Year 5 - English
Learning and reciting stanzas one to three of 'The Highwayman'
'The Highwayman': narrative writing
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Study Guides
This pupil-friendly study guide includes a unit summary, clear notes, common mistakes, and quick questions with answers.
Unit Summary
In this unit, pupils use 'The Highwayman' by Alfred Noyes as the stimulus from which to write a character and setting description, a narrative build-up in third person prose and a section incorporating varied speech sentences. Pupils complete the unit reciting and memorising parts of the poem.
Lesson Summary
You will learn to recite 'The Highwayman' and memorise one stanza.
Key Notes
- Reciting a text provides an important opportunity for developing speaking and listening skills.
- Speakers need to consider how to keep their audience engaged during a recital.
- Speakers can use a range of techniques to ensure that they can be clearly heard and are engaging for the audience.
- Memorising a text can enable a more coherent recital.
- We can use a range of strategies to support us with memorising a text.
Vocabulary To Learn
- recite: to read aloud a text from memory in front of an audience
- projection: using our voice to speak powerfully and clearly
- diction: involves pronouncing words clearly
- body language: how we use our posture and gestures to communicate meaning and feelings
- pace: the speed at which we speak
Common Mistakes To Avoid
- Pupils may find it challenging to use all recital skills.
3 Quick Questions (With Answers)
1. Explain this English learning goal in two key points.
Reciting a text provides an important opportunity for developing speaking and listening skills. Speakers need to consider how to keep their audience engaged during a recital.
2. Define this language term and use it in a sentence. 'recite'
to read aloud a text from memory in front of an audience.
3. Correct this common English misunderstanding.
Mistake: Pupils may find it challenging to use all recital skills. Correction: Each skill of using projection, diction and body language should be explicitly modelled. Modelling non-examples are useful for pupils to see and hear what works and what doesn't in performance.
More Lessons In This Unit
- Analysing stanzas five and six of 'The Highwayman' Study Guide
- Analysing stanzas one and two of 'The Highwayman' Study Guide
- Analysing stanzas three and four of 'The Highwayman' Study Guide
- Editing the build-up of 'The Highwayman' Study Guide
- Editing the speech section of 'The Highwayman' Study Guide
- Learning and reciting stanzas four to six of 'The Highwayman' Study Guide
- Planning a setting and character description based on 'The Highwayman' Study Guide
- Planning and writing the second part of the build-up of 'The Highwayman' Study Guide
- Planning the first part of the build-up of 'The Highwayman' Study Guide
- Planning the third part of the build-up of 'The Highwayman' Study Guide
- Reviewing speech punctuation to write the next section of 'The Highwayman' Study Guide
- Understanding the context of 'The Highwayman' Study Guide
- Using drama to analyse the next section of 'The Highwayman' Study Guide
- Writing a setting and character description based on 'The Highwayman' Study Guide
- Writing the first part of the build-up of 'The Highwayman' Study Guide
- Writing the third part of the build-up of 'The Highwayman' Study Guide
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