Session 8

Focus objectives

• To recognise the ways that the writer has used language to create atmosphere
• To learn to use the language in a narrative text as a starting point for poetry writing

Key teaching approaches

• Rereading
• Visualisation
• Text marking
• Modelled, shared and guided writing
• Word collections
• Collaborative poetry writing

Reread the last paragraph of Chapter 8 'The Carpet Beaters', which begins 'Jim crept forward', asking the children to close their eyes and visualise the scene while you read. Then ask them which words or phrases helped them picture what was happening. Using an enlarged version of the text displayed on a flipchart or an IWB, highlight these words and phrases as the children identify them. Talk with them about how these word choices help us imagine how Jim is feeling. Ask the children to turn to a partner and think of other words and phrases to add to this list to show what is happening and how Jim is feeling. Note these words and phrases on the flipchart. Model how the words collected can be used to create a list poem, for example:

• Escape
• Invisible
• Gliding
• Weak and panting
• Darting
• Hiding,
• Breath bursting

Use shared techniques to explore ways to improve the order of the words and phrases listed. Then ask the children to work collaboratively and, using the word collection to help them, write list poems about Jim's escape. With response partners, the children could work to improve their poems.  Use guided writing to support groups of children writing and redrafting poems.

In a separate dance session, the children could explore Jim's feelings of fear and relief as he escapes from the workhouse.

Read on to Chapter 11 'The Spitting Crow' before the next session.