SCHEME OF WORK: ENGLISH
SHARED TEXT: Big Bad Raps by Tony Mitton
GENRE / KEY FEATURE: Poetry
SPECIFIC LEARNING OBJECTIVES
What key skills in reading, writing, speaking
and listening will children develop (based on
the genre/key feature of the Shared Text)?
Reading Objective
T6 To read a number of poems by
significant poets and identify what is
distinctive about the style or content
of their poems.
Speaking and Listening Objective:
To read, practise and perform a rap,
emphasising the rhythm. To improve
expression through voice and actions.
Writing Objective:
T12 (Term 2) To use the structure of
poems read to write extensions based
on these, e.g. additional verses, or
substituting own words and ideas.
YEAR GROUP 5 (LA)
CONTENT / ACTIVITIES AND RESOURCES / DIFFERENTIATION
THEIR ORGANISATION
Detail the discussions points and group
activities which reflect the genre/key
feature of the Shared Text.
Discussion will focus on the style of the raps in Big book - Big Bad Raps by Tony Mitton
the big book, including the poet’s use of words White boards and pens
(to give a contemporary feel), the rhythm and Highlighting tape
the rhyming pattern. Activity 4 will also
consider how the word order has been affected
to enhance the poetic style..
Activity 1
Children will read and perform a rap as a group
reading parts together and individually. They
will be expected to convey the strong rhythm,
adding some actions to improve the
performance.
Activity 4 – GGW
Children will investigate word order to suit the
style of a rap.
Activity 3
Children will brainstorm words for a Snow Brainstorming sheet
White rap and begin to use these in stanzas of Rhyming dictionaries, if available
their own, paying attention to the rhyming
pattern.
Activity 5
Children will extend the above two activities to
write their own version of a Snow White rap in
the style of the Big Bad Raps.
 The CAL Literacy Hour in Key Stage 2 – Weekly Planning Sheet
Class: Year 5G (LA) SHARED TEXT: Big Bad Raps by Tony Mitton:
Week beginning: 20th September 2004 GENRE: Poetry

Discussion Point Skill Focus Objective

Shared
Text Level Objective Sentence/Word Level Objective
Reading
(Comprehension, composition) (Phonics, spelling, vocabulary, grammar and punctuation)
Front and Back Discuss the way the blurb is written – as a class, have a go at Spelling Focus ‘eu’ words: Show flashcards of some of the
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cover. reading it – can the children identify a distinctive rhythm.
Pp 34 – 37 (Huff Discuss the vocabulary – is it modern/old – why do they think
Puff Houses) that? PP 34 Which children’s story is the rap based on? Does
this rap tell the same story – are parts changed? Discuss the
vocabulary ‘huff puff houses’,
Pp 25 – 32 Before reading, cover some rhyming words. Read through and
(Fol de Rol Rap) perform as a class, emphasising the rhythm. Consider the
rhyming pattern and ask class to guess what word would fit as
you read through. At the end, discuss with class how they knew
the hidden words. How does this rap compare with the story?
vocabulary (Europe, European, eureka, feud, sleuth, neutral)
and ask children if they can identify the long vowel sound.
Repeat the sound (ū). Hide the flashcards and ask children
to make up the words using magnetic letters on the class
whiteboard. Discuss meanings.
Rhyming Patterns: Show the children how in every 4 lines
the second and last line always have to rhyme. Show
children examples of quatrains with missing words at the
end of 2nd and fourth lines and ask them for suggestions.
Try this filling in last word on all four lines.

Pp 7 – 24 Read through rap taking parts as the class read – esp. speaking
(Beans Talk Rap) parts. Continue to develop the rhythm but add more expression
and a range of different voices (Ma, Giant, Jack). Again,
compare this version of the story with the original – look at the
illustrations too with this in mind!
Discuss the use of contemporary language –how does this
affect the original story. Ask children to find examples on
various pages e.g. p.8 ‘tumbledown shack’; p.10 ‘truckin’’;
p.11 ‘I sure ain’t mean’; ‘weird’, ‘crazy’, p.12 ‘dude’, ‘let’s cut
here now’, how does this compare with ‘pop’ rappers????

Pp 38 - 48 Read and perform as a class, splitting the class into groups andFull & Near Rhyme: Discuss the different spellings of
(Little Red Rap) reading a quatrain each. Discuss change of name to ‘Red’ rhyming words – words don’t have to look the same to
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(Why?). Ask children to find examples of words which rhyme rhyme! Show children mixed up pairs of rhyming words
and examples of ‘contemporary’ language. Discuss how the rap is with different spelling patterns – record on whiteboards
laid out – and how shorter and longer lines still fit the rhythmthe ‘pairs’. Ask children to find examples in the text-p.41
pattern. flowers/hours; p.42door/roar; p.44 eyes/size; hair/stare
etc. Discuss examples of near rhymes apple/cattle which
they could also use.
Writing Objective: T12 (Term 2) To use the structure of poems read to write extensions based on these, e.g. additional verses, or
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substituting own words and ideas.

 Re-reading of parts of model text. Sentence / word level work: Children should Modelled / shared writing Start with a few

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P. 39&43 – look at word order and how this can consider the rhyming pattern and rhythm events from Cinderella and model writing
be changed to suit rhyme and rhythm. throughout. these as a rap, changing word order+
keeping rhythm and rhyming pattern.

1. Text Level
(reading, writing or S&L
related to text)
To practise and perform a rap
conveying the rhythm. Use
actions and clarity to enhance
the performance.
Using ICT?
Differentiation / Support
LA will perform a shorter rap.
Extension
By Outcome.
2. Word Level
(phonics/spelling)
W3 Children will complete
spelling sheet on ‘eu’ words.
Using ICT?
Internet link to ‘look, cover,
write and check’
Differentiation / Support
Simplified sheet/vocab
Extension:
HA will use an atlas to find
countries of Europe
Group Activities
3. Sentence Level
(grammar / punctuation)
To consider the impact of
rhyme. Children will
brainstorm Snow White words
and find words to rhyme.
Using ICT?
Differentiation / Support
LA will work with Mrs.
Gurney.
Extension
HA will use a rhyming
dictionary to increase vocab.
4. GGR / Text Level
(reading, writing or S&L
related to text)
S1 Children will investigate
how poetic style can be
improved by rearranging the
word order or sentences.
Using ICT?
Differentiation / Support
Extension
By outcome.
5. Extended Writing
Activity
Children will extend the
activities to write their own
version of a Snow White rap
in the style of the Big Bad
Raps.
Using ICT?
Differentiation / Support
Provide a word bank of
rhyming words to support l.a.
Extension: By outcome –
greater use of imaginative
vocabulary and word order.

What went well? What did not go well? Points for development