Year 3 Weekly Literacy Plan Unit: Poetry Unit 3 – Language play 1 Week Overview: Learning objectives: Curriculum links: 1. Speaking Read, discuss and analyse a range of Choose and prepare poems or stories for performance, identifying appropriate History – Anglo poems that play with language. These expression, tone, volume and use of voices and other sounds could include puns, riddles, nonsense Sustain conversation, explain or give reasons for their views or choices Saxon riddles verse, cautionary poems, word and Viking games, word puzzles, etc. Provide 3. Group discussion and interaction Kennings opportunities for children to perform Actively include and respond to all members of the group some of their favourite examples considering volume, pace, expression 6. Word structure and spelling and the use of different voices. Play Spell high and medium frequency words some poetry games with the children Recognise a range of prefixes and suffixes, understanding how they modify meaning to generate nonsense phrases, and spelling, and how they assist in decoding long, complex words unusual rhymes, unusual Spell unfamiliar words using known conventions including phoneme/grapheme combinations of adjectives and correspondences and morphological rules nouns, etc. 7. Understanding and interpreting texts Select a particular form and, in shared Explore how different texts appeal to readers using varied sentence structures and composition with the children, build up descriptive language a poem that follows a model seen in the examples read earlier. 8. Engaging with and responding to texts Identify features that writers use to provoke readers' reactions Children then work in pairs or groups to devise their own poems and write 9. Creating and shaping texts them on screen. They can then share Make decisions about form and purpose, and identify success criteria for their writing these with the class, with other Use layout, format, graphics, illustrations for different purposes classes or, via email, with children in another school. 10. Text structure and organisation Signal sequence, place and time to give coherence Homework / weekly lessons Group related material into paragraphs 11. Sentence structure and punctuation Weekly handwriting lesson Compose sentences using adjectives, verbs and nouns for precision, clarity and Weekly spellings for impact homework and spelling test Weekly guided reading 12. Presentation session Write with consistency in size and proportion of letters and spacing within and between words, using the correct formation of handwriting joins Develop accuracy and speed when using keyboard skills to type, edit and redraft Weekly literacy framework plan: Poetry Unit 3 – Language Play Class: Year 3 Year: Term: Summer 1 Wk ( to ) Teacher: Day Objective Activity Independent work/ Success Criteria Plenary Evaluation Must: all Should: MA/HA Could: HA LA MA HA M Know what a riddle Explain why riddles, poems and stories were so MUST: select SHOULD: COULD: Ask children what is and work out important in Anglo-Saxon times the answer to guess the guess the they thought the st some Anglo-Saxon 1 10 mins: children guess without any choice of a riddle from answer to a answer to a answers were riddles answers or clues a choice of riddle from a riddle without and go through nd 2 10 mins: children guess with the help of clues answers clue any clues what they actually rd LP001 3 10 mins: children guess with a choice of answers were Children work in 2s or 3s to work out what each riddle is describing For each riddle complete the sentence ‘I think it is a (blank) because … Tu Comprehension Read through the poem ‘Matilda’ as a class and MUST: SHOULD: COULD: Hot seating in discuss success criteria e.g. full sentences, answers answer answer answer groups, then as a Strands 1, 7, 8 from text etc. questions questions questions class with each and 12 Children answer comprehension questions on requiring requiring lower requiring child pretending Matilda. lower order order, and higher order to be a character LP002 thinking skills some higher thinking skills from the story and order thinking answering skills questions on it W Limericks Explain the key features of a limerick: MUST: SHOULD: COULD: Children read Five lines long complete the rearrange write their some of the Strands 1, 3, 7, One couplet and one triplet missing limericks own limerick limericks they 8, 9, 10, 11 and Rhyming pattern a a b b a words in a where the after being have written to 12 Lines 1, 2 and 5 have 3 beats limerick lines are given a first each other Lines 3 and 4 have 2 beats mixed up so line and LP003 Meant to be funny they make some Read several examples of limericks sense rhyming Explain various tasks words Th Grammar Read ‘Jabberwocky’ as a class. MUST: SHOULD: COULD: Go through Discuss how even though many of the words are not classify classify many classify answers with Classify words as real words, we could think of words to replace them words as of the nouns, almost all of class, addressing nouns, verbs or e.g. gyre (blow) or vorpal (shiny). nouns, verbs verbs or the nouns, any adjectives This means that we can still classify the words in to or adjectives, adjectives, verbs or misconceptions or groups: nouns, verbs and adjectives. with all of without all of adjectives, disagreements LP004 Revise how a noun is a thing, a verb is a doing word these words these words without all of and an adjective is a describing word. highlighted in highlighted in these words Model how to do this with the first verse. the poem the poem highlighted in LA will have the poem with all of the nouns, verbs the poem and adjectives highlighted in bold. Rest of the class will have the poem without any words in bold, so they will have to decide which words are nouns, verbs and adjectives. F Kennings Read PP which explains how a kenning was MUST: write SHOULD: COULD: Children read originally a Viking style of poem a kenning write a guess what their kennings to Strands 1, 3, 7, 8, Read examples of kennings kenning that other each other and 9, 10, 11 and 12 Model how to write a kenning by first thinking of an someone else people’s guess what they object / animal: can correctly kennings were describing LP005 Make a list of characteristics about your guess what were object / animal the object is describing Change your list into 2 word clues, with 2 words on each line Read your kenning and ask someone to guess what your kenning is describing Children do this themselves Children who cannot access the comprehension text because they are EAL or because of gaps in their phonic knowledge (low level 2bs or below this) should take part in a catch up reading scheme, such as ReadWriteInc. See Brooks (2007) by Googling ‘Brooks, G. (2007) What works for pupils with literacy difficulties?’ for a review of available programmes and their effectiveness.
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