They had a lot of fun writing their own verses and arranging those and the original ones in to different orders. When I return on Thursday, we'll see some of the final versions.
Using a regular and obvious rhyme is important in this. Some children of this age have got the idea of rhyme, some haven't - though they like it when they hear it! One of the reasons older children think poems have to rhyme is because we tend to use rhyming poetry with them from age 0 onwards. To move to unrhymed and then arthythmic poetry is a bit like weaning.
However, the Y5s and 6s at this school seem to have got through the process very well. Lots of examples of all sorts is what I recommend.
suddenlywingsfiresleepydragondangerfrightenedDillongirl-birdfiercebrightthescaredfighthelpfuloncekillfantasticevilfuriousgood beautifulplayed the park on the swingstelling the timelime (coloured)very angry looking in at the skysad no friends – girls no, boys yesgoing to eat mebig, very naughty burnt everything killfriendly cleansad no friends excited because playing with a bearbig and greenvery fierceran awayall he wanted to do was playwhy why why do they run awaynasty scaringvery very bigdestroying
everythingfiercecoolDianoganBig and greenKindPlayed on the swingsFriends with meFootball – scored a goalTells the timeGreen and has brown hairCrossbecause they said he could not play with themRoaringworkful for children
The result of our brainstorming session. We had a kind of pattern in mind - 'There's a dragon in the playground' first line and repeated in the third of each 4 line verse.
I'm working in a primary school near where I live and have promised to write a poem about dragons with KS1 children. We did a castle poem or two before half term and we've written stories together so there's a track record. However, although I've done some dragon poems before, they were for an older audience. This time I want some of the ideas to come from them. The problem with dragons, of course, is that we're reliant on what has been invented already; we can't go and observe them.
Tomorrow we'll see what we can come up with as a starting point.