Lesson 5: Warm-up Games
Rhyme Tennis:
Get children in pairs, facing each other. Number them 1 and 2 or a more creative label in line with the activity (‘Peace’ and ‘Unity’). They will play tennis with words, returning with rhyming words.
As an example: 1 ‘serves’ and says ‘round’, 2 ‘returns’ by saying ‘sound’, 1 responds back by saying ‘found’, 2 replies by saying ‘astound’ and so on, until someone loses the rally by being unable to think of a rhyming reply. Working in threes would allow a rally time-keeper, making sure responses come within a set time, with the children switching roles each rally.
Encourage hand movements (like table tennis, to make it more kinaesthetic). Give children a word to start with and ask child 1 or 2 to serve this word.
Simple Similes:
This verbal activity enables pupils to develop a simple description into a creative simile. It would work well with a teach- er-led example, followed by children continuing in pairs, again returning ideas between one another.
First, ask children to select any object in the class and describe it in one simple word. Then get them to extend this com- parison using the words ‘as’ or ‘like’. As a next step ask them to extend this even further by adding a description to the comparison object. This can be extend further still, by adding additional details e.g the objects position.
1 - The pencil case is... colourful.
2 - The pencil case is... colourful... like a rainbow. 1 - The pencil case is... colourful... like a magical rainbow. 2 - The pencil case is... colourful... like a magical rainbow in the bright blue sky.
End this activity by asking each child to create their own simile with peace as the subject - this could be directly incor- porated into their poem.
Eyes Tight Game: “Withmyeye’sclosedtight,andsoundoversight,Icanhear....”
Encourage a deeper use of children’s senses with this simple game. With their eyes closed tightly, give them several seconds to ‘sink into sound’. What can they hear? Get them to share one thing out loud, and challenge them to attempt descriptive or rhyming short sentences. In between several replies or each changing table, interject with the repeated introduction. For example:
Teacher: “With my eyes closed tight, and sound over sight, I can hear...” Child 1 “The lengthy breath of my furious friend” Child 2 “A man on the street moaning in the heat
Child 3 “The slightest squeak of a pen, marking the board” 58
Teacher: “With my eyes closed tight, and sound over sight, I can hear...” Child 4 “My own thoughts whizzing around, that was the loudest sound!” Child 5 “Fast footsteps flashing down the hall” Child 6 “The giggle giggle giggle of someone I know”
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