Recount: Autobiography – Creative Learning Opportunities and Outcomes (contd.) Writing Use the timeline created. Use shared writing techniques to model a section at a time with the children. Focus on skills – devices to build cohesion and manipulating sentences to create particular effects. Children follow the modelling each day from the whole class focus and use their own timelines to inform writing. Use AFL, marking and feedback to adjust shared writing focus daily, e.g. making conscious choices about techniques, using rhetorical questions and direct address to the reader. Learning outcomes Children will be able to write an autobiography, in role, which includes: devices to build cohesion. sentences have been manipulated to create particular effects. the features of autobiography (recount). Outcome An autobiography, written in role. Presentation Share autobiographies with other children from the class or consider publishing them on a site such as the Lend Me Your Literacy website (). English Poems on a Theme – Creative Learning Opportunities and Outcomes Creating interest Look at contrasting images of the sea such as The Angry Sea by Thomas Moran, The Seekers by Mark Shasha, and Sea Shadows by Leonid Afremov. What impression of the sea do these paintings give? Discuss preferences, encouraging the children to give reasons for their choice. Provide the children with opportunity to work collaboratively to collect vocabulary in relation to each painting or image. Use thesauruses to explore synonyms and extend the vocabulary. Display on the working wall for use in the writing phase. Learning outcomes Children will be able to express preferences, giving reasons. Children will be able to generate vocabulary linked to a theme. Children will be able to use a thesaurus to identify synonyms.
complete at the end of the line or run on to the next line? Does the poem rhyme? If so, what is the pattern of that rhyme? Is there a rhythm? Children will be able to describe the structural features of poems. Gathering content Grammar: Warm ups throughout the gathering content – focus on examples of where poets have broken conventions to achieve specific effects. Select a suitable poem as a model for the children’s own writing, e.g. The Tide Rises, The Tide Falls by Henry Wadsworth Longfellow or Ocean Travel by Jennifer Tweedie. Using techniques and prompts used in the reading phase, discuss the children’s responses to the poem. Record these in reading journals. Analyse the structural features of the model poem, e.g. How many stanzas does it have? Does anything change from stanza to stanza? How many lines does it have? What kinds of lines are used? Are they ‘end-stopped’ or ‘run-on’ (i.e. is the meaning complete at the end of the line or run on to the next line? Does the poem rhyme? If so, what is the pattern of that rhyme? Is there a rhythm? ‘Box-up’ the text by drawing rectangles (or ‘boxes’) around sections of the text to create a planning and writing frame. For example, if using The Tide Rises, The Tide Falls, this might be: Verse 1 The tide rises, the tide falls. And the tide rises, the tide falls. Verse 2 And the tide rises, the tide falls. Verse 3 And the tide rises, the tide falls. Learning outcomes Children will be able to identify where and how poets have deliberately broken conventions of writing. Children will be able to describe the effect of these techniques on the reader. Children will be able to describe the structural features of a poem. Children will be able to use a structure of a known poem to support their own writing. Children will be able to generate ideas and language for their own and others’ writing. English Poems on a Theme – Creative Learning Opportunities and Outcomes (contd.)