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Begin with Oberon’s part on page 26 and 25 of the Introduction to A Midsummer Night’s Dream. Before reading, demonstrate using glossary on page 27 for unfamiliar words. Use illustration on page 28. Check understanding of plot; this will have been explored in previous weeks. Read; children can participate. Discuss mood of poem; how the words sound; does Oberon want to create mischief? Identify form as rhyme. Focus on use of contrasting vocabulary, e.g. sweet, delight, luscious, together with hateful and vile. Begin to compile a chart of adjectives. Discuss personification, e.g. nodding violet; snake throws. Paired activity; children list plants or animals found in poem; verbs to personify. Guided reading: .TuesRead “The Witches Spell” page 14 from Classic Poems 3 or show excerpt from video if available. Clarify unfamiliar vocabulary Reread with children, focusing on expression. Discuss mood; disaster. Compare with Oberon’s “spell” – frivolous. Identify vocabulary to support opinions; add to chart. Rhyme structure in both poems; rhyming couplets. Focus on repetition for effect; end linking to beginning. Paired activity: add to list started on Monday; create new column for reptiles. WedIntroduce extract from King Lear; clarify unfamiliar vocabulary; read aloud. Highlight lack of rhyme often in serious poems. Focus on punctuation, use of exclamation marks, ellipses and colons for pace. Photocopy poem; model highlighting types of punctuation in different colours; children to complete in pairs (see activity “Function” from Grammar for Writing page 156.) Reread together. Identify personification used for weather; list verbs; use examples collected on Monday. ThurUse simple sentences, e.g. The witches made a spell; William Shakespeare wrote these poems. Explain these as active sentences.. Model transforming into passive voice, i.e. The spell was made by the witches; These poems were written by William Shakespeare. See enlarged example of passive sentence (see resources page.) Also see Grammar for Writing Page 128 Unit 45. Revisit all poems read during the week for all punctuation marks used; classify, i.e. use of semi colon after a rhyming couplet. Create a chart.FriTeach this session in the computer suite if possible demonstrate planning, cutting, pasting and editing. Teacher demonstration: model deciding on a subject taken from list started on Monday , i.e. animal, plant or element. Choose form. e.g. rhyme. Add adjectives from class collection. Experiment using personification. Supported; children to plan using noun, adjectives and verbs together, then adding some ideas for personification. Create a short poem to improve next week. (Literacy Matters 2001  …†‡œЋNOЙКЯ9:;@О ! 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