Day 1 Teaching
Say that traditional poems have been passed along generations as they are fun to chant and sing. Explain that the children will read and discuss a selection of traditional poems. Display and read Jack and Jill. Discuss the poem. Read it aloud together.
Children work in ability pairs, each with a traditional rhyme. Encourage the children to read the rhyme several times to ensure they can read it fluently. When the children are familiar with the poem, they discuss it sharing their thoughts, ideas and opinions.
Day 2 Teaching
Say the children will learn London’s Burning. Explain that it is a traditional rhyme which recalls the Great Fire of London, in 1666. Emphasise the strong rhythm of the poem, by clapping it. Discuss and develop an effective performance.
Children work in mixed ability groups, each with a copy of London’s Burning. They read the poem, clapping the strong rhythm. They use the strategies from the Input to develop and refine a group performance of the poem.
Day 3 Teaching
Identify a range of traditional poems, songs and rhymes. List them. Sing and enjoy a selection of poems from the list. Identify, recite and discuss a favourite poem. Use because to explain why it is a favourite poem.
Children work independently, each with a line guide. They use neat handwriting to write their favourite traditional poem, song or rhyme to add to a display.
Day 4 Teaching
Display and read London’s Burning. Notice and discuss the exclamation marks. Clap the syllabic pattern. Say the children will adapt the poem but keep the same rhythm. Compose alternative versions of the poem together.
Children work in mixed ability groups of three. They work together to compose a poem, to the tune of London’s Burning. Encourage the children to explore a variety of ideas, before selecting their favourite. Children write their favourite version into their book.