Thursday, March 12, 2009
Y1 Poems on a theme
Poems on a theme
(2 weeks)
Sorry, exemplified detail of this unit is not currently available.
Overview
• Children hear, read and respond to a range of simple poems with a similar theme. They join in with 'performances' of them, with and without music, actions and other enhancements. They use some of the poems as simple models for their own writing.
• As a class and in groups, children hear, read and respond to a range of simple poems on a shared theme, for example weather, animals, toys. This theme could well be selected to fit with work across the curriculum. They discuss their own and others' responses to the poems and what they think they are about. They talk about their favourite words and parts of the poems, and notice the poems' patterns. They consider obvious similarities and differences between the poems. They join in with and 'perform' the poems in a variety of ways, including where appropriate singing, adding music, rhythms or sounds, doing actions and acting out.
• With extensive contribution from and involvement by children, the teacher models and explores writing a simple, patterned poem on the same theme, as a shared composition, for example collecting words and phrases and then making up simple couplets or verses, based around them. Building from earlier work on the senses, children consider what things are 'like', as well as indulging in fanciful inventions such as magical wishes. Opportunity is taken to focus on language choices, further developing children's vocabulary and their word reading and writing skills in the process. Sometimes simple models from the reading are used as a frame for writing. These collaboratively written simple poems, too, can be read, sung, danced and otherwise explored.
• Following on from this modelling, children in pairs or individually (possibly then working with a response partner) write their own simple patterned texts (on paper or on screen) on the given theme, developing their writing by adding further words or phrases to a specified beginning, following a given pattern or writing within an appropriate frame. Stimulus and support are provided through first-hand experience and through images, sounds, music, etc., and children are encouraged to explore ideas verbally before writing. Outcomes are then shared and discussed. They could be recorded on audio or video as a vehicle for both sharing and review.
(2 weeks)
Sorry, exemplified detail of this unit is not currently available.
Overview
• Children hear, read and respond to a range of simple poems with a similar theme. They join in with 'performances' of them, with and without music, actions and other enhancements. They use some of the poems as simple models for their own writing.
• As a class and in groups, children hear, read and respond to a range of simple poems on a shared theme, for example weather, animals, toys. This theme could well be selected to fit with work across the curriculum. They discuss their own and others' responses to the poems and what they think they are about. They talk about their favourite words and parts of the poems, and notice the poems' patterns. They consider obvious similarities and differences between the poems. They join in with and 'perform' the poems in a variety of ways, including where appropriate singing, adding music, rhythms or sounds, doing actions and acting out.
• With extensive contribution from and involvement by children, the teacher models and explores writing a simple, patterned poem on the same theme, as a shared composition, for example collecting words and phrases and then making up simple couplets or verses, based around them. Building from earlier work on the senses, children consider what things are 'like', as well as indulging in fanciful inventions such as magical wishes. Opportunity is taken to focus on language choices, further developing children's vocabulary and their word reading and writing skills in the process. Sometimes simple models from the reading are used as a frame for writing. These collaboratively written simple poems, too, can be read, sung, danced and otherwise explored.
• Following on from this modelling, children in pairs or individually (possibly then working with a response partner) write their own simple patterned texts (on paper or on screen) on the given theme, developing their writing by adding further words or phrases to a specified beginning, following a given pattern or writing within an appropriate frame. Stimulus and support are provided through first-hand experience and through images, sounds, music, etc., and children are encouraged to explore ideas verbally before writing. Outcomes are then shared and discussed. They could be recorded on audio or video as a vehicle for both sharing and review.
# posted by whynotshare @ 6:07 PM 
