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Poetry

Objectives

To learn and recite simple poems.

To use the verb word ending ‘–ing’ and ‘-ed’.

Resources

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

📄 Simple Regular Verb Cards | 📄 Verb Endings Recording Table

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

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 Pack ready to read in today’s lesson.

Have the video Heidi Video 3: Performing a Poem ready to view 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.

It may be that there are now many sound flashcards that your student knows very well. If this is the case, remove these cards from the daily quick-fire activity and concentrate on newer or less familiar sounds.

Phonics - New Learning

Tell your student that today there is no new grapheme, but a new rule: sometimes a letter ‘v’ is followed by an ‘e’ that can’t be heard. For example, as in ‘give’. Today’s word to blend and split all have ‘v’ followed by ‘e’ that can’t be heard - this means that the ‘ve’ should sit together in one Sound Bed.

Phonics - Blend to Read

give (3); sleeve (4); leave (3)

Phonics - Split to Spell

live (3); have (3); give (3)

Phonics - Extra Support

You may need to give your student extra reminders that they cannot hear the ‘e’ after the ‘v’.

Phonics - Extra Challenge

solve (4); absolve (6); resolve (6)

Phonics - Apply

Write this caption on the Mini-Whiteboard: I have a rip in my sleeve. 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 ‘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.

Reading & Writing - Main Activity

Watch the video of Heidi performing ‘Worm’ by Spike Milligan.

Look at the list of good things you wrote about Michael Rosen’s poem yesterday. What is Heidi doing in her performance that makes it a good performance?

Watch the video of Heidi again and talk about the ways she makes the poem interesting and exciting. How is she a good performer? What does she do?

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.

When you have talked about the good things about the performance, play the video again and join in with the words and the actions. You may want to play it a few times until you both get the hang of it!

Reading & Writing - Extra Support

If your student needs extra support to notice what Heidi is doing well in her performance, you could say, ‘I really like it when she uses her hands as well as her voice. Why do you think that is good?’

Reading & Writing - Extra Challenge

Ask your student to think of anything Heidi could do better when she is performing her poem. How could it be a better performance?

Ask your student to look again at the poem they chose to practise at the end of yesterday’s lesson. Can they practise it again, making it even more like a real performance? E.g. Maybe they could also use their face to make the poem sound exciting this time.

Look together at the 📄 Simple Regular Verb Cards.Explain that we have been learning that when the action is happening now, we add ‘–ing’ to the end of the verb. This is the present tense of the verb. When an action happened in the past we usually add ‘–ed’ to the end of the verb. This is the past tense of the verb.

Share some examples with your student.

For example:

‘Dad is laughing.’

‘Dad laughed.’

Now, look at the 📄 Verb Endings Recording Table.

Ask your student to choose a simple regular verb card and to write that word in the left-hand column of the table. Then support your student in writing the verb in the present tense (‘-ing’) and in the past tense (‘-ed’).

Reading & Writing - Speaking and Listening

Choose a simple verb card. Change the verb into the past tense and say it in a sentence.

For example, if you pick the card ‘jump’, you could say, ‘The mouse jumped in the box.’

Support your student in picking a simple verb card and making up a sentence.

Reading & Writing - Handwriting and Spelling

Ask your student to practise writing capital letters ‘F’, ‘G’, ‘H’, ‘I’ and ‘J’ 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 different names. For example: ‘Farah’, ‘Greta’, ‘Harry’, ‘Imogen’ and ‘Jon’.