What do you want to be?

What do you want to be?What do you want to be?What do you want to be?

Hey listen kid, you don’t have to tell me–I’m just here to read some poetry.You can leave now if you want.You’re completely free, you see.But, before you go, let me tell you I’m not here to tell you about birds and bees and trees and bananas and farmers and poetry things.This poem is a question, and I’m asking what you dream and feel and things.

You see, maybe you want to be famous.Maybe you want to be an astronaut and explore Uranus.Maybe you want to be the craziest stunt lady Hollywood’s ever seen.Maybe you want to buy some flashy mansion and spend all your time keeping it clean.Maybe you’re a dancer and Bollywood’s more your scene.Maybe you’re a natural,Maybe you’re going to have work hard at it.Maybe you’re a punk singer and you want to smash…it…up.Maybe you like nice stuff. Maybe to get it you’re going to act all tough.Maybe you’re going to be sweet.Maybe you’re going to meet and greet.Maybe you just want to help people.

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Or maybe you want to be a success, like prove that you’re the best.Maybe you want to be a celebrity, or an important politician, shake the hands of the mayor.Then again, maybe you just don’t care.Maybe you’re in it for the money. Now that’s a sweet honey.People don’t find anything funny when they’re racing to be rich.Maybe you want to be surrounded by iPhones and quick fixes,Maybe your heart tremors and twitches round diamond rings and bling.Maybe you want to see all the precious things that eBay can bring,Or wear so many jewels you look like a King.Maybe you just want to sing in the shower and that’s what makes you feel free.Maybe all you need is the moon and a tree to feel happy.Maybe you’re a natural.Maybe you’re a doctor, a tinker, a tailor, an architect of bad behaviour.You could be a soldier or a spy.You could be the kind of guy who wonders why the world is just as it isOr how the plane can stay in the sky.Maybe you’re an expert at stopping a baby crying.Maybe you’ll be found frying a rich man’s breakfast in a gourmet restaurant.Maybe you’re a killer chef or an amazing painter.You don’t have to know now; you can find out later what it is you really want to be.Because maybe you just want to see the world.Maybe you want to travel around and live out of a backpack.Maybe you want to be a goth, wearing nothing but black ‘cos maybe being blue just ain’t you.Maybe you just have to find out what’s true and what’s a lie in the newspaper.

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Maybe you’d make a top class journalist.Then again maybe all that writing would turn you mentalist.Maybe you want to make your own zombie movies, spray ketchup all over your mate’s face for fake blood,Maybe you want to be a dirt biker all covered in mud,or a rescue woman saving people in a flood.Maybe you want to be a boxer, landing punches with a thud.Maybe you want to do very little, live life quietly up a mountain someplace, stay up all night staring into space.Maybe you want to raise a family.Maybe you want to devote your life to a god.Maybe you want to live in a caravan on the sea, serving cod and chips.Maybe you’ll be eternally swell if you can just kiss a sweet pair of lips

Whatever your dream, I’m just here to remind you that you can be whatever you want to be and you can have anything, you see.Now if you’re like me you’re going to want it all for free.But like me and like lots of other people like me, in the end you’re going to see that if you want to be what you want to be then you are going to have believe and work real hard.Unless you just want to be a nobody, which is real easy.But don’t worry, ‘cos this crazy game is not a race, and it’s not up to me or school or TV to tell you your place.We don’t know your dream, or even what you really mean when you say what you want to be.It’s up to you.You’ve got to decide for yourself you see.Now, tell me - what do you want to be?

Wilf MerttensWeek 1 Monday Spoken Language 1

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____________ wants to be… ____________ wants to be…

Job title Job title

Job description Job description

Reasons for choice Job title

Week 1 Monday Spoken Language 1

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Jobs Cards

professional cuddler snake venom milker

iceberg moverdog surfing instructor

professional queuer pet food taster

fortune cookie writer

luxury hotel bed warmer

Week 1 Monday Spoken Language 1

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Wilf Merttens

Wilf Merttens is a writer, storyteller and poet from Bristol. He has his own website and runs creative workshops all over the UK. He does a lot of work in schools, telling stories and helping children to develop their

skills as writers and performers. In 2009 he was judged Young Storyteller of the Year.

This is how Wilf’s website describes his work:

“Wilf Merttens harvests the little clumps of story that collect in sock drawers and obscure chat rooms. He mixes them up in a jar until they make a dark and childish syrup. It’s damned hot down the myth mine

and the other miners grope in the dark to steal his pasty, and it’s dusty, and when he is born again, rolling and coughing from the earth’s

mouth, a formidable old tale has built up in his throat and must be worked up and out before it gnarls his insides. He was once Young

Storyteller of the Year but now he’s not. He is still pretty young though.He tells poems, he brings legends, he jumps about.”

Week 1 Tuesday Grammar 1

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Adverbs of Possibility

Print out and cut up for children to refer to when writing sentences about their future job ambitions and dreams

never

maybepossiblyperhaps

probably

certainlysurely

definitelyobviously

clearlydoubtless

never

maybepossiblyperhaps

probably

certainlysurely

definitelyobviously

clearlydoubtless

never

maybepossiblyperhaps

probably

certainlysurely

definitelyobviously

clearlydoubtless

Week 1 Tuesday Grammar 1

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Add an Adverb

Selecting an adverb of possibility from the list, copy and complete the sentences below into your book.

never, maybe, possibly, perhaps, probably, certainly, definitely

I will _______________________ work as a deep-sea diver when I leave school.

Working as a lion tamer is ________________________ a job I would consider doing.

One day I will _________________________ climb Mount Everest.

I would _________________ love to be an ice cream flavour taster.

______________________ I will become a magician when I am older.

I am _______________________ going to do a job that makes me happy!

Finished? Write a sentence about your dream job using one of the adverbs of possibility. Now chose a different adverb and write another sentence. Keep going! How many can you do?

Week 1 Tuesday Grammar 1

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never

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perhaps

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maybe

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possibly

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probably

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definitely

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certainly

Week 1 Tuesday Grammar 1

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Langston Hughes

1902 - 1967

Langston Hushes was born in the state of Missouri in America in 1902. Several of his ancestors had been slaves and he himself suffered a lot of prejudice from people who felt black people were second-class citizens.

Many of his later stories and poems were about not only how cruel it is to treat other people badly just because of the colour of their skin, but also about how important it is strive for a kinder, better life.

Whilst still a child he developed a love of poetry and dreamt of becoming a writer. On leaving school however he had to take a series of menial jobs, including working as a sailor on a merchant ship.

In the 1930s Hughes moved to a part of New York called Harlem where a lot of very creative African-Americans lived and worked. Here, as part of what people called the ‘Harlem Renaissance’ (the word means ‘new start’ or ‘new beginning’), he became famous as a poet, playwright and novelist.

Week 1 Wednesday Composition 1

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Dreams

Hold fast to dreams For if dreams dieLife is a broken-winged birdThat cannot fly.

Hold fast to dreamsFor when dreams goLife is a barren fieldFrozen with snow.

Langston Hughes,The Collected Poems of Langston Hughes,

Vintage, 1995

Week 1 Wednesday Composition 1/Thursday Composition 2/Word Reading 1

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Metaphors

A metaphor is a comparison in which a place, person or thing is described as if it was another entirely different but similar thing.

e.g. Ben is a greedy pig.

Ben is not actually a pig - he’s a boy - but the comparison to a greedy pig is very effective in telling us that Ben obviously tucks

into his food like a farm animal at meal times!

Metaphors very often contain the verbs is or are, was or were.

The stars were jewels in the night sky.

Life is a journey.

The children in my class are a dream.

He was a big baby, moaning about the weather like that.

Metaphors are different to similes

Similes describe people, places, situations or things by comparing them to something that they are like.

Similes either contain the word like or the phrase as…as…

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Ben ate like a snuffling pig.

Ben was as greedy as a pig.

In Hold Fast to Dreams, Langston Hughes uses two metaphors to describe a life without dreams as if it is something else.

a broken-winged birda barren field

Because Hughes wants to make us see that life without dreams is broken and bleak he employs descriptive metaphors that also

speak of broken and bleak things or situations.

What other images would do this?

How about something abandoned or deserted? Something poisoned or shattered?

Can we add to this ideas bank? You need to think of things and situations that are broken, damaged, incomplete, unfinished or in some other way unsatisfying and unrewarding–just as a life

without dreams would be.

Week 1 Wednesday Composition 1

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A Dream Deferred (Harlem)

What happens to a dream deferred?

Does it dry upLike a raisin in the sun?Or fester like a sore–And then run?Does it stink like rotten meat?Or crust and sugar overLike a syrupy sweet?

Maybe it just sags like a heavy load.

Or does it explode?

Langston Hughes,The Collected Poems of Langston Hughes,

Vintage, 1995

Week 1 Wednesday Composition 1

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Planning a new version of Hold Fast to Dreams

Possible verbs

wither decay bleed break shatter rupture implode collapse break apart shrivel fracture crack fade

empty dry up blanch ossify calcify darken close shut down evaporate disperse scatter are extinguished

Possible metaphors

Something…deserted poisoned abandoned shuttered broken

cracked homeless leafless sunless empty splintered unloved cheerless unfinished lost smashed snuffed

out frozen buried

Week 1 Wednesday Composition 1

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Mother to Son

Well, son, I’ll tell you:Life for me ain’t been no crystal stair.It’s had tacks in it,And splinters,And boards torn up,And places with no carpet on the floor—Bare.But all the timeI’se been a-climbin’ on,And reachin’ landin’s,And turnin’ corners,And sometimes goin’ in the darkWhere there ain’t been no light.So boy, don’t you turn back.Don’t you set down on the steps’Cause you finds it’s kinder hard.Don’t you fall now—For I’se still goin’, honey,I’se still climbin’,And life for me ain’t been no crystal stair.

Langston Hughes,The Collected Poems of Langston Hughes,

Vintage, 1995

Week 1 Friday Comprehension 1/Transcription 1

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Keep On Keeping On

We’ve all had times when the going gets toughThe smooth ride suddenly feels bumpy and roughThe good times are gone, it’s all rather gruffYou let out a sigh and exclaim–“I’ve had enough”

We are all entitled at times, to gripe and to moanWhat’s happened to my life, you say with a groan?My backpack seems weighed down by a very big stoneHow do I move away from this miserable zone?

When a curved ball hits you, through a trick or a conRemember the good days, when the sun always shoneGo forward with the belief that you already have wonThe best advice I can give is to keep on–keeping on

Michael Sagehttp://www.inspirational-quotes-and-poems.net/michael-sage-poems-2.html

Week 1 Friday Comprehension 1/Transcription 1

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Questions about Keep On Keeping On

1. What does gruff (line 3) mean?2. There is no sentence-end punctuation at the finish of the

line in verse 1 which closes, …I’ve had enough. Which sentence-end punctuation do you think might work best here? Why do you think that?

3. Quote the line in the poem that suggests that, from time to time, everybody has the right to moan about things that are frustrating them.

4. In verse 2 the poet talks of a backpack weighed down by a very big stone. What do you think the poet means by this?

5. Can you give an example of the kind of thing that the poet might be suggesting is a very big stone?

6. Would you say the overall mood of the poem is optimistic or pessimistic? Why do you think that?

7. In your own words, say what you think Michael Sage’s main message in the poem is.

Week 1 Friday Comprehension 1/Transcription 1

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Don’t Quit

When things go wrong, as they sometimes will,When the road you're trudging seems all uphill,When the funds are low and debts are high,And you want to smile but have to sigh,When care is pressing you down a bit,Rest, if you must, but don't you quit.

Life is queer with its twists and turns,As everyone of us sometimes learns,And many a failure turns about,When he might have won if he'd stuck it out,Don't give up though the pace seems slow,You might succeed with another blow.

Often the struggler has given up,When he might have captured the victor's cup.And he learned too late, when the night slipped down,How close he was to the golden crown,

Success is failure turned inside out,The silver tint of clouds of doubt,And you never can tell how close you are,It may be near when it seems afar,So stick to the fight when you're hardest hit,It's when things seem worst that you mustn't quit.

Anon,http://www.all-creatures.org/poetry/dontquit.html

Week 1 Friday Comprehension 1/Transcription 1

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Questions about Don’t Quit

1. The poet uses the verb trudging on line 2: can you suggest a synonym for this verb?

2. Quote the two lines in verse 2 which suggest that, when faced with a problem, you should never give up just because nothing seems to be happening, as you may find that with your very next try, things completely change.

3. Judging from the poem, which of these words best sums up the way the poet thinks we should be in the face of problems–reckless, undaunted or despondent? What in the poem tells you this?

4. Explain in your own words what the poet means by the lines: Often the struggler has given up,

When he might have captured the victor's cup. 5. Imagine a person or a group of people to whom this poem would be really good advice and say why you think it might help them. 6. No-one is sure who wrote Don’t Quit. What kind of person do you think they would have been and why?

Week 1 Friday Comprehension 1/Transcription 1

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Still I Rise

You may write me down in historyWith your bitter, twisted lies,You may trod me in the very dirtBut still, like dust, I’ll rise.

Does my sassiness upset you?Why are you beset with gloom?‘Cause I walk like I’ve got oil wellsPumping in my living room.

Just like moons and like suns,With the certainty of tides,Just like hopes springing high,Still I’ll rise.

Did you want to see me broken?Bowed head and lowered eyes?Shoulders falling down like teardrops,Weakened by my soulful cries?

Does my haughtiness offend you?Don’t you take it awful hard‘Cause I laugh like I’ve got gold minesDiggin’ in my own backyard.

You may shoot me with your words,You may cut me with your eyes,You may kill me with your hatefulness,But still, like air, I’ll rise.

Does my sexiness upset you?Does it come as a surpriseThat I dance like I’ve got diamondsAt the meeting of my thighs?

Out of the huts of history’s shameI riseUp from a past that’s rooted in painI rise

I’m a black ocean, leaping and wide,Welling and swelling I bear in the tide.

Leaving behind nights of terror and fearI riseInto a daybreak that’s wondrously clearI riseBringing the gifts that my ancestors gave,I am the dream and the hope of the slave.I riseI riseI rise.

Maya Angelou,The Complete Collected Poems of Maya AngelouVirago, 1995

Week 1 Friday Comprehension 1/Transcription 1

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Questions about Still I Rise

1.What does sassiness (line 1, verse 2) mean? Suggest two synonyms for sassiness.2.Find and copy an example of a rhetorical question from the poem. Why do you think

the author uses rhetorical questions at several points in the poem?3.Quote the lines of the poem that suggest that the narrator will not be pushed down

even if people talk about them in derogatory ways or look at them as if they don’t really matter.

4.Maya Angelou uses similes at several points in the poem. Copy out two of these similes.

5.You have learned that Maya Angelou was a black American writer who was the descendant of slaves. Find two different lines in the poem that might have told you this even if you did not know it from the Author Profile you have read.

6.Who do you think the poem is addressed to–who might the ‘you’ that the narrator refers to be?

7. In your own words suggest what you believe Maya Angelou wanted readers of her poem to feel when they read it.

Week 1 Friday Comprehension 1/Transcription 1

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Johann Goethe1749-1832

Whatever you can do, or dream you can do, begin it now! Boldness has genius, power and magic in it!

Week 1 Friday Transcription 1/Comprehension 1

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Maya Angelou

Maya Angelou was born in Missouri in the southern USA in 1928. Like Langston Hughes, she too was the descendant of generations of slaves. She worked at all sorts of jobs once she had left school, including as a cook, as a dancer and singer, as a journalist and latterly as a campaigner for civil rights. She also directed films and acted in the theatre!

From very early on she had loved reading, memorising poetry and writing, and published her first book in the 1960s. She was famous for her memoirs and autobiographical pieces, the first of which was called–like the poem we will read today–I Know Why The Caged Bird Sings.

Week 2 Monday Comprehension 2

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I Know Why The Caged Bird Sings

A free bird leaps on the back of the wind and floats downstream till the current ends and dips his wing in the orange sun rays and dares to claim the sky.

But a bird that stalks down his narrow cage can seldom see through his bars of rage his wings are clipped and his feet are tied so he opens his throat to sing.

The caged bird sings with a fearful trill of things unknown but longed for still and his tune is heard on the distant hill for the caged bird sings of freedom.

The free bird thinks of another breeze and the trade winds soft through the sighing trees and the fat worms waiting on a dawn bright lawn and he names the sky his own

Week 2 Monday Comprehension 2

But a caged bird stands on the grave of dreams his shadow shouts on a nightmare scream his wings are clipped and his feet are tied so he opens his throat to sing.

The caged bird sings with a fearful trill of things unknown but longed for still and his tune is heard on the distant hill for the caged bird sings of freedom.

Maya Angelou,The Complete Collected Poems of Maya

AngelouVirago, 1995

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Performing I Know Why The Caged Bird Sings

Some Suggestions

As there are 6 verses to the poem, including what are effectively 2 choruses (verses 3 and 6), the easiest way to stage a group performance of the whole piece is to allocate one verse to each child within a group of 6.

Where groups number more than 6, children can recite a single verse in unison in pairs or trios.

It also works well to allow individuals or pairs who are confident speakers to take on the main verses, with the whole group coming together to recite the two choruses.

Groups who are unlikely to manage the whole poem can work on reciting just one verse, either in unison or singly, line by line, passing the reading on to another group who has done the same with another verse.

Week 2 Monday Comprehension 2

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Lemn Sissay

Lemn Sissay was born in 1967 in Lancashire, although his mother came from Ethiopia. As his mother couldn’t look after him as a baby, he lived with foster parents and then in care homes. He had his first book of poems published when he was only 21, and has been a full-time writer and performer ever since. He was awarded an MBE (Member of the Order of the British Empire) in 2009 and was the Poet in Residence for the 2012 London Olympics.

Week 2 Tuesday Grammar 2

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When I’m Older

I’ll never pull my socks up. I’ll never fold my clothesI’ll even have a servant to wipe my drippy noseAnd at the dinner table FIRST I’ll have my sweetI’ll always rush my tea and never brush my teeth

I’ll never wipe my face and never clean my shoesI’ll never cry never ever. I’ll never flush the looI’ll never do my homework. I’ll never eat sproutsWhen Mum asks. ‘where you going’ I’ll say ‘OUT’

I’ll never clean my bedroom, never change my socksI’ll always yell ‘OI!’ through the letterboxI’ll never wash the pots. I’ll never do my bed.For breakfast I’ll only eat jam on shortbread

I’ll never wipe my feet, I’ll never wipe my noseI’ll never cut my nails and I’ll never wash my clothesI’ll always ring the doorbell, I’ll never wear a tieI’ll always answer the telephone with the word

Goodbye!

Lemn Sissay,Read Me and Laugh: a fun poem for every day of the year

Chosen by Gaby MorganMacmillan, 2005

Week 2 Tuesday Grammar 2

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Roger Stevens

Roger Stevens is a poet and an author. He has written 24 books and has had his poems published in over 200 different anthologies and collections. One of his

verse novels for teenagers, The Journal of Danny Chaucer, was broadcast on BBC Radio 4. He founded and runs a website called Poetry Zone

(http://poetryzone.co.uk) which encourages children to write and publish their own poetry. When he’s not writing poems and other books for children, Roger is

also a musician and has played the keyboards in various bands.

Week 2 Wednesday Transcription 2/Thursday Composition 3

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The You Can Be A B C

You can beAn artistic Actor or a brainy BarristerA clever Conductor or a dynamic DancerAn evil Enemy or a fantastic FriendA green-fingered Gardener or a healing HerbalistAn interesting Inventor or a jovial jolly JugglerA keen Kitchen-designer or a loggerheaded LumberjackA melodious Musician or a neat NewsreaderAn over-the-top Opera singer or a princely-pain Pop starA quipping Quiz-master or a rich Rugby-playerA serious scientist or a typewriting TravellerAn uppity Umpire or a vigorous VetA wonderful Winner or an expert XylophonistA yelling Yachtsperson or a zealous Zoologist

Roger Stevens,The Works: every poem you’ll ever need at school

Ed. Paul CooksonMacmillan, 2010

Week 2 Wednesday Transcription 2/Thursday Composition 3

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A to Z Jobs List

abcdefghijkl

mnopqrstuvwxyz

Week 2 Wednesday Transcription 2

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Alphabet Jokes

What letter is always wet?

What letter of the alphabet can help you duplicate yourself?

What is the most hurtful letter in the alphabet?

What letter ends everything?

Week 2 Thursday Composition 3

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Alphabet Jokes

Teacher version

What letter is always wet?

C (sea!)

What letter of the alphabet can help you duplicate yourself?

W (it’s double you!)

What is the most hurtful letter in the alphabet?

B - (it really stings!)

What letter ends everything?

G (everythinG!)

Week 2 Thursday Composition 3

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Superheroes I Could Have Been

After accidentally rescuing planet EarthI was offered the chanceTo become a superheroUnfortunately all the best positions had gone.This is what was left:

Liquid Refreshment Machine Repairman(A Lifesaver on a hot day.)Mosquito Man(Keeps insects at bay.)Salting Icy Roads Man(Saving skidding lorries and cars.)Confectionary Dispenser Unit Man(Saving melting chocolate bars.)Tadpole Man(Rescuing frogs from logs.)Stick Insect Man(Rescuing stick insects from frogs.)Ten Pence Down the Back of the Sofa Man(Where only the bravest superheroes go.)And, of course, Supergran(But I don’t somehow think so.)

I could have been Captain DecisiveBut I couldn’t make up my mindI could have been Captain King of the HillBut I didn’t feel so inclinedI could have been Captain UpholstererBut I’d never have recoveredI could have been Captain ApaphyBut I couldn’t be bothered

Roger Stevens, Read Me and Laugh: a fun poem for every day of the year

Chosen by Gaby Morgan, Macmillan, 2005Week 2 Friday Grammar 3

© Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users. We refer you to our warning, at the foot of the plan, about links to other websites. Y5 Sum P1 Poems on a theme

Displaying Superheroes We Could Have Been Poems

1. Get children to produce illustrations on stiff card of the ‘superheroes they could have been’. If the overall size of the display piece is going to be A4 or just larger, these illustrations should be in the region of 16cm tall

2. Ask chn to write their poems out on paper, starting about half way down the page

3. Mount the children’s poems on coloured card–a good variety of background colours works well or you can go for a simpler theme of just one or two backing colours

4. Cut a short strip out of cardboard or thick card and attach one end to the rear of the superhero with glue and tape. Bend the cardboard strip at its midpoint and then attach its other end to the children’s poem mount so that the illustration hangs above the poem without obscuring the writing.

Week 2 Friday Grammar 3

© Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users. We refer you to our warning, at the foot of the plan, about links to other websites. Y5 Sum P1 Poems on a theme

Performance PlannerChecklistIn my poem I need to… My ideas and plansCompose an intro line like What do YOU want to be?

Secti

on 1

Compose 6 high quality Maybe you… lines, detailing the jobs or things someone might want to do

Alliterate a profession and its descriptive adjective in two of my lines (Maybe you want to be an audacious actor, Maybe you want total control of a Massey Fergusson tractor)

Consider including superheroes, impressive and not so impressive: Wonder Woman…but also Odd Socks Matching Up Woman, etc.

Rhyme at least two pairs of your 3 pairs of linesMaybe you want to reach up, up and out to the starsOr maybe you want to lovingly smooth the dents out of vintage cars

Secti

on 2

Compose a line like, But whatever you do, you’ve got to dream big, because life without dreams is…

Write 2 powerful lines describing life without dreams using metaphors (…a broken bottle, its precious contents spilt upon the step)

Secti

on 3

Some people say…Use the modal verbs of obligation in sentences saying what parents or teachers might tell someone they had to do:

You should… You ought to…You must…

But don’t worry about what others tell you to do: Use the modal verbs of abilityInstead,You canYou couldYou might

Compose an outro line like, Remember you’re free to choose - what do YOU want to be?

Week 3 Monday Composition 4 – Chn/Tuesday Composition 5

© Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users. We refer you to our warning, at the foot of the plan, about links to other websites. Y5 Sum P1 Poems on a theme

Performance PlannerChecklistIn my poem I need to… My ideas and plansCompose some introductory lines in the style of Wilf Merttens’ poem

Secti

on 1

Compose 8 high quality Maybe you… lines, detailing the jobs or things someone might want to do

In some of these pairs, consider using adverbs of possibility other than Maybe… (Perhaps you…, Possibly you…)

Alliterate a profession and its descriptive adjective in several of my lines (Maybe you want to be an audacious actor, Maybe you want total control of a Massey Fergusson tractor)

Consider including superheroes, impressive and not so impressive: Wonder Woman…but also Odd Socks Matching Up Woman, etc.

Make sure each of the pairs of lines rhymeMaybe you want to reach up, up and out to the starsOr maybe you want to lovingly smooth the dents out of vintage cars

Secti

on 2

Write a series of lines explaining why dreams are so important

Write 3 powerful lines describing a life without dreams using metaphors (…a broken bottle, its precious contents spilt upon the step)

Secti

on 3

Use a wide variety of modal verbs to express:

What you can imagine what parents and teachers etc might tell a person to do (You should, ought, must)What that person might actually have the ability or desire to do (You could, can, might,)

Compose a strong conclusion to my poem

Week 3 Monday Composition 4 – MCW/Tuesday Composition 5

© Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users. We refer you to our warning, at the foot of the plan, about links to other websites. Y5 Sum P1 Poems on a theme

Performance PlannerChecklistIn my poem I need to… My ideas and plansStart with the line What do YOU want to be?

Secti

on 1

Compose 4 high quality Maybe you… lines, detailing the jobs or things someone might want to do

In one of these, alliterate a profession and its descriptive adjective (Maybe you want to be an audacious actor, Maybe you want total control of a Massey Fergusson tractor)

Consider including superheroes, impressive and not so impressive: Wonder Woman…but also Odd Socks Matching Up Woman, etc.

Rhyme two of your linesMaybe you want to reach up, up and out to the starsOr maybe you want to lovingly smooth the dents out of vintage cars

Secti

on 2

Copy the line, But whatever you do, you’ve got to dream big, because life without dreams is…

Write 1 powerful line describing a life without dreams using a metaphor (…a broken bottle, its precious contents spilt upon the step)

Secti

on 3

Copy the line, Some people might say, and use the modal verbs of obligation in sentences describing what people might tell a person they had to do

You should… You ought to…You must…

Copy the concluding line, Remember you’re free to choose - what do YOU want to be?

Week 3 Monday Composition 4 LCW/Tuesday Composition 5Performance Feedback Sheet

© Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users. We refer you to our warning, at the foot of the plan, about links to other websites. Y5 Sum P1 Poems on a theme

Names of children in the group

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_______________________________________

_______________________________________

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Date

Clarity and audibility Could you hear everything? Did the performers rush too much? Was it clear and easy to understand?

Use of languageWere the words and phrases used good? Did they evoke feelings? Humour? Were there particularly good comparisons and ways of putting things?

PerformanceWas the performance lively? Did the performers use good expression? Were there too many pauses or hesitations?

One thing I especially liked was….

Week 3 Friday Spoken Language 2/Composition 7

© Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users. We refer you to our warning, at the foot of the plan, about links to other websites. Y5 Sum P1 Poems on a theme