Literacy Year 5: Autumn 2 Weeks

Objectives
Main focus Speaking/listening: Discussing poems 7. Compare different types of texts and identify how they are structured. 8. Reflect on reading habits and preferences Read a number of poems by significant poets & identify what is distinctive about the style or content of their poems (T6) To analyse & compare poetic style (T7) Investigate & collect different examples of word play (T8)
Week 1 Monday

Poetry Unit 1A: Poetic Style Valerie Bloom/Pie Corbett

Word/Sentence Independent group activities Outcomes
Children can: 1. Read and study a range of poems. 2. Identify features of style, language and subject matter in poems.
Easy Medium/Hard Give chn a selection Work in pairs or 3s. Take turns to pick a Pie of Pie Corbett poems. Corbett poem and read it out loud to rest of Model reading a group. Repeat this until lots of poems have been couple to the chn. read. Provide highlighting pens & poetry Discuss what was checklist (plan resources) to guide their similar or different in discussion. Ask chn to go back over each poem terms of the subject carefully & highlight any language that makes matter. Chn to then the poem interesting eg adjectives & read some more descriptions. Give chn the metaphor & simile poems in pairs and example sheet (plan resources ) to refer to and start to sort them see if they can highlight any of these in another into groups that are colour. Make sure chn annotate their highlighting similar and why. Stick with their own comments. Is there anything the similar poems linking these Pie Corbett poems together? Does onto A3 paper and he repeat any language techniques? Finally they make rough jottings look at the style of the poems. Is there a about why they are regular rhythm in the poems? Do they use similar. TD speech? Plenary Easy group present their findings on subject matter in Pie Corbetts poems. Other groups discuss in relation to language and style. Can we tell a Pie Corbett poem? Re-read A Poem to Easy/Medium Hard Be Spoken Silently. Provide a copy of The Kiss Give chn copies of Horror There are not many (p64, Poems Out Loud or Plan Film (p47, POL or Plan difficult words in this resources) and The Playground resources) and Smelling poem. We do not have Monster (p413, Read Me) . Chn Rats (p178, Read Me) . Chn trouble knowing what work in pairs to discuss how work in pairs to explain the any of the words poems are similar or different. different sayings and mean. Point out Ask chn to underline powerful idioms used by Pie Corbett muscled, ease off verbs or descriptions, eg what do they mean? TD crack. Although we puckered or greedy darkness. know what these Plenary words mean, we are Chn from Hard group feedback the meanings of the idioms in not seeing them used Horror Film how has the poet used these? in their usual context.

Text/Speaking/Listening

Read 3/4 Pie Corbett poems (see list below this plan or plan resources) NOT Wings. Discuss the poems read eg which one did you like best and why? Is anything similar about the poems? Focus their attention onto things that are typical of Pie Corbett. Use 3 headings: Subject matter/Style of poem/Language. Discuss each of these (subject matter is what the poem is about eg nature, travelling, observations etc). Style is free verse or strict rhythm/regular or irregular rhyming patterns, use of speech or dialogue etc. Language refers to the vocabulary the use of adjectives and descriptions, metaphors or similes eg I heard the paving slabs groan as they muscled for space. (See plan resources.) Start looking at poems of Pie Corbett under these 3 headings. Give chn time to talk in pairs/small groups about each heading and take feedback. Ask chn to come up and scribe some ideas under each heading. Explain that we will now be exploring some of these headings in more detail. Enlarge and read A Poem to Be Spoken Silently (p167, The Works or Plan resources) . Discuss poem is it typical of Pie Corbett? Look at the use of speech. Point out that style is typically conversational; it is as if the poem is speaking to the reader. What is the subject of the poem? (Silence /early morning lying in bed)

Main focus Word: Understanding text. 7. Distinguish between everyday use of words and their subject specific use. Explore how writers use language for comic & dramatic effects Investigate different examples of word play, relating form to meaning (T8) Collect & classify a range of idiomatic phrases, clichs & expressions (W9)

Children can: 1. Identify the language of particular poems including powerful verbs and descriptions. Hard 2. Explain the meanings of idioms.

Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users.

Week 1 Tuesday

Y5 P Unit 1A Aut 2Weeks

Literacy Year 5: Autumn 2 Weeks

Objectives
Main focus Discuss: Make notes. 8. Compare how a common theme is presented in poetry (T6) 7. Make notes on & use evidence from across a text to explain ideas (T7)
Week 1 Wednesday

Poetry Unit 1A: Poetic Style Valerie Bloom/Pie Corbett

Word/Sentence Independent group activities Outcomes
Children can: Easy 1. Identify afroCaribbean words and find their meanings. Medium/Hard 2. Study the language of Valerie Blooms poetry.

Text/Speaking/Listening

Read 3/4 Valerie Bloom poems (see list below/plan resources) NOT Refuelling. Discuss whether these poems are similar or different from Pie Corbetts. In what ways are they different? Write the headings from Monday on f/c: Subject matter/Style of poem/ Language. Explain that, as we did with Pie Corbetts poetry, we shall look at Valerie Blooms poems under these three headings. Point at Subject matter. What are her poems often about? Briefly look at a short biography of the poet. (See websites listed below.) Look at When Granny (p49, Read Me 2) and discuss how the subject matter of many reflects her Caribbean origins.

Main focus Drama: Performance 7. Compare different texts and identify how they are structured 8. Compare how a common theme is presented in poetry. (T6) 4. Perform a poem making use of dramatic conventions 6. Group words according to their meanings

Easy Medium/Hard Chn read some Valerie Bloom Chn work in small groups to look at the poems. They find examples of style and the language of the poems, Caribbean words in the poems including looking at how afroand each pair choose Caribbean the poems are. They write a different words to write a few notes to help them feedback to definition so that we know the whole class. Use checklist to what they mean. direct discussion, (see plan Adult if possible resources). TD as required Plenary Different groups of chn present comments about the language and style of Valerie Blooms poetry. Easy group share some afro-Caribbean word meanings. Look at Valerie Blooms biography online also at interviews with Easy/Medium/Hard her (see websites below). Discuss how knowing about her life and Read Megastar Rap, Im Not a Kid, Duppy Jamboree reading her answers to questions helps us understand her (all from Poems Out Loud or Plan resources) and Hair poetry? (Some different words and language, her influences Cut Rap (p344, Read Me/p434, The Works) . Chn work where she gets her ideas from.) Where might chn here get their in pairs/threes, divide the class between the poems influences from? (From school clubs, family and the place that equally so everyone is not performing the same poem. they live.) When might the language they use be different? (Text Chn to plan a performance taking turns for each language.) Enlarge a copy of Fruits (p272, Read Me or p32, The verse or reading in chorus. Encourage chn to think Works) and ask chn to come up and circle some of the different about how they will stand to perform and how they language influences used. Discuss performance poetry written will use their voices to create expression and to be read out loud - read chn Fruits in a plain voice. What interest. troubles did I have reading that poem? What would help it to TD where needed make more sense? (An accent, more of a pace.) Re-read it again Plenary but this time read it faster and with more expression. Explain Divide class so that each half has an adult. Chn take how the poem then comes to life. Discuss some of the Afroturns to perform to the rest of their half of the Caribbean influence e.g. meself, pon, Me an them. class. Encourage good listening skills and good feedback.

Children can: 1. Read and perform a poem out loud. 2. Work with others to achieve a good performance. 3. Recognise a poets style.

Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users.

Week 1 Thursday

Y5 P Unit 1A Aut 2Weeks

Literacy Year 5: Autumn 2 Weeks

Objectives
Main focus Writing in a particular form. 7. Compare different types of poems and identify how they are structured (T7) 9. Experiment with different poetic forms and styles to write their own 11. Adapt sentence construction to different text-types
3. Understand different ways to support others in groups

Poetry Unit 1A: Poetic Style Valerie Bloom/Pie Corbett

Word/Sentence Independent group activities
Easy/Medium/Hard Chn write a Riddle poem in the form of the Animal Riddle (a poem which forms a puzzle, with clues to build up the picture to be solved) by Pie Corbett. Hard to try and hide the answer somewhere in the poem. Or else they write a Proverb poem in the form of Proverb by Valerie Bloom (a proverb a proverb is a short poem which contains wisdom, common sense and morals). They choose one, have 15mins quiet thinking time and then start to write their versions down. TD as needed Plenary Share examples of chns work. Encourage good feedback using the Three Stars and a Wish approach (plan resources) .

Text/Speaking/Listening

Outcomes
Children can: 1. Understand that poems can be written in many different forms. 2. Recognise specific poetry forms. 3. Write a riddle or a proverb poem based on one read.

Read Animal Riddle and Proverb (p235, p105, The Works or Plan resources) . Enlarge these. Discuss how many poets write poems to fit particular forms (poetic models to follow). Write form on the f/c. Then read A Chance in France (p216, Read Me 2) and reread Fruits and discuss the form of each of these poems eg Fruits (refer back to yesterdays lesson), is written to be chanted out rhythmically maybe when skipping, clapping, both need a strict rhythm and pace to work when reading out loud. Read Fishes in the River and A Gallop (p3/4, The Works). This poem is a traditional rhyme like a nursery rhyme, so which qualities does it need to follow that form? (Simple language, regular rhyme, some repetition, short verse etc.) Return to Animal Riddle and Proverb. Explain that chn will write either a Proverb poem or a Riddle poem in the same form as these. Model how to start, eg a riddle - think of the subject first then build up clues to solve it. Proverb think of something you can give as a piece of advice, eg when starting school, to avoid falling off a bike. Starting with Dont

Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users.

Week 1 Friday

Y5 P Unit 1A Aut 2Weeks

Literacy Year 5: Autumn 2 Weeks

Objectives
Main focus Group discussion. 3. Understand different ways to take the lead and support others in groups. 7. Make notes on and use evidence from across a text to explain ideas. Compare different types of poems and identify how they are structured. (T7) Main focus Writing a poem analysis. 7. Compare different types of poems and identify how they are structured.
Week 2 Monday

Poetry Unit 1A: Poetic Style Valerie Bloom/Pie Corbett

Word/Sentence Independent group activities
Easy/Medium/Hard Put chn in groups of 3 or 4. Each member of the group must want to discuss and analyse the same poem. Provide copies of the headings (plan resources) and ask chn to discuss their poem and for one person in the group to scribe a few notes under each heading. Remind chn that good discussion involves turn-taking and allowing other people to express a view, making sure that each person in the group contributes something to the discussion. TD Plenary Ask each group to nominate one willing child to read aloud their selected poem to the rest of the class. Encourage chn to choose a child who can use an expressive voice as the same poem will be read a few times so it needs to capture the interest of the class!

Text/Speaking/Listening

Outcomes
Children can: 1. Read and analyse a poem. 2. Identify a poems style and the language used. 3. Discuss the form and content of a poem.

Explain that today we are going to read and discuss in detail two poems one by Pie Corbett and one by Valerie Bloom. Chn will choose ONE of these poems to analyse in detail. Remind chn of our headings: Subject matter/Style of poem/Language. We shall use these three headings to help us structure our analysis. Explain that we shall also consider the form of poem. Enlarge & read Wings (p130, Read Me 2/p168, The Works) and then Refuelling (plan resources) . Discuss the form of each poem. Each poem is free verse, with no regular rhyming scheme and also without a regular rhythm pattern. Allow chn to express opinions about why they prefer one or other of the poems. Begin to discuss both the language and the subject matter. Explain that today chn will work in groups to discuss their preferred poem. Stress that they will use the headings. Re-read both poems from yesterday: Wings and Refuelling. Take feedback from the different groups under the headings of form, style and content (subject matter). Discuss why chn thought each poem was effective in terms of its style and content. Look at the language and the vocabulary used in both poems. Again, take feedback from the different groups yesterday. What notes did chn make about the words used, descriptions and the powerful verbs. How does each poet convey the images he/she wants us to see?

Main focus Planning own poem. 9. Experiment with different poetry forms and styles to write their own poems. Adapt non-narrative forms and styles to write poetry. (T16)

Easy Medium/Hard Chn work with the teacher and use Chn write an analysis of some of the notes made yesterday. the chosen poem referring Chn rehearse ideas about why their to notes made yesterday. chosen poem works as a poem. Help They should express their each child to write a paragraph opinions but give reasons expressing their views and giving for these which refer to reasons which refer to the text of the text under each of our their chosen poem. TD headings. Plenary Share chns work, choosing chn to read one part to class. Re-read Wings and Refuelling. Discuss concept of Free Verse. Easy/Medium/Hard What are its advantages? Its disadvantages? Read Im Free by Chn start to discuss with a talking partner their own free John Kitching (p184, The Works or plan resources) . Talk about verse poems. They can use either of the poems read as a whether it is easier or harder to write a poem in free verse. model or they can start afresh. Explain that today they Explain to chn that they are going to write their own free verse will plan their poem, writing some descriptive phrases and poem about something that matters to them. Look again at some ideas. Tomorrow they will write their poems. structure of Wings. Say that we could model our own poems on Easy Group: Encourage chn to use Wings as a model for this structure model writing a poem beginning, If I had gills their own poem. TD mainly with Easy Group or If I were a satellite Encourage chn to think creatively Plenary Share ideas using good ideas to stimulate others.

Children can: 1. Read and analyse a poem. 2. Express opinions about a poem, giving reasons referring to the text.

Week 2 Tuesday

Children can: 1. Plan own free verse poem. Easy 2. Use a poem read as a model for own writing.

Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users.

Week 2 Wednesday

Y5 P Unit 1A Aut 2Weeks

Literacy Year 5: Autumn 2 Weeks

Objectives
Week 2 Thursday

Poetry Unit 1A: Poetic Style Valerie Bloom/Pie Corbett

Word/Sentence
Show chn the poem so far. Remind them of importance of using powerful verbs, descriptive phrases in poetry as it helps to bring the poem to life. Could I add or replace any descriptive words or verbs to my poem? How could I swim? What could I use instead of grab? Could I use any metaphors or similes to make comparisons? Discuss this sort of decision with chn.

Text/Speaking/Listening
Model writing own poem. Using one good opening idea from yesterday. If I had gills... I would swim to the worlds warmest ocean and grab a lift with a passing mottled turtle If I had gills I would dive to I would play Discuss style/language to be used.

Independent group activities

Easy/Medium/Hard Using their ideas from yesterday together with some of the ideas from the modelling session chn write their own free verse poems. Encourage the chn to really express their feelings in their poems by using lots of powerful words and phrases. TD as required Plenary Briefly tell the chn that they will be performing their poems tomorrow. Discuss the different ways their poems could be displayed at the end of the week eg publish chns poems on a display or in a class book, etc. If possible allow chn time to use word processor to type up their finished poems for display.

Outcomes
Children can: 1. Write own poem using free verse. 2. Express own feelings using poetic language. Easy 3. Use poem read as model for own verse.

Week 2 Friday

Main focus Planning own poem. 9. Experiment with different poetry forms and styles to write their own poems. Adapt nonnarrative forms and styles to write poetry. (T16) 11. Adapt sentence construction to achieve different effects. 12. Use ICT programs to present texts. Main focus Performance. 4. Perform a poem making use of dramatic conventions.

Discuss how we can best perform our poems. Read chn the class poem. Read it straight from the f/c without looking up at the chn, use a dull, expressionless voice. What was wrong with my performance? Did it inspire you? Was it interesting to listen to? What could I do to make it a better performance? (Lots of expression, confident reading, trying to learn phrases by heart, looking and interacting with the audience.) Explain to the chn that they will have lots of time to learn their poems and stress the importance of learning by heart performing NOT reading! If possible plan a poetry assembly or performance to another class, so the chn have a purpose to perform.

Easy/Medium/Hard Chn practise performing their poems stress that they will need to memorise their poems first so allow them, some quiet time to do this. Encourage the chn to think about how we changed the performance in the first part of the lesson. Ensure they have all taken this onboard when performing. Ask chn to practise with a partner, give each other praise and constructive criticism. TD as required Plenary Chn could create artwork to go with their poems what type of picture or photograph or other image would go with their poem? Allow time in an art lesson having discussed and decided what media (paints, charcoals, photo-montage) to use. Then create a wonderful display of chns poems and their art.

Children can: 1. Memorise their own poetry. 2. Perform their own poetry using expressive voices.

SCROLL DOWN for Success Criteria and book & website lists.

Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users.

Y5 P Unit 1A Aut 2Weeks

Literacy Year 5: Autumn 2 Weeks

Read and with help study a range of poems. Begin to identify some features of style, language and subject matter in poems. Start to recognise the language of particular poems including powerful verbs and descriptions. Begin to identify a poems style and the language used. Read and perform a poem out loud, working with others to achieve a good performance. Recognise that poems can be written in many different forms. With help begin to write a riddle or a proverb poem based on one read. With encouragement, begin to express opinions about a poem. Use poem read as model for own verse. Memorise some parts of their poem and perform using an expressive voice.

Poetry Unit 1A: Poetic Style Valerie Bloom/Pie Corbett

Read and study a range of poems. Identify and understand the purpose of features of style and subject matter in poems. Identify and discuss with confidence the language of particular poems including powerful verbs and descriptions. Explain the meanings of idioms. Identify and comment upon a poems style and the language used. Read and perform a poem out loud, working with others to achieve a good performance. Be able to identify and understand that poems can be written in many different forms. Independently write a riddle or a proverb poem based on one read. With confidence, express opinions and justify them by giving reasons referring to the text. Write own poem using free verse and the poetic features identified in other poets writing. Express own feelings using poetic language. Memorise their own poetry and perform, using expressive voices.

Success criteria for the block these should be selected & adjusted to match the specific needs of the class being taught. Easy Medium Hard
Read and study a range of poems. Identify features of style and subject matter in poems. Identify the language of particular poems including powerful verbs and descriptions. Read and perform a poem out loud, working with others to achieve a good performance. Identify a poems style and the language used. Understand that poems can be written in many different forms. Write a riddle or a proverb poem based on one read. Express opinions about a poem, giving reasons referring to the text. Write own poem using free verse. Start to express own feelings using poetic language. Memorise their own poetry and perform using expressive voices.

Poems: Valerie Bloom Mega Star Rap p6 [Poems Out Loud/ re-issued title Walking With My Iguana] Im Not a Kid p15 [Poems Out Loud/ re-issued title Walking With My Iguana] Duppy Jamboree p38 [Poems Out Loud/ re-issued title Walking With My Iguana] Fruits p272 [Read Me] or p32 [The Works] Hair Cut Rap p344 [Read Me] or p434 [The Works]
Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users. Y5 P Unit 1A Aut 2Weeks

Literacy Year 5: Autumn 2 Weeks

The Hyena p188 [Read Me 2] Water Everywhere p312 [Read Me 2] The River p232 [Read Me 2] When Granny p149 [Read Me 2] Proverb p105 [The Works] Cinquain p223 [The Works] Pinda Cake p390 [The Works]

Poetry Unit 1A: Poetic Style Valerie Bloom/Pie Corbett

Pie Corbett The Poem Imagines it is a Horror Film p47 [Poems Out Loud/ re-issued title Walking With My Iguana] The Kiss p64 [Poems Out Loud]
Smelling Rats p178 [Read Me] The Playground Monster p413 [Read Me] Poetman p124 [Read Me] A Chance in France p216 [Read Me 2] Wings p130 [Read Me 2] or p168 [The Works] A Poem to be Spoken Silently p167 [The Works] Animal Riddle p235 [The Works]

Other poems Im Free by John Kitching p184 [The Works]

Books: The Works chosen by Paul Cookson ISBN: 978-0330481045 Read Me edited by Gaby Morgan ISBN: 978-0330373531 Read Me 2 edited by Gaby Morgan ISBN: 978-0330391320 Poems Out Loud selected by Brian Moses ISBN: 978-0340894019. This book has been re-issued with the title Walking with My Iguana (ISBN: 978-0750259248)

Web based resources:

Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users. Y5 P Unit 1A Aut 2Weeks

Literacy Year 5: Autumn 2 Weeks

Poetry Unit 1A: Poetic Style Valerie Bloom/Pie Corbett

Pie Corbett http://www.cambridge-hitachi.com/products/primary/i-read/i-read_site/authors/biographies.htm#corbett Valerie Bloom http://www.valbloom.co.uk/ http://www.poetryzone.ndirect.co.uk/index2.htm

The links to the websites and the contents of the web pages associated with such links specified on this list (hereafter collectively referred to as the Links) have been checked by Hamilton Trust and to the best of Hamilton Trusts knowledge, are correct and accurate at the time of publication. Notwithstanding the foregoing or any other terms and conditions on the Hamilton Trust website, you acknowledge that Hamilton Trust has no control over such Links and indeed, the owners of such Links may have removed such Links, changed such Links and/or contents associated with such Links. Therefore, it is your sole responsibility to verify any of the Links which you wish you use. Hamilton Trust excludes all responsibility and liability for any loss or damage arising from the use of any Links.

Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users.

Y5 P Unit 1A Aut 2Weeks