Premier English Subject Weekly Planner 2018-2019

Week Date Duration of Unit Unit Focus

34 20/05/19- 25/05/19 2.5 WEEKS Students will read and talk about poems
which are written in different ways.
Students will also write poems of their
own.

Lesson Focus (Aim) Standards Homework

 Identify and creating rhyming words; separately and in sentences R3.19 Page 61 Collins
 Students will discover what a Rhyming Couplet Poem is book
R3.20
 Apply the structure and features of a Rhyming Couplet in their
P3.2 Write Poem: 1
poems
topic
Lesson Activities (Objectives) W3.8 A summer
Identify the purpose of rhyme in poems afternoon
W3.10
 Matching rhyming words
S3.2 A wet morning
 Rhyming sounds
Identify the structural feature of a Rhyming Couplet Poem
Monday

A special occasion
 Rhyming words (Birthday,
 Discovering what the term ‘Couplet’ means Christmas)
In groups create rhyming words that fit into existing sentences
 Brainstorming rhyming words An idea of Your
 2 rhyming words 1 Couplet own
Students work in groups to create a Rhyming Couplet poem about Include
food 3 Couplets
 Brainstorm rhyming words on mini whiteboards 6 lines
6 rhyming words
 2 Couplets, 4 lines, 4 rhyming words
Present in front of class focus on rhyming words, couplets and
presentation
Lesson Focus (Aim) Standards Homework

 Identify features of a conversation Poem S3.15 Page 57. Collins

 Reading ‘All for an Ice-Cream poem’- Comprehension questions
R3.6 Response to blue
(Collins)
square questions
 Discover similarities and differences between Haiku, Cinquain R3.14
and Conversation poems
W3.8
Tuesday

Lesson Activities (Objectives)

W3.10
Read All for an Ice-cream Poem
W3.12
 PPT slide which identifies the features of the Poem
o Title of the poem, author
o Grammar: quotations, question marks, full
stops
o New line for change of speaker
 o About a specific situation

CCQ Questions:

 What is the poem about?

 What do you find funny and why?
 What do you like or don’t like about the poem?

3-way Venn diagram

 Compare similarities and differences between Haiku, Cinquain

and Conversational Poems

Class brainstorm

 Examples of conversation topics you have with you

friends/parents etc.

Lesson Focus (Aim) Standards Homework

 Review features of a Conversation poem R3.14 Write your own

 Create their own conversation poem in pairs applying the Conversational
R3.15
features Poem about a
 Present their poem to the class in their pairs R3.19 situation with
your friend
W3.2
Lesson Activities (Objectives) 10 lines
W3.8
Review main features of a conversation poem
Wednesday

Reflect on conversation topic brainstormed

Miss Alice and Miss Linda perform example conversational poem to

class

Partner work

 Students to pick their own partners

 Create a 20-line poem about a situation of their choice
o (if working in a group of 3, 30 lines)

Pairs present their poems to the class

 Focus on presentation and understanding of features

Lesson Focus (Aim) Standards Homework

Excursion
Thursday

Lesson Activities (Objectives)

Excursion
 Lesson Focus (Aim) Standards Homework

 Review of all poetry types (Haiku, Cinquain, Rhyme, Rhyming R3.6 Worksheet
Couplets, Conversational Poems) Review:
R3.14
 Review broad features of each type of poem
1 topic for the
 Create 4 different poems about 1 topic in table groups R3.19
whole class
W3.2
Each student to
Lesson Activities (Objectives) W3.8 create 4 different
poems (Haiku,
Review of all poetry types using PPT slides W3.10 Cinquain,
 10-minute Broad- features of each type of poem W3.12 Rhyming words
and Rhyming
Group activity words) about the
topic
Friday

Table groups to work together to create 4 different poems on the

one topic

o Teacher provide specific guidelines of what

features they need to include

 One person- 3 Stanza Haiku

 One person- 5-line Cinquain
 One person- brainstorm 5 rhyming words
 One person- 3 Couplet Rhyming Poem
 Two people- conversation poem- 10 lines: 5 lines each

Groups present poems about topic on A3 paper to display in class