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Poetry

Objectives

To learn and recite simple poems.

To group words into short phrases when reading aloud.

Resources

Laptop, PC or tablet | Mini whiteboard and pen | Pencil | First draft of the poem from Step 7 Lesson 5

Obb and Bob - Phase 3 (Phonics Games) | Michael Rosen ‘Hot Food’ (YouTube)

📄 Sound Flashcards 3 | 📄 Blank Flashcards | 📄 Poetry Pack | 📄 Sentence Checklist | 📄 Lined Paper Resource

Vocabulary

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

Today's Lesson

Introduction

Watch this step's introductory video with your student.

What to Get Ready

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

Have the video of Michael Rosen performing his poem ‘Hot Food’ ready to play in the lesson. You may want to watch it first to help you prepare for the activity.

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

Phonics - Quick Fire!

Quick recognition of sounds.

Phonics - New Learning

Today’s new grapheme is ‘ar’ as in ‘car’.

Show your student the flashcard and teach them the sound.

Phonics - Blend to Read

star (3) | smart (4) | card (3) | march (3)

Phonics - Split to Spell

harm (3) | farm (3) | park (3) | start (4)

Phonics - Extra Support

arm (2) | jar (2) | tar (2)

Phonics - Extra Challenge

marshy (4) | marching (5) | harshly (5)

Phonics - Apply

Write this caption on the mini whiteboard: we march in the marshy garden. 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.

Phonics Play

PLAY - Obb and Bob - Phase 3 (Phonics Games)

Select 'Start'. Select 'Phase 3'. Select 'Revise all Phase 3'.

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. Or ask them to perform ‘Wiggly Earthworm’ with the actions they learnt

They may need help to remember the poem first.

Reading & Writing - Main Activity

Watch the video of Michael Rosen performing ‘Hot Food’.

Tell your student that Michael Rosen is a very famous children’s poet and that he loves performing his poetry.

Tell your student that they will now watch the video again, this time looking for the things that Michael Rosen does to make his poem interesting and exciting. How is he a good performer? What does he do?

Watch the video again (you may wish to watch it a few times) and talk about what makes it a good performance.

You may wish to talk about:

interesting use of different voices
emphasis on certain words
use of facial expressions
use of sound effects
use of movements or actions.

Ask your student to help you to write a list of the good things in Michael’s performance. Your student will use this list during Step 9.

Reading & Writing - Extra Support

If your student needs extra support to notice what Michael Rosen is doing well in his performance, you could say, ‘I really like it when he does the voice of the dad. Why do you think that is good?’

Reading & Writing - Extra Challenge

Ask your student to think of anything Michael Rosen could do better when he is performing his poem. How could he improve on his performance?

Ask your student to pick their favourite of the poems about worms. Can they read and perform it adding in one or two of the skills they saw Michael Rosen using? For example, can they use actions and different voices?

Now, look together at the first draft of their poem from Step 7 lesson 5.

Read it through together.

Ask your student, ‘Which sentences do you think are the silliest? Why are they so silly?’

Ask your student to use the 📄 Sentence Checklist to check that all of their sentences are correct. If any are incorrect, ask your student to add in the changes needed.

Explain to your student that they are now going to ‘publish’ their poem. This means writing it out again but making sure it is their best work.

Give your student time to check their first draft again to see if there are any parts they want to improve. They might want to change a spelling, choose a different verb or make their handwriting neater.

When they are writing, encourage them to take their time and not rush.

Reading & Writing - Handwriting and Spelling

Ask your student to practise writing the capital letters ‘A’, ‘B’, ‘C’, ‘D’ and ‘E’ on 📄 lined paper.

If they are finding any of these letters tricky, they could practise further on a mini whiteboard.

As an extra challenge they could then write the capital letters at the start of some different names.

For example: ‘Anna’, ‘Ben’, ‘Caris’, ‘Damir’ and ‘Emilia’.

Citations

[1] www.youtube.com [2] www.youtube-nocookie.com [3] www.phonicsplay.co.uk