Author's chair
This week in year 4 we have been developing our language, literacy and communication skills as we have been learning about different styles of poetry as part of our writing journey in English. At the beginning of the week we looked at different examples of poems, ‘Wha Me Mudder Do’ and ‘I’m a Parrot’ by Grace Nichols. We learned about the different features of an effective poem, and applied this knowledge to the poems we were reading. We were able to identify many different features that were used, including rhyming, rhythm, imagery and similes. We were also given the task to identify a range of rhyming words and being to think about how we can use our knowledge of language to create simple rhyming couplets
In our next lesson we used the habit of mind applying past knowledge to begin to think about the features of two specific types of poems, a kenning and a haiku. We added to our poetry toolbox, including certain rules that had to be followed when writing a kenning or a haiku poem (5, 7, 5 syllables). We then worked independently to draft our own haiku poem, while some children also drafted a poem in the kenning style.
Our final task in this week’s writing journey was to draw upon all of the skills we had developed to begin writing a poem about a mythical creature as part of our context ‘Myths and Legends’. Each group were given a picture of a mythical creature and had to discuss how the picture made us feel based upon a colour wall, justifying our opinions with our talking partner. Next we had to work collaboratively to generate a list of adjectives for our picture, recording them in our thinking journals. We also developed our DCF skills by using a QR code to access a mythical adjective wheel online.
Using all of our knowledge of poetry and language linked to our mythical create we then had to compose our own poem, with some groups writing a kenning about giants, haikus about fairies and extended poetry about dragons using rhyming couplets and line breaks. Our final task was to swap our poems with a shoulder partner, and use our success criteria to peer assess the features of their poem, sharing our ways forward with our friend after this. Some children worked in pairs to post their ideas on what makes an effective poem online using our padlet QR code. This enabled us to also develop our DCF skills of sharing information and working collaboratively within an online space.
This week in year 4 we have been developing our language, literacy and communication skills as we have been learning about different styles of poetry as part of our writing journey in English. At the beginning of the week we looked at different examples of poems, ‘Wha Me Mudder Do’ and ‘I’m a Parrot’ by Grace Nichols. We learned about the different features of an effective poem, and applied this knowledge to the poems we were reading. We were able to identify many different features that were used, including rhyming, rhythm, imagery and similes. We were also given the task to identify a range of rhyming words and being to think about how we can use our knowledge of language to create simple rhyming couplets
In our next lesson we used the habit of mind applying past knowledge to begin to think about the features of two specific types of poems, a kenning and a haiku. We added to our poetry toolbox, including certain rules that had to be followed when writing a kenning or a haiku poem (5, 7, 5 syllables). We then worked independently to draft our own haiku poem, while some children also drafted a poem in the kenning style.
Our final task in this week’s writing journey was to draw upon all of the skills we had developed to begin writing a poem about a mythical creature as part of our context ‘Myths and Legends’. Each group were given a picture of a mythical creature and had to discuss how the picture made us feel based upon a colour wall, justifying our opinions with our talking partner. Next we had to work collaboratively to generate a list of adjectives for our picture, recording them in our thinking journals. We also developed our DCF skills by using a QR code to access a mythical adjective wheel online.
Using all of our knowledge of poetry and language linked to our mythical create we then had to compose our own poem, with some groups writing a kenning about giants, haikus about fairies and extended poetry about dragons using rhyming couplets and line breaks. Our final task was to swap our poems with a shoulder partner, and use our success criteria to peer assess the features of their poem, sharing our ways forward with our friend after this. Some children worked in pairs to post their ideas on what makes an effective poem online using our padlet QR code. This enabled us to also develop our DCF skills of sharing information and working collaboratively within an online space.
