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Writing

Writing: 

 

Monday:

  • Read The Bug Chant by Tony Mitton once through to check you can read all the words, then with expression.
  • What did you notice as you read? Did the poem create any images in your mind?
  • Could you hear anything else as you read? Did you notice the strong regular rhythm and repeated rhyme? What about the punctuation in the poem?
  • ACTIVITY: to learn The Bug Chant and prepare it for a performance! I would like you to memorise all or part of the poem by reciting out it loud.  Add some actions and look for patterns in the language (especially the rhyming) to help them with the memorisation! Can you perform the poem using expression as that will also make it more enjoyable for your audience? And remember that in a performance it is important that you articulate each word clearly so that the listener can understand it when they hear it, and enjoy it too!

  • Try to perform the poem to someone at home. It can be to your dog, cat or kitchen sink if you would like!

Tuesday:

  • Perform The Bug Chant again - how much can you remember?
  • Look at the text in more detail: It is really just a list? What makes it fun to perform and good at creating images?
  • The strong rhythm, regular rhyme, contrasts in descriptions and amusing images mean that it is much more than a list! Which adjectives help to create a strong image? (e.g. lanky, smooth, fierce, etc.)
  • In Grammar, on Monday, we learned how words which build an image around a noun are called noun phrases (‘lazy little fellow’, ‘lanky, long and lean bugs’).
  • What if the poem was about a different animal? What animal would you like to describe?

 

ACTIVITY: to compose and perform your own chant poem!

 

  • Choose an animal that you would like to write a new version of the poem about OR use the writing frame to write one about a snake

  • Brainstorm words which could describe that animal then write your own chant.

  • Remember to choose powerful verbs and interesting adjectives and noun phrases!

  • Can you perform your poem to an audience?

Wednesday:

  • Read Daddy Fell into the Pond by Alfred Noyes. Can you picture the scene?
  • How does the poem create images using adjectives and other powerful language? 
  • Re-read the first stanza and describe the image to someone at home or to yourself. Do the same with the second stanza. How do they compare?

 

ACTIVITY: to draw each images represented in your stanza

  • On the 'Stanza Images' sheet (or in your own notebook or on paper) draw a simple picture to represent the first image created.
  • Your drawings do not need to be too detailed, but make sure the adjectives and noun phrases in the poem add to the image (e.g. grey clouds, grumpy children etc.).
  • Think of more adjectives and descriptive phrases which could be used to describe and develop the images further. Be adventurous with your word choices!
  • Write them around the picture. Remember - these words help to paint a picture in the reader’s head!

    

Thursday:

  • Re-read Daddy Fell into the Pond, practising your expressive delivery!
  • Have a look at the pictures you drew yesterday to show what happens in the poem. It is like a storyboard but the poem leaves gaps in the story which you can use your imagination to fill (e.g. Why was everyone next to the pond?)!

 

ACTIVITY: to write the poem as prose

  • Take each image and the ideas from each stanza and turn it into prose (look at my example if you need some help!). Add your own ideas to give detail and use adjectives to create an image in the reader’s head.
  • Remember to use paragraphs to group ideas as you write!
Radford Semele C of E Primary School is committed to safeguarding and promoting the welfare of children and young people. We expect all staff, volunteers and parents to share this commitment.
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