complete at the end of the line or run on to the next line? Does the poem rhyme? If so, what is the pattern of that rhyme? Is Children will be able to describe the structural there a rhythm? features of poems. Learning outcomes Gathering content Children will be able to identify where and how poets have deliberately broken conventions of Grammar: Warm ups throughout the gathering content – focus on examples of where poets have broken writing. conventions to achieve specific effects. Children will be able to describe the effect of Select a suitable poem as a model for the children’s own writing, e.g. The Tide Rises, The Tide Falls by Henry Wadsworth these techniques on the reader. Longfellow or Ocean Travel by Jennifer Tweedie. Using techniques and prompts used in the reading phase, discuss the Children will be able to describe the structural children’s responses to the poem. Record these in reading journals. features of a poem. Analyse the structural features of the model poem, e.g. How many stanzas does it have? Does anything change from Children will be able to use a structure of a stanza to stanza? How many lines does it have? What kinds of lines are used? Are they ‘end-stopped’ or ‘run-on’ (i.e. is the known poem to support their own writing. meaning complete at the end of the line or run on to the next line? Does the poem rhyme? If so, what is the pattern of that Children will be able to generate ideas and rhyme? Is there a rhythm? language for their own and others’ writing. ‘Box-up’ the text by drawing rectangles (or ‘boxes’) around sections of the text to create a planning and writing frame. For example, if using The Tide Rises, The Tide Falls, this might be: Verse 1 The tide rises, the tide falls. And the tide rises, the tide falls. Verse 2 And the tide rises, the tide falls. Verse 3 And the tide rises, the tide falls. English Poems on a Theme – Creative Learning Opportunities and Outcomes (contd.)
complete at the end of the line or run on to the next line? Does the poem rhyme? If so, what is the pattern of that rhyme? Is there a rhythm? Children will be able to describe the structural features of poems. Gathering content Grammar: Warm ups throughout the gathering content – focus on examples of where poets have broken conventions to achieve specific effects. Select a suitable poem as a model for the children’s own writing, e.g. The Tide Rises, The Tide Falls by Henry Wadsworth Longfellow or Ocean Travel by Jennifer Tweedie. Using techniques and prompts used in the reading phase, discuss the children’s responses to the poem. Record these in reading journals. Analyse the structural features of the model poem, e.g. How many stanzas does it have? Does anything change from stanza to stanza? How many lines does it have? What kinds of lines are used? Are they ‘end-stopped’ or ‘run-on’ (i.e. is the meaning complete at the end of the line or run on to the next line? Does the poem rhyme? If so, what is the pattern of that rhyme? Is there a rhythm? ‘Box-up’ the text by drawing rectangles (or ‘boxes’) around sections of the text to create a planning and writing frame. For example, if using The Tide Rises, The Tide Falls, this might be: Verse 1 The tide rises, the tide falls. And the tide rises, the tide falls. Verse 2 And the tide rises, the tide falls. Verse 3 And the tide rises, the tide falls. Learning outcomes Children will be able to identify where and how poets have deliberately broken conventions of writing. Children will be able to describe the effect of these techniques on the reader. Children will be able to describe the structural features of a poem. Children will be able to use a structure of a known poem to support their own writing. Children will be able to generate ideas and language for their own and others’ writing. English Poems on a Theme – Creative Learning Opportunities and Outcomes (contd.)
y6su2_-_oh_do_like_to_be_beside_the_seaside_english.docx