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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 | Your student’s recording of ‘I’d like to be a Worm’
Thesaurus: book or Online Thesaurus by Merriam-Webster
📄 Poem ‘I’d Like To Be a Worm’
📄 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 | capital letter | poem | poetry | acrostic
Today's Lesson
What to Get Ready
Write the words from 'Blend to Read' (below) on 📄 blank flashcards.
Have your student's recording of ‘I’d like to be worm’ ready to watch.
Phonics - Quick Fire!
Quick recognition of sounds.
Phonics - New Learning
Show your student the card with ‘could’ written on it. Ask them to use the card to help them to write ‘would’ and then ‘should’.
Phonics - Blend to Read
steam (4) | peach (3) | milky (5) | whip (3)
Phonics - Split to Spell
strap (5) | claps (5) | cooking (5) | garden (5)
Phonics - Extra Support
Split to spell words with four sounds: ‘clap’; ‘rent’; ‘hoody’; ‘sharks’.
Phonics - Extra Challenge
Ask your student to suggest captions using words from blending and splitting activities and ‘could’, ‘would’ or ‘should’. For example: the garden should be tidy.
Phonics - Apply
Write this caption on the mini whiteboard: the sharks should be cooking in the 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.
Reading & Writing - Speaking and Listening
Take this time to support your student in starting to memorise, ‘I want to be a worm’. They may also like to look at the list they made in Step 8 Lesson 1 about what makes a good performance. This list might include:
- interesting use of different voices
- emphasis on certain words
- use of facial expressions
- use of sound effects
- use of movements or actions.
You will be filming your student’s performance of this poem in Step 9 Lesson 5. This video will be submitted for Assignment 3.
Reading & Writing - Introduction
Explain to your student that today they are going to be writing an acrostic poem about themselves!
If you think your student will need extra support with their writing, choose to just focus on their first name. If you think your student needs an extra challenge (or has a short first name) choose to focus on their first name and their second (or last) name.
Reading & Writing - Writing
Ask your student to write their name vertically down the edge of the mini whiteboard. Explain that, like yesterday, 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 to your student about their favourite activities, foods, friends, and so on. If any ideas or facts that you discuss together could fit in the acrostic poem, ask your student to write them down.
If you are finding it tricky to find ideas that fit with the letters, you could turn an idea into a longer sentence.
For example, if you need an idea which starts with ‘i’ you could write, ‘is kind to everyone’.
You could also show your student how to use a thesaurus. You can find an online thesaurus in Web Links, or you could use a thesaurus book. You could use a book, or an online thesaurus. Your student could enter or look up a word they would use to describe themselves (for example, ‘kind’) and find other possible words that they could use (for example, ‘friendly’, ‘loving’, ‘gentle’).
EXPLORE - Online Thesaurus by Merriam-Webster
When completed, they could write up their acrostic poem onto the 📄 Lined Paper Resource and decorate their work.
Reading & Writing - Extra Challenge
If your student needs an extra challenge, you could encourage them to write longer sentences rather than just single words.
Reading & Writing - Handwriting and Spelling
Ask your student to spell the three words they were practising yesterday. If your student has already remembered how to spell any of these words, choose an extra word from their 📄 High Frequency Word List. Do not start learning any more than eight during this step.
Continue to practise these spellings, choosing an activity from the 📄 Weekly Spelling Activities. Remember that it is a good idea to choose a different activity each day.