AMEY-­‐JO  WILLIAMS  LESSON  PLAN    

Learning  Area:  English                                                                                                                          Grade:  Year  Four  Topic:  Poetry                                                                                                                                                                Time:  11:30am-­‐12:20pm  Class  Size:  30   Space:  Floor  &  Desks    Students  Prior  Knowledge:  

• Students  are  aware  of  the  idea  of  poetry,  as  they  have  previously  written  their  own  limericks  earlier  in  the  week.    

• Students  have  the  basic  knowledge  of  what  a  poem/rhyme  should  contain  and  understand  that  the  major  component  to  a  poem  is  including  rhyming  words  at  the  ends  of  the  sentences.    

Learning  Purposes  (learning  outcomes  to  be  achieved):  • Students  are  required  to  be  creative  and  imaginative  when  creating  their  

own  revolting  rhymes.  • Students  need  to  develop  a  solid  understanding  of  rhyming  and  have  the  

ability  to  do  successfully.      

Student  Evaluation  (how  learning  will  be  monitored):  • Students  ability  will  be  evaluated  on  how  easily  they  can  create  their  

rhyme  and  how  in  depth  it  is.    • Students  learning  will  be  monitored  as  the  teacher  circulates  the  

classroom.    • Student’s  learning  will  be  monitored  by  the  individual  revolting  rhymes  

they  create.    • Students  will  be  monitored  on  how  they  present  their  rhyme  to  the  class.  

 Preparation  and  Resources  (what  is  required  for  lesson):  

• ‘Three  Little  Pigs’  rhyme  from  the  Roald  Dahl  revolting  rhymes  book.    • Students  required  to  have  IPad  and  pencils.    • Original  rhyme  and  revolting  rhyme  of  both,  the  Three  Blind  Mice  and  

Jack  and  Jill  • Both  rhymes  placed  on  students  wiki  prior  to  lesson  • A5  size  paper  for  students  to  illustrate  drawing  of  rhyme      

Learning  Experience/Timing  (discussion  &  activities  that  will  occur  during  lesson):  

• Introduction  –  10  minutes  1. Students  to  be  seated  in  front  of  classroom  on  the  floor.  2. Discussion  with  students  about  concept  of  revolting  rhymes,  

introducing  the  book  with  the  rhyme,  Three  Little  Pigs  3. Read  aloud  to  the  students  the  rhyme,  Three  Little  Pigs.    4. Discuss  with  the  students  how  Three  little  pigs  is  a  rhyme.    5. Provide  students  with  instructions  as  to  what  they  will  be  doing  

for  the  rest  of  the  lesson.    • Main  part  –  30  minutes    

1. Students  required  to  have  IPad  and  pencil  out  and  be  seated  at  their  desk  

AMEY-­‐JO  WILLIAMS  LESSON  PLAN    

2. Students  need  to  download  the  document  has  been  uploaded  to  the  student  wiki  (in  the  English  folder  called  RR)  containing  the  two  rhymes  we  are  going  to  use  for  the  lesson.    

3. The  original  rhyme,  Three  Blind  Mice,  will  be  read  aloud  then  a  revolting  rhyme  will  be  made  up  as  a  class  task.    

4. Students  will  be  required  to  complete  an  individual  rhyme  for  Three  Blind  Mice.    

5. An  illustration  of  the  students  rhyme  to  be  drawn  on  A5  paper  if  the  previous  task  is  completed.    

6. If  students  also  complete  drawing  with  spare  time,  they  are  required  to  create  a  revolting  rhyme  for  “Jack  and  Jill’.      

• Conclusion  –  10  minutes  1. Students  will  be  required  to  pair  up  and  share  their  rhyme  with  

their  partner.    2. Students  will  be  asked  to  present  their  rhyme  to  the  class.    3. Students  will  need  to  pack  away  all  their  things  and  be  sitting  

quietly  for  their  next  lesson.      

Lesson  Evaluation  (reflect  on  lesson  success):  • This  will  be  done  by  observation  related  to  the  learning  purposes.    • Students  share  their  rhymes,  which  will  show  the  understanding  of  the  

brief  and  whether  the  lesson  was  successful.                                                        

AMEY-­‐JO  WILLIAMS  LESSON  PLAN    

 The Three Little Pigs

The animal I really dig, Above all others is the pig. Pigs are noble. Pigs are clever, Pigs are courteous. However, Now and then, to break this rule, One meets a pig who is a fool. What, for example, would you say, If strolling through the woods one day, Right there in front of you you saw A pig who'd built his house of STRAW? The Wolf who saw it licked his lips, And said, "That pig has had his chips." "Little pig, little pig, let me come in!" "No, no, by the hairs on my chinny-chin-chin!" "Then I'll huff and I'll puff and I'll blow your house in!" The little pig began to pray, But Wolfie blew his house away. He shouted, "Bacon, pork and ham! Oh, what a lucky Wolf I am!" And though he ate the pig quite fast, He carefully kept the tail till last. Wolf wandered on, a trifle bloated. Surprise, surprise, for soon he noted Another little house for pigs, And this one had been built of TWIGS! "Little pig, little pig, let me come in!" "No, no, by the hairs on my chinny-chin-chin!" "Then I'll huff and I'll puff and I'll blow your house in!" The Wolf said, "Okay, here we go!" He then began to blow and blow. The little pig began to squeal. He cried, "Oh Wolf, you've had one meal! Why can't we talk and make a deal? The Wolf replied, "Not on your nelly!" And soon the pig was in his belly. "Two juicy little pigs!" Wolf cried, "But still I'm not quite satisfied! I know how full my tummy's bulging, But oh, how I adore indulging." So creeping quietly as a mouse, The Wolf approached another house, A house which also had inside A little piggy trying to hide. "You'll not get me!" the Piggy cried. "I'll blow you down!" the Wolf replied. "You'll need," Pig said, "a lot of puff, And I don't think you've got enough." Wolf huffed and puffed and blew and blew. The house stayed up as good as new. "If I can't blow it down," Wolf said, I'll have to blow it up instead. I'll come back in the dead of night And blow it up with dynamite!" Pig cried, "You brute! I might have known!" Then, picking up the telephone, He dialed as quickly as he could The number of red Riding Hood. "Hello," she said. "Who's speaking? Who? Oh, hello, Piggy, how d'you do?" Pig cried, "I need your help, Miss Hood! Oh help me, please! D'you think you could?" "I'll try of course," Miss Hood replied. "What's on your mind...?" "A Wolf!" Pig cried. "I know you've dealt with wolves before, And now I've got one at my door!" "My darling Pig," she said, "my sweet, That's something really up my street. I've just begun to wash my hair. But when it's dry, I'll be right there." A short while later, through the wood, Came striding brave Miss Riding Hood. The Wolf stood there, his eyes ablaze, And yellowish, like mayonnaise. His teeth were sharp, his gums were raw, And spit was dripping from his jaw. Once more the maiden's eyelid flickers. She draws the pistol from her knickers. Once more she hits the vital spot, And kills him with a single shot. Pig, peeping through the window, stood And yelled, "Well done, Miss Riding Hood!" Ah, Piglet, you must never trust Young ladies from the upper crust. For now, Miss Riding Hood, one notes, Not only has two wolfskin coats, But when she goes from place to place, She has a PIGSKIN TRAVELING CASE.

 - See more at: http://allpoetry.com/The-Three-Little-Pigs#sthash.KRInlUNJ.dpuf        

AMEY-­‐JO  WILLIAMS  LESSON  PLAN    

                                                                                   

     

AMEY-­‐JO  WILLIAMS  LESSON  PLAN