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Poetry
Objectives
To begin to know what makes a good performance when reciting poetry.
To plan my writing.
Resources
Laptop, PC or tablet | Mini whiteboard and pen
📄 'Down Behind the Dustbin' by Michael Rosen | 📄 Longer Poem Planner | 📄 Shorter Poem Planner | 📄 Rhyming Planner sheet
📄 Sound Flashcards 3 | 📄 Blank Flashcards | 📄 High Frequency Word List | 📄 Weekly Spelling Activities | 📄 Lined Paper Resource
Vocabulary
Words in bold can be found in the 📄 Year 1 English Glossary.
poem | poetry | verse | rhyme
Today's Lesson
What to Get Ready
Write the words from 'Blend to Read' (below) on 📄 blank flashcards.
Look at the 📄 Longer Poem Planner and 📄 Shorter Poem Planner. Choose the sheet that you think will best suit your student's needs. Print out this sheet for use in the lesson.
Phonics - Quick Fire!
Quick recognition of sounds.
Phonics - Blend to Read
this (3) | smooth (4) | then (3) | invest (6)
Phonics - Split to Spell
that (3) | with (3) | vanish (5) | very (4)
Phonics - Extra Challenge
vanishing (7) | smoothing (6)
Reading & Writing - Introduction
Look at the poem 📄 'Down Behind the Dustbin' together. Look at the parts that are the same in each verse.
For example: Down behind the dustbin / I met a dog called…
Explain to your student that it is easy to make up our own verse that can be added on to the end of the poem. Explain that we would keep most of it the same but just change small parts of the poem.
Together, look at how the name being different changes the rest of the verse. For example, if the verse starts with: Down behind the dustbin / I met a dog called Sid, the last line then has to rhyme with Sid.
Look at this for the other verses. For example, Jim/him, Joe/Know.
Then say the first two lines of the verse using a new dog’s name.
For example: Down behind the dustbin / I met a dog called Rob.
Together with your student, quickly brainstorm words that rhyme with Rob, for example, slob, mob, Bob, fob, hob, job, lob, sob, yob, and write these suggestions on the mini whiteboard.
Reading & Writing - Main Activity
Share the 📄 Rhyming Planner sheet with your student.
Here they can choose their own dog names. Encourage them to choose short simple names, such as ‘Jack’, ‘Will’, ‘Clare’, ‘Dot’. They then need to write matching rhyming words in the boxes underneath.
Support your student as much as they need.
Now chat together about making another change from a dog to another animal, and we are also going to change the last line to create a new verse!
Ask your student what other animal they could use in their poem.
For example, cat, rabbit, lizard, rat, bird. Write the list of suggestions on a mini whiteboard (or ask your student to do the writing if they feel confident with this task).
Look at the Poem Planner that you chose for your student. Explain that you will write the first verse together.
Ask your student to choose an animal from the list (for example, ‘rat’) and write it on the Poem Planner sheet. Tell them that we will call this new creature ‘Rob’ as we have already found some rhymes for that name. Ask your student to write the name ‘Rob’ on to the Poem Planner sheet.
Explain that we are now going to use the same line: What are you doing here? I said.
Then ask your student what the answer might be but remind them that the last word needs to rhyme with Rob. The rhyming words on the 📄 Completed Rhyming Planner will be helpful.
With your student, think of some new ideas for the last line.
For example: I’m just hiding from a mob.
Or: Don’t judge me, I’m not a slob.
Say the complete new verse together: Down behind the Dustbin / I met a rat called Rob. / What are you doing here? I said / I’m cleaning up, it’s my job!
Ask your student to choose the line they think sounds the best and to write it onto their Poem Planner sheet.
Reading & Writing - Extra Challenge
Repeat for the next verses. Encourage your student to work as independently as possible.
Reading & Writing - Handwriting and Spelling
Ask your student to practise writing capital letters ‘U’, ‘V’, ‘W’, ‘X’, ‘Y’ and ‘Z’ in on 📄 lined paper.