BBRLA

8/7/2019 BBRLA

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SCHEME OF WORK: ENGLISH

SHARED TEXT: Big Bad Raps by Tony Mitton YEAR GROUP 5 (LA)

GENRE / KEY FEATURE: Poetry

SPECIFIC LEARNING OBJECTIVES CONTENT / ACTIVITIES AND

THEIR ORGANISATION

RESOURCES / DIFFERENTIATION

What key skills in reading, writing, speaking

and listening will children develop (based on

the genre/key feature of the Shared Text)?

Detail the discussions points and group

activities which reflect the genre/key

feature of the Shared Text.

Reading Objective

T6 To read a number of poems by

significant poets and identify what is

distinctive about the style or content

of their poems.

Discussion will focus on the style of the raps in

the big book, including the poet’s use of words

(to give a contemporary feel), the rhythm and

the rhyming pattern. Activity 4 will also

consider how the word order has been affected

to enhance the poetic style..

Big book - Big Bad Raps by Tony Mitton

White boards and pens

Highlighting tape

Speaking and Listening Objective:To read, practise and perform a rap,

emphasising the rhythm. To improve

expression through voice and actions.

Activity 1Children will read and perform a rap as a group

reading parts together and individually. They

will be expected to convey the strong rhythm,

adding some actions to improve the

performance.

Writing Objective:

T12 (Term 2) To use the structure of

poems read to write extensions based

on these, e.g. additional verses, orsubstituting own words and ideas.

Activity 4 – GGW

Children will investigate word order to suit the

style of a rap.

Activity 3

Children will brainstorm words for a Snow

White rap and begin to use these in stanzas of

their own, paying attention to the rhyming

pattern.

Activity 5

Children will extend the above two activities to

write their own version of a Snow White rap in

the style of the Big Bad Raps .

Brainstorming sheet

Rhyming dictionaries, if available

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The CAL Literacy Hour in Key Stage 2 – Weekly Planning Sheet

Class: Year 5G (LA) SHARED TEXT: Big Bad Raps by Tony Mitton:

Week beginning: 20th September 2004 GENRE: Poetry

Shared

Reading

Discussion Point

Text Level Objective(Comprehension, composition)

Skill Focus Objective

Sentence/Word Level Objective(Phonics, spelling, vocabulary, grammar and punctuation)

Monday

20/09/04

Front and Back

cover.

Pp 34 – 37 (Huff

Puff Houses )

Discuss the way the blurb is written – as a class, have a go at

reading it – can the children identify a distinctive rhythm.

Discuss the vocabulary – is it modern/old – why do they think

that? PP 34Which children’s story is the rap based on? Does

this rap tell the same story – are parts changed? Discuss the

vocabulary ‘huff puff houses’,

Spelling Focus ‘eu’ words: Show flashcards of some of the

vocabulary (Europe, European, eureka, feud, sleuth, neutral)

and ask children if they can identify the long vowel sound.

Repeat the sound (ū). Hide the flashcards and ask children

to make up the words using magnetic letters on the class

whiteboard. Discuss meanings.

Tuesday

21/09/04

Pp 25 – 32

(Fol de Rol Rap)

Before reading, cover some rhyming words. Read through and

perform as a class, emphasising the rhythm. Consider the

rhyming pattern and ask class to guess what word would fit as

you read through. At the end, discuss with class how they knewthe hidden words. How does this rap compare with the story?

Rhyming Patterns: Show the children how in every 4 lines

the second and last line always have to rhyme. Show

children examples of quatrains with missing words at the

end of 2nd and fourth lines and ask them for suggestions.Try this filling in last word on all four lines.

Wednesday

22/09/04

Pp 7 – 24

(Beans Talk Rap)

Read through rap taking parts as the class read – esp. speaking

parts. Continue to develop the rhythm but add more expression

and a range of different voices (Ma, Giant, Jack). Again,

compare this version of the story with the original – look at the

illustrations too with this in mind!

Discuss the use of contemporary language –how does this

affect the original story. Ask children to find examples on

various pages e.g. p.8 ‘tumbledown shack’; p.10 ‘truckin’’;

p.11 ‘I sure ain’t mean’; ‘weird’, ‘crazy’, p.12 ‘dude’, ‘let’s cut

here now’, how does this compare with ‘pop’ rappers????

Thursday

23/09/04

Pp 38 - 48

(Little Red Rap)

Read and perform as a class, splitting the class into groups and

reading a quatrain each. Discuss change of name to ‘Red’(Why?). Ask children to find examples of words which rhyme

and examples of ‘contemporary’ language. Discuss how the rap is

laid out – and how shorter and longer lines still fit the rhythm

pattern.

Full & Near Rhyme: Discuss the different spellings of

rhyming words – words don’t have to look the same torhyme! Show children mixed up pairs of rhyming words

with different spelling patterns – record on whiteboards

the ‘pairs’. Ask children to find examples in the text-p.41

flowers/hours; p.42door/roar; p.44 eyes/size; hair/stare

etc. Discuss examples of near rhymes apple/cattle which

they could also use.

Frida Writing Objective: T12 (Term 2) To use the structure of poems read to write extensions based on these, e.g. additional verses, or

substituting own words and ideas.

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y

24/09/04 Re-reading of parts of model text.

P. 39&43 – look at word order and how this can

be changed to suit rhyme and rhythm.

Sentence / word level work: Children should

consider the rhyming pattern and rhythm

throughout.

Modelled / shared writing Start with a few

events from Cinderella and model writing

these as a rap, changing word order+

keeping rhythm and rhyming pattern.

Group Activities

1. Text Level(reading, writing or S&L

related to text )

2. Word Level(phonics/spelling)

3. Sentence Level(grammar / punctuation )

4. GGR / Text Level(reading, writing or S&L

related to text )

5. Extended Writing

Activity

To practise and perform a rap

conveying the rhythm. Use

actions and clarity to enhance

the performance.

W3 Children will complete

spelling sheet on ‘eu’ words.

To consider the impact of

rhyme. Children will

brainstorm Snow White words

and find words to rhyme.

S1 Children will investigate

how poetic style can be

improved by rearranging the

word order or sentences.

Children will extend the

activities to write their own

version of a Snow White rap

in the style of the Big Bad

Raps .

Using ICT? Using ICT?

Internet link to ‘look, cover,

write and check’

Using ICT? Using ICT? Using ICT?

Differentiation / Support

LA will perform a shorter rap.


Simplified sheet/vocab


LA will work with Mrs.Gurney.

Differentiation / Support Differentiation / Support

Provide a word bank ofrhyming words to support l.a.

Extension

By Outcome.

Extension:

HA will use an atlas to find

countries of Europe

Extension

HA will use a rhyming

dictionary to increase vocab.

Extension

By outcome.

Extension: By outcome –

greater use of imaginative

vocabulary and word order.

What went well? What did not go well? Points for development

8/7/2019 BBRLA


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