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Year 2 - English

Performing 'The Shockadile Crocodile!' by Joseph Coelho

Performance poetry

Unit Summary

In this unit, pupils read, respond to and perform a variety of poems by different poets. They will watch the poets perform their own poems and learn from them about what makes an effective performance. Finally, pupils will practise different skills to perform each poem effectively to an audience.

Lesson Summary

You will learn to perform an interactive poem for an audience.

Key Notes

  • The poem 'The Shockadile Crocodile!' is an interactive poem where the audience join in saying parts of the poem.
  • When performing a poem, we can use actions to make it more exciting.
  • The poem 'The Shockadile Crocodile!' is a tongue twister, so it is important to slow down when we perform it.
  • We should think about volume as well as pace when we perform poetry.

Vocabulary To Learn

  • interactive poem: a poem that encourages the audience to actively participate, either by responding, repeating words, or performing actions as they listen
  • tongue twister: a fun group of words that are tricky to say quickly because they have lots of similar sounds
  • pace: how fast or slow we speak
  • volume: the loudness or softness of your voice when speaking or reading a poem

Common Mistakes To Avoid

  • Pupils might not understand what a 'tongue twister' is.

3 Quick Questions (With Answers)

1. Explain this English learning goal in two key points.

The poem 'The Shockadile Crocodile!' is an interactive poem where the audience join in saying parts of the poem. When performing a poem, we can use actions to make it more exciting.

2. Define this language term and use it in a sentence. 'interactive poem'

a poem that encourages the audience to actively participate, either by responding, repeating words, or performing actions as they listen.

3. Correct this common English misunderstanding.

Mistake: Pupils might not understand what a 'tongue twister' is. Correction: Use the example 'She sells seashells by the seashore' and discuss why this is a tongue twister. Use this example to demonstrate how it becomes easier to say if we slow down.

More Lessons In This Unit

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