Curriculum English Class Year 5/Stage 3 Teacher’s signature

Topic Poetry Analysis Date Friday Time Morning

21/10/19 1hr

Learning Intention: Outcome(s) Content:

› EN3-7C: Thinks
Literary focus: Rhythm and rhyme imaginatively, creatively, Stage 3 Writing and representing
interpretively and critically about
Develop and apply contextual knowledge.
information and ideas and
Explicit teaching of the use of rhythm and rhyme in poetry. Give - Explore and analyse the effectiveness of informative and
identifies connections between
students opportunities to identify rhythm and rhyme in a variety of persuasive devices in texts.
texts when responding to and
poems. Discuss the purpose and meaning of this element of poetry.
composing texts. - Understand, interpret and experiment with the use of imagery in
› EN3-2A: Composes, imaginative texts, poetry and songs, eg similes, metaphors,
Using pages from the interactive notebook, students finish short poems personification and sound devices such as alliteration.
with given rhyme structure - ABAB, ABCB, ABAC. edits and presents well-structured
and coherent texts Stage 3 Responding and Composing
› EN3-5B: Discusses how Understand and apply knowledge of language forms and features.
language is used to achieve a
Success criteria: widening range of purposes for a - Identify and explain characteristics text structures and language
1. Students are able to demonstrate their understanding of widening range of audiences and features used in imaginative, informative and persuasive texts to
its theme and tone. This is done through discussion of contexts. meet the purpose of the text (ACELY1701).
who this poem is for and its purpose. - Identify ways in which language is used in imaginative texts,
including figurative language , character development, events
2. Students are able to utilise their understanding of rhyme
and setting, creates interest for reader or viewer.
and rhythm to create a poem.
- Analyse strategies authors use to influence readers
(ACELY1801).
Time Teaching strategies Learning strategies Grouping Space Resources
Intro
10 Minutes Introduce students to the Explicit teaching where the The students will On the floor at the Powerpoint.
idea of rhyme and rhythm. students are learning about be gathered at the front of the class.
Explaining rhyme and how to utilise floor at the front 1. https://www.panmacmillan.com/blogs/literary/halloween-
rhythm in more detail. The of the class. poem-double-double-toil-and-trouble
various aspects to consider Teacher at the 2. Metronome
for these points when front of
writing a poem. classroom.

Rhyme – Similar ending

sounds of words.
Rhythm – The use of
syllables to generate ‘flow’
through stressed and
unstressed syllables.
 Use reading of Macbeth’s
Three Witches to show the
different metre can create
mood.

Extra challenge: Change

the metre on the
metronome to see how fast
they can read the Witches’
chant.

Body

20-30 Activity 1
minutes Students will work
individually write a stanza
of their own poem. They
will need to consider rhyme
and rhythm, whilst also
considering word choice to
fit the topic (Nature and the
Environment).
Students will be working Students at their Individually English Workbook.
individually to create their desks Copy of the poem.
own poem. As this exercise https://www.youtube.com/watch?v=OPqM9Nseyj0
is meant to test their ability
to creatively generate a
poem, whilst considering.

For students who write CBM (Modelling)

great poems, stop the Utilising Whole School
class to listen to their Reward System.
reading.
Awarding House Points.

In Pairs
20 minutes Activity 2
Students will draw or
represent their
interpretation of 2
enjambed lines from their
stanzas. There will be a
video playing in the
background for those that
have trouble
Conclusion
I don’t think there is much
need for a reflection as
most of the reflection will
be done during the
analysing of the poem
section.
Differentiation: Summative Evaluation
Students can write in an essay format instead of dot points, during their This will be done after the lesson as a reflection
analysis. This is to further their writing skills and possibly integrate
higher level of vocabulary. The class responded very well to the rhythmic reading of the Prayer of the 21 st Century Poem.
However, there are a few students who seemed disinterested in the creation of their own poems but
show understanding in the structure of poems, and therefore success criteria has been met.
Teaching notes
Class responded well to the Witches’ Chant, and it fulfilled its goal of keeping the class engaged and
I will utilise various CBM strategies as this is an area of need I need to interested in the lesson.
improve on. Boys at the back hiding will be told to move to the front. Ma
will be asked to participate in the lesson through question prompts. Ja Overall, students showed great interest in Activity 2, where drew literal interpretations of the lines.
and Ma will be separated as per requested by Ja’s mother.

This will include stopping the class. Picking students who will not
volunteer to participate in work.