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Poetry
Objectives
To use knowledge of sounds to write simple words.
To choose words for effect.
Resources
Laptop, PC or tablet | Mini whiteboard and pen | Pencil | Thesaurus: book or Online Thesaurus by Merriam-Webster
Dragon's Den - Phase 3 (Phonics Play) | 📄 Acrostic Animal Poem Examples
📄 Sound Flashcards 3 | 📄 Blank Flashcards | 📄 Lined Paper Resource | 📄 High Frequency Word List | 📄 Weekly Spelling Activities | Assignment 3
Vocabulary
Words in bold can be found in the 📄 Year 1 English Glossary.
sound | letter | blend | split | poem | poetry | acrostic
Today's Lesson
What to Get Ready
Write the words from 'Blend to Read' (below) and 'New Learning' (below) on 📄 blank flashcards.
Phonics - Quick Fire!
Quick recognition of sounds.
Phonics - New Learning
Write the words ‘could’, ‘would’ and ‘should’ onto flashcards. Use the flashcards to teach your student these new words.
You may wish to play 'Slow Reveal' or similar games to help them to enjoy the activity. See **Video 2:**Phonics Games for ideas.
Phonics - Blend to Read
spark (4) | street (5) | wheat (3) | which (3)
Phonics - Split to Spell
dart (3) | shook (3) | stinging (6) | cheat (3)
Phonics - Extra Support
For words with sounds in that your student knows more than one grapheme for (for example, ‘w/wh’) you may need to tell your student which grapheme to use.
Phonics - Extra Challenge
sleeveless (7) | seventeen (8) | fully (4) | farming (5)
Phonics - Apply
Ask your student to write captions with the words ‘would’, ‘should’ and ‘could’ in. For example: the duck could swim.
Your student may need the flashcards to refer to so they can practise the correct spellings.
Phonics Play
Log in to Phonics Play.
PLAY - Dragon's Den - Phase 3 (Phonics Play)
Select 'Start'. Select 'Phase 3'. Select 'Revise all Phase 3'.
Reading & Writing - Speaking and Listening
Watch your student's recording of them reading ‘I’d like to be a worm’ from Step 9 Lesson 1.
Talk together about what went well. Now decide how they can improve their reading of this poem to make it even better. They might like to think about:
- interesting use of different voices
- emphasis on certain words
- use of facial expressions
- use of sound effects
- use of movements or actions.
Give your student some time to practise reading this poem again in preparation for Assignment 3.
Reading & Writing - Introduction
Explain that today your student is going to be looking at a different type of poetry - acrostic poems.
Show your student the 📄 Acrostic Animal Poem Examples. Read them together.
What does your student notice is the same in every poem?
They may notice that the topic of the poem is written vertically with each letter being the first letter of a word or phrase about the topic.
For example, in the poem about Sea Turtles, the ‘s’ from ‘sea’ is used at the start of the word ‘swim’ and the ‘e’ from ‘sea’ is used at the start of the phrase ‘eats crab’.
Ask your student, ‘Which is your favourite acrostic poem? Why is that poem your favourite?’
Reading & Writing - Main Activity
Explain to your student that they are going to be writing their own acrostic poem about an animal.
Ask your student to write five animal names on the mini whiteboard. Then help your student to choose the name they would like to use. Explain that it helps to choose an animal they know quite a lot about.
If you think your student will need extra support with their writing, choose an animal with a shorter name. If you think your student needs an extra challenge, choose an animal with a longer name.
Reading & Writing - Writing
Ask your student to write the animal’s name vertically down the edge of the mini whiteboard. Explain that they are going to try writing their acrostic poem on a whiteboard first because it may take a few attempts to think of the right ideas.
Talk with your student about what they know already about the animal. If any ideas or facts could fit in the acrostic poem, ask your student to write them down.
If you find it tricky to think of enough ideas, you could try a different animal.
If there is time, your student could write up their acrostic poem onto the 📄 Lined Paper Resource and decorate it.
Reading & Writing - Extra Challenge
If your student needs an extra challenge, you could encourage them to write longer sentences rather than just using single words.
You could also show them how to use a thesaurus. They could enter or look up a word they want to use to describe their animal (for example, ‘fierce’) and look at the other possible words they could use instead (for example, ‘powerful’, ‘savage’, ‘dangerous’.
EXPLORE - Online Thesaurus by Merriam-Webster
Reading & Writing - Handwriting and Spelling
Explain to your student that they are going to continue learning words from the 📄 High Frequency Word List.
In Step 1, you tested your student on all the words from the list so you would know the words they could not yet spell. Then they have continued to learn the unknown words.
Choose three words that your student cannot yet spell. Explain to your student that they are going to practise these words all Step.
Look at the 📄 Weekly Spelling Activities. Choose one activity and use this to help your student practise their spellings today.