
Explain….Demonstrate….Model….Ask…Observe…
Discuss….Enable….Target…etc. / Resources
Introduction /context of the lesson / 5mins / Read L.O. and Success criteria to the chn for the lesson.
Recall previous lesson of tongue twisters, rhyming words and sounds.
Play BBC ICT resource game with the chn. Choose a chd from each group table for clear overview of chd’s rhyming ability. / Explain that what I am looking for this lesson is for the chn to write their own nursery rhymes by using rhyming words in their poems / rhymes.
Get chd to create own rhyming patterns – discuss for 30 secs in talk partners.
Ask chn what rhymes with chair....pear, pair, bear, bare, wear, where, care, there, their, rare, mare etc. / Walt and Wilf on Smartboard
BBC Resource
Whiteboard
Main Teaching input / 10mins / Explain that today we are going to look at nursery rhymes that have gone wrong! Re-call L.O. and S.C. for today.
Read a set of bizarre nursery rhymes: Hickory Dickory Dock, Mary had a Little Lamb, Humpty Dumpty, Incy Wincy Spider, Pussy Cat, Pussy Cat, [see poems resource].
Brainstorm ideas for how we might change one of these to make it unusual and also funny!
Show the chn the nursery rhyme: There was an old woman who lived in a shoe (week’s resources).
Either ask the chn to think of a place the old woman could live and follow on with their ideas, or give them the new first line which ends with ‘hole’.
Repeat this with the third and forth lines, giving them clues to help them to construct their own version. / After each nursery rhyme, ask chn how it has changed. Recite the original rhyme in each case. Work with chn to say some other nursery rhymes that they know.
Can the children think of a word that rhymes with hole? Discuss some possible lines and either take their examples or use the pre-written one. / Nursery Rhymes
Whiteboard
Visualiser
Activities
(differentiated as appropriate) / 15mins / LAPS:
Chn to work with Teacheron carpet with ICT resource. Editing and changing words in a variety of nursery rhymes. Looking at rhyming sound patterns
LAPS:
Chn work on a writing frame with TA to change just one/two words in the nursery rhyme – Teddy bear, teddy bear.
Encourage the chn to look for the rhyming words and match them with one of their own.
MAPS:
Chn choose a simple nursery rhyme from a selection and change a small part to make it funny!
This might be the last line or they might change words and phrases like the main teaching activity. Eg brush, brush, brush your dog, Sam and Bill went up a hill, to fetch…
HAPS:
Chn choose a simple nursery rhyme from a selection (see week’s resources) and change a small part to make it funny!
This might be the last line or they might change word and phrases like the main teaching activity. Eg brush, brush, brush your dog, Sam and Bill went up a hill, to fetch…
*Chn also to consider rhythm as well as rhyme. / Focus groups: Who will be working with which group? / Nursery rhymes
Nursery rhymes
ICT Resource
Plenary / 10mins / Bring chn to the carpet, ask them to bring their work with them ready to discuss.
Refer to Learning Objective and Success Criteria for the lesson. / Chn share their new rhymes with the rest of the class. – To be shown on visualiser.
Chd and whole class to sing their version of the nursery rhyme.
Which ones do chn think are particularly funny! Which ones rhymed well?
Which ones had good rhythm?
– 3*s and a wish?
Show work done on ICT resource with rest of the class. / Chn’s work
Smartboard
ICT Resource
Visualiser
EVALUATION OF LEARNING:
What was the impact of your teaching on the children’s learning? / EVALUATION OF TEACHING:
What went well and why?
What could have been improved and how?

Teacher-Assistant Link Sheet

Learning objectives
To be able to read and respond to silly poems that play with language.
To understand that we can change poems such as nursery rhymes, to make them funny.
To be able to write own silly poems/rhymes as a way of exploring language use.
Success criteria
I know that nursery rhymes are poems.
I know what rhyme is.
I canidentify words with the same sounds.
I shoulduse words and phrases to make my poem funny.
I could think about the rhythm of my poem.
Vocabulary
Rhyme, rhythm, poem, verse
Activities
LAPS:
Chn to work on carpet with ICT resource. Editing and changing words in a variety of nursery rhymes. Looking at rhyming sound patterns
Resources for your group
MAPS – ICT resources. Chn to re-arrange the poems and replace words and phrases with their own to make a funny poem. Try to encourage sense of rhythm in the sentences...clap sentences if necessary to help chn see that there are too many/few words in each sentence.
Chn may want to change nouns: names, objects, places etc – but may also want to change verbs and adjectives etc. Encourage this.
Further information about the lesson
For the plenary:
Chn share their new rhymes with the rest of the class. – to be shown on visualiser.
Chd and whole class to sing their version of the nursery rhyme.
Which ones do chn think are particularly funny! Which ones rhymed well?
Which ones had good rhythm?
– 3*s and a wish?
Things to notice:

Ensure chn can identify rhyming words.
Ensure chd can create some funny poems by substituting words and phrases of their own.
Can chn identify a sense of rhythm in their poetry?

Brief feedback to teacher

Teacher-Assistant Link Sheet

Learning objectives
To be able to read and respond to silly poems that play with language.
To understand that we can change poems such as nursery rhymes, to make them funny.
To be able to write own silly poems/rhymes as a way of exploring language use.
Success criteria
I know that nursery rhymes are poems.
I know what rhyme is.
I canidentify words with the same sounds.
I shoulduse words and phrases to make my poem funny.
I could think about the rhythm of my poem.
Vocabulary
Rhyme, rhythm, poem, verse
Activities
LAPS: Chn work on a writing frame to change just one/two words in the nursery rhyme – Teddy bear, teddy bear.
Encourage the chn to look for the rhyming words and match them with one of their own to create their own funny poems.
Resources for your group
LAPS – Worksheet with nursery rhyme with blank spaces for children to write own rhyming words and phrases in. Scribe for chn where necessary with their ideas. Chn may want to change nouns: names, objects, places etc – but may also want to change verbs and adjectives etc. Try to encourage sense of rhythm in the sentences...clap sentences if necessary to help chn see that there are too many/few words in each sentence. Encourage this.
Further information about the lesson
For the plenary:
Chn share their new rhymes with the rest of the class. – to be shown on visualiser.
Chd and whole class to sing their version of the nursery rhyme.
Which ones do chn think are particularly funny! Which ones rhymed well?
Which ones had good rhythm?
– 3*s and a wish?
Things to notice:

Ensure chn can identify rhyming words.
Ensure chd can create some funny poems by substituting words and phrases of their own.
Can chn identify a sense of rhythm in their poetry?

Brief feedback to teacher