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Forestdale Primary School

Believe - Aspire - Excel

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The home learning for children can be found under the Children's Hub menu......

English

Mrs Fitzmaurice's Group      Mrs Wingfield's Group

 

young                                   every 

touch                                     everybody

trouble                                  even

country                                 great

double                                  break

couple

cousin

courage

rough

enough

Lesson 1

 

LI: read and understand the language of a poem

 

- Have a look at the poem in your pack Sea Timeless Song.

What does ‘timeless’ mean?

What is a ‘hibiscus’?

Why does the poem repeat the refrain ‘sea timeless’?

Why is it in italics?

- Parts of the poem are in Creole – google this to see what it means.

- Discuss the effect of the poem being in free verse, with no punctuation – where does the reader pause?

- Rehearse and perform a reading of the poem. Think about where to pause, how loudly or softly to speak, how quickly or slowly to read. If you were working in a group, how would you share out the lines? Perform your poem to a member of your family.

 

Lesson 2

 

LI: read and understand the language of a poem

 

- Complete the sentence: ‘You know that winter’s almost gone when ...’

- Read the poem First Spring in your pack. Did you think of the same things?

- What are ‘posse’ and ‘pave’? Are there any rhymes in the poem? What is the ‘earth’s sweet hum’?

- Find one example each of personification, simile and metaphor.

- ‘There’s a shout in your wave ... a skip in your sing’. What do these phrases mean?

- Write one or two stanzas like those in the poem but about Autumn. Begin with:

You know that summer’s almost gone

When you step outside and feel ...

- Refer to the poem in your pack. Try to include personification, simile or metaphor.

 

Lesson 3

 

LI: compare two poems

 

- Recap the poem from lesson 1 then look at today’s poem They Were My People. What similarities and differences can you find between the two poems?

- Look at the use of repetition. How do they vary? Which one sounds gentle, which more harsh?

- Look for the use of, or lack of, alliteration, rhyme and punctuation.

- Which poem did you prefer? Why?

- Draft one or more additional stanzas for one or both of the poems. Remember to follow the patterns of repetition, alliteration and punctuation found in each poem. Where would your stanza best fit into the poem?

 

Lesson 4

 

LI: recognise and create syllabic poems

 

- Read today’s poems Blackbird and Haiku Triptych – what is syllabic poetry? Syllabic poems are like photos or video clips of outdoor scenes, e.g. portraying creatures or seasons through a single image or series of movements.

- Read Blackbird by John Foster. Does this capture the movement of the bird effectively? How many syllables are there in each line? Clap them out. How does this compare to a haiku? Why is it called a ‘cinquain’?

- Children will then create a non-rhyming cinquain using the sheet in their pack to help.

Awards

Awards we have received so far.

  • Primary Science
  • Healthy Schools
  • Health for Life
  • Artsmark Award
  • EEF
  • Big Lottery Fund
  • Music Mark