To finish our work on poetry, we performed 2 different poems about sounds. Working in groups, we came up with different ways for the poems to be performed to show the noises in the poem.

For Jack Prelutsky’s poem “Louder than a clap of thunder”, we started reading each line in pairs, but it was not loud enough. So Logan suggested that we add a pair of children for every line, making the poem get louder and louder. What do you think of the effect?

When performing the poem “Ears Hear” by Lucia and James L. Hymes, Jr, we performed in groups to deliver each verse. We also had to include sound effects for each noise in the poem. This was the final performance:

On Monday 12th of November, 5F went to Palace Green Library in Durham to learn about the Ancient Greeks.

Trying to work out these artifacts.

What could this big gold object be?

Is this a mask, or is it a trick?

To start the day, they played ‘History Detectives’ and had to look at artefacts, and work out what they were made of and what they might have been used for. They were pushed to try and come up with some impressive descriptions of the colours; some we came up with were: ‘crown gold’, ‘coal black’, ‘satsuma orange’ and ‘dark chocolate’.

Medea and her handsome husband, Jason.

Medea begging the loved King to stay, so she can carry out her murderous plan.

Giving the poisoned veil to her children to deliver to the princess.

The wedding of Jason and the beautiful princess.

The princess wearing her present from Medea, before going through the death door.

Medea leading her children to the death door, to punish Jason.

“NOOOO!” Medea realising what she has done.

Cursing her husband, while the tutor discovers what Medea has done.

The cast bowing at the end of their performance.

After that, they put on our own Greek tragedy: the story of Medea, a witch-like woman who poisoned her husbands fiancé, father and own children. Instead of only boys playing the parts (like in Ancient Greece), they made an entertaining change: boys played the girl parts, and girls played the boy parts. This made the children exaggerate and overact – like the Greeks did.

Translating ancient Greek letters.

Translating ancient Greek letters.

Translating ancient Greek letters.

Using the displays of artifacts to answer questions.

Using the displays of artifacts to answer questions.

Using the displays of artifacts to answer questions.

Playing ‘Bones’, similar to Jacks but using animal bones.

Playing ‘Bones’, similar to Jacks but using animal bones.

Researching ancient Greek buildings, before…

…attempting to build our own.

An example of our finished temples.

An example of our finished temples.

An example of our finished temples.

After lunch, they completed a series of activities in the museum. They translated Ancient Greek writing, relating to the Greek gods. Looked at the displays to match the object to the names. Looking at Greek buildings, they had to label them build an example of a temple out of foam bricks. They also played a game of jacks, with animal bones.

Making our offerings to the gods to help in school.

Making our offerings to the gods to help in school.

To end the day, they made votive offerings give the gods to improve something at school they’d like to be better at, such as a hand to be better at basketball, or a mouth to not shout out in lessons. The children had a great day and learned a lot about the Greeks.