Download Poems on a Theme - School

Renewed Framework Literacy Planning
Year: 1
Unit Plan: Poetry Unit 3 Poems on a Theme
Overview of unit: (2 x weeks)
Children hear, read and respond to a range of simple poems with a similar theme. They join in with 'performances' of them,
with and without music, actions and other enhancements. They use some of the poems as simple models for their own
writing.
As a class and in groups, children hear, read and respond to a range of simple poems on a shared theme, for example
weather, animals, toys. This theme could well be selected to fit with work across the curriculum. They discuss their own and
others' responses to the poems and what they think they are about. They talk about their favourite words and parts of the
poems, and notice the poems' patterns. They consider obvious similarities and differences between the poems. They join in
with and 'perform' the poems in a variety of ways, including where appropriate singing, adding music, rhythms or sounds,
doing actions and acting out.
With extensive contribution from and involvement by children, the teacher models and explores writing a simple, patterned
poem on the same theme, as a shared composition, for example collecting words and phrases and then making up simple
couplets or verses, based around them. Building from earlier work on the senses, children consider what things are 'like', as
well as indulging in fanciful inventions such as magical wishes. Opportunity is taken to focus on language choices, further
developing children's vocabulary and their word reading and writing skills in the process. Sometimes simple models from the
reading are used as a frame for writing. These collaboratively written simple poems, too, can be read, sung, danced and
otherwise explored.
Following on from this modelling, children in pairs or individually (possibly then working with a response partner) write their
own simple patterned texts (on paper or on screen) on the given theme, developing their writing by adding further words or
phrases to a specified beginning, following a given pattern or writing within an appropriate frame. Stimulus and support are
provided through first-hand experience and through images, sounds, music, etc., and children are encouraged to explore
ideas verbally before writing. Outcomes are then shared and discussed. They could be recorded on audio or video as a
vehicle for both sharing and review.
Notes: The childrens poetry archive (link below) has selections of poems on a theme.
Literacy objectives - Most children will learn how to:
To ensure effective planning of literacy skills, teachers need to ensure they plan for the ongoing elements of literacy learning
within each unit and across the year, using assessment for learning to ensure children make effective progress, ensuring they
reach national expectations.
The links below take you to the relevant strand objectives to ensure effective planning for core skills.
5. Word recognition:
11. Sentence structure and
decoding (reading) and encoding
6. Word structure and spelling
punctuation
(spelling)
These are in addition to the Objectives listed below.
1. Speaking
 Interpret a text by reading aloud with some variety in pace and emphasis
2. Listening and responding
 Listen with sustained concentration, building new stores of words in different contexts
3. Group discussion and interaction
 Ask and answer questions, make relevant contributions, offer suggestions and take turns
 Explain their views to others in a small group, decide how to report the group's views to the class
5. Word recognition: decoding (reading) and encoding (spelling)
 Recognise and use alternative ways of pronouncing the graphemes already taught
 Recognise and use alternative ways of spelling the graphemes already taught
 Identify the constituent parts of two-syllable and three-syllable words to support the application of phonic knowledge and
skills
 Recognise automatically an increasing number of familiar high frequency words
 Apply phonic knowledge and skills as the prime approach to reading and spelling unfamiliar words that are not completely
decodable
 Read more challenging texts which can be decoded using their acquired phonic knowledge and skills, along with automatic
recognition of high frequency words
Brighton and Hove Primary Literacy Team

Read and spell phonically decodable two-syllable and three-syllable words
6. Word structure and spelling
 Spell new words using phonics as the prime approach
 Segment sounds into their constituent phonemes in order to spell them correctly
 Recognise and use alternative ways of spelling the graphemes already taught
 Use knowledge of common inflections in spelling, such as plurals, -ly, -er
 Read and spell phonically decodable two-syllable and three-syllable words
7. Understanding and interpreting texts
 Explain the effect of patterns of language and repeated words and phrases
8. Engaging with and responding to texts
 Visualise and comment on events, characters and ideas, making imaginative links to their own experiences
9. Creating and shaping texts
 Find and use new and interesting words and phrases, including story language
 Create short simple texts on paper and on screen that combine words with images (and sounds)
12. Presentation
 Write most letters, correctly formed and orientated, using a comfortable and efficient pencil grip
 Write with spaces between words accurately
Building on previous learning by checking that
children can already:
Key aspects of learning:
Resources:
Writing flier 3 - Writing poetry (Ref: 0532-2001)
http://www.standards.dfes.gov.uk/primary/publications/literacy/63353/nls_teachwriting053201poem3.pdf
Progression in poetry – Y1 Extract below
http://www.standards.dfes.gov.uk/primaryframeworks/downloads/Word/Prog_poetry.doc
Year
Year
1
Strands 2, 5, 6 & 7 Reading
Poetry:
subject matter and
theme;

language use;
style




pattern
discuss own
response and what
the poem is about;
talk about favourite
words or parts of a
poem;
Strands 1 & 6 Performing
Poetry:
use of voice;

presentation

perform in unison,
following the rhythm
and keeping time

notice the poem’s
pattern
imitate and invent
actions
Strands 8 – 12 Creating Poetry: original playfulness with language
and ideas;

detailed recreation of closely
observed experience;

using different patterns




invent impossible ideas, e.g. magical
wishes;
observe details of first hand
experiences using the senses and
describe;
list words and phrases or use a
repeating pattern or line.
A site to find resources: http://www.poetryarchive.org/childrensarchive/home.do
A site to find resources and publish/share your poems: http://www.poetryzone.ndirect.co.uk/index2.htm
Brighton and Hove Primary Literacy Team
Building assessment into
Learning outcomes:
teaching:
Translate into success criteria appropriate for your class
Phase 4
Phase 3
Phase 2
Phase 1
Phases of learning:
Brighton and Hove Primary Literacy Team
Success Criteria:
Refer to Primary Framework Teaching Sequence (link below) to complete unit plans appropriate to your class and
curriculum.
http://www.standards.dfes.gov.uk/primaryframeworks/literacy/planning/Year1/Poetry/unit3/
Day
Lesson LO
or success
criteria
Whole-class
work
Whole-class work
Use the overview above to begin to map out the teaching sequence.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Brighton and Hove Primary Literacy Team
Independent work
Group work
Plenary
including key
assessment