Documenti di Didattica
Documenti di Professioni
Documenti di Cultura
Speaking and Listening (S 1 – 4) Text Level – reading (S 7 / 8) Text Level – writing (S 9 / 10)
• Use a range of oral techniques to present • Understand underlying themes, causes • Select words and language drawing on
persuasive arguments and engaging and points of view their knowledge of literary features and
narratives formal and informal writing
• Understand how writers use
• Use the techniques of dialogic talk to different structures to create coherence • Use varied structures to shape and
explore ideas, topics or issues and impact organise text coherently
• Analyse and evaluate how speakers • Read extensively and discuss personal
present points effectively through use of reading with others, including in reading
language and gesture groups
• Understand and use a variety of ways to • Compare how writers from different times
criticise constructively and respond to and places present experiences and use
criticism language
Word Level (S 6)
• Use a range of appropriate strategies to edit, proofread and correct spelling in their own work, on paper and on screen
Presentation (S 12)
• Use different styles of handwriting for different purposes with a range of media, developing a consistent and personal legible style
• Select from a wide range of ICT programs to present text effectively and communicate information and ideas
Key Outcome To write a poem which conveys strong images (through personification)
Learning overview: I can…
Capturing Ideas:
Working through ideas to get a clear picture: Use of talk and drama. Generate
short pieces of writing. Children can become their inanimate object and write a diary
entry, portraying why they are like they are. (eg why is the storm so angry?)
Oral Rehearsal and refinement: Ch. practise telling their poem, drawing on ideas
from the working wall to improve and refine it.
Planning writing: Ch. apply knowledge of structures and language features to plan
their poem (Success criteria)
Key Learning Outcome : To plan, draft, and improve a poem with strong imagery
All children must be able to say… Most children should be able to say… Some children could say…
I can use simple metaphors and personification to I can generate and experiment with powerful I can use language imaginatively to create surreal,
create a poem based on a real or imagined imagery surprising, amusing or inventive poetry
experience