writing challenge 2: motivating messages fa writing … · writing challenge 2:fa writing...

WRITING CHALLENGE 2: Motivating messages

FA Writing challenges

Objective To write an inspirational poem to motivate players in the FA Cup

Success criteria: I can write a motivational poem for a team competing in the FA Cup or similar, using:■ appropriate tone■ rousing and encouraging vocabulary■ poetic devices, e.g. alliteration, simile, metaphor

Resources ■ Whiteboard■ Resource 1: inspirational quotes (to be displayed around the room before the students enter)■ Resource 2: ideas board■ Resource 3: motivational phrases■ Motivating messages’ video – please note this was created for FA Writing Challenges for the

SSE Women’s FA Cup Final 2017: https://www.youtube.com/watch?v=diEEm8fj5j4&t=3s

Supporting resources from National Literacy Trust website

■ KS2 and KS3 Picture the Poet resources supporting the teaching of creative poetry ■ Great poetry through time: Chaucer to 21st Century Poets. A five week unit of work using

drama and performance to increase comprehension and to help unlock the multiple meanings of poetry for students in Key Stage 3

■ Toolkit from a poetry slam competition (Network members only) ■ PowerPoints for secondary schools on vocabulary, grammar and reading in subject areas

which are designed for literacy leaders to use in a whole-school staff meeting or INSET but are just as valuable for individual teachers to read themselves. http://www.literacytrust.org.uk/our_network/network_themes/previous_topic_resources_for_literacy_leaders.

■ Use our Craze of the Month feature for more ideas on using pupil’s interests as hooks to teach literacy


https://www.youtube.com/watch?v=diEEm8fj5j4&t=3s

“http://www.literacytrust.org.uk/resources/practical_resources_info/7340_picture_the_poet

http://www.literacytrust.org.uk/resources/practical_resources_info/6955_great_poetry_through_time_chaucer_to_21st_century_poets_secondary

http://www.literacytrust.org.uk/resources/practical_resources_info/5156_write_on_poetry_slam_toolkit

http://www.literacytrust.org.uk/resources/practical_resources_info/7369_craze_of_the_month

WRITING CHALLENGE 2: Motivating messagesLe

sson

pla

n

Obje

ctiv

e: To

writ

e an

insp

iratio

nal p

oem

to m

otiv

ate

the

play

ers i

n th

e SE

E W

omen

’s F

A Cu

p or

sim

ilar

Star

ter (

10 m

inut

es)

Mai

n ac

tivity

(40

min

utes

)Pl

enar

y (1

0 m

inut

es)

Befo

re s

tude

nts

ente

r the

room

dis

play

Res

ourc

e 1 (

exam

ples

of m

otiv

atio

nal q

uote

s) a

roun

d th

e ro

om.

Show

stu

dent

s Ch

alle

nge

2: ‘M

otiv

atin

g m

essa

ges’

vide

o. E

xpla

in th

at th

ey n

eed

to

writ

e an

insp

iratio

nal p

oem

for a

pla

yer t

o pu

t up

in th

e dr

essi

ng ro

om d

urin

g a

maj

or

cham

pion

ship

..

Draw

stu

dent

s’ at

tent

ion

to th

e in

spira

tiona

l qu

otes

dis

play

ed a

roun

d th

e ro

om (R

esou

rce

1).

Ask

them

to th

ink

of o

ne w

ord

to d

escr

ibe

wha

t lin

ks th

em a

ll to

geth

er –

do

not r

evea

l unt

il th

e en

d of

the

star

ter.

Hav

e a

who

le c

lass

‘roc

k, pa

per,

scis

sors

’ to

urna

men

t: St

uden

ts b

egin

by

play

ing

the

gam

e in

pai

rs. W

hoev

er w

ins

will

pla

y an

othe

r w

inni

ng s

tude

nt, a

nd th

e pe

rson

who

lost

to

them

will

bec

ome

thei

r big

gest

fan,

che

erin

g th

em o

n. W

hoev

er w

ins

the

seco

nd ro

und

will

then

hav

e th

ree

fans

as

they

find

ano

ther

op

pone

nt. C

ontin

ue in

this

way

unt

il yo

u ha

ve a

‘fi

nal’ m

atch

and

an

over

all c

lass

win

ner.

Inte

rvie

w th

e w

inne

r (si

mila

r to

a pr

ess

conf

eren

ce),

aski

ng q

uest

ions

suc

h as

:

How

did

you

ach

ieve

you

r suc

cess

?

Wha

t got

you

thro

ugh

the

diffi

cult

times

?

Do y

ou h

ave

anyt

hing

to s

ay to

you

r fan

s?

Writ

e th

e fo

llow

ing

quot

e on

the

boar

d:

“For

spor

tsm

en o

r wom

en w

ho w

ant t

o be

ch

ampi

ons,

the

min

d ca

n be

as i

mpo

rtan

t, if

not m

ore

impo

rtan

t, th

an a

ny o

ther

par

t of t

he

body

.” (G

ary

Nev

ille)

Wha

t doe

s N

evill

e m

ean

by th

is?

Retu

rn th

e cl

ass’

atte

ntio

n to

the

quot

es

arou

nd th

e ro

om a

nd a

sk s

tude

nts

whi

ch w

ord

they

thin

k lin

ks th

em. If

they

do

not s

ugge

st

‘mot

ivat

ion’

thro

ugh

disc

ussi

on, p

lay

hang

man

to

intr

oduc

e it.

Activ

ity 1:

Mot

ivat

iona

l mes

sage

sEx

plai

n th

at th

ey h

ave

been

ask

ed to

pro

vide

a m

otiv

atio

nal p

oem

to b

e di

spla

yed

on th

e dr

essi

ng ro

om

wal

l for

a c

lub

com

petin

g in

the

SSE

Wom

en’s

FA C

up F

inal

or s

imila

r. U

sing

the

mot

ivat

iona

l quo

tes

(Res

ourc

e 1)

as

a st

artin

g po

int,

brie

fly b

rain

stor

m id

eas

abou

t wha

t the

y co

uld

say/

how

they

wou

ld s

ay

it. Usi

ng R

esou

rce

1 –

pupi

ls n

eed

to c

opy

dow

n th

eir f

avou

rite

quot

e an

d un

derli

ne w

hat t

hey

thin

k is

the

mos

t pow

erfu

l wor

d or

phr

ase.

e.g

. “It

soun

ds li

ke a

clic

hé b

ut th

ere

are

no s

hort

-cut

s. Yo

u ha

ve to

be

very

de

dica

ted

and

chal

leng

e yo

urse

lf ev

ery

day

to b

e be

tter

.” - C

asey

Sto

ney.

Activ

ity 2

: To

clic

hé o

r not

to cl

iché

?U

sing

Res

ourc

e 2

give

stu

dent

s fiv

e m

inut

es to

use

the

wor

d or

phr

ase

as a

sen

tenc

e st

arte

r and

writ

e do

wn

as m

any

mot

ivat

iona

l sen

tenc

es a

s th

ey c

an b

ased

on

this

(min

imum

10 s

ente

nces

eac

h).

Clar

ify w

hat t

he w

ord

‘clic

hé’ m

eans

and

why

it is

bes

t to

avoi

d it

in p

oetr

y. M

odel

a fe

w e

xam

ples

e.g

. ch

alle

nge

your

self

ever

y da

y, to

be

the

best

you

can

be,

to ru

n fa

ster

than

you

did

yes

terd

ay.

Activ

ity 3

: Mot

ivat

iona

l poe

try

Ask

them

to s

hare

thei

r lin

es w

ith a

par

tner

and

toge

ther

, cho

ose

the

eigh

t bes

t sen

tenc

es fr

om a

cros

s bo

th li

sts

(idea

lly fo

ur fr

om e

ach

stud

ent).

Stu

dent

s sh

ould

then

writ

e th

ese

lines

ont

o Re

sour

ce 3

and

w

ork

toge

ther

for a

furt

her 2

0 m

inut

es to

try

to im

prov

e th

em a

nd m

ake

them

as

mot

ivat

iona

l as

poss

ible

.

Stud

ents

to th

en w

ork

indi

vidu

ally

to c

reat

e a

poem

usi

ng th

e m

otiv

atio

nal p

hras

es a

nd s

ente

nces

they

ha

ve c

reat

ed.

Chal

leng

e st

uden

ts to

incl

ude

up to

five

poe

tic d

evic

es (e

.g. a

llite

ratio

n, s

imile

, hyp

erbo

le, o

nom

atop

oeia

an

d ju

xtap

ositi

on) o

r to

tran

sfor

m th

e lin

es in

to a

n ex

tend

ed m

etap

hor.

Rem

ind

stud

ents

that

thei

r poe

ms

do n

ot n

eed

to rh

yme.

If s

tude

nts

wan

t to

atte

mpt

a rh

ymin

g po

em,

they

nee

d to

be

very

aw

are

of u

sing

wor

ds b

ecau

se th

ey a

re fi

t for

pur

pose

, not

just

bec

ause

they

rhym

e e.

g.:

“Bel

ieve

you

are

the

best

And

don’

t for

get y

our v

est”

Crea

tes

a co

mic

al to

ne ra

ther

than

insp

iring

!

Enco

urag

e hi

gher

abi

lity

stud

ents

to h

ave

a go

at u

sing

rhym

e, e

nsur

ing

that

the

stud

ent i

s st

ill fo

cuse

d on

cre

atin

g m

otiv

atio

nal m

essa

ges.

Activ

ity 4

: Per

form

ance

poe

try

Allo

w fi

ve m

inut

es to

pra

ctis

e a

perf

orm

ance

of t

heir

draf

t poe

ms.

Enco

urag

e st

uden

ts to

read

thro

ugh

them

ver

y qu

ickl

y to

iden

tify

whi

ch w

ords

or p

hras

es th

ey m

ay s

tum

ble

over

(esp

ecia

lly if

they

are

ne

rvou

s), a

nd th

en to

try

read

ing

it al

oud

very

slo

wly

and

del

iber

atel

y, as

thou

gh th

ey a

re c

hew

ing

each

w

ord.

Con

fiden

t stu

dent

s ca

n be

enc

oura

ged

to a

dd a

ctio

ns o

r sou

nd e

ffect

s to

thei

r per

form

ance

.

Rem

ind

the

clas

s to

be

resp

ectf

ul o

f eac

h ot

her’s

w

ork

and

ask

stud

ents

to

shar

e th

eir p

oem

s.

Afte

r app

laus

e, in

vite

fe

edba

ck:

Whi

ch p

hras

es a

re

mot

ivat

iona

l?

Whi

ch p

hras

es c

ould

be

impr

oved

?

Set a

s hom

ewor

kSe

t the

cha

lleng

e ta

sk fo

r st

uden

ts to

com

plet

e ou

t of

clas

s. En

cour

age

them

to w

rite

thei

r ow

n m

otiv

atio

nal p

oem

, us

ing

thei

r dra

fts

and

idea

s fro

m th

is le

sson

, for

a te

am’s

dres

sing

room

wal

l. Dis

cuss

th

e su

cces

s cr

iteria

and

how

th

is s

houl

d be

incl

uded

in th

eir

poem

.


Resource 1“S

ucce

ss is

no

accid

ent.

It is

hard

wor

k,

pers

ever

ance

, lear

ning

, st

udyi

ng, s

acrif

ice an

d m

ost o

f all,

love

of w

hat

you

are d

oing

or l

earn

ing

to d

o.” (P

elé)


“I’v

e nev

er p

laye

d fo

r a

draw

in m

y lif

e.”

(Ale

x Fer

guso

n)

Resource 1


“If y

ou d

o no

t bel

ieve

you

can

do it

then

you

have

no

chan

ce at

all.”

(A

rsèn

e Wen

ger)

Resource 1


“You

mus

t bel

ieve

you

are

the b

est a

nd th

en m

ake

sure

that

you

are.”

(B

ill S

hank

ly)

Resource 1


“A w

inne

r is t

hat

pers

on w

ho g

ets u

p on

e m

ore t

ime t

han

she

is kn

ocke

d do

wn.”

(M

ia H

amm

)

Resource 1


“It s

ound

s lik

e a cl

iché

but t

here

are n

o sh

ort-

cuts

. You

hav

e to

be ve

ry

dedi

cate

d an

d ch

alle

nge

your

self

ever

y da

y to

be

bett

er.”

(Cas

ey S

tone

y)

Resource 1


1. Write down your chosen motivational quote and underline the word or phrase that is the most powerful:

2. Using the word or phrase as a sentence starter – write at least 10 more sentences to motivate others.

Chosen motivational word or phrase:

Resource 2


Resource 3

Choose 8 of your motivational phrases and make them even better using positive vocabulary and punctuation:

Chosen phrases… …with added motivation

writing challenge 2: motivating messages fa writing … · writing challenge 2:fa writing...

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