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

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Day 6 - 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 alliteration. - I know some of the ingredients of an interesting poem. Day 7 - 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 similes. - I know the ingredients of an interesting poem. Written by Anthony Legon Activity: We’re Going on a Monster Hunt Drama: With children dressed as Police People, take the children on a monster hunt. You may wish to begin by using the classroom monster environment and then move into the playground etc. You will need to have hidden monster props around the area, e.g. tail, monster ears, googley-eyes etc. If you have made monster-catchers, you can take them on the hunt with you. Find props to build the monster’s character, using repetitive chanted language. We’re going on a Monster Hunt, we’re going to catch a smelly one. We’re not scared, uh-oh – smelly socks! We’re going on a Monster Hunt, we’re going to catch an ugly one. We’re not scared, uh-oh – ten terrible teeth! We’re going on a Monster Hunt, we’re going to catch a huge one. We’re not scared, uh-oh – tremendous tail! In Shared Writing, teacher models writing the poem created orally. Add vocabulary and shared poem to Evidence Wall. Activity: Simile Arguments: Tell children that they are going to need to decide exactly what their monster looks like so that they can go and catch it at the end of the week. Teacher to boast: My Monster is as tall as a tree. TA to boast in return: Well, my monster is tall as a skyscraper. Teacher to boast: My Monster is as smelly as cheese. TA to boast: Well, my monster is as smelly as a sewer. Continue the argument using the following sentence openers: As tall as… As big as… As smelly as… As ugly as… As disgusting as… Write some of the similes on sugar paper and add to the Evidence Wall. Children write using writing frame. We’re going on a Monster Hunt, We’re going to catch a ______ one. We’re not scared, uh-oh – ________________________ We’re going on a Monster Hunt, We’re going to catch a ______ one. We’re not scared, uh-oh – ________________________ Independent Activity: Simile Arguments: Explain to children that they will be working in pairs to hold a simile argument. Give children time to think about what they might say, using the same sentence openers as before: My monster is as tall as… My monster is as big as… My monster is as smelly as… My monster is as ugly as… My monster is as disgusting as… Children to use sentence starter strips to write their similes. Guided Group (AA) to work with teacher to extend the similes shown. Children use differentiated writing frames to write their sentences. Children to use sentence openers, both for oral and written work. Discuss the way we have used alliteration to create our monster descriptions. Add to this to the Ingredients for an Interesting Poem. Discuss the way we have used repetition in this poem as well. Children to share their Simile Arguments in pairs. Discuss the way we have used similes to describe our Monster and add similes to our list of Ingredients for an Interesting Poem. Police Officer returns at the end of the session to find out how the children are getting on. The children can share with the Police Officer the monster items they have found and their Evidence Wall so far. Police Officer to give children their next challenge: They are getting closer to the Monster, but they are going to need to recruit help from other people by writing their own poem asking for help! End of Phase – Children have now innovated’ independently and in groups. They have performed their ‘poems. Children understand the ‘ingredients’ of an Interesting poem.
Day 8 Invent – Children use the language gathered in phases 1 and 2 to invent their own poem, checking against success criteria. Poem is based on their knowledge of a known poem. - Explore the effect of patterns of language and repeated words and phrases. - Create short simple texts on paper and screen that combine words with images (and sounds). - I can write a poem by grouping sentences, using the ingredients of an interesting poem. Day 9 - Explore the effect of patterns of language and repeated words and phrases. - Create short simple texts on paper and screen that combine words with images (and sounds). - I can write a poem by grouping sentences, using the ingredients of an interesting poem. Day 10 - Compose and write simple sentences independently to communicate meaning. - I can write and perform a poem by grouping sentences, using the ingredients of an Interesting poem. Written by Anthony Legon Use the 3 ideas from Phase 2 to begin to build up the first stanza of an invented poem. Teacher models selecting appropriate vocabulary from Evidence Wall. Model the following (or similar): I am going on a Monster Hunt, I am going to catch an ugly one With my enormous net made from magical string! My monster has green gills and ten terrible teeth. It is as tall as a tree and as big as a bus. Will you come and help me, please? Writing Activity: Write the First Stanza of a Poem: Use the 3 more ideas from Phase 2 to begin to build up the second stanza of your invented poem. Teacher models selecting appropriate vocabulary from Evidence Wall. Model the following (or similar): I am going on a Monster Hunt, I am going to catch a smelly one with my huge cage made from the strongest wire ! My monster has stinky socks and pongy pants. It is as smelly as a cheese and as disgusting as a sewer. Will you come and help me, please? Police Officer returns for the final Monster Hunt. Ask members of the school to join you so that children can read their poems to ask for help. Activity: We’re Going on a Monster Hunt Drama: Take the children back on the route of their Monster Hunt (wearing their Police costumes and carrying their monstercatchers), this time taking it in turns to say their own stanzas of their own poems, either read or recited. Children to think of their own stanza in pairs, adding their own vocabulary from previous writing opportunities in Phase 1 and 2. I am going on a Monster Hunt, I am going to catch a ______ one With my _______________! My monster has g_____ g___ and t_______ t______. It is as big as a _____ and as smelly as a ______. Will you come and help me, please? Children to think of their own stanza in pairs, adding their own vocabulary from previous writing opportunities in Phase 1 and 2. I am going on a Monster Hunt, I am going to catch a ______ one With my _______________! My monster has g_____ g___ and t_______ t______. It is as big as a _____ and as smelly as a ______. Will you come and help me? At the end of the Monster Hunt, the children discover the Monster they have been looking for. The Police Officer, overjoyed at the children’s help, gives them his Special Police Officer awards. Children use differentiated writing frames to write their sentences. Children use differentiated writing frames to write their sentences. Support for children to read/say their poems as necessary. In groups of 3, children to listen to one another’s poems and orally say 2 stars and a wish for each other. Tell children that their special task is to try to learn at least one stanza of their poem for the next session, where they will be going on their final monster hunt. Teacher to display children’s their finished poems.
Page 1 and 2: Primary Literacy Planning - Monster
Page 3: Day 4 Innovate - Rewrite known poem

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

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