Literacy Plan ~ Year 3/4

Year 3+4 Unit 2 Shape Poetry and Calligrams Genre: Poetry

Phase 1 + 2 + 3 Week commencing:

Text: Learning outcome: Building assessment into teaching:

Phase 1
Children explain what they like about a poem by
referring to particular words and phrases and the
subject of the poem.
Children can write a calligram, choosing
appropriate presentational features and using
ICT to create effects, and can explain why these
effects have been chosen.
Phase 2
Children can identify examples where language is
used to create a specific effect in a poem.
Children can discuss the choice of words and
their impact.
Phase 3
Children explain what they like about a poem by referring to particular words and phrases and the
subject of the poem.
Children can write a calligram, choosing appropriate presentational features and using ICT to create
effects, and can explain why these effects have been chosen.
Identify examples where language is used to create a specific effect in a poem during shared, guided
and independent reading (teacher observation, self-assessment).
Discuss the choice of words and their impact during shared, guided and independent reading (teacher
observation, self-assessment).
Identify examples where language is used to create a specific effect in their own poem and those of
others in the class (feedback against agreed success criteria).

Children can identify examples where language is

used to create a specific effect in a poem.
Children can write a poem (collaboratively or
individually) that uses language to create an
effect.

Whole Class:
Day: Learning objectives: Text, Word & Sentence Level Guided group: Independent & group tasks: Plenary
T8 As a whole class, read share and discuss a MA HA In pairs, the children analyse W.I.L.F Explain
Express views about a variety of different shape poems and calligrams 2 calligrams and 2shape poems what they like about a
Mon poem, identifying by a range of poets. (Tree and a candle) poem referring to
specific words and Investigate with the children what they like and particular words,
phrases to support their dislike about the poems, offering supporting MA In pairs, the children analyse phrases and the
viewpoint. evidence from the poem itself. What does the a calligram and a shape poem. subject of the poem.
poem make them think of and why? Why might (Guided group) (Waves)
the poet have chosen the shape? What impact Children with
does the shape add to the words? What LA Guided Reading. Identify the response partners
interpretations can be made about the poems language features of the poem. explain what their
and the form of the poems? As a group, explain what they like favourite poems are
With the children, explore the relationship about the poem. and why.
between the language and the presentational (Snake)
features of the poems.
 Use wordprocessing software or IWB software In mixed ability groups, encourage Display children's
T14 Invent calligrams to explore how calligrams can be created. children to devise their own ideas work on an IWB and
Tues by selecting Demonstrate how to use the facilities of a for calligrams and to work in pairs use this to explore
appropriate words and wordprocessor to create calligrams and to create them using a with them effective
presentation. encourage children to talk about the results. wordprocessor. use of font, etc. Ask
Highlight the effects created by the children to select
presentational features. Manipulate the favourites and explain
calligram by changing font, font size, colour and why. Revisit poems
space. Use the draw options as necessary and explored in previous
save and display different versions for sessions and
comparison. Discuss the impact of the compare handwritten
presentation on the reader and on the meaning. calligrams to those
created using ICT.

W.I.L.F- Children can

write a calligram,
choosing appropriate
presentational
features and using
ICT to create effects.
They can also explain
why these effects
have been chosen.
Wed T13 - Collect suitable As a whole class look at the shape poem The As per pupil writing targets:- W.I.L.F. Children
words and phrases, in Rocket. Using pictures on the IWB brainstorm HA - Alliteration, Onamatopoeia, can discuss the
order to write poems. words and phrases associated with rockets. similes, metaphors, rhyming choice of words and
Get the children to identify what they can see? words. their impact.
What they can hear? What they can smell? MA alliteration, onomatopoeia, Children write down
similes, rhyming words. onto post-it notes
LA - words and phrases
associated with
rockets.
Children to explain to
their partner the
reasons behind their
choice of words.
Thurs Use carefully chosen Review some of the ideas collected in our In pairs, the children decide which All children check
words and phrases to brainstorming session previously. rocket or outer space theme they their work against the
describe a rocket. The children revise 3 features taken from our want to write about. checklist and tick the
checklist. features they have
Explain that the class checklist and the HA Using whiteboards draft used. Ask some
childrens ideas will be used to develop carefully down ideas. children for examples
chosen phrases for our shape poem. We are of these features e.g
not worried about placing them in the shape yet MA pictures of rockets and similes etc.
but will need really good phrases to use. spaceships to assist.
Ask the children to identify any words that tell us
what a rocket looks like. LA Pictures of rockets. Describe
Teacher modelling of writing phrases for our what the rocket looks like.
rocket. Explain aloud each of your word
choices, demonstrate the drafting process.
Fri Thr.ough demonstration and shared Independently, children write their own shape poems. Read poems to
Write a reading journal. composition develop a space poem using Children use a digital image of their subject and tracing response partner.
repetitive phrases, similes and careful paper. Partners note down
vocabulary choices collected from the childrens (Response partners used to support the writing process) good words and
ideas. Display the image of a rocket on the IWB phrases they have
and set the transparency tool. Demo how to use heard and share with
the image to create a shape poem by writing the the class
shape poem over the original shape and then Self assessment
taking away. against shared
success criteria.
Cross-curricular links: Speaking & Listening opportunities:
Talking partners
Resources: Homework:

Teacher comments/evaluation: