Classic/narrative poems
(2 weeks)

This unit is the second in a block of three poetry units in Year 5. The unit has oral outcomes and assessment opportunities at regular intervals. Interactive whiteboard (IWB) software is used to support children's reading and writing throughout the teaching sequence. Digital cameras and digital sound recorders are also used to support and enhance performances. The unit can be linked to other curriculum subjects and themes.

Phase 1

Children engage in active reading and investigation of a narrative poem. Through practical activities and discussion, they explore how writers use language to create dramatic effects.

Phase 2

Children investigate different aspects of a longer narrative poem, including the structure. They work as part of a group and use drama strategies to explore characters in depth. They devise questions to ask the main characters and work in role to explore more complex emotional issues. A reading journal is used to record inferences and demonstrate understanding of characters.

Phase 3

Children reflect on the helpfulness of different techniques used through the sequence to support their understanding of an older text. They work as members of a group to rehearse the poem using drama techniques before selecting and practising stanzas for the choral performance. Performances are evaluated and improved according to chosen success criteria and the impact of theatrical effects is examined in more depth.

Overview

• The unit has oral outcomes and assessment opportunities at regular intervals. Interactive whiteboard (IWB) software is used to support the children's reading and writing throughout the teaching sequence. Digital cameras and digital dictaphones are also used to support and enhance performance.
• The children engage in active reading and exploration of a narrative poem, The Highwayman. Through practical activities and discussion, the children explore how writers use language to create dramatic effects.
• Children investigate different aspects of longer, narrative poetry, including the structure. They work as part of a group to use drama strategies to explore characters in depth. They devise questions to ask the main characters and work in roles to explore more complex emotional issues. A reading journal is used to record inferences and demonstrate understanding of characters.
• Children reflect upon the usefulness of different techniques used through the sequence to support their understanding of a historical text. They work as a member of a group to perform the poem using drama techniques before selecting and practising stanzas for the choral performance. Performances are evaluated and improved according to chosen success criteria and the impact of theatrical effects is examined in more depth.

1998 Framework objectives covered:

Year 5, Term 2: T4 and T5 read a range of narrative poems, perform poems in a variety of ways; T6 understand terms which describe different kinds of poems and identify typical features; T10 understand the differences between literal and figurative language.