Short Term Literacy plan – Year 4/5 – Topaz Class
Unit: Grammar and Poetry
Week Beg: 21st January 2013
Duration: week 3 of 3 weeks
Objectives CoveredGrammar
AFL
L2 – general features of a few text types identified, e.g. information books, stories, print media (AF7)
L3 – some appropriate ideas and content included - some attempt to elaborate on basic information or events, e.g. nouns expanded by simple adjectives (AF1)
L4 – relevant ideas and content chosen - some ideas and material developed in detail, e.g. descriptions elaborated by adverbial and expanded noun phrases (AF1)
Poetry
Drama-(yr4) comment constructively on plays and performances, discussing effects and how they are achieved (yr5)- Use and recognise the impact of theatrical effects in drama
Word Structure and Spelling- (yr4) Punctuate sentences accurately, including use of speech marks and apostrophes (yr5)- Group and classify words according to their spelling patterns and their
meanings - Spell words containing unstressed vowels
Sentence Structure and Punctuation- (yr4) clarify meaning and point of view by using phrases, clauses and adverbials - use commas to mark clauses and the apostrophe for possession (yr5) -Adapt
sentence construction to different text-types, purposes and readers - Punctuate sentences accurately, including using speech marks and apostrophes
Understanding and interpreting texts -(yr4) (yr5) Infer writers' perspectives from what is written and from what is implied - Explore how writers use language for comic and dramatic effects
Creating and shaping texts -(yr4) - explain how writers use figurative and expressive language to create images and atmosphere (yr5) Reflect independently and critically on own writing and edit and
improve it- Adapt non-narrative forms and styles to write fiction or factual texts, including poems Engaging with and Responding to texts -(yr4) explore why and how writers write, including through
face-to-face and online contact with authors (yr5)- Compare the usefulness of techniques, such as visualisation, prediction, empathy in exploring the meaning of texts -Compare how a common theme
is presented in poetry, prose and other media
T4: To read, rehearse and modify performance of poetry. 6. Group and classify words according to their spelling patterns.
Word/Sentence
Main
Level Learning
Learning
Intention
Intention
L.I To convey feelings,
reflections or moods in a poem
through the careful choice of
words and phrases
1
Success Criteria/Targets
Direct Teaching
Chd to come up with success
criteria
Chd to spend time thinking of ambitious vocabulary they can include in
poems and therefore need to use today to redraft or write up their
poems.
Success criteria I have in
mind
For a good poetry
performance you need..
Volume,
Pace,
Sound
effects, Expression, Body
Position/actions
AFL
L2 – (AF3)
extend experience and ideas, adapting speech, gesture ,or movement to simple roles and different scenarios
(AF4)
show awareness of ways in which speakers vary talk, and why, through exploring different ways of speaking
L3 – (AF3)
show understanding of characters or situations by adapting speech, gesture, and movement, helping to create roles and scenarios
(AF4)
recognise and comment on different ways that meaning can be expressed in own and others’ talk
L4 – (AF3)
Diff Activities
Focus group in bold.
Write up poems
Plenary
Choose chd to
share their poems.
convey straightforward ideas about characters and situations, making deliberate choices of speech, gesture, and movement in different roles and scenarios
(AF4)
convey straightforward ideas about characters and situations, making deliberate choices of speech, gesture, and movement in different roles and scenarios
2
SATs reading assessment
SATs reading assessment
IW to cover
IW to cover
SATs reading assessment
Just because I would like to reassure myself that the levels I have for
these chd are in line with SATs criteria.
SATs reading assessment
SATs reading
assessment
IW to cover
IW to cover
IW to cover
L.I To convey feelings,
reflections or moods in a poem
through the careful choice of
words and phrases
Due to Snow only half the chd in school to complete this on Monday.
The ones in school did not finish because of the late starting time, so
chd to spend time thinking of ambitious vocabulary they can include in
poems and therefore need to use today to redraft or write up their
poems.
Write up poems
Choose chd to
share their poems.
Chd to come up with success
criteria
Chd to complete this on today. The ones in school did not finish
because of the late starting time, so chd to spend time thinking of
ambitious vocabulary they can include in poems and therefore need to
use today to redraft or write up their poems.
Write up poems
Choose chd to
share their poems.
Success criteria I have in
mind
For a good poetry
performance you need..
Volume,
Pace,
Sound
effects, Expression, Body
Position/actions
Also need to decorate poems ready for display on hall.
Chd to come up with success
criteria
Tell chd that the poem going to read would be best read with a
Caribbean feel and sound effects.
Ask chd what they notice about the lang of the poem and introduce
the idea of poets not writing in standard English. Why would they do
this? In this case because of where poem is from and it is written in the
way that a child might speak.
Identify and list words used in a non-standard way e.g. you
Identify non-standard grammar and discuss the standard English
equivalents. What would be the effect of rewriting the poem in
standard English?
What does sometimish mean? What does it tells us about the person
described? Is this a real word or one made up by poet> why does the
poet keep repeating the word? (describes main character and it
creates a patter/structure for poem)
Look at ending of poem where the pattern changes. Here, child is
Group work:
HA: write own poem without
writing frame
MA: write own poem with
writing frame
LA: write poem in pairs with
writing frame
SEN: write poem in group with
writing frame
Discuss and
compare poems
Make any
necessary changes
and then present
final version.
Success criteria I have in
mind
For a good poetry
performance you need..
Volume,
Pace,
Sound
effects, Expression, Body
Position/actions
3
L.I To convey feelings,
reflections or moods in a poem
through the careful choice of
words and phrases
4
L.I To convey feelings,
reflections or moods in a poem
through the careful choice of
words and phrases
4
Chd to come up with success
criteria
Success criteria I have in
mind
For a good poetry
performance you need..
Volume,
Pace,
Sound
effects, Expression, Body
Position/actions
Remind the, to write things the
person does or does not do..
getting her own back! Discuss how this gives a good ending.
Point out the poem is written in the second person
Make a list of other time adverbs e.g never, often, always, soon.
Choose one e.g. never and sicuss sort of person mr/ Mr/ Miss Neverish
might be. It could be someone who never does anything
Mrs Never you’re to neverish!
Never speak until you’re spoken to
Never forget your manners.
You never say anything kind or friendly…
Could do Mr soon (put things off), Moody Mister
Discuss and write possible endings for poems.
AFL
L2 – (AF3)
extend experience and ideas, adapting speech, gesture ,or movement to simple roles and different scenarios
(AF4)
show awareness of ways in which speakers vary talk, and why, through exploring different ways of speaking
L3 – (AF3)
show understanding of characters or situations by adapting speech, gesture, and movement, helping to create roles and scenarios
(AF4)
recognise and comment on different ways that meaning can be expressed in own and others’ talk
L4 – (AF3)
convey straightforward ideas about characters and situations, making deliberate choices of speech, gesture, and movement in different roles and scenarios
(AF4)
convey straightforward ideas about characters and situations, making deliberate choices of speech, gesture, and movement in different roles and scenarios
L.I to use a poem to create a
writing template use the
template to write own poems
5
Chd to come up with success
criteria
Success criteria I have in
mind
Follow the style of other
poem
Write the poem based on
their own senses
Lay the poem out in verses.
Share with the chd the poem Using My Senses and ask for
the chds responses.
Guide the chd to use more appropriate language when
they are describing their likes and dislikes. Display the
poem and highlight any features that the chd have
mentioned. Ask the chd to compare the poem with the
other poems that they have read, for example compare
the layout, subject and language.
AFL
AFL
L2 – (AF3)
extend experience and ideas, adapting speech, gesture ,or movement to simple roles and different scenarios
(AF4)
show awareness of ways in which speakers vary talk, and why, through exploring different ways of speaking
L3 – (AF3)
show understanding of characters or situations by adapting speech, gesture, and movement, helping to create roles and scenarios
(AF4)
recognise and comment on different ways that meaning can be expressed in own and others’ talk
L4 – (AF3)
convey straightforward ideas about characters and situations, making deliberate choices of speech, gesture, and movement in different roles and scenarios
(AF4)
Tell the chd they are going to write a poem
using the poem using my senses as a model.
In pairs, let chd develop their own template
of the poem.
They need to decide first what they want to
use for the poem as their template eg. Two
lines in each verse, starting each verse I
like…
Get a few pairs to share templates with
others.
SEN to do poem as a gp.
Encourage al the
chd to think of any
sounds effects for
their poems. Ask
them to make a
list.
convey straightforward ideas about characters and situations, making deliberate choices of speech, gesture, and movement in different roles and scenarios
L.I to identify features of a
poem.
Chd to come up with success
criteria
Re read the poem Using My Senses and ask chd to
compare their templates with the actual poem. Discuss
features of the poem.
Chd to use templates to write own poems.
When finished writing poems ask chd to
remember sound effects they thought of
before. Use variety of objects to create the
sound effects.
Success criteria I have in
mind
Identify
the
theme,
feelings,
alliteration,
nouns/adjectives/v
erbs,
expressive
language
and
similes,
rhyme,
rhythm, patterns
and form
6
Read poems aloud
to partner with
their sound effects.
Discuss differences
between theirs and
partners poem.
Encourage chd to
make any changes
they need in order
to create strong
images for reader.
AFL
L2 – (AF3)
extend experience and ideas, adapting speech, gesture ,or movement to simple roles and different scenarios
(AF4)
show awareness of ways in which speakers vary talk, and why, through exploring different ways of speaking
L3 – (AF3)
show understanding of characters or situations by adapting speech, gesture, and movement, helping to create roles and scenarios
(AF4)
recognise and comment on different ways that meaning can be expressed in own and others’ talk
L4 – (AF3)
convey straightforward ideas about characters and situations, making deliberate choices of speech, gesture, and movement in different roles and scenarios
(AF4)
convey straightforward ideas about characters and situations, making deliberate choices of speech, gesture, and movement in different roles and scenarios
L.I to perform and review a
poem.
Chd to come up with success
criteria
7
Success criteria I have in mind
For a good poetry performance
you need..
Volume, Pace, Sound effects,
Expression,
Body
Position/actions
Remind chd of features of poems and give them a list. Focus on
how the poets create imagery and how the reader of the poem
can help to emphasise this. Choose a poem from last week and
read poem with little expression and then read with expression.
Discuss with the chd which was better reading.
Encourage any volunteers to perform their poems to rest of the
class. Chd to make notes about the performances.
Ask the chd to write their own
review of the process of creating
and performing their poem as well
as reviewing some of the
performances they have seen.
Ask some chd to
share their review
with the rest of the
class.
AFL
L2 – (AF3)
extend experience and ideas, adapting speech, gesture ,or movement to simple roles and different scenarios
(AF4)
show awareness of ways in which speakers vary talk, and why, through exploring different ways of speaking
L3 – (AF3)
show understanding of characters or situations by adapting speech, gesture, and movement, helping to create roles and scenarios
(AF4)
recognise and comment on different ways that meaning can be expressed in own and others’ talk
L4 – (AF3)
convey straightforward ideas about characters and situations, making deliberate choices of speech, gesture, and movement in different roles and scenarios
(AF4)
convey straightforward ideas about characters and situations, making deliberate choices of speech, gesture, and movement in different roles and scenarios