Presentation on theme: "Connotation game “Once upon a time”"— Presentation transcript:
1Connotation game “Once upon a time” Pupils write down as many word associations as they can think of…MWB
2PLTS: Creative thinker Independent enquirerOnce upon a timeL/O 1. Develop our critical response to the written word. 2. Show empathy for the speaker in a poem Creative response Empathy
3 or or Creative thinkers… generate ideas and explore possibilities ask questions to extend their thinkingconnect own and others’ ideas and experiences in inventive waysquestion own and others’ assumptionstry out alternatives or new solutions and follow ideas throughadapt ideas as circumstances changeIndependent enquirers…• identify questions to answer and problems to resolve• explore issues, events or problems from different perspectives• analyse and evaluate information, judging its relevance and value• consider the influence of circumstances, beliefs and feelings on decisions andevents• support conclusions, using reasoned arguments and evidenceHand out to each pupil to fill inTeacher PM target-embed PLTS in every lesson-return to this during EVERY lesson on the poem
4Two questions to think about… Is it better to be kind or truthful? What’s the difference? Have you ever considered yourself to be two-faced?
5Once Upon a Time Gabriel Okara Once upon a time, son, They used to laugh with their heartsAnd laugh with their eyes:But now they only laugh with their teeth,Search behind my shadow.There was a time indeedThey used to shake hands with their hearts:But that’s gone, son.Now they shake hands without heartsWhile they left hands searchMy empty pockets.‘Feel at home’! ‘Come again’:They say, and when I comeAgain and feelAt home, once, twice,There will be no thrice –For then I fond doors shut on me.So I have learned many things, son.I have learned to wear many facesLike dresses – homeface,Officeface, streetface, hostface,Cocktailface, with all their conforming smilesLike a fixed portrait smile.And I have learned tooTo laugh with only my teethAnd shake hands without my heart.I have also learned to say, ‘goodbye’,When I mean ‘Good-riddance’:To say ‘Glad to meet you’,Without being glad; and to say ‘It’s beenNice talking to you’, after being bored.But believe me, son.I want to be what I used to beWhen I was like you. I wantTo unlearn all these muting things.Most of all, I want to relearnHow to laugh, for my laugh in the mirrorShows only my teeth like a snake’s bareFangs!So show me, son,How to laugh; show me howI used to laugh and smileOnce upon a time when I was like you.Gabriel OkaraHa
6Poetry explosion:10 minutes 5 Ws and a H Who is the poem about?What happens in the poem?Where is it set?When is it set?Why do you think Gabriel Okara wrote the poem?How does the poem make you feel?Stand up,share then choose a friend to share one of their points
7Storyboard the main images in the poem: What is the story? Written, then verbal feedback-no hands up
8Plenary: Compare notes Share with a partner Have you met the L/O? Set yourself a realistic target for next lesson..how can you challenge yourself?
9PLTS: Creative thinker Independent enquirerOnce upon a timeL/O 1. Develop a critical and then creative response to the written word. 2. Show empathy for the speaker in a poem(TODAY) Creative response Empathy
10Starter: On your MWB What is the poet’s message? What is empathy? How can we empathise with the speaker?Boy in my shoes!
11Analysing a poemStructure Meaning Imagery Language Effect on reader Spend 3 minutes adding notes to each piece of sugar paper.Jigsaw task…3 minutes at each station- Expert from each group to feed back.Differentiate by grouping- mixed ability
12Smile help! Structure: length of the verse. Mood / Tone: the mood of the poem and emotions developed.Imagery / Ideas:similes, metaphors, personification, enjambment, pathetic fallacy.Language:rhythm / rhyme, repetition, rhetorical questions, alliteration, onomatopoeia, enjambment, oxymoronEffect:the effect on the reader-thoughts and feelingsDifferentiation..if they need it come and ask quietly for help
13Plenary1.Develop a critical response to a poem 2.Show empathy with the speaker 3.Develop a creative response to the written word Have you met L/O 1 and 2? WWW? EBI?p- progress check- RAG
14L/O 1.Develop a critical response to a poem 2.Show empathy with the speaker3.Develop a creative response to the written word (TODAY)Progress check+PLTS
15Starter:Write as many synonyms as you can for:PoliteMeanRudeNice
16PLTS: Creative thinker Independent enquirerOnce upon a timeL/O: Develop a creative response to the written word (TODAY) Creative response
17How can we be successful as creative writers? Create a checklist of success criteria in pairs on your MWB.Use your APP sheet to help youPupils work in pairs, MWB- characteristics of excellent writing. T collate responses and write on board. Pupils copy down.
18Creative writingCould you use your favourite line as inspiration for a piece of narrative writing?Could you use the speaker in this poem as a main character in a story?Discuss with your partner.
19Taking inspiration from the poem Choose your favourite line from the poem.Why do you like it?
20Create a mind map of ideas Plan independently.You need to be ready to write your story next lesson…enjoy!
21Develop a critical and then creative response to the written word. 2. Show empathy for the speaker in a poemReview your PLTS sheetRevisit plts…what have they used?