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Poetry - Exploring the Senses

Objectives

To begin to know what makes a good performance when reciting poetry.

To use our senses to make images.

Resources

Laptop, PC or tablet | Mini whiteboard and pen | Pencils | Pens | Your student's High Frequency Word List

Vocabulary

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

Today's Lesson

Introduction

Watch this step's introductory video with your student.

What to Get Ready

Have the poem ‘I Can Hear, See, Feel, Smell’ from page 2 of 📄 Poetry Pack 2 ready to read.

Print and trim the Image Cards from page 3 of **📄 Poetry Pack 2**and sort into the two sets.

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

Print out the 📄 Senses Sentences sheet. Cut along the red lines so that each of the sentences are on different strips.

Prior to this lesson ask your student to choose their favourite time of day, for example breakfast time or bedtime. They will be thinking about what senses they use during that time of day. You may decide that it is best for them to complete this lesson at this time as well!

Phonics - Quick Fire!

Quick recognition of sounds.

Phonics - New Learning

Tell your student that in the next few lessons, they will be learning different ways of writing the sound ‘j’ (as in ‘jam’).

Show your student the 📄 flashcard ‘g’. Ask your student what sound they know that this letter makes (‘g’ as in ‘get’). Tell your student that this letter can also make the sound ‘j’ as in ‘gym’.

Phonics - Blend to Read

germ (3) | page (3) | magic (5) | ginger (5)

Phonics - Split to Spell

cage (3) | gem (3) | age (2) | giant (5)

Phonics - Extra Support

Show your student how to blend to read/split to spell the first word in each activity.

Phonics - Extra Challenge

gerbil (5) | urgent (5)

Challenge your student to write the words without Sound Beds to help them.

Phonics - Apply

Write this caption on the mini whiteboard: the giant ginger gerbil can do magic. 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

Support your student as they read the new poem from 📄 Poetry Pack 2‘I Can Hear, See, Feel, Smell’.

Explain to your student that the poem has many different images in it of things the speaker hears, sees, feels and smells. An ‘image’ is something you can ‘imagine’ in your mind. Tell your student that they will be playing a game with you using some of these images.

Give one set of the Image Cards from 📄 Poetry Pack 2 to your student and ask them to lay them out so they can see them all. As they lay each one out, ask them to read what it says. Are there any words they don’t understand? Make sure your student knows what all of the images are.

Tell your student that you have the same cards, but you are going to keep yours hidden. Choose one card from your pile without your student seeing what it is. Then act out the image from the card using only movements and facial expressions, no words.

Can your student guess what it is by looking at the possible images on the cards in front of them?

When you have acted two or three of the images, swap and let your student do the acting. Remember to praise your student for using appropriate actions or facial expressions. Remind your student that when they perform a poem to an audience, these actions and facial expressions can help the audience to understand the poem.

Reading & Writing - Main Activity

Tell your student that today they are going to be starting to write a poem using their senses. This poem is going to be about their favourite time of day at home.

Talk with your student about their favourite time of day. You might like to ask:

‘Why is it your favourite time of day?’
‘Who is around at that time of day?’
‘What are you doing at that time of day?’
‘Has it always been your favourite time of day?’

Reading & Writing - Writing

Now ask your student to close their eyes and to imagine it is that time of day.

Ask your student:

‘What can you see?’
‘Can you reach out and touch something?’
‘Can you feel anything touching you?’
‘Can you hear anything near you?’
‘Will you taste anything?’
‘Can you smell anything?’

Then ask your student to choose one sense. Show your student the strip cut from the 📄 Senses Sentences sheet of that sense.

Explain that they need to complete the sentence on the strip. Talk through your student's ideas and help them to choose their favourite.

Say the complete sentence out loud with your student to check it makes sense. Repeat until your student knows the sentence well. Your student might like to say the sentence whilst counting the number of words on their fingers.

Ask your student to say and then write the first word of their sentence on a sheet of lined paper. Remember it does not matter if the spellings are incorrect. Then ask them to 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 your student to choose the next senses sentence they will complete and repeat for all five.

Reading & Writing - Extra Support

If your student finds writing takes a long time, you could ask them to write just one or two sentences. You could then write their final ideas into sentences for them. Alternatively, they don’t need to complete sentences for all five senses.

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, you could encourage them to add extra detail to their ideas.

For example, if they suggest they can feel ‘a hug’, ask them, ‘What does the hug feel like?’

If they suggest ‘warm’ and ‘snuggly’, you could say, ‘Let’s write: The feeling of my Mum’s warm and snuggly hug.’

Reading & Writing - What to Notice

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

For example:

‘You used your ears to hear the mistake in that sentence.’

‘Well done for remembering your finger space!’

‘I can see you sounding out that word really carefully.’

Reading & Writing - Handwriting and Spelling

Explain to your student that they are going to continue learning words from the 📄 High Frequency Word List.

Choose three words that your student cannot yet spell. Explain to your student that they are going to practise these words throughout this step.

Look at the 📄 Weekly Spelling Activities. Choose one activity and use this to help your student practise their spellings today.