Teacher: Mrs Ross/ Mrs Littledyke Unit: Unit 1 Choral Performance Poetry 1 week Year Group: 5 Spr 1st

st Date: 18/01/10 T support TA support Session Learning Objective To explore the contribution made by the performance element of choral and performance poetry. Success Criteria
* I can see how punctuation gives us clues how to perform the poem. **I can add my own directions to help with the performance of the poem. *** I can perform the poem effectively. * I can see how punctuation gives us clues how to perform the poem. **I can discuss how the character would perform *** I can perform in role as the character.

Shared Learning
Read Louder (p410, The Works). Discuss use of different sizes of writing and punctuation used what effect does this have on the way that poem is performed?

Independent Activities
C to make notes on the poem how each line should be read when it is being performed. In pairs chn to practice performance of Louder showing understanding of the poem being 2 people speaking. In pairs children are to read Conversation Piece (Essential Texts Pg, 79) and discuss how they will present it to the rest of the class. Focus children in on how to perform in role as a character in the poem and to use any punctuation that the author has used to create effect. Reinforce punctuation, expressive language and presentation of the poem. LA MID HA teacher to work amongst Mid and HA giving support and input if required.

Plenary
Each group to present their poems to the rest of the class. Response sandwich feedback to be given by peers.

To identify features which make a good performance poem.

Read Unwilling to School (Essential Texts Pg 78) Ask pupils opinions of it. What do they like? Why?
How does it differ from other

Pairs to perform poem to rest of class. The other pupils are to listen to and respond to each others performance

poems we have looked at? Discuss why this is an example of a performance poem and, as a class, list ideas on how this poem would be most effectively performed.

3 To discuss ways performing a poem.

*I can talk about different ways of performing a poem. ** I can think about actions as well as voice. *** I can think about of using effective props to enhance the performance.

Read Pow Wow Drum (Essential Texts Pg 68) Does the poem sound effective? What makes this poem sound effective? Discuss how the poem rhymes, where it rhymes. Discuss the language used. Explain that it is an example of a performance poem

Pupils to work in pairs/small groups and explore ways of performing Pow Wow Drum with the aim of performing it to the rest of the class. Pupils to go through each verse at a time and then look at overall effect. They need to consider the work done the previous two days. Look at punctuation and character. What notes would they make about this performance. LA Ch to be given a selection of performance poems. They are to work in mixed ability groups and need to be identifying features which make these good performance poems. They need to text mark the poem sheets accordingly. Teacher to work around the room giving support where needed

Groups to perform their poem to rest of class. Response partners to give constructive feedback, giving praise and suggestions on how it could be improved.

To read a range of poems and identify features that make good performance poems

Discuss features that make a poem good to perform. E.G. wellchosen words, powerful verbs, adjectives, adverbs and precise nouns; use of detail and sense impressions; surprising and illuminating combinations of words; repetition, alliteration, onomatopoeia, rhythm and rhyme. Re-read Pow Wow Drum (Essential Texts Pg 68). Discuss the effectiveness of this as a performance poem.

Ch can chose to read their favourite from todays work and say why.

To write and perform a choral poem based on one I have read. 5 Extended Literacy Session

* I can write my own performance poem. ** I can take care to ensure I think about the features which make a good performance poem. ***I can perform my poem effectively.

To evaluate my performance Added Session

Re-read the poem Louder reminding ch of the effect the font size and punctuation has on how the poem is read. Explain that they are going to write their own version of the poem based on getting quieter each time. Using the chs suggestions ,list some scenarios on the board where people would be told to get quieter when they were speaking (library, hospital, while someone is sleeping or is on the phone etc) In talk partners ch to come up with two characters and a scenario. Remind ch that its a good idea to have a repeated phrase. i.e. can you please shush a little!, or pipe down Ican evaluate my own Teacher to show the performance discussing recordings of good points and areas yesterdays for improvement. performances on the whiteboard.

Ch to work in pairs to write their poem. Teacher to display a word bank and ch to have their copy of the poem Louder as added support. LA Once complete ch to practise and perfect their performance of their poem.

Ch given the opportunity to read and perform their own poem in small groups. Ch encouraged to give response sandwich feedback. Ch given opportunity to perform their poem to the class and have this recorded by the teacher.

Ch asked to evaluate their Ch to share their own performance using evaluations with whiteboards. They should the class. look for good points but also ways that could have improved the performance. Ch to write and evaluation in their books. LA MID given a frame.