Learning objectives | Planning | Assessment

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Poetry

• Read and re-read a selection of poems on the same theme, e.g. poems based on observation and the senses. Include examples of shape poems and calligrams. Reinforce strategies for reading unfamiliar words by demonstrating how to use features of the poem such as the rhyme pattern. Demonstrate how to read poems aloud using expression and varying tone and encourage children to join in.
• Ask children about words and phrases that they particularly liked. Identify examples of powerful verbs, carefully selected adjectives, the use of alliteration and simile. Look for patterns in the poems such as repeated phrases or rhyme patterns and look at features of the layout. Talk about how children feel about the subject of the poem.
• Compare different views of the same subject. Ask children to express their preferences and to refer to examples in the poems to support their ideas.
• Investigate the function of verbs in sentences and experiment with using unusual or specific verbs in writing (Grammar for Writing: Unit 1)
• Provide a first hand experience as a stimulus for writing poems that use observation and the senses and explore different ways of responding, e.g. artwork, music or dance. (This could arise from work in another area of the curriculum.) Collect words and phrases based on these experiences and class discussion.
• Demonstrate how to design a patterned poem based on the stimulus. Use repetitive phrases and refer to the vocabulary collected by the class to model the careful choice of words.
• Children continue the poem by using the same pattern and adding further lines or verses. Support the process of constant re-reading and improving vocabulary choice.
• Children can invent their own calligrams to use when presenting their poems. They can make use of word processing programmes to change fonts and create specific effects.

Children explain what they like about a poem by referring to particular words and phrases and the subject of the poem.

Children can write a poem in response to a first hand experience using a pattern modelled for them.

• Read a range of poems that use language to create effects (e.g. alliteration, onomatopoeia, distinctive rhythms). Ask children to listen to the effects created by patterning sound and discuss the impact these have on the mood of the poem.
• Teach techniques for learning a poem by heart and practice reciting it together to explore the language effects. Encourage children to adapt their voices to make the presentation more interesting.
• Read further examples of humorous poems and explore features of, e.g. riddles, joke poems, word games, absurdities, nonsense verse, cautionary tales. Look at techniques such as using synonyms and making up nonsense words. Ask children reflect on the special ways that poets use language, to make comparisons and express preferences.
• Investigate the function of adjectives in sentences, experiment with the impact of using different adjectives in writing and the effective use of nouns (Grammar for Writing: Unit 10).
• Play games to develop children's confidence in trying out different patterns and effects for themselves, e.g. making up rhymes around people's names or place names; making up an alliterative alphabet; play with everyday expressions; devise simple riddles. Play games orally and use IWB (if available) to explore the effect of changing word order, substituting rhyming words etc. Note good examples to refer to later.
• Demonstrate how to write a poem that uses some of these patterns or effects. Discuss the careful choice of words, phrases, word order or rhyme to create a specific effect.
• Children work in small groups or pairs and identify an effect that they would like to create in their own poem. They rehearse their own ideas orally and then write them. Finished poems can be read aloud to other groups / the class. Demonstrate how to give positive and constructive feedback.

Children can identify examples where language is used to create a specific effect in a poem.

Children can write a poem (collaboratively or individually) that uses language to create an effect,
e.g. through repetition, rhyme, rhythm, alliteration, onomatopoeia, word play.

• Read a range of poems aloud that lend themselves to performance, including examples of poems from a range of cultures that were written to be performed. Watch live or recorded examples of poetry performances and talk about features such as: variations in volume or pace; use of rhythm, movement or actions; use of background sounds such as other voices, music, body, percussion.
• Re-read a poem and encourage children to join in by chanting, tapping the rhythm etc. Demonstrate how to use the punctuation, structure and layout of the poem to help convey the meaning when performing. Demonstrate how to write further lines or verses using the same rhythm and theme as the poem.
• Children work collaboratively in small groups. They select a poem for performance and organise roles for each member of the group. They consider how they will use their voices and whether to include actions, movement, percussion etc. They can also write further lines or verses in the same style.
• If possible, video each group during rehearsals. Support groups in watching their own performance, reflecting and planning ways to improve it.
• Each group performs their poem for the whole class or a wider audience, e.g. in an assembly.

Children can organise and rehearse a poetry performance that involves each member of the group.

Children can reflect on and improve their performance, e.g. by varying their expression, tone or volume.