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Poetry - Exploring the Senses

Objectives

To begin to use the voice to add expression when reading aloud.

To explain my feelings about a poem.

Resources

Laptop, PC or tablet | Mini whiteboard and pen | Pencils | Pens | Video Recording Device e.g. Camera

📄 Five Haiku about the Senses by David Bateman | 📄 Spelling Help for ‘Because’ | 📄 Poetry Pack 2

Vocabulary

Words in bold can be found in the 📄 Year 1 English Glossary

Today's Lesson

What to Get Ready

Print a copy of the resource 📄 Sound Flashcard Check 2 to fill in during today’s phonics lesson. Make sure you have all of the Sound Flashcards your student has learnt so far (from both Part 1 and Part 2 ) ready to use.

Have the poem ‘That’s What I Like’ from 📄 Poetry Pack 2 ready to read.

Print out the 📄 Five Haiku about the Senses sheet.

Read these poems so that you are familiar with them.

Write the words from 'Blend to Read' (below) on 📄 blank flashcards.

Phonics - Quick Fire!

Quick recognition of sounds.

Phonics - New Learning

Use today’s lesson to check how well your student knows their sounds using 📄 Sound Flashcard Check 2. You may not want to start at the beginning of the list. Refer to your student's last check from Step Fourteen. If your student knew many of the early sounds on the list securely last time, you may want to miss these out and start further down the list this time.

You may find that there are some less commonly used sound flashcards that your student does not remember, for example the letter ‘o’ making the sound ‘oo’, as in ‘to’. For these sound flashcards, simply give your student a brief reminder. You could say, for example, ‘Remember that this letter can also make the sound ‘oo’ like it does in the words ‘do’ and ‘today’.

You will be able to see from the completed grid how well your student knows each of the individual flashcards and the sounds they represent. You can use this information to help you plan which flashcards to use in the 'Quick-fire' part of your future phonics lessons.

Reading & Writing - Introduction

Recap the things that make a good poetry performance. These might include:

Use of interesting or different voices
Emphasis on certain words
Use of facial expressions
Use of sound effects
Use of movements or actions.

Ask your student to pick a verse from ‘That’s What I Like’ to practise performing, including the performance skills on the list above.

When your student is happy with their performance, video them. It is fine for your student to use the print-out of the poem as a prompt.

Watch the video back and allow your student to tell you the things they think they did well. Encourage your student by also telling them the things you think they did well.

Then talk about any parts of the performance that you or your student think could have been improved.

For example, could your student have used a clearer action when showing ‘shampoo on my head’?

Ask your student to tell you what they would do differently if they performed the verse again.

Reading & Writing - Main Activity

Explain to your student that you are going to read them five poems. They are a type of poem called haiku. All the poems are about different things.

Read them one poem at a time from the 📄 Five Haiku about the Senses sheet. At the end of each poem check that they understand all the words in the poem and what it is about.

Then ask them these questions:

‘What are you favourite words in this poem?’
‘What sense is this poem writing about? How can you tell?’

Reading & Writing - Apply

Explain to your student that you would like them to decide which is their favourite haiku. They are then going to explain wh

y, so they will need to use the word ‘because’.

They might say, for example, ‘This is my favourite haiku because it reminds me of riding my bike.’ Or, ‘This is my favourite haiku because I think it is funny.’

Once they have decided on their favourite haiku and on their reason, help them practise saying their sentence which includes the word ‘because’.

They should then write their sentence. Encourage them to carefully sound out each word, to leave a finger space and then to write the next word, until they reach the end of the sentence.

Remind them that when they reach the word ‘because’ they can use their new trick to remember how to spell it.

Remember it doesn’t matter if spellings are incorrect. Just encourage your student to say each word, listen to the sounds and to write what they hear.

Reading & Writing - Extra Support

Choose two verses of the poem: one for you to perform and one for your student to perform. Model adding voices, emphasis, actions and sound effects as appropriate, in your verse. Ask your student to tell you what you did well. Then support your student as they work at performing their verse.

Reading & Writing - Extra Challenge

Can your student perform more than one verse of the poem?

Reading & Writing - What to Notice

While they are doing this activity, remember to praise your student for the skills they are using.

For example:

‘Well done for remembering your finger space.’

‘Superb listening skills!’

‘What an interesting reason!’

Reading & Writing - Handwriting and Spelling

Show your student the 📄 Spelling Help for ‘Because’ sheet.

Explain that there are many ways to try and remember tricky spellings. One word that is tricky to spell is ‘because’. Tell them to have a look at the sheet. Ask: ‘Can you see how this person is trying to remember the spelling?’

If necessary, show them how the beginning letter of each word of the sentence at the bottom spells the word ‘because’.

With your student, repeat this sentence until they know it well.

This step you will have chosen to either continue to practise individual letter shapes or work on 📄 Pre-Joining Patterns.