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Renewed Framework Literacy Planning Year: 1 Unit Plan: Poetry Unit 3 Poems on a Theme Overview of unit: (2 x weeks) 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. Notes: The childrens poetry archive (link below) has selections of poems on a theme. Literacy objectives - Most children will learn how to: To ensure effective planning of literacy skills, teachers need to ensure they plan for the ongoing elements of literacy learning within each unit and across the year, using assessment for learning to ensure children make effective progress, ensuring they reach national expectations. The links below take you to the relevant strand objectives to ensure effective planning for core skills. 5. Word recognition: 11. Sentence structure and decoding (reading) and encoding 6. Word structure and spelling punctuation (spelling) These are in addition to the Objectives listed below. 1. Speaking Interpret a text by reading aloud with some variety in pace and emphasis 2. Listening and responding Listen with sustained concentration, building new stores of words in different contexts 3. Group discussion and interaction Ask and answer questions, make relevant contributions, offer suggestions and take turns Explain their views to others in a small group, decide how to report the group's views to the class 5. Word recognition: decoding (reading) and encoding (spelling) Recognise and use alternative ways of pronouncing the graphemes already taught Recognise and use alternative ways of spelling the graphemes already taught Identify the constituent parts of two-syllable and three-syllable words to support the application of phonic knowledge and skills Recognise automatically an increasing number of familiar high frequency words Apply phonic knowledge and skills as the prime approach to reading and spelling unfamiliar words that are not completely decodable Read more challenging texts which can be decoded using their acquired phonic knowledge and skills, along with automatic recognition of high frequency words Brighton and Hove Primary Literacy Team Read and spell phonically decodable two-syllable and three-syllable words 6. Word structure and spelling Spell new words using phonics as the prime approach Segment sounds into their constituent phonemes in order to spell them correctly Recognise and use alternative ways of spelling the graphemes already taught Use knowledge of common inflections in spelling, such as plurals, -ly, -er Read and spell phonically decodable two-syllable and three-syllable words 7. Understanding and interpreting texts Explain the effect of patterns of language and repeated words and phrases 8. Engaging with and responding to texts Visualise and comment on events, characters and ideas, making imaginative links to their own experiences 9. Creating and shaping texts Find and use new and interesting words and phrases, including story language Create short simple texts on paper and on screen that combine words with images (and sounds) 12. Presentation Write most letters, correctly formed and orientated, using a comfortable and efficient pencil grip Write with spaces between words accurately Building on previous learning by checking that children can already: Key aspects of learning: Resources: Writing flier 3 - Writing poetry (Ref: 0532-2001) http://www.standards.dfes.gov.uk/primary/publications/literacy/63353/nls_teachwriting053201poem3.pdf Progression in poetry – Y1 Extract below http://www.standards.dfes.gov.uk/primaryframeworks/downloads/Word/Prog_poetry.doc Year Year 1 Strands 2, 5, 6 & 7 Reading Poetry: subject matter and theme; language use; style pattern discuss own response and what the poem is about; talk about favourite words or parts of a poem; Strands 1 & 6 Performing Poetry: use of voice; presentation perform in unison, following the rhythm and keeping time notice the poem’s pattern imitate and invent actions Strands 8 – 12 Creating Poetry: original playfulness with language and ideas; detailed recreation of closely observed experience; using different patterns invent impossible ideas, e.g. magical wishes; observe details of first hand experiences using the senses and describe; list words and phrases or use a repeating pattern or line. A site to find resources: http://www.poetryarchive.org/childrensarchive/home.do A site to find resources and publish/share your poems: http://www.poetryzone.ndirect.co.uk/index2.htm Brighton and Hove Primary Literacy Team Building assessment into Learning outcomes: teaching: Translate into success criteria appropriate for your class Phase 4 Phase 3 Phase 2 Phase 1 Phases of learning: Brighton and Hove Primary Literacy Team Success Criteria: Refer to Primary Framework Teaching Sequence (link below) to complete unit plans appropriate to your class and curriculum. http://www.standards.dfes.gov.uk/primaryframeworks/literacy/planning/Year1/Poetry/unit3/ Day Lesson LO or success criteria Whole-class work Whole-class work Use the overview above to begin to map out the teaching sequence. 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. Brighton and Hove Primary Literacy Team Independent work Group work Plenary including key assessment