© Crown Copyright 2004 1 Learning & teaching using ICT Poetry – Year 5 Let us imagine we are adapting this ‘vignette’ to support the ‘Poetry’ planning

© Crown Copyright 2004

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Learning & teaching using ICT

Poetry – Year 5

Let us imagine we are adapting this ‘vignette’ to support the ‘Poetry’ planning unit in Term 1 of Year 5.

Amongst the objectives for this unit are:

T6 to read a number of poems by significant poets and identify what is distinctive about them

T8 to to investigate and collect different examples of word play, relating form to meaning

T16 to convey feelings, reflections or moods in a poem through the careful choice of words and phrases

And the outcome is to be: two contrasting poems

We are going to link this work around a theme of ‘Beachcombing’.


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Beachcombing: Session 1

• Begin by showing a digital picture of a seashore and asking the children to discuss their own experiences of walking on a beach and finding/collecting things.• Introduce the first poem (e e cummings: maggie and milly and molly and may). Respond to and discuss it.• Display the text on an IWB, and use the editing facilities to discuss and analyse the text, noting the form and the way the poet conveys moods, feelings, etc. • Introduce the second poem (George MacKay Brown: Beachcomber).• Get children to discuss and text mark, and then feedback and collate responses, again marking up a version of the text on IWB.

(This hits Priority 2: exploiting editing features)


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• Introduce an interactive non-fiction reference text containing information about things found on a the seashore (e.g. Encarta)• Explore the text as shared reading, establishing how to go about locating information on things we might find on the shore • As paired reading allow the children to explore the text with the objective of identifying some ‘amazing things’ they might find on the shore. They should compile a list of these, together with one or two ‘amazing facts’ about each.• As plenary take feedback and compile a class list.

(This hits Priority 1: reading interactive text)


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• Return to poem two on the IWB. Recap, revisiting previous annotations.• Discuss the structure and pattern of the poem and use IWB to demonstrate how to extract pertinent words and phrases from each ‘verse’ to construct a writing frame. (On Monday I found - - -, I - - - - - On Tuesday, etc.)• As shared writing compose a verse based on one of the ‘amazing finds’ from yesterdays list, using the frame you just made.• Ask children to complete their own verses to the frame, using ideas from their own list of previous day. Share and discuss these at the end of the session. Save children’s verses.

(This hits Priority 3: planning and structuring writing)


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• Use an image/sound presentation based on the ‘vignette’ but with pictures and sound related to a seashore. (Could be based on images teachers, or even children, have taken themselves.)• Work through teaching sequence similar to that in the lesson extract, using the sounds (weird, scary, balmy, etc.) to provoke a more imaginative, emotional response.• Return to previous day’s electronic writing frame and model writing a response based on a particular image/sound. (This should be more wacky, imaginative – metaphorical?- than those sourced from the non-fiction text: e.g. I found alien debris dropped from space?) •Ask children to complete their own verses to the frame, this time using ideas prompted by the image/sound combinations. Share and discuss these at the end of the session. Save children’s verses.

(This hits Priority 4: digital image and sound as stimulus)


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• Recap poem two, using saved annotations, and focus on how GMB uses imagery to convey feeling.• Ask children to work further on either their ‘naturalistic’ or their ‘more imaginative’ verses (or possibly to combine the two)• Work in pairs using ‘track changes’ to support and discuss improvements (as modelled in the Y4 example on ICT in the LH 2) • Feedback and share the revised poems, discussing the improvements made. Are they better? Why? •Compare and contrast the more ‘naturalistic’ and the more ‘metaphorical versions of the poem. Which are preferred? Why?

(This hits Priority 2 again: this time focusing on children’s use of on-screen editing potential)

Microsoft PowerPoint.lnk

Documents

© Crown Copyright 2004 1 Learning & teaching using ICT Poetry – Year 5 Let us imagine we are adapting this ‘vignette’ to support the ‘Poetry’ planning