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Poetry - Exploring the Senses
Objectives
To begin to know what makes a good performance when reciting poetry.
To share my ideas.
Resources
Laptop, PC or tablet | Mini whiteboard and pen | Pencils | Pens | Your student's High Frequency Word List
📄 'What is the Sun?' by Wes Magee | 📄 Sun images
📄 Sound Flashcards 6 | 📄 Sound Flashcards 7 | 📄 Blank Flashcards |📄 High Frequency Word List | 📄 Weekly Spelling Activities
Vocabulary
Words in bold can be found in the 📄 Year 1 English Glossary
sound | letter | blend | split | capital letter | story | meaning | character | storyteller | sentence | expression | phrase | image | performance| poetry | poem | senses | sight | hearing | taste | smell | touch | full stop
Today's Lesson
What to Get Ready
Write the words from 'Blend to Read' (below) on 📄 blank flashcards.
Print out 📄 'What is the Sun?' by Wes Magee. Read through the poem so you are familiar with it before the lesson.
Phonics - Quick Fire!
Quick recognition of sounds.
Phonics - New Learning
Show your student the Sound Flashcard ‘ow’ from 📄 Sound Flashcards 6. This is a flashcard your student already knows.
What sounds does it make? Answer: ‘ou’ as in ‘how’ and ‘oa’ as in ‘show’.
Tell your student that today they will be revising the letters ‘ow’ as the sound ‘oa’ as in ‘show’.
Phonics - Blend to Read
blown (4) | grown (4) | mower (3) | snowing (5)
Phonics - Split to Spell
throw (3) | slowly (5) | flowing (5) | arrows (4)
Phonics - Extra Support
Show your student how to blend to read/split to spell the first word in each activity.
Phonics - Extra Challenge
following (6) | yellowing (6)
Challenge your student to write the words without Sound Beds to help them.
Phonics - Apply
Write this caption on the mini whiteboard: the snow below the crow is glowing. 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
Read 📄 'What is the Sun?' by Wes Magee to your student.
Ask your student, ‘Are there any words here that you haven’t heard before?’ If there are, explain the meaning of them.
Explain to your student that this poem is comparing the Sun with other things.
Say that you are going to read the poem again. Ask your student to listen and to choose their favourite thing that the author compares the Sun with. When you have finished reading the poem, ask your student to share their thoughts.
Ask, ‘Why is it your favourite comparison?’
Reading & Writing - Main Activity
With your student, write a list of the things in the poem that the author has compared the Sun with.
Say to your student that we are now going to make up an extra verse for the poem.
Explain that first of all we will think of lots of ideas. Then we will choose our favourite idea to turn into the verse.
Together with your student, think of new things you could compare the Sun with. It might help to look at the 📄 Sun images while you are doing this.
Your ideas might include, for example, the yolk of an egg, the flame of a candle, a bonfire, a cat’s orange eye, a car’s headlight, an orange button, a torch.
Speaking and Listening
Look at all the ideas you have collected with your student. Ask your student to choose their favourite and to circle it.
Explain that we now need to turn this idea into a sentence which could fit into the poem.
Look at poem 📄 'What is the Sun?' by Wes Magee again. Show your student how each sentence is split into two lines. The first line tells you what the object is. The second line tells you where the object is.
With your student suggest some ideas about where their chosen object could be.
For example, if they chose the yolk of an egg, the places could include: a pale blue plate, a sizzling white frying pan, dropped onto the blue carpet or sitting in my spoon.
Try out the different sentences by saying them out loud. Decide with your student which one sounds the best.
Now retell the poem 📄 'What is the Sun?' by Wes Magee adding in this extra verse that you and student have made up.
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 can see you thinking hard!’
‘What an interesting idea.’
‘You explained your reasons really clearly.’
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.