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Poetry

Objectives

To begin to know what makes a good performance when reciting poetry

To use the verb word ending ‘–ing.

Resources

Laptop, PC or tablet | Mini whiteboard and pen | Pencil

Vocabulary

Words in bold can be found in the 📄 Year 1 English Glossary.

Today's Lesson

What to Get Ready

Have the poems ‘Wiggly Earthworm’, ‘Worm’ by Spike Milligan and ‘Apple and the Worm’ from the 📄 Poetry Packready to read in today’s lesson.

Before the lesson, make sure you have learnt the short poem ‘Wiggly Earthworm’ and the actions that go with it.

Write the words from 'Blend to Read' (below) on 📄 blank flashcards.

Phonics - Quick Fire!

Quick recognition of sounds.

Phonics - Blend to Read

sweet (4) | crook (3) | wool (3) | sooty (4)

Phonics - Split to Spell

hoody (4) | looking (5) | seem (3) | booking (5)

Phonics - Extra Support

book (3) | look (3) | took (3)

Phonics - Extra Challenge

seemingly (7) | mistook (6) | sweetly (6)

If your student is completing the lessons quickly and with little or no support, challenge them to make up their own captions using the words they have blended and split. This is an activity that can be completed in any phonics lesson.

Phonics - Apply

Write this caption on the mini whiteboard: the rook is a good cook. Then ask your student to read the caption.

If your student finds caption reading easy, rather than you writing the caption, you can say the caption and they can write it on the whiteboard.

Reading & Writing - Introduction

Ask your student to read the poems ‘Worm’ and ‘Apple and the Worm’ to you, making the reading sound exciting, like a performer. They may wish to add actions and movements. Tell your student that today they will be learning how putting actions to a poem can help us to remember the poem.

Recite (say aloud without reading) the poem ‘Wiggly Earthworm’ to your student to demonstrate this. Tell your student that they will now learn the poem themselves, and they will use actions to help them to remember it.

Teach your student the actions (as written in blue on the sheet) and support them as they practise the poem and actions until they can recite much of it without help.

Reading & Writing - Main Activity

Look at the 📄 Silly Animals. Talk with your student about what the animals are doing.

Explain that today they are going to be writing their first draft of a funny animal poem. Their poem will be made up of sentences describing animals doing silly things.

Ask your student to remind you what every sentence needs. Use the 📄 Sentence Checklist if needed.

Write a list of animals with your student.

For example, ‘penguin’, ‘camel’, ‘hare’, ‘emu’, ‘cat’.

Explain that your student needs to choose an animal from this list (for example, ‘cat’).

They then need to choose an activity from the 📄 Simple Regular Verb Cards for that animal to be doing (for example, ‘sing’). Then they need to put this verb and the animal into a sentence together.

They should use the present tense. For example, ‘The cat is singing.’

Encourage your student to say the sentence aloud a few times. Ask them to say and then write the first word (remembering to start that word with a capital letter). Then place their finger next to it to make a space, before saying and writing the second word.

At the end of the sentence, ask your student to place a full stop on the line.

Once the sentence is written, ask your student to place a finger under each word in turn, while they read the sentence out loud, to check it makes sense.

Repeat the activity with other animals and verbs. Try to include at least four different silly animal sentences.

Reading & Writing - Extra Support

If your student needs extra support with spelling a word, first ask them to say the word slowly. Ask them, ‘What is the first sound you can hear?’ then, ‘What is the last sound you can hear?’ and, ‘Can you hear any other sounds in the middle?’

You can also encourage them to use their 📄 Alphabet Mat to help them spot the sounds they can hear, but do not tell them the letters/sounds they need. It does not matter if spellings are incorrect.

You could also choose to take turns writing sentences with your student.

Reading & Writing - Extra Challenge

If your student is ready for an extra challenge, they could use two verbs in each sentence.

For example: ‘The panda is writing and drinking.’

You could also encourage them to add in some extra detail.

For example: ‘The panda is writing and drinking coffee.’

Reading & Writing - Handwriting and Spelling

Ask your student to spell the words they have been practising this step.

Cross off the words your student can now spell from their 📄 High Frequency Word List.

If there are any words your student still needs to practise, make a note of these and choose an activity from the 📄 Weekly Spelling Activities to practise them until the end of your lesson time.

Make sure you are varying the activities you choose to ensure the best opportunity for your student to remember the words long term.