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22.06.20

Monday 22nd June:

 Task 1: 10 minutes (minimum) of independent or shared reading, followed by a reading response activity from the reading journals hand out (available below).

 Task 2: Free verse poetry - identify the features of free verse poetry

✎ Click here to watch a short video about free verse poetry.

✎ Read through four examples of free verse poetry by various poets (available to download below).

✎ Underline and annotate the poetic devices that the poet has used (for example, alliteration, personification, rhyme, repetition, patterns)

  • Must: Identify poetic devices in one poem.
  • Should: As above, and identify poetic devices in a second poem.
  • Could: As above, identify poetic devices in three or four of the poems. Choose two of the poems to compare. What is similar and what is different about them? Have they used similar or different devices? What about the topics they cover?

 Task 3: Spelling: Statutory Spelling Lists and Activities

All activities from the Nelson Spelling Pupil Book should now have been completed since you started in Year 5. You should now primarily focus on ensuring that you can spell as many of the words from the Year 5 / 6 Statutory Spelling list as you can.

Remember, the best way to practise spelling is by taking a 'little and often' approach. 5-10 minutes every day is better than one 1-hour long session each week. It is important to practise the same words repeatedly in order to make them 'stick'.

 

Tuesday 23rd June:

 Task 1: 10 minutes (minimum) of independent or shared reading, followed by a reading response activity from the reading journals hand out (available below).

 Task 2: Free verse poetry - plan a free verse poem

✎ Listen to a recording of the poem 'The Magic Box' by Kit Right by clicking here. The poem is available for you to download below so that you can follow along with the reading.

✎ What would you put in a magic box of your own? On a piece of paper (A3 if you have it available), draw your magic box. In the box, write down all the things you would put in it - get creative if you like, and use coloured pencils/pen or add pictures cut from magazines/newspaper or print some from the computer to represent your ideas. Add notes/annotations using descriptive and figurative language (we practised this a few weeks ago).

✎ Consider your favourite things to see, hear, smell, taste and feel.

✎ Your items can also be abstract (things you cannot touch or hold). For example, 'smiles like sunshine' or 'healing hugs'.

  • Must: Write down items that you would put in your magic box.
  • Should: As above, and make sure to add interesting adjectives (rule of 3) to each item.
  • Could: As above, and make sure to use some of the poetic devices you have looked at in the last lesson but using them in your description of items in your box.

 

Thursday 25th June:

 Task 1: 10 minutes (minimum) of independent or shared reading, followed by a reading response activity from the reading journals hand out (available below).

 Task 2: Free verse poetry - write a free verse poem

✎ Using your plan from the previous lesson, as well as the written poem 'The Magic Box' for guidance, write your own 'Magic Box' poem.

  • Must: Write a poem about what you would put in your magic box.
  • Should: As above, and include interesting adjectives and powerful verbs.
  • Could: As above, and make use of the poetic devices you identified and learnt about in the first lesson. 

 

Friday 26th June:

 Task 1: 10 minutes (minimum) of independent or shared reading, followed by a reading response activity from the reading journals hand out (available below).

 Task 2: Free verse poetry - challenge!

✎ Now that you know what free verse is all about, we would like you to challenge yourself by choosing your own topic, theme or emotion for a free verse poem.

✎ Try to describe your topic in a way that will paint a vivid picture in the mind of your reader.

✎ Click here to watch a video for some quick inspiration and revision.

  • Must: Write a free verse poem about your own choice of topic or theme.
  • Should: As above, and include interesting adjectives and powerful verbs.
  • Could: As above, and make use of figurative language in your poem.

We'd love to see what you come up with! Send us a picture of your finished piece.

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