Written by Anthony Legon Primary Literacy ... - The Literacy Tree

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Day 2 - Interpret a text by reading aloud with some variety in pace and emphasis. - Listen with sustained concentration, building new stores of words in different contexts. - I can listen to, learn and recite a poem using drama. Day 3 - Interpret a text by reading aloud with some variety in pace and emphasis. - Listen with sustained concentration, building new stores of words in different contexts. - I can listen to, learn and recite a poem using music. Written by Anthony Legon Explain to children that they are going to be hearing from an important witness who has seen the monster on her travels. It is important that this witness has learnt the poem off by heart so that she can recite it when asked the questions. Activity: Witness Statement: Children to be dressed as mini Police Officers. Give each table a question to ask from the poem, e.g. What does a Monster Look Like? As a group, the children ask the questions and write the descriptive vocabulary from the answers on strips of sugar paper ready to add to the Evidence Wall later, e.g. pimply and warty. (As an extension, children may want to add their own questions to ask the witness. Following from the witness’ questions, introduce the poem Question Time to the children and model reading using an expressive voice. Discuss the language used. Explain that they will be learning this poem. What does a monster look like? How does a monster move? Where does a monster live? How does a monster eat? What does a monster eat? Activity: Listen and Draw: Reread Help by Jack Prelutsky to children. As you read it, ask them to draw (either in groups, or individually) the monster that is described. As an extension activity, children can add labels and captions to the drawing of the various parts they have drawn. Add group pictures (and vocabulary) to Evidence Wall. Activity: Learn and Recite (Wearing Monster Costumes): Children to learn poems using actions – use Question Time by Michaela Morgan. Separate poem into stanzas so that each group has a different section to learn. (Children may have begun to make Monster outfits to continue to use during Where the Wild Things Are unit.) Children prepare for a group performance at the end of the session. Activity: Learn and Recite (Soundscape): Children learn a stanza each of poem (so that by the end of the unit they have learnt, by heart, at least two poems). Add music using Soundscape/Mood Orchestra. Children prepare for a group performance at the end of the session. Children work in mixed ability groups with more able supporting less. Cator for specific needs where appropriate. Use differentiated stanzas for group’s differing abilities. Children work in mixed ability groups with more able supporting less. Cater for specific needs where appropriate. Use differentiated stanzas for group’s differing abilities. Some groups may learn more than 1 stanza. Children perform their poems to the class/group, dressed in Monster outfits. Teacher in role as Police Officer asks the questions to the children and they respond. At the end of the lesson, the Police Office returns to the class to hear the children’s results of their investigation. Children to recite the two poems to the Officer and share the findings on their Evidence Wall. Tell the children that they will need to now write their own poem to tell the officer what the monster looks like to add to the Evidence Wall. End of Phase – Children have now listened to and learnt 2 (at least in part) off by heart.
Day 4 Innovate – Rewrite known poems using a range of strategies. Teacher modelling demonstra tes poetry writing technique. Build success criteria. - Experiment with and build new stores of words to communicate in different contexts. - I can identify and use interesting words to write poetic sentences. Day 5 - Explore the effect of patterns of language and repeated words and phrases. - Recognise the main elements that shape different texts. - I can write poetic sentences using repeated phrases. - I know some of the ingredients of an interesting poem. Written by Anthony Legon Remind children that the Police Officer will be coming back in at the end of today’s session to hear their feedback. They will need to perform their poems to him and also have a class poem ready showing him what their monster looks like. Use Question Time by Michaela Morgan as a writing frame to think of Monster ideas, e.g. What Does a Monster Look Like? Read poem and then read with blanked out words and thought shower what our own Monster would look like. Use ideas from Monster Hunt activity. Add to Evidence Wall. Teacher models writing a stanza using words from Evidence Wall of poem What does my Monster Sound Like? Activity: Drama, Catching the Monster: Share some ideas with teachers of how you might catch the monster, e.g. With an enormous net made of magic string; with a cage made from the strongest wire; with a lasso made from the toughest wire. Teacher to model speaking the sentences: I will catch my monster with… and acting out each shared idea. Children to have some thinking time in Talking Partners to decide how they might catch their monster, e.g. I will catch my monster with a net made of gold and silver. Stress the importance of using the full sentence to explain their ideas. Sit in a circle with the children. Demonstrate going into the middle of the circle and miming using your monster-catcher to catch the monster, saying your sentence as you do so. Give groups headings for their own group poem, e.g. Where does a monster live? (from Question Time poem). Different groups of children are responsible for different questions, e.g. What does a monster Look like? How does a monster move? Where does a monster live? How does a monster eat? What does a monster eat? Use the stanzas to create a class poem. Children to use words from Evidence Wall to write their poems. Activity (cont.): Poetic Sentences. Catching the Monster: Children to write their sentences on sentence strips, e.g. I will catch my monster with a… Collect the sentence strips to create a class poem on the Evidence Wall. At the end of each ‘stanza’ of three lines write… Will you come and help me, please? Cross-Curricular (DT) Children to make their own monster-catchers for the Going on a Monster Hunt activity. Children use differentiated writing frames to write their sentences, e.g. from some support to higher level of support (see Writing Frame on disk). Children use differing degrees of writing frames to write their sentences. Extension: to write 2 or 3 ideas in a simple stanza. Put different elements of poem together to create a class poem. Add to Evidence Wall and read poem as a class. Teacher in role as the Police Office (again!). Tell the children that the monster is close by, in the local area and they are going to be responsible for tracking the monster and eventually capturing it, but they must return it unharmed! To do this they will need to decide upon the best way to catch it and then to go on a monster hunt. On your Evidence Wall have an area for the Ingredients for a Interesting Poem. You may wish to use the materials from Pie Corbett’s Igniting Writing for this (see resources). Discuss the idea of repeated words and phrases to add to your Ingredients for an interesting Poem on your Evidence Wall.
Page 1: Primary Literacy Planning - Monster
Page 5: Day 8 Invent - Children use the lan

Written by Anthony Legon Primary Literacy ... - The Literacy Tree

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