NLS assessment objectives Year 7 Poetry Word Sentence Reading Writing Speaking and listening Sp9 Spell words phonemically & by syllables TR7 Identify the main points, processes or ideas in a text and how they are sequenced and developed by the writer. TR14 Recognise how writers language choices can enhance meaning e.g. repetition, emotive vocabulary, varied sentence structure or line length, sound effects. TR20 Explore the notion of literary heritage and understand why some texts have been particularly influential or significant. language, including the use of imagery, alliteration, rhythm & rhyme. TW12 Comment using appropriate terminology on how writers convey setting, character and mood through word choice and sentence structure. SL5 Promote justify or defend a point of view using supporting evidence, example and illustration, which are linked back to the main argument. S&L14 Acknowledge other people s views, justifying or modifying their own views in the light of what others say. Copyright 2001 www.teachit.co.uk 1
Lesson 1 language, including the use of imagery, alliteration, rhythm & rhyme. Lesson 2 language, including the use of imagery, alliteration, rhythm & rhyme. Sp9 Spell words phonemically & by syllables Clap out syllables to selection of words & attempt spellings Could use white boards. SP10 Rhyming game either in groups or if really adventurous finish with a class attempt. Give starter see how many the class can think of. Display results. To recognise rhythm and its poetic uses Brainstorm uses for rhythm refer to starter. Talk about rhythm sound of it, length of lines, syllables etc. Read Night Train Talk about the use of rhythm for the purpose. (you will find it in: I like this poem) Recap yesterday, then ask what does rhyme do? How does it work? Where do you find it? Use same book as yesterday and let groups investigate where they find rhymes. Working in small groups practise the poem using the rhythm to aid performance. Read poetry with varying rhyming patterns. Build up a dictionary of rhymes. What problems if any encountered, does the rhythm change, if so where and why? Check findings and read out extracts groups particularly liked. Ask question if no one mentions it What about the ones where it almost rhymes? Rhyme challenge How many rhyming strings can be made with words that have two or more syllables? Lesson 3 No starter. Model brainstorming ideas for a poem of own. Show how you use those ideas to write a first stanza. Model how to work at it so that it is the best you can get it i.e. don t be satisfied with first attempt. Work in pairs or individually to produce own poem about an animal, or school using rhythm and rhyme N.B. Use rhyming dictionaries compiled last lesson. Share ideas and give advice to each other where stuck. Check rhyme & rhythm and practise for presentation. AT1 & AT2 Assessment. TW1 & TW8 Copyright 2001 www.teachit.co.uk 2
Lesson 4 TR14 Recognise how writers language choices can enhance meaning e.g. repetition, emotive vocabulary, varied sentence structure or line length, sound effects. Lesson 5 TW1 & TW8 see lesson 2 & 3 S&L14 acknowledge other people s views, justifying or modifying their own views in the light of what others say. In pairs brainstorm what can remember about imagery / figurative language from Year 6. Fit this lesson in where appropriate to fit with timetable. Recap figurative language from Year 6. Demonstrate understanding of poetic style and language use read poem with class pick out e.g s. Could use a Library Lesson. Look for imagery metaphors, similes, onomatopoeia, alliteration and assonance. Create posters that explain the above and give examples found in poem investigation. Class listen to poems and make constructive comments in note form about presentations. See wk/s. Display posters. Each pair self assess & listen to class assessments. AT1 & AT2 assessment TW1 &TW8 Give nc level & next steps comment. Lesson 6 TR7 Identify the main points, processes or ideas in a text and how they are sequenced and developed by the writer. V14 Powerful verbs Give words like went, liked, said etc. Make working lists in ex. book that have more meaning. Can work in pairs or tables. Read Sci Fi poem Southbound on the Freeway Discuss what the poet is talking about model how to annotate a poem. Read second poem in groups and then annotate in a similar way. Could stick poem onto sugar paper to allow room for annotation. Feedback & discussion about what learnt. Copyright 2001 www.teachit.co.uk 3
Lesson 7 TR20 Explore the notion of literary heritage and understand why some texts have been particularly influential or significant. SL5 Promote justify or defend a point of view using supporting evidence, example and illustration, which are linked back to the main argument. Give each table an enlarged copy of one of the poems chosen for later in the lesson. Group read and highlight examples of imagery. Read a selection of poetry E.g. Chaucer, Shakespeare, William Blake, Tennyson, Lewis Carroll, Alfred Noyes over a range of time reader from each group if possible. Discuss how can tell which are the oldest and which more contemporary. Table has copy of all poems. Use deductive skills to put them in time order and try to come up with reasons for that order. Check order and reasons discuss any ones out of order and why that might be. Give out copy of poem for crit writing next lesson (suggest you choose which poem to suit ability of class). Read, highlight imagery ready for next lesson. Lesson 8 On tables discuss imagery found in poem given for h/w. Put poem on OHP and read out. Get class to help highlight imagery, discuss what the poet might have wanted the reader to feel introduce mood and tone. Under the headings of Mood & Tone and Language collect quotes. When this is done try and write a paragraph under each heading about what this tells you about the poem. Report back findings, and check understanding esp under mood & tone heading. Lesson 9 No starter. Class have out in front of them the work from last lesson. Class have writing frame. Teacher models how to plan critical essay. Also models introduction. NB revise formal style. Class plan their writing using their notes and either write their own intro or use the teacher s model. Check understanding of plan and what goes in it. Copyright 2001 www.teachit.co.uk 4
Lesson 10 Connectives to link ideas in essays recap connectives and produce brainstorm list on tables. Teacher models how to write about poetry using connectives to link ideas and how to use quotes in an essay. Class write up their essay using their own notes. Listen to some of the sentences that have quotes and connectives in them. Finish essay if not completed in class and proofread hand in as it is to be able to check it has been proofread! AT3 assessment TW1 & TW19. Lesson 11 TW12 Comment using appropriate terminology on how writers convey setting, character and mood through word choice and sentence structure. No Starter. Read a ballad Read, eg the Commentary type poem. Recognise the distinctive devices used in the poem and how might the class use those devices to write one of their own. Plan & write own chosen poem in similar style. Check that devices discussed have been used listen to e.g. s. Lesson 12 No Starter. As above, also prepare oral presentation of their own poem. Poem presentation. Discuss presentations and their effectiveness. AT1 assessment SL16. Copyright 2001 www.teachit.co.uk 5