10 Minutes Silent Reading Time

toadstoola green or black substance that grows in wet places or on old foodwood / foresta poisonous fungus with a round top and a narrow stemmould a green plant with narrow leaves like feathers and no flowerstwilight a thick piece of wood that has been cut from a treefernthe time in the evening when it starts to become darkbramblesa large area of trees growing close together/an area of land covered with a thick growth of trees:mossa very small, green plant that grows on the surface of rocks, trees, etc.loga wild bush with thorns, that produces blackberries:

toadstoola green or black substance that grows in wet places or on old foodwood / foresta poisonous fungus with a round top and a narrow stemmould a green plant with narrow leaves like feathers and no flowerstwilight a thick piece of wood that has been cut from a treefernthe time in the evening when it starts to become darkbramblesa large area of trees growing close together/an area of land covered with a thick growth of trees:mossa very small, green plant that grows on the surface of rocks, trees, etc.loga wild bush with thorns, that produces blackberries:

queer

arching

crafty

stilted

uncanny

strolls

mumbling

slender

imprisons

queer

arching

crafty

stilted

uncanny

strolls

mumbling

slender

imprisons

craftygood at tricking people

strollsto walk in a slow relaxed way

mumblingto speak quietly and not clearly

imprisonsto put someone in prison

slenderthin, slim and tall

uncannystrange or difficult to explain

stiltednot smooth or natural

arching making the shape of an arch or curve

queerold-fashioned strange, unusual, or not expected

Reminder of our learning objectives

Learning Objectives You will be able to ............use evidence from a text to work out and explain both verbally andvisually the layers of meaning in the poem e.g. the use of language[RAF2/3]

Learning Outcomes

You will ...................match words from the poem 'The Toadstool Wood' with both pictures and definitionsexplain defintions of words from the poem in your own words share and explain your ideas about the poem in a 'marketplace' activitysummarize key points about the poem

RED feelingsGREENideas BLUEthinkingplanningoverview WHITEfactsYELLOWpositives likesBLACKdifficultiesproblemsweaknesses

RED feelingsGREENideas BLUEthinkingplanningoverview WHITEfactsYELLOWpositives likesBLACKdifficultiesproblemsweaknesses

Reminder of our learning objectives

Learning Objectives You will be able to ............use evidence from a text to work out and explain both verbally andvisually the layers of meaning in the poem e.g. the use of language[RAF2/3]

Learning Outcomes

You will ...................match words from the poem 'The Toadstool Wood' with both pictures and definitionsexplain defintions of words from the poem in your own words share and explain your ideas about the poem in a 'marketplace' activitysummarize key points about the poem

IDEA/ POINTEVIDENCE

Reminder of our learning objectives

Learning Objectives You will be able to ............use evidence from a text to work out and explain both verbally andvisually the layers of meaning in the poem e.g. the use of language[RAF2/3]

Learning Outcomes

You will ...................match words from the poem 'The Toadstool Wood' with both pictures and definitionsexplain defintions of words from the poem in your own words share and explain your ideas about the poem in a 'marketplace' activitysummarize key points about the poem

ODD ONE OUT

The Toadstool Wood by James Reeves.

The toadstool wood is dark and mouldy, And has a ferny smell.About the trees hangs something quiet And queer like a spell. Beneath the arching sprays of bramble Small creatures make their holes;Over the mosss close green velvet The stilted spider strolls. The stalks of toadstools pale and slender That grow from that old log,Bars they might be to imprison A prince turned to a frog. There lives no mumbling witch nor wizard In this uncanny place, Yet you might think you saw at twilight A little, crafty face.

10 Minutes Silent Reading Time

Use nine of these words to fill your bingo card. Copy them out in any order.

onomatopoeiaalliterationrhyme repetitionmetaphorstanzasimile personificationimagerytonelayoutsibilance

Learning Objectives You will be able to ............use evidence from a text to work out and explain both verbally andvisually the layers of meaning in the poem e.g. the use of language[RAF2/3]

Learning Outcomes

You will ...................revise terms used to describe poetry e.g. alliterationidentify and explain the parts of a PEA paragraphdevise a PEA paragraph about 'The Toadstool Wood' create a visual presentation of a PEA paragraph

Connectives:thus whereasalsothenat firstin the same way similarlyhoweverthereforein contrastequallyjust likelike wiselike just asbecausefurthermoreon the other hand

SIMILAR DIFFERENT

Reminder of our learning objectives

Learning Objectives You will be able to ............use evidence from a text to work out and explain both verbally andvisually the layers of meaning in the poem e.g. the use of language[RAF2/3]

Learning Outcomes

You will ...................revise terms used to describe poetry e.g. alliterationidentify and explain the parts of a PEA paragraphdevise a PEA paragraph about 'The Toadstool Wood' create a visual presentation of a PEA paragraph

PEA Paragraphs

PEA Paragraphs PointEvidenceAnalysis

When you are writing about a text or discussing a text it is very important that you use quotes or ..............................to back up what you are saying. Using PEA is a way of writing about a text making sure that you include textual analysis or looking at something closely.Using Point, Evidence, and Analysis (PEA)

Point What does the quotation show in very simple terms?Evidence This is a quote taken from the text to prove or support what it is that you are saying.Analysis This is where you give a more detailed explanation of the point. You point out the technique used e.g. simile, use a quotation and then, exlain why it has been used; it is good to include your own personal opinion here or what you think.

Think - Analysis - T[Technique] Q[Quotation] A[Analysis orExplanation]

Reminder of our learning objectives

Learning Objectives You will be able to ............use evidence from a text to work out and explain both verbally andvisually the layers of meaning in the poem e.g. the use of language[RAF2/3]

Learning Outcomes

You will ...................revise terms used to describe poetry e.g. alliterationidentify and explain the parts of a PEA paragraphdevise a PEA paragraph about 'The Toadstool Wood' create a visual presentation of a PEA paragraph

Frost creates the picture of a painting inthe title 'Stopping by Woods on a SnowyEvening'. The 'ing' in 'stopping' gives

This creates strong imagery of a figurestood in a snowy landscape.

the idea of the present time as ifsomeone has suddenly stopped to lookat the landscape. In addition, the use ofthe 'ing' makes us think ofsomeone in the middle of a journey.

Frost creates the picture of a painting in the title 'Stopping by Woods on a Snowy Evening'. The'ing' in 'stopping' gives the idea of the presenttime as if someone has suddenly stopped tolook at the landscape. In addition, the use of the'ing' makes us think of someone in the middle ofa journey. This creates strong imagery of afigure stood in a snowy landscape.

Reminder of our learning objectives

Learning Objectives You will be able to ............use evidence from a text to work out and explain both verbally andvisually the layers of meaning in the poem e.g. the use of language[RAF2/3]

Learning Outcomes

You will ...................revise terms used to describe poetry e.g. alliterationidentify and explain the parts of a PEA paragraphdevise a PEA paragraph about 'The Toadstool Wood' create a visual presentation of a PEA paragraph

IDEA/ POINTEVIDENCE

Point:From the extract the reader learns...The writer tries to...The writer uses language to create the effect that

Evidence: (remember to use quotation marks __________ )The evidence that shows this is... The quote that supports my point is... The word/s that show this is This is revealed when [character] says, _____

Analysis:The writer uses ....................The author creates a sense ofThe result of the language used by the author isThe use of the word/s ________ shows/producesThis creates the impression thatThis quote showsThe effect upon the reader isThis shows/implies/reveals etc.

Connectives:howeverthereforein contrastthuswhereasbecausefurthermorealsothenat firston the other handin the same way similarlyequallyjust likelike wiselike just as

A

Reminder of our learning objectives

Learning Objectives You will be able to ............use evidence from a text to work out and explain both verbally andvisually the layers of meaning in the poem e.g. the use of language[RAF2/3]

Learning Outcomes

You will ...................revise terms used to describe poetry e.g. alliterationidentify and explain the parts of a PEA paragraphdevise a PEA paragraph about 'The Toadstool Wood' create a visual presentation of a PEA paragraph

QuestionsWrite 3 questions about the lesson .

10 Minutes Silent Reading Time

Show me the answer!Using mini-whiteboards you must show you the answer to a series of questions.Answer!

Learning Objectives You will be able to ............use evidence from a text to work out and explain both verbally andvisually the layers of meaning in the poem e.g. the use of language[RAF2/3]

Learning Outcomes

You will ...................answer questions about the ways poets create meaning in poemsrevise connectives for comparing and contrasting analyze and compare 'Stopping' and 'The Toadstool Wood'recall what you have learnt about the poems write a PEA paragraph comparing OR contrasting the poems

Stopping by Woods on a Snowy Evening

The Toadstool Wood

The Toadstool Wood

Stopping by Woods on a Snowy Evening

Stopping by woods on a snowy evening - FrostThe Toadstool Wood - Reeves

Stopping by woods on a snowy evening - FrostThe Toadstool Wood - Reeves

What do you know?(variation ideas must be pictures instead of words)

10 Minutes Silent ReadingFASCINATOR 1] Ss match the words/pictures/definitions.2] Round the room, Ss each feedback.For each item, draw out word class. How the poet uses 'ferny' ? Word class ?3] Show T version - Ask , do you agree ?4] Ask - Any questions ? 30 second discussion with partner.

Teacher versionSTARTER-Runnind dictation1] Split class into trios .2] Each trio nominate a runner- it will be their job to see the word and dictate the meaning back to the group who will write it down.3] Running dictation- show the slides to each trio runner.4] Feedback-Each group feeds back a word and its meaning, which Ss then write down.POSSIBLE HOMEWORK - Spelling test [ Run off masters of lists of words]running dictationOutline Learning Objectives/Outcomes.INTRODUCTION -Slide for the board.

INTRODUCTION1] In pairs, Ss write down what they remember of the 'Thinking Hats' activity last lesson.2] Feedback.3] Using the sheet [ this slide], Ss participate in a market place activity and collect one idea for each colour.4] Feedback - Request one idea for each colour.RECAP LEARNING OBJECTIVES/OUTCOMESDEVELOPMENT 1] In trios, Ss list five ideas about the poem [T models an example] and find a quotation to support.2] Trios reduce the ideas to 3 important ideas/ quotation and then, one.3] Each trio feeds back one important idea.RECAP LEARNING OBJECTIVES/OUTCOMESPLENARY 1] In pairs, Ss look at the images and work out the odd one out and why.2] Feedback.10 MINUTES SILENT READINGFASCINATOR1] Ss are given the Bingo sheet OR draw on a whiteboard.2] Show the above slide.3] In pairs, Ss discuss which items they do not know.4] Feedback/ Clarification.5] Ss fill in their individual Bingo cards.6] Poetic devices Bingo.7] Feedback.Outline Learning Objectives/ OutcomesSTARTER1] T writes the word 'Connective' on the board. 2] In pairs, Ss discuss the word.3] Feedback.4] Students sort the words into two groups for Similar/ Different.5] Ss feedback - come and write on the board.6]T asks - what other words can we use for Similar/ Different.Recap Learning Objectives/ OutcomesINTRODUCTION1] T explains that this burger is a paragraph .2] Ask Ss what the first part of a paragraph is called .3] Feedback.4] In pairs, Ss complete the other parts.5] Feedback - clarification with next slide.6] In pairs, Ss are to discuss/ write down any questions they have e.g what is analysis ? 7] Feedback of questions . [ POST ITS ?]INTRODUCTION cont ......1] Show Ss the slide .INTRODUCTION cont 1] Show the slide.2] Go to the questions - Ask Ss - have I answered all the questions ?DEVELOPMENT1] Ss are shown a muddled up PEA paragraph.2] In pairs, Ss work out the parts. T models the POINT through questioning.3] Feedback - draw out which parts are -Technique/ Quotation / Analysis.DEVELOPEMENT cont..............1] T shows the final version of the PEA paragraph .2] Quick questions - which part explains the technique.RECAP LEARNING OBJECTIVES/ OUTCOMESDEVELOPMENT 1] Ask Ss to get this sheet out from the previous lesson / they can also use their 'Thinking Hats' sheet.2] T asks - what did we do ?3] Thinking minute.4] Feedback.DEVELOPMENT 1] T introduces the PEA sentence stem sheet / connectives.DEVELOPMENT 1] Ss write a PEA paragraph about 'The Toadstool Wood'.2] Using the next slide, Ss make a learning spiral.RECAP LEARNING OBJECTIVES/OUTCOMES.PLENARY 1] Individually Ss write 3 questions about the lesson.2] Feedback of questions- Ask if one of the students can answer or the teacher answers.10 MINUTES SILENT READINGSTARTER 1] T asks questions about the poems/ PEA/ connectives/ poetic techniques.2] Ss feedback on boards.OUTLINE LEARNING OBJECTIVES/ OUTCOMESuse the room - post its in drawings or words - one difference / one similarity[ first] in the titleINTRODUCTION1] On different sides of the classroom are the following three slides.2] T asks Ss, by going to each one, what they will be doing / writing based on the heading ? e.g. different or contrast.3] Using a post - it , in pairs, Ss write one point for each and place it on the wall.4] Feedback - T looks at points on the wall.INTRODUCTION contINTRODUCTION cont

DEVELOPMENT 1] T introduces the Venn diagram. T identifies Ss who will be feeding ideas back.2] Ss visit the walls of the room to write ideas down and add their own ideas - 3 in each section.3] Feedback- set as homework as wellPLENARY1] In trios, Ss write down everything they know on a whiteboard.2] Trios share via Last Man Standing.