Poetry

English Year 1 Autumn Humorous Poems

Funny Poems

Develop reading and comprehension skills and stimulate writing using Oi Frog! & Oi Dog! Study syllables, the prefix un- and suffixes –ing and –ed. Begin to understand past/present tense.

We recommend that you start with the core unit, the heart of this English block of study. This introduces key textual material and sets the tone for any further units you wish to teach. These can be selected on the basis of the needs of your class – look at the green icons to identify the unit’s particular focus: SPAG, Composition or Comprehension. Whichever units you choose, we suggest teaching them in order, as there is a built-in progression indicated by the numbering.

‘UNIT PLAN’ gives you a text version of all parts of the unit to use in your school planning documentation. ‘DOWNLOAD ALL FILES’ gives you that unit plan plus all of the associated documents.

Core
Unit 1 Core: Explore two humorous extended rhymes; use as a stimulus to writing
(suggested as 4 days)

Objectives

Spoken Language
-- Articulate and justify opinions.
-- Maintain attention and participate actively in conversations.

Word Reading
None for this unit

Comprehension
-- Listen to and discuss a wide range of texts.
-- Participate in discussion about what is read to them.
-- Explain clearly their understanding of what is read to them.
-- Become very familiar with texts, considering their particular characteristics.
-- Learn to appreciate rhymes.

 

Transcription
-- Spell words containing each of the 40+ phonemes already taught and common exception words.
-- Sit correctly at the table, holding a pencil comfortably and correctly.
-- Begin to form lower-case letters in the correct direction, starting and finishing in the right place.

Composition
-- Say out loud what they are going to write about.
-- Compose a sentence orally before writing it.
-- Read aloud their writing clearly enough to be heard by their peers and the teacher.

Grammar
-- Leaving spaces between words.
-- Begin to punctuate sentences using a capital letter and a full stop.

You Will Need

Texts
Oi Frog! by Kes Gray and Jim Field
Oi Dog! by Kes Gray and Jim Field

Teaching and Activities

Day 1 Teaching
Say the children will identify and justify an opinion of a funny book. Read Oi Frog! Enjoy the humour of the book. Consider patterns in the book. Discuss what the children like and do not like about the book, use because to extend each idea. Use correct punctuation to write each sentence.
Activity
Children work in ability pairs. Display a because mnemonic. They discuss if they like or do not like the book, with each child justifying their opinion. Children use correct punctuation to write each sentence.

Day 2 Teaching
Say the children will identify rhyming words. Read Oi Frog! Notice each animal sits on something it rhymes with. Display, read and then match pairs of rhyming words. Consider which words have the same/different spelling patterns. Identify and write further examples to each pair of rhyming words.
Activity
Children work in mixed ability pairs. Give each pair a selection of words. They read each word and write additional rhyming words. Children notice which words have the same or different spelling patterns.

Day 3 Teaching
Display and read Oi Dog! Identify favourite pairs of rhyming words. Say the children will complete a sentence that includes a pair of rhyming words. Orally prepare, edit and rehearse a range of suitable sentences. Display the writing frame and use correct punctuation to complete each sentence appropriately.
Activity
Children work independently. Give each child a writing frame. They orally compose, edit and write a range of correctly punctuated sentences that include pairs of rhyming words.

Day 4 Teaching
Say the children will write their own version of Oi Dog! and Oi Frog! Display and read the writing frame. Orally prepare a range of sentences. Model adding descriptive vocabulary. Use correct punctuation and neat handwriting to write each sentence. Read each sentence aloud, using an appropriate intonation.
Activity
Children work independently. Give each child a writing frame. They orally prepare a range of sentences that include pairs of rhyming words. Children use correct punctuation and a neat style of handwriting to write each sentence.

Core
Unit 2 SPaG: Explore syllables and the prefix ‘un’ writing
(suggested as 3 days)

Objectives

Spoken Language
-- Listen and respond appropriately to adults and their peers.
-- Articulate and justify answers.
-- Use spoken language to develop understanding through speculating, hypothesising and exploring ideas.

Word Reading
-- Apply phonic knowledge and skills as the route to decode words.
-- Read accurately by blending sounds in unfamiliar words.
-- Read other words of more than one syllable that contain taught GPCs.

Comprehension
-- Draw on what they already know or on background information and vocabulary provided by the teacher.
-- Check that a text makes sense to them as they read and correcting inaccurate reading.

 

Transcription
-- Sit correctly at the table, holding a pencil comfortably and correctly.
-- Begin to form lower-case letters in the correct direction, starting and finishing in the right place.
-- Add the prefix un- to root words.
-- Apply the simple spelling rules and guidelines, as listed in Appendix 1

Composition
-- Say out loud what they are going to write about.
-- Compose a sentence orally before writing it.

Grammar
-- Leave spaces between words.
-- Begin to punctuate sentences using a capital letter and a full stop.

You Will Need

Poems
Upside Down by Aileen Fisher (see resources)
Additional poems (see resources)

Teaching and Activities

Day 1 Teaching
Display Upside Down. Read it aloud with a strong syllabic rhythm. Say that a syllable is like a beat within a word, consisting of one main vowel sound. Demonstrate clapping the syllabic pattern in lines 2, 3 and 4 of the poem. Display pictures of mini-beasts. Identify each one and count the syllables in the name.
Activity
Children work in mixed ability pairs. Each pair of children selects a picture of a mini-beast. Children identify the creatures and the number of syllables in the name. They consider other words that have the same number of syllables and write a selection of their favourite words.

Day 2 Teaching
Say the children will explore how the prefix un- changes the meaning of words. Display I’m unhappy. Read the title and predict the mood of the poem. Consider potential reasons why the poet is not happy. Read the poem and highlight words with the prefix un-. Remove the prefix to identify the root word.
Activity
Children work in ability pairs. Give each pair of children a writing frame. They read each sentence and select an appropriate word to complete it. Children read each complete sentence using a suitable intonation.

Day 3 Teaching
Say the children will compose a poem, containing words with the prefix un-. Explain that the children will write a poem called I’m unhappy. Consider potential themes for the poem. Orally prepare and rehearse suitable ideas and then use neat handwriting and correct punctuation to write them.
Activity
Children work independently. Give each child a line guide. Children select a theme for their poem and orally compose suitable lines/ideas. Remind the children they must include a range of words that begin with the prefix un-. Children use neat handwriting and correct punctuation to write their best ideas.

Comprehension
Unit 3 Comprehension: Read, understand and group poems
(suggested as 4 days)

Objectives

Spoken Language
-- Maintain attention and participate actively in collaborative conversations, staying on topic and initiating and responding to comments.
-- Participate in discussions and performances.

Word Reading
-- Apply phonic knowledge and skills as the route to decode words.
-- Read accurately by blending sounds in unfamiliar words.
-- Read common exception words; Read aloud accurately books that are consistent with their developing phonic knowledge.
-- Re-read books to build up their fluency and confidence.

Comprehension
-- Learn to appreciate rhymes and poems.
-- Explain clearly their understanding of what is read.

 


-- Learn to appreciate rhymes and poems, and to recite some by heart.
-- Participate in discussion about what is read to them, taking turns and listening to what others say.
-- Draw on what they already know or on background information and vocabulary provided by the teacher.

Transcription
None for this unit

Composition
-- Say out loud what they are going to write about.
-- Compose a sentence orally before writing it.

Grammar
-- Leave spaces between words.
-- Begin to punctuate a sentence using a capital letter and a full stop.

You Will Need

Poems
Antigonish credited to W. H. Mearns (see resources)
Now We Are Six by A. A. Milne (see resources)
Additional poems in resources

Group reader
Animal Upsets (see below)

Teaching and Activities

Day 1 Teaching
Read and enjoy the humour of Animal Upsets. Re-read the text and identify words that are exact and near rhymes. Children work in mixed ability pairs and discuss if they like or do not like the book. Help children use because to provide a reason for their opinion. Say the children will read a range of rhyming poems and discuss them.
Activity
Children work in mixed ability pairs. Give each pair a selection of poems and some discussion questions. Together the children read each poem and then use the prompts to discuss them.

Day 2 Teaching
Say the children will discuss funny poems and then learn and perform their favourite. Read and discuss Now we are Six and Antigonish. Select a poem as your favourite; provide a reason for your opinion. Children work in pairs to select their favourite poem and to justify their opinion. Discuss how to perform the poem effectively. Write ideas.
Activity
Set up three workstations. Put a collection of poetry on each workstation. Children work in mixed ability groups. Children select and join a workstation. They read the poems and identify their favourite. Children work in small groups, based on their favourite poem, and prepare to perform it.

Day 3 Teaching
Read Now we are Six. Notice the pattern of each verse. Orally compose an alternative second line to the first verse. Children work in pairs to orally compose a second line to the remaining verses. Display the writing frame. Use neat handwriting to write a second line to each verse. Say the children will adapt a familiar poem by changing words or adding extra lines.
Activity
Children work in ability pairs. Children select a poem to adapt. Give each child an appropriate writing frame. They orally explore how to adapt/extend the poem, before recording their best ideas.

Day 4 Teaching
Say the children will compare a poem they like, with one they do not like. Select and display two of the poems used in this unit. Read each poem. Identify and discuss the features of the poem. Children work in pairs to orally prepare sentence/s to identify what they like and do not like about each poem. Use correct punctuation to write a range of sentences.
Activity
Children work independently. Give each child a poetry review template. Children select one poem they like and one they do not like. They orally prepare and rehearse a response to each section of the poetry review, before writing their best ideas as correctly punctuated sentences.

Group Readers

Animal Upsets

Children will enjoy reading about the naughty things animals get up to (often without meaning to!). With its simple rhyming pattern this is great text to use when studying poetry and rhyme.

You can purchase printed copies of this Group Reader from Hamilton Education

SPAG
Unit 4 SPaG: Adding the suffixes –ing and –ed to verbs
(suggested as 3 days)

Objectives

Spoken Language
None for this unit

Word Reading
-- Apply phonic knowledge and skills as the route to decode words.
-- Read accurately by blending sounds in unfamiliar words.
-- Read common exception words.

Comprehension
None for this unit

Transcription
-- Begin to form lower-case and a capital letters in the correct direction.

 

Composition
-- Say out loud what they are going to write about.
-- Compose a sentence orally before writing it.

Grammar
-- Leave spaces between words.
-- Begin to punctuate sentences using a capital letter and a full stop.
-- Learn the grammar in column 1 in year 1 in Appendix 2.
-- Use the grammatical terminology in Appendix 2 in discussing their writing.

You Will Need

Poems
Playtime by Hamilton Trust (see resources)

Group Readers
Animal Upsets (see below)

Teaching and Activities

Day 1 Teaching
Read and enjoy the humour of Animal Upsets. Identify the animals and discuss what they are doing. Say we can add –ing and –ed to change the tense of some verbs. Generate a wordbank of –ing and –ed verbs. Select a verb and orally compose a present or past tense sentence. Say the children will read and sort present and past tense sentences.
Activity
Children work in mixed ability pairs. Give each pair a selection of sentences and a sorting grid. Children cut out and read each sentence. They identify the verb in each sentence and decide if it is in the present or past tense. Group sentences together.

Day 2 Teaching
Remind children that verbs imply when actions are happening. Display and read a range of verbs. Add –ing and –ed to each verb. Select a root verb and compose a sentence in the present or past tense. Demonstrate using correct punctuation to write each sentence correctly. Say the children will write sentences in the present and past tense.
Activity
Children work in ability pairs. Give each pair of children a selection of root verbs. They read each verb and add the –ing and –ed suffix. Children select a verb and use it to orally compose a present and past tense sentence. They use correct punctuation to write their ideas.

Day 3 Teaching
Read and enjoy Playtime. Identify the verbs. Model how to add –ing to the verbs in the first verse and –ed to the verbs in the second verse. Edit the poem. Say the children will compose and write an alternative poem called Hometime. Display a range of root verbs. Select a tense for the poem. Use the verbs to orally compose a first line. Children work in pairs to compose additional ideas. Write the best ideas.
Activity
Children work independently. Give each child a collection of root verbs and a line-guide. They select a tense for their poem, adding either –ing or –ed to each verb. Children use the verbs to orally compose a poem about hometime. They select and write their ideas onto the line guide.

Group Readers

Animal Upsets

Children will enjoy reading about the naughty things animals get up to (often without meaning to!). With its simple rhyming pattern this is great text to use when studying poetry and rhyme.

You can purchase printed copies of this Group Reader from Hamilton Education

Composition
Unit 5 Composition: Plan and write a funny poem based on one read
(suggested as 4 days)

Objectives

Spoken Language
-- Participate in performances.
-- Select and use appropriate registers for communication.

Word Reading
None for this unit

Comprehension
-- Be encouraged to link what they hear read to their own experiences.
-- Participate in discussion about what is read to them.
-- Explain clearly their understanding of what is read to them.

Transcription
-- Hold a pencil comfortably and correctly.

 


-- Begin to form lower-case and capital letters in the correct direction, starting and finishing in the right place.

Composition
-- Say out loud what they are going to write about.
-- Discuss their writing with other pupils.
-- Compose a sentence orally before writing it.

Grammar
-- Leave spaces between words.
-- Punctuate sentences using a capital letter and full stop.
-- Use a capital letter for names of people.
-- Learn the grammar in column 1 in Year 1 in Appendix 2.

You Will Need

Poems
All Wet by Tony Johnston (see resources)
My Name Is by Pauline Clarke (see resources)

Weblinks
Binding single pages together from Wikihow

Teaching and Activities

Day 1 Teaching
Read and enjoy the humour of All Wet. Identify and highlight the different names. Remind children that the names of people begin with an initial capital letter. Invite children to identify the names of people special to them. Write their suggestions. Display a copy of All Wet with the names removed. Say the children will select names and complete the poem.
Activity
Children work independently. Give each child a writing frame. Children read through the writing frame and select suitable names to complete the poem. Remind the children to begin each name with a capital letter and to write a different name in each blank space.

Day 2 Teaching
Read and enjoy the humour of My Name Is… Identify and discuss the variety of funny names the poet has used. Say the poet has chosen names based on what they like or would like to do. Tell the children to discuss and identify a range of fun ideas. Write their suggestions. Keep their ideas for Day 3.
Activity
Children work in mixed ability pairs. Give each pair a sheet of A3 paper. Children work together to discuss activities they like doing or would like to do; encourage them to be creative in their suggestions. They write a selection of their favourite ideas.

Day 3 Teaching
Display and read My Name Is… Notice that some names rhyme and some do not. Say the children will draft their version of the poem. Display and read the list of ideas written during the Input of Day 2. Select an idea, convert it into a sentence and write it. Children compose a rhyming or non-rhyming second line. Repeat until you have written a four-line poem. Keep the poem for Day 4.
Activity
Children work independently. Give each child the list of ideas they compose on Day 2 and a writing frame. Explain that while some children will want to write a rhyming poem, others will not. Children select their favourite ideas and orally convert them into sentences. They use correct punctuation to write each sentence.

Day 4 Teaching
Display the poem written on Day 3. Use neat handwriting to rewrite the poem. Read the poem aloud badly. Read it again confidently and fluently. Discuss which performance was better. Children identify the features of a good performance. Write their ideas. Say the children will publish and perform their funny poem.
Activity
Children work independently. Give each child a line-guide and the poem written on Day 3. They check the spelling and punctuation of the poem and edit it if necessary. Children re-write the poem using neat handwriting. After, they work in mixed ability pairs and use the strategies from the Input to prepare a performance of the poem.