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Poetry - Exploring the Senses

Objectives

To share likes and dislikes in response to a poem or story.

To write simple sentences with a capital letter and full stop.

Resources

📄 Poetry Pack 2 | 📄 'My Uncommon Senses' by David Bateman | 📄 'A Sense-Less Poem' by Carey Blyton

Vocabulary

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

Today's Lesson

What to Get Ready

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

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

Print out the 📄 Sentence Starters and cut into strips down the red line.

Phonics - Quick Fire!

Quick recognition of sounds.

Phonics - New Learning

Remind your student that they are learning different ways of writing the sound ‘j’ (as in ‘jam’).

Show your student the 📄 flashcard ‘g’. Tell your student that this letter can be followed by a letter ‘e’ that isn’t heard. This is often found at the end of a word. Tell your student that all of today’s words will end with the sound ‘j’ written ‘ge’.

Phonics - Blend to Read

hinge (4) | charge (3) | gorge (3) | fringe (5)

Phonics - Split to Spell

singe (4) | forge (3) | large (3) | charge (3)

Phonics - Extra Support

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

Phonics - Extra Challenge

enlarge (5)

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

Phonics - Apply

Write this caption on the mini whiteboard: George lives on a large barge. 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

Ask your student to read poem ‘I Can Hear, See, Feel, Smell’ from 📄 Poetry Pack 2. Can they include some of the actions and facial expressions they used in the Image Cards activity during the last lesson?

Reading & Writing - Read

Tell your student that in today’s lesson they are going to be thinking about their own responses to poems: whether they like or dislike them, and how the poet’s word choices make them feel.

Together, look at the poem ‘I Can Hear, See, Feel, Smell’. You might want to read it through again. Use the following questions as prompts to talk about the poem and what you both think of it.

‘Do you like this poem?’
‘What do you like about it?’
‘What do you not like about it?’
‘Can you find an image in it that you like?’ [You can remind your student that an image is a picture you imagine in your mind. It might be because it is something that you love yourself, like the smell of a delicious pie cooking.]
‘Can you find an image that you can see really clearly in your head when you think about it? What words has the poet chosen to make this image really clear?’
‘Are there any images that you don’t understand or that are hard to see? Can you think of a better image?’
‘Which of the poems you have read so far do you like the most? What do you like about it?’

Reading & Writing - Extra Support

You may need to lead the conversation about the poem by picking out images or phrases and explaining how you feel about them and then asking your student to do the same.

Reading & Writing - Extra Challenge

Concentrate on asking your student questions about the poet’s word choices.

For example, you could ask, ‘Why do you think the poet chose the word ‘rough’ to describe the way the stone feels? Would ‘grey’ or ‘dark’ be good words to describe the way the stone feels? Why not?’

Reading & Writing - Main Activity

Read 📄 **'My Uncommon Senses'**by David Bateman.

Then ask, ‘What did you notice about this poem?’

Read 📄 'A Sense-less Poem' by Carey Blyton.

Ask, ‘What did you notice about this poem?’

Then ask, ‘What is the same about both poems?’

Support your student in noticing that both poems mix up the senses. Show your student an example of where this happens.

For example, in 📄 **'My Uncommon Senses'**by David Bateman, the first line says, ‘I touch the taste’.

Support your student in finding other examples of the senses being muddled.

Reading & Writing - Apply

Spread out the completed 📄 Senses Sentences from Step 20 Lesson 1 and ask your student to read them out to you. Explain to your student that they are going to make up their own muddled senses poem.

Show your student the 📄 Sentence Starters and read them out loud.

Explain to your student that they are going to add a sentence starter to each senses sentence. Say, ‘We want to muddle up the senses!’

Make a muddled senses sentence yourself first and read it to your student.

For example, ‘I can taste my Mum’s warm hug.’

Now ask your student to make their own muddled senses sentence. Ask them to read it aloud.

Repeat with other combinations of sentence starters and senses sentences until your student has their final favourite sentences.

With the glue, stick each sentence starter to the senses sentence your student has decided to match it to.

Reading & Writing - What to Notice

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

For example:

‘That sentence sounds really funny!’

‘Well done for using your finger to help you sound out that tricky word.’

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

Reading & Writing - Handwriting and Spelling

Ask your student to spell the words they have been practising this step. 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 it is a good idea to choose a different activity each day.