Primary Source
SESSION PLAN English Silly Stuff poetry
|YEAR GROUP: 2 |NO. OF CHILDREN: |ORGANISATION OF CHILDREN: |
| |29 |Whole class on the carpet for the introduction. |
| | |Whole Class at tables for whole class input and main lesson and plenary |
|SUBJECT/AREA OF LEARNING (CGFS/PNS/NC) |DATE: |SESSION BEGINS: 1040 |
|English NC Links: | |SESSION ENDS: 1140 |
|En1 – 1a, 1b, 1c, 1d, 1e, 1f; 2a, 2b, 2c, 2d, 2e, 2f; 3a, 3c, 3d; 9a,10b | | |
|En2 – 1j, 1k, 1l, 1m, 1n; 2b, 3f, 4 | | |
|9. Draw on knowledge and experience of texts in deciding and planning what and how to write. | | |
|9. Make adventurous word and language choices appropriate to the style and purpose of the text. | | |
|LEARNING OBJECTIVE(S): |SUCCESS CRITERIA (DIFFERENTIATED AS APPROPRIATE): |
|To be able to read and respond to silly poems that play with language. |I know what rhyme is. |
|To understand that we can change poems such as nursery rhymes, to make them funny. |I can identify words with the same sounds. |
|To be able to write own silly poems/rhymes as a way of exploring language use. |I should use words and phrases to make my poem funny. |
| |I could think about the rhythm of my poem. |
|ASSESSMENT PLANS: |
|WHO are you assessing? |WHAT are you assessing? |HOW are you assessing? |WHEN are you assessing? |WHO is making the assessments? |
| |Chn understand what rhyme means and can identify|Key questioning during activity |During activity |Teacher |
| |matching similar sounds. |Observations | | |
| |Chn can write own nursery rhymes and change |Using small group tracker and post-it notes | | |
| |words to make it funny. Think about rhythm. | | | |
| |Scaffold children’s learning – can they achieve | | | |
| |HAPS S.C. of rhythm? | | | |
| | | | | |
| | | |ICT Activity | |
| | | |Activity on desk | |
| | | | | |
|PRIOR LEARNING (what do the children already know?) |WHAT DO I NEED TO PREPARE/COLLECT BEFORE THE LESSON? |
|Chd have recently finished poetry unit “Really Looking” relating to descriptive poetry. Chn have |Nursery Rhymes – sheets and books |
|also looked at poetry that rhymes. Chn spent previous lessons looking at tongue twisters and |Smartboard File |
|similar initial letter sounds (alliteration). |ICT resource |
| |Visualiser |
| |BBC ICT Resource |
|ORGANISATION OF OTHER ADULTS (Specify who, what they will be doing and how you will inform them of their role) |
|Who? |
|Doing what? Helping to keep discussion on task – assisting with difficult words and writing and rhyming sounds. |
|ensure all chn join in activity on carpet with ICT resource. |
|USE OF ICT (if appropriate) |CROSS CURRICULAR LINKS |
|Smartboard/Interactive whiteboard |Music – rhythm and rhyme. Chn can relate poetry/nursery rhymes to songs and singing. Thereby making the distinction |
|ICT resource activity Teachit primary website – Jack and Jill, Three Blind Mice, Old King Cole, |between ‘rhyme’ of words and ‘rhythm’ and beat of poems and music clearer. |
|Hickory Dickory Dock etc. | |
|SPECIAL CONSIDERATIONS INCLUDING HEALTH AND SAFETY; BEHAVIOURAL ISSUES; TIMETABLE; MEDICAL; SEN ISSUES ETC. |
| |
|LEARNING OBJECTIVE (in child friendly terms) |KEY VOCABULARY |
|To be able to write our own funny rhyming poetry. |Rhyme, rhythm, poem, verse |
| |Time |Children’s activities to meet learning objectives (differentiated where appropriate) |How will I and other adults support, manage and assess learning? |Resources |
| | |Discuss…Investigate…Share…Watch…Note…Write |(including key questions) | |
| | |Listen…Respond….Explain…Read…Explore…etc. |Explain….Demonstrate….Model….Ask…Observe… | |
| | | |Discuss….Enable….Target…etc. | |
|Introduction | 5mins |Read L.O. and Success criteria to the chn for the lesson. |Explain that what I am looking for this lesson is for the chn to |Walt and Wilf on Smartboard|
|/context of | | |write their own nursery rhymes by using rhyming words in their poems |BBC Resource |
|the lesson | |Recall previous lesson of tongue twisters, rhyming words and sounds. |/ rhymes. |Whiteboard |
| | | | | |
| | |Play BBC ICT resource game with the chn. Choose a chd from each group table for clear overview of|Get chd to create own rhyming patterns – discuss for 30 secs in talk | |
| | |chd’s rhyming ability. |partners. | |
| | | |Ask chn what rhymes with chair....pear, pair, bear, bare, wear, | |
| | | |where, care, there, their, rare, mare etc. | |
| | | | | |
|Main Teaching|10mins |Explain that today we are going to look at nursery rhymes that have gone wrong! Re-call L.O. and |After each nursery rhyme, ask chn how it has changed. Recite the |Nursery Rhymes |
|input | |S.C. for today. |original rhyme in each case. Work with chn to say some other nursery|Whiteboard |
| | | |rhymes that they know. |Visualiser |
| | |Read a set of bizarre nursery rhymes: Hickory Dickory Dock, Mary had a Little Lamb, Humpty Dumpty,| | |
| | |Incy Wincy Spider, Pussy Cat, Pussy Cat, [see poems resource]. | | |
| | | | | |
| | |Brainstorm ideas for how we might change one of these to make it unusual and also funny! | | |
| | | | | |
| | |Show the chn the nursery rhyme: There was an old woman who lived in a shoe (week’s resources). | | |
| | | | | |
| | |Either ask the chn to think of a place the old woman could live and follow on with their ideas, or| | |
| | |give them the new first line which ends with ‘hole’. | | |
| | | |Can the children think of a word that rhymes with hole? Discuss some | |
| | |Repeat this with the third and forth lines, giving them clues to help them to construct their own |possible lines and either take their examples or use the pre-written | |
| | |version. |one. | |
|Activities |15mins |LAPS: |Focus groups: Who will be working with which group? |Nursery rhymes |
|(differentiat| | | | |
|ed as | |Chn to work with Teacher on carpet with ICT resource. Editing and changing words in a variety of | |Nursery rhymes |
|appropriate) | |nursery rhymes. Looking at rhyming sound patterns | | |
| | | | |ICT Resource |
| | |LAPS: | | |
| | | | | |
| | |Chn work on a writing frame with TA to change just one/two words in the nursery rhyme – Teddy | | |
| | |bear, teddy bear. | | |
| | | | | |
| | |Encourage the chn to look for the rhyming words and match them with one of their own. | | |
| | | | | |
| | |MAPS: | | |
| | | | | |
| | |Chn choose a simple nursery rhyme from a selection and change a small part to make it funny! | | |
| | | | | |
| | |This might be the last line or they might change words and phrases like the main teaching | | |
| | |activity. Eg brush, brush, brush your dog, Sam and Bill went up a hill, to fetch… | | |
| | | | | |
| | |HAPS: | | |
| | | | | |
| | |Chn choose a simple nursery rhyme from a selection (see week’s resources) and change a small part | | |
| | |to make it funny! | | |
| | | | | |
| | |This might be the last line or they might change word and phrases like the main teaching activity.| | |
| | |Eg brush, brush, brush your dog, Sam and Bill went up a hill, to fetch… | | |
| | | | | |
| | |*Chn also to consider rhythm as well as rhyme. | | |
|Plenary |10mins |Bring chn to the carpet, ask them to bring their work with them ready to discuss. |Chn share their new rhymes with the rest of the class. – To be shown |Chn’s work |
| | | |on visualiser. |Smartboard |
| | | |Chd and whole class to sing their version of the nursery rhyme. |ICT Resource |
| | | | |Visualiser |
| | |Refer to Learning Objective and Success Criteria for the lesson. |Which ones do chn think are particularly funny! Which ones rhymed | |
| | | |well? | |
| | | |Which ones had good rhythm? | |
| | | |– 3*s and a wish? | |
| | | | | |
| | | |Show work done on ICT resource with rest of the class. | |
|EVALUATION OF LEARNING: |EVALUATION OF TEACHING: |
|What was the impact of your teaching on the children’s learning? |What went well and why? |
| | |
| | |
| | |
| |What could have been improved and how? |
| | |
Teacher-Assistant Link Sheet
|Learning objectives |
|To be able to read and respond to silly poems that play with language. |
|To understand that we can change poems such as nursery rhymes, to make them funny. |
|To be able to write own silly poems/rhymes as a way of exploring language use. |
|Success criteria |
|I know that nursery rhymes are poems. |
|I know what rhyme is. |
|I can identify words with the same sounds. |
|I should use words and phrases to make my poem funny. |
|I could think about the rhythm of my poem. |
|Vocabulary |
|Rhyme, rhythm, poem, verse |
|Activities |
|LAPS: |
| |
|Chn to work on carpet with ICT resource. Editing and changing words in a variety of nursery rhymes. Looking at rhyming sound patterns |
|Resources for your group |
|MAPS – ICT resources. Chn to re-arrange the poems and replace words and phrases with their own to make a funny poem. Try to encourage sense |
|of rhythm in the sentences...clap sentences if necessary to help chn see that there are too many/few words in each sentence. |
|Chn may want to change nouns: names, objects, places etc – but may also want to change verbs and adjectives etc. Encourage this. |
|Further information about the lesson |
|For the plenary: |
|Chn share their new rhymes with the rest of the class. – to be shown on visualiser. |
|Chd and whole class to sing their version of the nursery rhyme. |
| |
|Which ones do chn think are particularly funny! Which ones rhymed well? |
|Which ones had good rhythm? |
|– 3*s and a wish? |
|Things to notice: |
|Ensure chn can identify rhyming words. |
|Ensure chd can create some funny poems by substituting words and phrases of their own. |
|Can chn identify a sense of rhythm in their poetry? |
|Brief feedback to teacher |
| |
| |
| |
| |
| |
Teacher-Assistant Link Sheet
|Learning objectives |
|To be able to read and respond to silly poems that play with language. |
|To understand that we can change poems such as nursery rhymes, to make them funny. |
|To be able to write own silly poems/rhymes as a way of exploring language use. |
|Success criteria |
|I know that nursery rhymes are poems. |
|I know what rhyme is. |
|I can identify words with the same sounds. |
|I should use words and phrases to make my poem funny. |
|I could think about the rhythm of my poem. |
|Vocabulary |
|Rhyme, rhythm, poem, verse |
|Activities |
|LAPS: Chn work on a writing frame to change just one/two words in the nursery rhyme – Teddy bear, teddy bear. |
| |
|Encourage the chn to look for the rhyming words and match them with one of their own to create their own funny poems. |
|Resources for your group |
|LAPS – Worksheet with nursery rhyme with blank spaces for children to write own rhyming words and phrases in. Scribe for chn where necessary |
|with their ideas. Chn may want to change nouns: names, objects, places etc – but may also want to change verbs and adjectives etc. Try to |
|encourage sense of rhythm in the sentences...clap sentences if necessary to help chn see that there are too many/few words in each sentence. |
|Encourage this. |
|Further information about the lesson |
|For the plenary: |
|Chn share their new rhymes with the rest of the class. – to be shown on visualiser. |
|Chd and whole class to sing their version of the nursery rhyme. |
|Which ones do chn think are particularly funny! Which ones rhymed well? |
|Which ones had good rhythm? |
|– 3*s and a wish? |
|Things to notice: |
|Ensure chn can identify rhyming words. |
|Ensure chd can create some funny poems by substituting words and phrases of their own. |
|Can chn identify a sense of rhythm in their poetry? |
|Brief feedback to teacher |
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