10 Minutes Silent Reading Time

toadstool a green or black substance that grows in wet places or on old food wood / forest a poisonous fungus with a round top and a narrow stem mould a green plant with narrow leaves like feathers and no flowers twilight a thick piece of wood that has been cut from a tree fern the time in the evening when it starts to become dark brambles a large area of trees growing close together/an area of land covered with a thick growth of trees: moss a very small, green plant that grows on the surface of rocks, trees, etc. log a wild bush with thorns, that produces blackberries:

toadstool a green or black substance that grows in wet places or on old food wood / forest a poisonous fungus with a round top and a narrow stem mould a green plant with narrow leaves like feathers and no flowers twilight a thick piece of wood that has been cut from a tree fern the time in the evening when it starts to become dark brambles a large area of trees growing close together/an area of land covered with a thick growth of trees: moss a very small, green plant that grows on the surface of rocks, trees, etc. log a wild bush with thorns, that produces blackberries:

queer arching crafty stilted uncanny strolls mumbling slender imprisons

queer arching crafty stilted uncanny strolls mumbling slender imprisons

crafty good at tricking people

strolls to walk in a slow relaxed way

mumbling to speak quietly and not clearly

imprisons to put someone in prison

slender thin, slim and tall

uncanny strange or difficult to explain

stilted not smooth or natural

arching making the shape of an arch or curve

queer old-fashioned strange, unusual, or not expected

Reminder of our learning objectives… Learning Objectives You will be able to use evidence from a text to work out and explain both verbally and visually the layers of meaning in the poem e.g. the use of language [RAF2/3] Learning Outcomes You will match words from the poem 'The Toadstool Wood' with both pictures and definitions explain defintions of words from the poem in your own words share and explain your ideas about the poem in a 'marketplace' activity summarize key points about the poem

RED feelings GREEN ideas BLUE thinking planning overview WHITE facts YELLOW positives likes BLACK difficulties problems weaknesses

RED feelings GREEN ideas BLUE thinking planning overview WHITE facts YELLOW positives likes BLACK difficulties problems weaknesses

Reminder of our learning objectives… Learning Objectives You will be able to use evidence from a text to work out and explain both verbally and visually the layers of meaning in the poem e.g. the use of language [RAF2/3] Learning Outcomes You will match words from the poem 'The Toadstool Wood' with both pictures and definitions explain defintions of words from the poem in your own words share and explain your ideas about the poem in a 'marketplace' activity summarize key points about the poem

IDEA/ POINTEVIDENCE

Reminder of our learning objectives… Learning Objectives You will be able to use evidence from a text to work out and explain both verbally and visually the layers of meaning in the poem e.g. the use of language [RAF2/3] Learning Outcomes You will match words from the poem 'The Toadstool Wood' with both pictures and definitions explain defintions of words from the poem in your own words share and explain your ideas about the poem in a 'marketplace' activity summarize key points about the poem

ODD ONE OUT

The Toadstool Wood by James Reeves. The toadstool wood is dark and mouldy, And has a ferny smell. About the trees hangs something quiet And queer – like a spell. Beneath the arching sprays of bramble Small creatures make their holes; Over the moss’s close green velvet The stilted spider strolls. The stalks of toadstools pale and slender That grow from that old log, Bars they might be to imprison A prince turned to a frog. There lives no mumbling witch nor wizard In this uncanny place, Yet you might think you saw at twilight A little, crafty face.

10 Minutes Silent Reading Time

Use nine of these words to fill your bingo card. Copy them out in any order. onomatopoeia alliteration rhyme repetition metaphor stanza simile personification imagery tone layout sibilance

Learning Objectives You will be able to use evidence from a text to work out and explain both verbally and visually the layers of meaning in the poem e.g. the use of language [RAF2/3] Learning Outcomes You will revise terms used to describe poetry e.g. alliteration identify and explain the parts of a PEA paragraph devise a PEA paragraph about 'The Toadstool Wood' create a visual presentation of a PEA paragraph

Connectives: thus whereas also then at first in the same way similarly however therefore in contrast equally just like like wise like just as because furthermore on the other hand SIMILAR DIFFERENT

Reminder of our learning objectives… Learning Objectives You will be able to use evidence from a text to work out and explain both verbally and visually the layers of meaning in the poem e.g. the use of language [RAF2/3] Learning Outcomes You will revise terms used to describe poetry e.g. alliteration identify and explain the parts of a PEA paragraph devise a PEA paragraph about 'The Toadstool Wood' create a visual presentation of a PEA paragraph

PEA Paragraphs

Point Evidence Analysis

Using Point, Evidence, and Analysis (PEA) When you are writing about a text or discussing a text it is very important that you use quotes or to back up what you are saying. Using PEA is a way of writing about a text making sure that you include textual analysis or looking at something closely.

Point – What does the quotation show in very simple terms? Evidence – This is a ‘quote’ taken from the text to prove or support what it is that you are saying. Analysis – This is where you give a more detailed explanation of the point. You point out the technique used e.g. simile, use a quotation and then, exlain why it has been used; it is good to include your own personal opinion here or what you think. Think - Analysis - T[Technique] Q[Quotation] A[Analysis or Explanation]

Reminder of our learning objectives… Learning Objectives You will be able to use evidence from a text to work out and explain both verbally and visually the layers of meaning in the poem e.g. the use of language [RAF2/3] Learning Outcomes You will revise terms used to describe poetry e.g. alliteration identify and explain the parts of a PEA paragraph devise a PEA paragraph about 'The Toadstool Wood' create a visual presentation of a PEA paragraph

6/18/2016 Frost creates the picture of a painting in the title 'Stopping by Woods on a Snowy Evening'. The 'ing' in 'stopping' gives This creates strong imagery of a figure stood in a snowy landscape. the idea of the present time as if someone has suddenly stopped to look at the landscape. In addition, the use of the 'ing' makes us think of someone in the middle of a journey.

6/18/2016 Frost creates the picture of a painting in the title 'Stopping by Woods on a Snowy Evening'. The 'ing' in 'stopping' gives the idea of the present time as if someone has suddenly stopped to look at the landscape. In addition, the use of the 'ing' makes us think of someone in the middle of a journey. This creates strong imagery of a figure stood in a snowy landscape.

Reminder of our learning objectives… Learning Objectives You will be able to use evidence from a text to work out and explain both verbally and visually the layers of meaning in the poem e.g. the use of language [RAF2/3] Learning Outcomes You will revise terms used to describe poetry e.g. alliteration identify and explain the parts of a PEA paragraph devise a PEA paragraph about 'The Toadstool Wood' create a visual presentation of a PEA paragraph

IDEA/ POINTEVIDENCE

6/18/2016 Point: From the extract the reader learns... The writer tries to... The writer uses language to create the effect that… Evidence: (remember to use quotation marks ‘__________’ ) The evidence that shows this is... The quote that supports my point is... The word/s that show this is… This is revealed when [character] says, ‘_____’ Analysis: The writer uses The author creates a sense of… The result of the language used by the author is… The use of the word/s ________ shows/produces… This creates the impression that… This quote shows… The effect upon the reader is… This shows/implies/reveals etc. Connectives: however therefore in contrast thus whereas because furthermore also then at first on the other hand in the same way similarly equally just like like wise like just as A

6/18/2016

Reminder of our learning objectives… Learning Objectives You will be able to use evidence from a text to work out and explain both verbally and visually the layers of meaning in the poem e.g. the use of language [RAF2/3] Learning Outcomes You will revise terms used to describe poetry e.g. alliteration identify and explain the parts of a PEA paragraph devise a PEA paragraph about 'The Toadstool Wood' create a visual presentation of a PEA paragraph

Questions Write 3 questions about the lesson.

10 Minutes Silent Reading Time

Show me the answer! Using mini-whiteboards you must show you the answer to a series of questions. Answer!

Learning Objectives You will be able to use evidence from a text to work out and explain both verbally and visually the layers of meaning in the poem e.g. the use of language [RAF2/3] Learning Outcomes You will answer questions about the ways poets create meaning in poems revise connectives for comparing and contrasting analyze and compare 'Stopping' and 'The Toadstool Wood' recall what you have learnt about the poems write a PEA paragraph comparing OR contrasting the poems

Stopping by Woods on a Snowy Evening The Toadstool Wood

Stopping by Woods on a Snowy Evening

Stopping by woods on a snowy evening - Frost The Toadstool Wood - Reeves

Stopping by woods on a snowy evening - Frost The Toadstool Wood - Reeves

What do you know? (variation – ideas must be pictures instead of words)