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Poetry - Exploring the Senses
Objectives
To begin to know what makes a good performance when reciting poetry.
To write simple sentences using a full stop and capital letter.
Resources
Laptop, PC or tablet | Mini whiteboard and pen | Pencils | Pens | Dog on the Moon writing sheet completed in Step 19 Lesson 2
📄 Poetry Pack 2 | Michael Rosen’s Top Tips for Performing Poems and Stories (YouTube) | 📄 First Dog on the Moon by David Orme | 📄 Extra Verse sheets
📄 Sound Flashcards 7 | 📄 Blank Flashcards | 📄 Sentence Checklist | 📄 Pre-Joining Patterns sheets
Vocabulary
Words in bold can be found in the 📄 Year 1 English Glossary
sound | letter | blend | split | capital letter | story | meaning | character | storyteller | sentence | full stop | expression | phrase | performance| poetry | poem | senses | sight | hearing | taste | smell | touch
Today's Lesson
What to Get Ready
Have the new set of sound flashcards, 📄 Sound Flashcards 7, printed, trimmed and ready to use in this series of lessons, along with previous sets of sound flashcards.
Watch the video Michael Rosen’s Top Tips for Performing Poems and Stories. Have this video ready to watch with your student during the lesson.
Have the poem ‘That’s What I Like’ from 📄 Poetry Pack 2 ready to read.
Look at the 📄 Extra Verse sheets and choose the line spacing that will best suit your student's handwriting.
Print out one sheet for the sense of hearing and one sheet for the sense of touch.
If your student is in need of extra support, write on the mini whiteboard the sentence starters ‘I can hear’ and ‘I can touch’.
Write the words from 'Blend to Read' (below) on 📄 blank flashcards.
Phonics - Quick Fire!
Quick recognition of sounds.
Phonics - New Learning
Tell your student that in this lesson they will be practising the different ways of writing the sound ‘s’ that they have learnt in the last three lessons.
Phonics - Blend to Read
slice (4) | curse (3) | chance (4) | office (4)
Phonics - Split to Spell
Tell your student which letters they need to make the sound ‘s’:
Use ‘c’: spice (4) | place (4)
Use ‘se’: crease (4) | nurse (3)
Use ‘ce’: dance (4) | France (5)
Phonics - Extra Support
Show your student how to blend to read/split to spell the first word in each activity.
Phonics - Extra Challenge
cancel (6) | certain (5)
Challenge your student to write the words without Sound Beds to help them.
Phonics - Apply
Write this caption on the mini whiteboard: Cinderella likes to dance with the horse, the mice and the prince. 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
Remind your student of the poetry performance they did in Part 1 of their Reading lessons. They performed a poem about a worm and videoed the performance. Can they remember any of the things that make a good poetry performance? (See Extra Support below for a reminder if needed.)
Watch the video Michael Rosen’s Top Tips for Performing Poems and Stories together.
Are there any extra tips in the video that your student didn’t remember from last time?
Next, look at the poem ‘That’s What I Like’ together. If we were going perform this poem, what would it sound like? And what would it look like?
Spend some time sharing ideas with your student about how they might perform ‘That’s What I Like’. You might want to practise one or two verses together. Would they include actions? Or sound effects?
Tell your student that in the next lesson they will be choosing some parts of the poem to perform and video.
Reading & Writing - Main Activity
Explain to your student that they have done lots of their thinking already for this task!
All they need to do now is turn their ideas into sentences.
Ask your student to hold up five fingers.
Say: ‘There are five things we need to remember when writing a sentence. How many can you remember?’
For each thing your student remembers they can fold down a finger.
Double check their answers together using the 📄 Sentence Checklist.
Reading & Writing - Writing
Show your student the 📄 Extra Verse sheet about the sense of touch.
Ask your student to read through their ideas about touch that they collected on their completed Dog on the Moon writing sheet.
Ask them to choose their favourite idea, for example: ‘gleaming rocks’.
Explain that they are going to write some sentences and each of their sentences will start with the words ‘I can touch’.
Ask your student to say the first sentence they will be writing out loud before they do any writing.
Repeat the sentence out loud with your student until your student knows the sentence well. Your student might also like to say the sentence whilst counting the number of words on their fingers.
Then ask your student to say and then write the first word of their sentence on the 📄 Extra Verse sheet. Ask them to then place their finger next to it to make a space before they begin writing the second word.
Once the sentence is written, ask your student to place a finger under each word in turn while they read the sentence out loud to check it makes sense.
Then ask them to look through their 📄 Sentence Checklist to make sure they have remembered to use everything a sentence needs.
Repeat the activity with other ideas from their completed Dog on the Moon writing sheet.
Then move on to their ideas about the sense of touch, turning their ideas into sentences in the same way and writing them on to the other 📄 Extra verse sheet.
Reading & Writing - Extra Support
If your student needs more time to write, you may choose to ask them to write just one or two sentences for each sense. You could then write their final ideas into sentences for them.
If your student needs extra support with spelling a word, first ask them to say the word slowly. Ask them, ‘What is the first sound you can hear?’ then, ‘What is the last sound you can hear?’ and, ‘Can you hear any other sounds in the middle?’
You can also encourage them to use their 📄 Alphabet Mat to help them spot the sounds they can hear, but do not tell them the letters/sounds they need. It does not matter if spellings are incorrect.
Reading & Writing - Extra Challenge
If your student is ready for an extra challenge, do not use a sentence starter on the mini whiteboard.
You could also start reminding them less of the next steps they need to take.
Reading & Writing - What to Notice
While they are doing this activity, remember to praise your student for the skills they are using.
For example:
‘I have noticed that you are checking what you have written carefully.’
‘Well done for remembering to use your finger space between words!’
‘Great use of your Alphabet Mat to remember how that sound is written.’
Reading & Writing - Handwriting and Spelling
This step you will have chosen to either continue to practise individual letter shapes or work on 📄 Pre-Joining Patterns.
Continue with this at the end of every lesson this step.