Week 5

Copy this list into your handwriting book Copy this list into your handwriting book. Select 3 sets of homophones to illustrate to help you remember each meaning. There Their Hear Here Week Weak Right Write Allowed Aloud

L.O. To explore the rhythm of a poem and its purpose. Lesson 1: Rhythm L.O. To explore the rhythm of a poem and its purpose. . I know that the rhythm of a poem adds to the meaning and feelings expressed by the poet. I know what the rhythm of a poem is.   I know what syllables are.

L.O. To explore the rhythm of a poem and its purpose. Understanding syllables helps us to better understand the rhythm of a poem.

L.O. To explore the rhythm of a poem and its purpose. In most words that have more than one syllable, one of the syllables is spoken more strongly than the others. We say that this syllable is “stressed.” For example, the word “apple” has two syllables – ap-ple – and the first syllable is pronounced more strongly than the second. That’s why the word is pronounced “AP-pull” and not “ap-PULL.”

L.O. To explore the rhythm of a poem and its purpose. The easiest way to tell if a word is stressed or not is to put it in a sentence and then read it aloud. Listen carefully to how you pronounce it to see if you can tell which words or syllables are stressed and which ones aren’t. Let’s take a look at an example. Read the following line and see if you can hear the stressed syllables. My mother ate an apple and my father ate a pear.

L.O. To explore the rhythm of a poem and its purpose. Stressed syllables are shown by capital letters: my MOTH | er ATE | an AP | ple AND | my FATH | er ATE | a PEAR.

L.O. To explore the rhythm of a poem and its purpose. Stressed syllables are shown by capital letters. Write on your whiteboard which syllables are stressed: My cat is nice. My cat is fat. My cat is cute. I like my cat.

L.O. To explore the rhythm of a poem and its purpose. Stressed syllables are shown by capital letters. Check your syllables: my CAT | is NICE. my CAT | is FAT. my CAT | is CUTE. i LIKE | my CAT.

L.O. To explore the rhythm of a poem and its purpose. Today I Had a Rotten Day Today I had a rotten day. As I was coming in from play I accidentally stubbed my toes and tripped and fell and whacked my nose. I chipped a tooth. I cut my lip. I grazed my knee. I hurt my hip. I pulled my shoulder, tweaked my ear, and got a bruise upon my rear. I banged my elbow, scraped my shin. A welt is forming on my chin. My pencil poked me in the thigh. I got an eyelash in my eye. I sprained my back. I wrenched my neck. I'm feeling like a total wreck. So that's the last time I refuse when teacher says to tie my shoes. --Kenn Nesbitt What effect does it create if we read the poem in different rhythms? What feelings are expressed in the poem?

L.O. To explore the rhythm of a poem and its purpose. Answer in your copy book This poem is about: The feelings expressed in the poem are: Select 2 lines from the poem and rewrite using capital letters to show the stressed syllables. E.g. i BANG-ed my EL-bow, BARK-ed my SHIN Write 5 pairs of rhyming words. How is repetition used in the poem?

Copy these sentences and select the correct homophone to fill in the blank. Miss asked me to _____ the sentences in my book. The students opened ______ books to begin working. Without breakfast I feel tired and _____. I say the word _____ to hear the syllables. “I’m sorry, I couldn’t _____ you over all of the noise,” said Mohammed. There Their Hear Here Week Weak Right Write Allowed Aloud

Lesson 2: Creating Images L.O. To understand that a poet creates images and mood. . I can create pictures based on a poem that reflect mood. I can say which words create pictures in a poem.   I know what a rhyme is.

L.O. To understand that a poet creates images and mood.

L.O. To understand that a poet creates images and mood. Making Predictions What will the poem be about? Where is it set? What words might be in the poem? What sounds might be created? What will the feelings or mood be? Will it rhyme? Will it have repetition?

L.O. To understand that a poet creates images and mood. The Sea at Sunset Along the shores of the windswept beach Where the waves come tumbling in, Where the seagulls sore and the oceans roar And the cold winds dance and spin Where the clouds turn pink as the sunrays sink The dusk like a thief comes creeping To turn out every flame of light And send the sunshine leaping Where across the darkened velvet sky The moon like a boat comes sailing Adrift in an ocean of twinkling stars With a train of silver trailing. Were our predictions correct?

L.O. To understand that a poet creates images and mood. Essential Fiction p. 33 Windy Nights What images are created in the poem?

L.O. To understand that a poet creates images and mood. Worksheet Illustrate 3 images created in the poem. The first has been completed for you. Include the line from the poem. Colour your images to reflect the mood the poet creates.

List as many more homophone pairs as you can: There Their Hear Here Week Weak Right Write Allowed Aloud Create a class list.

L.O. To plan and write a poem based on a model. Lesson 3: Planning L.O. To plan and write a poem based on a model. . I can used the features of a poem to create an image in the readers mind. I can plan ideas for a poem.   I know the features of a poem.

L.O. To plan and write a poem based on a model. The Sea at Sunset Along the shores of the windswept beach Where the waves come tumbling in, Where the seagulls sore and the oceans roar And the cold winds dance and spin Where the clouds turn pink as the sunrays sink The dusk like a thief comes creeping To turn out every flame of light And send the sunshine leaping Where across the darkened velvet sky The moon like a boat comes sailing Adrift in an ocean of twinkling stars With a train of silver trailing. What features can we include in our own poems? We are going to plan our own poem, using the same features as we can see in this poem.

L.O. To plan and write a poem based on a model. Whole Class Planning (A3) Fill in your templates with the class suggestions, then: Include 3 more ideas, 1 more simile, 3 more rhyming pairs. Brainstorm ideas Repetition SCHOOL Refer back to poem for features, structure, lines, stanzas, repetition, sounds and colours. Similes /comparisons List rhyming words

SCF

Use the list of homophones from last lesson to write 3 sentences. Dictation using 2 words from the list.

L.O. To write a poem based on one of the forms studied in class. Lesson 4: Big Write L.O. To write a poem based on one of the forms studied in class. . I can review my work for errors. I can select words to create images about a topic.   I can use the features of a poem.

L.O. To write a poem based on one of the forms studied in class. Using your plan from last lesson, you are going to write a poem in your Big Write Book. Your poem must include the features from yesterday: 4 line stanzas At least 2 stanzas Rhyming words 2 similes Repetition of words or statements. How can we start? Think about the important times at school. SCHOOL

L.O. To write a poem based on one of the forms studied in class. To School We Go Through the gates the children walk Greet their friends and have a talk Before too long the whistle will blow And marching like ants, off they will go. Up the stairs and into class They want to learn, they have to pass They sit like statues, listening carefully They’re perfect students in 4D!