TES Topics: Inspiring, Time Saving!

Lesson Plan: Poetry Unit Year1&2 Lesson 2

Learning Intentions:Make adventurous word and language choices appropriate to the style and purpose of the text. Select from different presentational features to suit particular writing purposes on paper and on screen. Summary: Using an interactive shape or “concrete” poem activity, pupils enter words that describe the sight and sound of fireworks. They change position, orientation, size, font and colour and apply animation effects to create a visual, animated, shape poem. Resources Learning Outcomes: Interactives: Firework Event Video Pupils are able to make good word choices that Firework Shape Poem Maker convey the sounds and sights of a firework display.

Worksheets: Pupils can make appropriate presentational choices WS_fireworkOnomatopoeiaWords (cut out) to create an effective shape poem. WS_fireworkPremadeWords

Teaching Input  Watch the video of the firework display. Ask all pupils to write down on a mini-whiteboard a word that they think of during the video; perhaps a word to do with what they can see or hear. BUT with a rule: they can’t write “firework”.  See if there are any examples of onomatopoeia. If not, introduce some, asking pupils whether they think they are good words and why?  Show pupils the Firework Shape Poem Maker interactive and work through the activity, using a couple of contrasting words, e.g. shimmer and bang. Discuss how some fonts, word shapes and sizes suit words better. Don’t follow the activity right through; just explain that on the final screens you can make the words become fireworks but first everyone needs to come up with a list of words that represent sounds of a firework display.

Activity  Join pupils into pairs and hand out to each pair a cut-out word from the WS_fireworkOnomatopoeiaWords sheet, checking that pupils can read them. Tell pupils that each word is something to do with sound, sight or movement. Ask pupils to move to one of 3 corners of the classroom to form 3 groups based on what they think their word is. Explain that a word may fit in more than one corner so they need to choose the one they think is best. Go to each corner and ask pupils to say their word. Ask if anyone felt their word could fit more than one corner.  Still working in pairs ask pupils to list 6 of their favourite firework words on paper, checking spelling as they go.  Chn can experiment with writing their words onto paper of different dimensions. Encourage a mixture of writing styles including capitals and lower case. If you have italic pens then pupils can get a wider range of effects.

Differentiation:  Some pupils can be given the WS_fireworkPremadeWords sheet. They can copy or cut out the words they feel most appropriate and arrange them onto a page.  Some pupils could use a thesaurus to look up alternative words using the base list as a starting point. Plenary Ask pupils to volunteer a word and build a class animation, involving all the children in the decision making.

Further Learning Opportunities / Links to Lesson Design Technology – this activity would fit well with DT. Children could apply fixing techniques to paper poem to let words stand out, rotate, slide up and down, etc. Music – instruments to represent the firework sounds could be explored and played when reading the poem aloud.

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