Week 1 - Poetry - 1/9/08

Year 5 Literacy Planning	Week 1	Poetry - The Highwayman	TB/RG	W/C 1/9/08
Monday	Tuesday	Wednesday	Thursday	Friday

Word and Sentence Learning Outcomes - see relevant strand objectives

Begin to understand VCOP and contribute to class resources/boards.
Know and use less common prefixes and suffixes such as im-, ir-, -cian.
Group and classify words according to their spelling patterns and their meanings.

Activity	Activity	Activity	Activity	Activity
	INSET DAY	Introduction to the different boards in the classroom. Explore what VCOP stands for. Begin to look at the WOW words board and the Connectives. Collect examples and put up on boards.	Explore the Punctuation pyramid and how to use it. Trace some punctuation marks on a partners back - can they guess? Talk briefly about the focus on the capital letter and full stop.	Revisit Punctuation pyramid and how to use it. Punctuation game on capital letters and full stops.

Main Learning Outcomes - see relevant strand objectives

Children understand the differences between literal and figurative language and can use the text to explain the effects of imagery in a poem.
Children can reflect on how working in role helps to explore some of the complex issues within a poem.
Children use their understanding of characters, language and plot to write in the first person.

Activity	Activity	Activity	Activity	Activity
		Complete reading of the poem and discuss the settings the children can identify. Watch animated version. Begin to look at Voicethread and run through how the children can add a comment about what they see. Demo.	Re-watch animated version. Consider the different characters involved in the tale - discuss as a class the role they play. Review the use of Voicethread and the process to add different comments.	Ask children to review the poem using Voicethread (this third session will help consolidate their use of the tool) Encourage them to pick out individual parts they enjoyed and even vocabulary for the class boards.
Group Work	Group Work	Paired Work	Paired Work	Paired Work
		B - Using setting imagery from the poem or otherwise, add senses info around it in Voicethread. O - As above G - As above Y - As above TA Support R - As above TA Support - explore images with voice comments.	B - Using character imagery from the poem, add comments and thoughts in Voicethread. O - As above G - As above Y - As above TA Support R - As above TA Support - explore images with voice comments.	B - Using the poem text, add comments and reactions in Voicethread. O - As above G - As above Y - As above TA Support R - As above TA Support - explore images with voice comments.
Plenary	Plenary	Plenary	Plenary	Plenary
		Take the time to review the children's first uses of Voicethread and gauge their response. Check process and outcomes on Voicethread.	Look as a whole class at a variety of scenes and the sort of mood in each. Can we find specific words that help us? Any WOW words? Review Voicethread.	Explore the poem in detail as a whole class and review the comments in Voicethread.

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