poetry day ireland – 7 may 2015 lesson plans for primary schools

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Poetry Day Ireland – 7 May 2015 Lesson Plans for Primary Schools Welcome to Poetry Ireland Writers in Schools. Here you will find some downloadable lesson plans and resources for Poetry Day Ireland, 7 May. Whether you are an experienced teacher of poetry or a more hesitant one, we hope that these ideas (tried and tested in primary schools all over the country) will help you and your class enjoy and get the most out of the day. They are all easily differentiated for age and ability (suitable for SEN & EAL) through use of templates provided, choice of poems (in session 1) but also by outcome. Lessons can be extended or cut and the ideas adapted to best suit you and your class. The warm ups for lessons 2 and 3 are intended to scaffold the reading of the poem as well as the later writing. There are also suggestions provided for linkage and integration with music, drama, art, SESE and SPHE. English Curriculum Objectives Oral and Reading All of the lessons meet English Curriculum Objectives in these strands under 1. Receptiveness to language; 2. Competence and confidence in using language; 3.Developing cognitive abilities through language; 4. Emotional and imaginative development through language. Writing Lessons 2 and 3 meet a significant number of the objectives for all age groups. Share the children’s work on www.poetryday.ie We’d be delighted to receive a selection of the poetry created by the children in your class in response to these lesson plans. We will share a selection of the poetry created in schools around the country in the weeks following Poetry Day Ireland on www.poetryday.ie and via Poetry Ireland’s social media sites. Please email the work to [email protected] or upload a video of children reading their poems to YouTube or Vimeo and send us the link.

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Page 1: Poetry Day Ireland – 7 May 2015 Lesson Plans for Primary Schools

   Poetry  Day  Ireland  –  7  May  2015    Lesson  Plans  for  Primary  Schools   Welcome  to  Poetry  Ireland  Writers  in  Schools.  Here  you  will  find  some  downloadable  lesson  plans  and  resources  for  Poetry  Day  Ireland,  7  May.  Whether  you  are  an  experienced  teacher  of  poetry  or  a  more  hesitant  one,  we  hope  that  these  ideas  (tried  and  tested  in  primary  schools  all  over  the  country)  will  help  you  and  your  class  enjoy  and  get  the  most  out  of  the  day.      They  are  all  easily  differentiated  for  age  and  ability  (suitable  for  SEN  &  EAL)  through  use  of  templates  provided,  choice  of  poems  (in  session  1)  but  also  by  outcome.  Lessons  can  be  extended  or  cut  and  the  ideas  adapted  to  best  suit  you  and  your  class.  The  warm  ups  for  lessons  2  and  3  are  intended  to  scaffold  the  reading  of  the  poem  as  well  as  the  later  writing.  There  are  also  suggestions  provided  for  linkage  and  integration  with  music,  drama,  art,  SESE  and  SPHE.      English  Curriculum  Objectives  Oral  and  Reading    All  of  the  lessons  meet  English  Curriculum  Objectives  in  these  strands  under    1.  Receptiveness  to  language;  2.  Competence  and  confidence  in  using  language;  3.Developing  cognitive  abilities  through  language;  4.  Emotional  and  imaginative  development  through  language.    Writing    Lessons  2  and  3  meet  a  significant  number  of  the  objectives  for  all  age  groups.      Share  the  children’s  work  on  www.poetryday.ie    We’d  be  delighted  to  receive  a  selection  of  the  poetry  created  by  the  children  in  your  class  in  response  to  these  lesson  plans.  We  will  share  a  selection  of  the  poetry  created  in  schools  around  the  country  in  the  weeks  following  Poetry  Day  Ireland  on  www.poetryday.ie  and  via  Poetry  Ireland’s  social  media  sites.  Please  email  the  work  to  [email protected]  or  upload  a  video  of  children  reading  their  poems  to  YouTube  or  Vimeo  and  send  us  the  link.  

Page 2: Poetry Day Ireland – 7 May 2015 Lesson Plans for Primary Schools

LESSON  1      

Reading  and  performing  poetry    using  teacher  selected  poems  

Suggested Levels Junior Infants - 6th Class* Linkage & Integration Drama Length 20 - 45 mins * This   is   a   lesson   that   is   straightforward   to   organise   and   gets   students   immediately  reading   and   engaging  with   poetry   as  well   as  working   in   groups   exploring  meaning  and  intonation  and  performing  for  an  audience.      

� Put  together  a  selection  of  5-­‐  8  poems  and  provide  each  table/  group  with  several   copies  of   each.   The  poems   can  be   any   sort   -­‐   use  poems   they   are  reading  throughout  the  year  and  or  ones  that  you  would  like  to  introduce.  Short   and   lively   work   best   for   younger   groups   and   reluctant   readers.  Include   some   funny  ones,   some  which   lend   themselves   to  physical   action  but  also  one  or  two  more  challenging  ones.  For  younger  classes  maybe  use  familiar   nursery   rhymes/   songs.   For  more   confident   readers   you   can   also  provide  anthologies.  

 � Explain  that  each  group  has  to  choose  one  poem  to  perform  for  the  class  -­‐  

give  them  10-­‐15  minutes  to  read,  discuss  and  choose  the  poem  they  would  like  to  perform.    

� Once   poems   have   been   chosen   give   the   class   suggestions   -­‐   they   can  experiment   with   different   voices   for   different   lines,   with   chorus   and  repetition  as  well   as  actions  and  using  different   levels   (standing,   kneeling  etc).  Then  let  them  at  it  for  15  minutes  -­‐  you  will  be  amazed  at  what  they  come  up  with.      

� Depending  on  how  engaged  they  are  you  can  always  stop  after  five  minutes  and  ask  a  group  to  show  a  sample  of  what  they  are  doing  -­‐  good  motivation  for   the   others!   You  might   also   challenge   them   to   perform   it  without   the  text.    

 � They  perform  their  piece  for  their  own  class  and  all  of  the  pieces  could  then  

be  developed  into  a  short  performance  for  other  classes.    

� For   younger   classes   20   minutes   may   be   enough   for   this   activity.   Use  rhymes/   songs   that   they   already   know   and   encourage   them   to   add   in  movements/  repetitions  of  their  own*  Junior  Infants  could  also  try  this  with  rhymes  and  songs  that  they  know  by  heart.  

 *  depending  on  class  level  

 

Page 3: Poetry Day Ireland – 7 May 2015 Lesson Plans for Primary Schools

LESSON  2      

Reading,  writing  and  performing  poetry    using  ‘The  Sound  Collector’  by  Roger  Mc  Gough  

 Suggested  Level         Junior  Infants  -­‐  6th      Linkage  and  integration    Music,  SESE    Length         aprox  45  mins      Wordy  Warm  Up  10  -­‐15  mins    

� Warm  up  with  a  series  of  exercises  &  games  designed  to  fire  the  children’s  imagination  and  get  them  using  onomatopoeic  words  (words  that  sound  the  same  as  their  meaning  eg  splash,  crash,  buzz  etc)  These  warm  ups  can  form  the  basis  of  their  later  group  or  individual  poems.  For  older  classes  it  can  work  to  put  up  the  word  Onomatopoeia  and  get  them  guessing.    

� Junior  Classes  Animal  noises  and  the  sound  of  the  rain  are  a  great  way  in  for  this  age  group  and  the  board  will  quickly  fill  up  with  suggestionns.  You  can  also  provide  a  bag  and  ask  them  to  come  up  to  the  top  of  the  class  and  ‘place’  their  sounds  in  the  sack.  Eg  What  sound  are  you  collecting  and  ‘putting’  in  the  sack?  The  ‘buzz’  of  a  bee.  The‘plip-­‐plop’  of  a  raindrop  etc  Get  them  to  make  the  sound  as  they  ‘put’  it  in  the  sack.  

� Senior  Classes  Brainstorm  &  record  onomatopoeic  words  as  a  whole  class  and  or  in  groups  that  report  back.  Get  them  recording  as  many  sounds  of  the  classroom  as  they  can  in  2  minutes  of  silence.  Encourage  them  to  be  as  specific  as  possible  –  ie  not  the  sound  or  noise  of  the  pencil  on  the  paper  but  the  scratch  the  scuffle  of  shoes  etc.  You  could  also  send  them  out  at  break  time  with  small  notebooks  and  get  them  recording  sounds  of  the  playground.  

   Reading  and  Responding  10  -­‐15  mins    

� Read  ‘The  Sound  Collector’  by  Roger  McGough  for  the  class  (Downloadable  1)  For  a  second  and  third  reading  with  Seniors,  get  different  groups  /  individuals  to  read  verses  or  lines.  With  Juniors  or  reluctant  readers  read  it  aloud  for  them  a  second  and  third  time  leaving  a  gap  for  the  sounds,  which  they  have  to  fill  in.  

� Ask  children  to  pick  some  favourite  lines  and  say  why.      

You  may  wish  to  extend  the  warm  up  and  reading  slightly  and  conclude  the  lesson  here  or  move  on  to  writing  a  Sound  Collector  poem.            

 

Page 4: Poetry Day Ireland – 7 May 2015 Lesson Plans for Primary Schools

Writing  a  Sound  Collector  poem  20  minutes    

� Depending  on  the  age/ability  and  interest  of  the  class  it  might  suit  to  pick  one  setting  for  everyone  eg  The  Sound  Collector  in  our  School,  which  you  could  then  develop  from  the  warm  up,  guiding  them  to  identifying  sounds,  make  suggestions  and  create  a  whole  class  poem  from  the  board.  Use  Downloadable  2  for  junior  classes/  reluctant  writers  which  they  can  also  illustrate.  

� However  if  you  and  they  are  feeling  adventurous,  you  can  encourage  the  class  to  suggest  other  settings  a  sound  collector  might  visit  –  examples  could  include  zoo,  football  stadium,  shopping  centre,  home,  seaside  etc  but  settings  based  on  their  interests  and  favourite  places  will  work  best.    

� Pick  one  of  your  own  and  have  a  go  in  front  of  the  class,  writing  up  possible  sounds  (  and  even  discounting  them  as  you  go  along,  modelling  the  writing  process)  getting  them  to  help  you  with  suggestions.  

� Once  their  setting  has  been  chosen,  get  the  children  to  close  their  eyes  for  a  minute  and  imagine  their  setting  and  imagine  the  sounds.  Let  them  work  in  silence  for  up  to  5  minutes  putting  these  sounds  down  as  roughwork.  Remind  them  of  the  warm  up  and  how  they  are  looking  for  strong  words.    

� Listen  to  some  of  the  lists  of  setting  s  and  their  sounds  and  discuss.    � If  needed,  give  out  a  writing  templates  (Downloadables  2  and  3)  so  children  

can  flesh  out  their  poems.    � A  great  way  to  get  them  rhyming  is  to  fill  out  every  second  line  and  only  then  

begin  to  play  with  rhyming  end  words    (see  Lesson  3  for  more  help  with  this)      Feedback    5  mins  

� Ask  for  volunteers  to  read  out  their  poems.  If  you  are  feeling  brave,  you  can  read  out  yours!    

 Linkage  and  Integration    

� Music  –  create  a  sound  piece  varying  the  tempo/  volume  of  the  sound  words  and  using  percussion  to  produce  sound  effects  for  Roger  Mc  Gough’s  Sound  Collector  or  the  children’s  own  poems.  

� SESE  -­‐  senses    � English  -­‐  Put  together  a  Sound  Collector  Class  Anthology    � Gaelige  -­‐  Cloisim  …  

   

 

 

 

 

Page 5: Poetry Day Ireland – 7 May 2015 Lesson Plans for Primary Schools

Downloadable  1  

The  Sound  Collector  By  Roger  Mc  Gough  

 

A  stranger  called  this  morning  Dressed  all  in  black  and  grey  Put  every  sound  into  a  bag  And  carried  them  away.  

The  whistling  of  the  kettle  The  turning  of  the  lock  The  purring  of  the  kitten  The  ticking  of  the  clock  

The  popping  of  the  toaster  The  crunching  of  the  flakes  When  you  spread  the  marmalade  The  scraping  noise  it  makes  

The  hissing  of  the  frying-­‐pan  The  ticking  of  the  grill  The  bubbling  of  the  bathtub  As  it  starts  to  fill  

The  drumming  of  the  raindrops  On  the  window-­‐pane  When  you  do  the  washing  up  The  gurgle  of  the  drain  

The  crying  of  the  baby  The  squeaking  of  the  chair  The  swishing  of  the  curtain  The  creaking  of  the  chair  

A  stranger  called  this  morning  He  didn’t  leave  his  name  Left  us  only  silence  Life  will  never  be  the  same.  

   

 

 

Page 6: Poetry Day Ireland – 7 May 2015 Lesson Plans for Primary Schools

Downloadable  2  

The  Sound  Collector  by  _______________________    

At  the  ____________________________I  can  hear        The  _____________ing          of      the      __________________    The  _____________ing          of      the      __________________  

 

The  ______________ing        of      the      __________________  

The  ______________ing          of      the      _________________  

 

The  ______________ing          of        the    _________________    The  ______________ing            of          the    ________________    

 

 

 

 

 

 

 

 

   

 

 

Page 7: Poetry Day Ireland – 7 May 2015 Lesson Plans for Primary Schools

Downloadable  3  

The  Sound  Collector  at  the  ______________________________    by  ______________________________________    A  stranger  called  this  morning  Dressed  all  in  black  and  grey  Put  every  sound  into  a  bag  And  carried  them  away.    

The  ____________________  ing              of      the      _____________________    The  ____________________    ing          of      the      _____________________  

The  ____________________    ing          of      the      _____________________  

The  ____________________      ing        of      the      _____________________  

   

The  ____________________  ing              of      the      _____________________    The  ____________________    ing          of      the      _____________________  

The  ____________________    ing          of      the      _____________________  

The  ____________________      ing        of      the      _____________________  

   

The  ____________________  ing              of      the      _____________________    The  ____________________    ing          of      the      _____________________  

The  ____________________    ing          of      the      _____________________  

The  ____________________      ing        of      the      _____________________  

A  stranger  called  this  morning  He  didn’t  leave  his  name  Left  us  only  silence  Life  will  never  be  the  same.  

 

Page 8: Poetry Day Ireland – 7 May 2015 Lesson Plans for Primary Schools

LESSON  3  

Reading,  writing  and  performing  poetry  using  ‘Louder  than  a  Clap  of  Thunder’  by  Jack  Prelutsky    

 Suggested  Level:       JI  -­‐  6th  Length:         aprox  50  mins    Linkage  and  Integration:     Art,  Drama      There   is  great  scope  with  this  humorous  poem,  ‘Louder  than  a  Clap  of  Thunder’  by  Jack   Prelutsky   (Downloadable   4)   to   play   around   with   comparisons   and  exaggerations,   through   reading   and   discussion   with   younger   classes   and/   or  encouraging  older  children  to  make  up  their  own  poems.  The  suggested  lesson  also  introduces  an  easy  and  effective  way  to  help  students  write  rhyming  poems.        Rhyming  warm  up  10  mins    

� Warm  up  the  class  for  the  writing  part  of  the  lesson  by  putting  a  word  on  the  board  and  challenging  them  to  see  how  many  rhyming  words  they  can  record    on  rough  paper  in  a  set  time  (  20  or  30  seconds  etc)  Do  this  orally  with  younger  classes.  Show  them  how,  if  they  get  stuck  they  can  go  through  the  alphabet  to  find  ‘real  rhymes’  discounting  phonetic  ones,  (  eg  rhymes  for  hat      at,  bat,  cat  .....  fat    ...hat  etc)  Move  on  to  words  of  more  than  one  syllable  and  get  them  to  find  rhymes  for  part  or  all  of  the  word.    

� Continue  by  letting  one  person  at  each  table  pick  the  word  and  set  the  challenge  for  the  others  or  they  can  do  this  in  pairs.    

Reading  and  responding  to  ‘Louder  than  a  Clap  of  Thunder’  10  mins    � Read  the  poem  once  to  them  and  then  read  it  together  twice  –  you  can  keep  

it  high  energy  and  keep  them  focused  by  pointing  randomly  to  the  reader  of  the  next  line!    Get  each  table  to  read  a  section  of  four  lines.  

� Let  everyone  pick  their  favourite  line  and  explain  why.    � Talk  about  the  exaggeration  in  the  poem  and  get  children  to  suggest  

examples  for  Quieter  than.../  Brighter  than.../  Faster  than......  poems.    

Start  writing  a  poem    15  minutes  � Work  on  a  class/  group  poem  with  younger  classes  by  providing  the  start  and  

end  lines.  Examples  might  include;    �  

Quieter  than  a........(x  4  times)       Faster  than  a    ....  (x  4  times)    That’s  how  quiet  I  can  be           That’s  how  fast  I  can  run.      Slower  than  a  ....  (x  4  times)         Smaller  than  a  ...etc  that’s  how  slow  my  baby  sister  goes.        

Page 9: Poetry Day Ireland – 7 May 2015 Lesson Plans for Primary Schools

� Older  classes  can  be  encouraged  to  generate  their  own  start  and  end  line  keeping  to  same  structure  as  the  original.  Get  them  to  keep  the  scenario  realistic  but  their  comparisons  fantastical.  Encourage  5th  and  6th      to  write  their  poems  for  junior  classes  if  you/  they  feel  the  poem  is  a  little  young  for  them.    

� Explain  that  they  don’t  have  to  worry  about  rhyming  yet,  as  you  are  going  to  show  them  an  easy  way  to  do  it.  Some  of  them  will  go  for  it  naturally,  which  is  great.  Using  the  Downloadable  template  5  (if  required,  it  may  not  be  long  enough  for  more  advanced  group,  just  use  the  strategy  in  this  case)  students  take  a  bit  of  time  to  write  their  sentences  on  the  starred  Lines  A,B,C,D  and  E,  F  ie:  only  writing  on  the  first  two  lines  in  every  four  (decide  how  many  you  want  them  to  aim  for)      

 Rhyming  Lines    10  mins  � Using  the  rhyming  roughwork  box  or  a  piece  of  paper  they  then  brainstorm  a  

rhyme  for  the  end  word  of  the  first  Line  A  (starred).  Once  they  have  a  few  rhymes  they  will  find  it  easier  to  come  up  with  a  line  suggested  by  a  good  match  and  so  on  for  the  remaining  lines.  

� You  can  do  an  example  with  them  and/or  model  it  –  there  is  a  great  element  of  play  to  this  and  no  right  or  wrong  answers.  So  if  their  first  line  A  is  ‘Quieter  than  a  worm  underground’  they  can  then  play  with  rhymes  for  underground  –  eg  sound..  mound  ..found  ..bound...  brown  or  down  might  even  work  (  tell  them  that  poets  ‘cheat’  with  rhymes  all  the  time!)  so  a  possible  second  line  A  might  be  ‘Quieter  than  a  leaf  falling  down’    etc    which  they  then  fill  in.  Setting  it  out  like  this  also  means  that  reluctant  writers  do  not  have  to  rewrite  their  poem.    Tell  them  not  to  write  the  title  till  the  end  when  they  can  pick  their  favourite  line  or  use  the  first.    

Reading  Poems  5  mins    � Ask  for  volunteers  to  read  their  poems  

 Linkage  and  Integration    

� Drama:  Children  perform  their  poems  in  groups  using  actions  and  effects.  � English:  A  Class  Anthology  of  Poems    � Art:  Illustrate  poems  

                       

Page 10: Poetry Day Ireland – 7 May 2015 Lesson Plans for Primary Schools

Downloadable  4  

 

Louder  Than  a  Clap  of  Thunder  

by  Jack  Prelutsky  

Louder  than  a  clap  of  thunder,    louder  than  an  eagle  screams,    louder  than  a  dragon  blunders,    or  a  dozen  football  teams,    louder  than  a  four  alarmer,    or  a  rushing  waterfall,    louder  than  a  knight  in  armor    jumping  from  a  ten-­‐foot  wall.    Louder  than  an  earthquake  rumbles,    louder  than  a  tidal  wave,    louder  than  an  ogre  grumbles    as  he  stumbles  through  his  cave,    louder  than  stampeding  cattle,    louder  than  a  cannon  roars,    louder  than  a  giant's  rattle,    that's  how  loud  my  father  SNORES                                          

Page 11: Poetry Day Ireland – 7 May 2015 Lesson Plans for Primary Schools

Downloadable  5  

________________er  Than  a    ___________    ___________  

 

By  ____________________________________  

 

*A     ___________er  than  a  ________________________________,      *B                _________  er  than  a  _______________________________,        A   ___________er  than  a  _________________________________  

     B   __________  ______________________________________      *C     ___________er  than  a  ________________________________,      *D                _________________  _______________________________,        C   ___________er  than  a  _________________________________  

     D    __________    er  than  a  _________________________________      That’s  how  ____________    ___  ___________    _________________!    

Page 12: Poetry Day Ireland – 7 May 2015 Lesson Plans for Primary Schools

                   

 

 

 

Rhyming Roughwork Rhymes for the last word of line *A *B *C *D