Year 5 English Sequence – Deadly Poetry BEAST CREATOR This week’s English challenges will see you inspired to use some of the rich vocabulary you have already gathered over the last couple of weeks, as well as encouraging you to develop even better language choices as you find out more and stretch your imagination about your ‘DEADLY BUG’. This work will also link the ideas and research from your SOLE work too; it should be a really effective cross-curricular challenge! We will be reading poetry, watching videos, brainstorming and generating new rich vocabulary before developing ideas that build up towards writing your final DEADLY BUG POEM at the end of the week. As in previous weeks, keep building on your ideas each day so that you can use them when you write your poem. Lesson 1: Can I respond to a text stimulus? We are going to be writing poetry in the style that is known as ‘KENNINGS’. These types of poems combine two words together to create an expressive and imaginative alternative word.
Transcript
Year 5English Sequence – Deadly Poetry
BEAST CREATOR
This week’s English challenges will see you inspired to use some of the rich vocabulary you have already gathered over the last couple of weeks, as well as encouraging you to develop even better language choices as you find out more and stretch your imagination about your ‘DEADLY BUG’.
This work will also link the ideas and research from your SOLE work too; it should be a really effective cross-curricular challenge!
We will be reading poetry, watching videos, brainstorming and generating new rich vocabulary before developing ideas that build up towards writing your final DEADLY BUG POEM at the end of the week.
As in previous weeks, keep building on your ideas each day so that you can use them when you write your poem.
Lesson 1: Can I respond to a text stimulus?
We are going to be writing poetry in the style that is known as ‘KENNINGS’. These types of poems combine two words together to create an expressive and imaginative alternative word.
Here are two examples that we would like you to read through.
The first poem dates back to the Anglo-Saxon period, where their dialect words formed the basis of the English language that we speak today. This particular poem is from a translation of the famous poem ‘Beowulf”, which tells the story of a bloodthirsty monster called Grendel.
POEM 1From Seamus Heaney’s translation of ‘Beowulf’
In off the moors, down through the mist-bands God-cursed Grendel came greedily loping. The bane of the race of men roamed forth,
hunting for a prey in the high hall. Under the cloud-murk he moved towards it
until it shone above him, a sheer keep of fortified gold. Nor was that the first time
he had scouted the grounds of Hrothgar's dwelling - although never in his life, before or since,
did he find harder fortune or hall-defenders. Spurned and joyless, he journeyed on ahead
and arrived at the bawn. The iron-braced door turned on its hinge when his hands touched it.
POEM 2Whalesong
BySophie Stephenson-Wright
Challenge 1: Have a look at the response sheet below. It is the same as the ones that we have used before. Now, re-read the poems again, thinking about the key questions and how you might think and feel. Make comparisons between the poems as you may have preferred one to the other, and we would like to know why.
Challenge 1: Can I respond to a text stimulus?
What I likeWhat caught your attention? What made you want to keep reading?
DislikeWas there anything that put you off reading?
Patterns and ConnectionsWere there any patterns you noticed? Can you make any connections between anything that you have read or heard before? Did it remind you of anything?
PuzzlesWas there anything you found strange or surprising?
Lesson 2: Can I explore new rich vocabulary?
English Video Support 1
Challenge 2: Using our familiar nine-word set-up, your first challenge is to match the vocabulary with the definitions. Remember, you can use a dictionary – an online one if necessary – to help you.You might like to create a fortune teller to use with someone at home; you could write some sentences proving that you now understand the new words; or you could make up a charade or action for each word – just like we would do in school.
Lesson 3: Can I create a high quality, labelled drawing of my chosen ‘assassin’ bug?
Hopefully, your SOLE Geography challenge has helped you discover that there are many deadly ‘assassin’ bugs. This challenge is also part of your SOLE challenges – super links between the tasks! First, make a list of your ‘favourite’ deadly bugs. The minibeasts that will work best for your writing will need to have a variety of features and behaviours.
Here are a few, to get you started:
Indian Red Scorpion Black Widow Japanese Hornet Siafu Ant Spider
Fire Ant Anopheles Tsetse Fly Mosquito
Challenge 3: Choose your favourite and create a high-quality drawing of it. Pay close attention to the structure of the different body parts and add details to any patterns, shapes and colours.
REMEMBER: Add labels, with clear arrows.
Lesson 4: Can I stretch my vocabulary using figurative language?
English Video Support 2
Watch a couple of short videos to remind you of similes, metaphors and personification.
Similes: describes something by comparing it tosomething else, using like or as.
Metaphors: describes something as if it were something else.
Personification: describes objects as if they have life-like, human qualities.
Challenge 4: Time to stretch your vocabulary! Using a mind-map, jot down each of the body parts, movements, behaviours and characteristics that you would like to include in your poem.
For each one, can you think of increasingly powerful language and descriptions?
Try to come up with at least three ideas for each body part, movement and characteristic.REMEMBER: Good, Better, Best!
You may want to support your imagination by using a thesaurus – either one that you may have at home, or one that you find online.
Challenge 4: Can I stretch my vocabulary using figurative language?
Lesson 5: Can I apply my skills to write an expressive and imaginative Kennings poem?
English Video Support 3
Using all of the amazing ideas that you have developed over the week; the time has come to put it all together in to a poem – a Kennings poem.
REMEMBER: a Kennings poem will need a combination of two words together to create an expressive and imaginative alternative word.The video support will help you get started – good luck!
Our Success Criteria for writing a Poem …Features that we will use to create a successful poem
…Use adverbial phrases to add extra details so the reader can create a
clear image in their mind.Use figurative language, such as:
- similes- metaphors
- personification which is rich and varied to provide the reader with images in their
mind.Use stanzas to help structure the poem.
Use rhyme and repetition to engage the reader.
Writing Skills that we will need …I can select language and use a rich and varied vocabulary.
I can organise and layout my work appropriately.
I can use punctuation effectively to ensure the meaning is clear.
I can check the consistency of tense to build cohesion.
EXTRA CHALLENGE: I can indicate parenthesis using dashes.
