Poetry

English Year 1 Summer Classic Poems

Traditional Poems

Have fun with traditional action rhymes, rounds, songs and nursery rhymes. Explore verbs and sentence punctuation. Improvise dramas based on nursery rhymes; write in role.

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: Introduction to traditional rhymes, poems and songs
(suggested as 4 days)

Objectives

Spoken Language
-- Listen and respond appropriately to adults and their peers.
-- Speak audibly and fluently.
-- Participate in performances.
-- Gain, maintain and monitor the interest of the listeners.

Word Reading
-- Apply phonic knowledge and skills as the route to decode words.
-- Respond speedily with the correct sound to graphemes.
-- Read accurately by blending sounds in words.
-- Read common exception words, noting unusual spelling and sound correspondence.

Comprehension
-- Learn to appreciate poems and to recite some by heart.
-- Participate in discussion about what is read, taking turns and listening to what others say.

 

Transcription
-- Spell words containing each of the 40+ phonemes already taught and common exception words.
-- Sit correctly at a 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 orally before writing.
-- Read aloud their writing clearly enough to be heard by their peers and the teacher.

Grammar
-- Use the grammatical terminology in English Appendix 2 in discussing their writing [verbs].

You Will Need

Poems
(All in resources)
Here’s the Lady’s Knives and Forks Traditional
Grandmas Glasses Traditional
Two Little Dicky Birds Traditional
Here’s the Church and Here’s the Steeple Traditional
Foxy’s Hole Traditional
Arabian Nights by Tony Mitton
A Sailor Went to Sea Sea Sea Traditional
Row Row Row Your Boat Traditional

Websites
A Sailor Went to Sea Sea Sea from www.bbc.co.uk
Row Row Row Your Boat from www.bbc.co.uk

Teaching and Activities

Day 1 Teaching
Say that traditional rhymes and songs have been enjoyed by many generations because they are fun. Invite children to share favourite traditional finger rhymes. Demonstrate Here’s the Lady’s Knives and Forks. Rehearse the poem until the children are confident.
Activity
Children work in mixed ability pairs, each with a set of traditional finger rhymes. They read and enjoy the poems, noticing which words rhyme. Children identify their favourite finger rhyme and provide a reason for their choice. Together they learn their favourite poem.

Day 2 Teaching
Expressively perform Arabian Nights. Identify the features of an effective performance. Teach the children the words of the poem. Rehearse the poem until the children are confident. Explain that the children will add their own actions.
Activity
Children work in mixed-ability groups of three, each with a copy of Arabian Nights. They read through the poem and discuss adding suitable actions. Children use the strategies noted in the Input to help them rehearse an effective performance of the poem.

Day 3 Teaching
Watch and sing along with A Sailor Went to Sea Sea Sea. Display and read the lyrics. Note that sea and see sound the same, but are spelt differently. Identify alternative homophones. List them. Select a pair of words and demonstrate using them in a sentence.
Activity
Children work in ability-pairs, each with a selection of homophones. They read each word, discuss the meaning and orally rehearse using them correctly. Children write a correctly punctuated sentence to illustrate the meaning of each word.

Day 4 Teaching
Watch and sing along with Row Row Row Your Boat. Identify the main action of the rhyme, i.e. row. Consider alternative actions. Select an action and orally explore how to adapt the song. Select the best ideas and demonstrate how to annotate a copy of the lyrics.
Activity
Children work in ability-pairs. They discuss how to effectively adapt the rhyme, exploring different verbs. They select the best ideas and annotate a copy of the lyrics to record them. Children use neat and fluent handwriting to copy the new rhyme into their book.

SPAG
Unit 2 SPAG: Verbs; action rhymes and songs
(suggested as 3 days)

Objectives

Spoken Language
-- Listen and respond appropriately to adults and their peers.
-- Speak audibly and fluently.
-- Participate in performances.
-- Gain, maintain and monitor the interest of the listeners.

Word Reading
-- Apply phonic knowledge and skills as the route to decode words.

Comprehension
-- Learn to appreciate poems and to recite some by heart.
-- Participate in discussion about what is read to them, taking turns and listening to others.

 

Transcription
None for this unit

Composition
-- Say out loud what they are going to write about.
-- Compose a sentence orally before writing.
-- Re-read what they have written to check it makes sense.

Grammar
-- Use the grammatical terminology in English Appendix 2 [verbs].

You Will Need

Poems
(All in resources)
One, Two, Buckle My Shoe Traditional
Hands by Julia Donaldson

Teaching and Activities

Day 1 Teaching
Display and read One, Two, Buckle My Shoe. Consider alternative versions. Remind the children that we use verbs to name actions. Identify verbs in the first two stanzas and discuss suitable actions to represent them.
Activity
Children work in mixed ability pairs, each with a copy of One, Two, Buckle My Shoe. They read the whole poem and highlight each verb. Children consider and select an action, suitable for each verb. They memorise the text and actions and develop a performance.

Day 2 Teaching
Display and read Hands by Julia Donaldson. Highlight the verb in each line. Discuss and select a suitable action for each verb. Read the poem together, adding the agreed actions. Say the children will select alternative verbs for the poem.
Activity
Children work in ability pairs, each with a copy of Hands. Children read through the poem and highlight each verb. They discuss alternatives for each verb and annotate the poem to remember the best ideas.

Day 3 Teaching
Display and read Hands. Say that most lines begin with a verb: they are like instructions. Identify alternative verbs and list them. Use a verb to begin a short instruction. Use correct punctuation and neat handwriting to list the best ideas.
Activity
Children work independently. They orally compose, refine and rehearse a range of instructions that begin with a verb. They use correct punctuation and neat handwriting to list their ideas in their book.

Comprehension
Unit 3 Comprehension: Traditional rhymes and songs that tell a story
(suggested as 4 days)

Objectives

Spoken Language
-- Listen and respond appropriately to adults and their peers.
-- Speak audibly and fluently.
-- Gain, maintain and monitor the interest of the listeners.
-- Participate in performances.

Word Reading
-- Apply phonic knowledge and skills as the route to decode words.

Comprehension
-- Participate in discussions about what is read to them, taking turns and listening to what others say.
-- Learn to appreciate poems and to recite some by heart.

 


-- Explain clearly their understanding of what is read to them.

Transcription
-- Sit correctly at a table, holding a pencil comfortably and correctly.
-- Form lower case and capital letters in the correct direction.

Composition
-- Compose a sentence orally before writing it.
-- Sequence sentences.
-- Read aloud their writing.

Grammar
None for this unit

You Will Need

Poems
(All in resources)
Jack and Jill Traditional
Ding Dong Dell Traditional
London’s Burning Traditional
Sing a Song of Sixpence Traditional

Websites
How to bind a book from www.wikihow.com

Teaching and Activities

Day 1 Teaching
Say that traditional poems have been passed along generations as they are fun to chant and sing. Explain that the children will read and discuss a selection of traditional poems. Display and read Jack and Jill. Discuss the poem. Read it aloud together.
Activity
Children work in ability pairs, each with a traditional rhyme. Encourage the children to read the rhyme several times to ensure they can read it fluently. When the children are familiar with the poem, they discuss it sharing their thoughts, ideas and opinions.

Day 2 Teaching
Say the children will learn London’s Burning. Explain that it is a traditional rhyme which recalls the Great Fire of London, in 1666. Emphasise the strong rhythm of the poem, by clapping it. Discuss and develop an effective performance.
Activity
Children work in mixed ability groups, each with a copy of London’s Burning. They read the poem, clapping the strong rhythm. They use the strategies from the Input to develop and refine a group performance of the poem.

Day 3 Teaching
Identify a range of traditional poems, songs and rhymes. List them. Sing and enjoy a selection of poems from the list. Identify, recite and discuss a favourite poem. Use because to explain why it is a favourite poem.
Activity
Children work independently, each with a line guide. They use neat handwriting to write their favourite traditional poem, song or rhyme to add to a display.

Day 4 Teaching
Display and read London’s Burning. Notice and discuss the exclamation marks. Clap the syllabic pattern. Say the children will adapt the poem but keep the same rhythm. Compose alternative versions of the poem together.
Activity
Children work in mixed ability groups of three. They work together to compose a poem, to the tune of London’s Burning. Encourage the children to explore a variety of ideas, before selecting their favourite. Children write their favourite version into their book.

SPAG
Unit 4 SPAG: Sentence building and punctuation
(suggested as 3 days)

Objectives

Spoken Language
-- Participate in discussions and performances.
-- Consider and evaluate different viewpoints, attending to and building on the contributions of others.

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
-- 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 others.

Transcription
None for this unt

Composition
-- Say out loud what they are going to write about.
-- Compose a sentence orally before writing.
-- Sequence sentences to form short narratives.
-- Re-read writing to check that it makes sense.

Grammar
-- Punctuate sentences using a capital letter and a full stop, question mark or exclamation mark.

Teaching and Activities

Day 1 Teaching
Say the children will learn a traditional playground song. Display and read Oranges and Lemons. Notice the poem resembles a conversation between church bells. Discuss the exclamation marks and remind the children they convey strong emotion.
Activity
Children work in mixed ability groups of five, each with a copy of Oranges and Lemons. They read and memorise the lyrics. Children develop an expressive and confident performance of the song.

Day 2 Teaching
Display and sing Oranges and Lemons. Highlight each question and reply. Notice how each sentence is punctuated. Orally prepare and rehearse a range of alternative questions and answers. Use correct punctuation to write each sentence.
Activity
Children work in ability pairs, with a range of sentences with missing punctuation marks. They read each sentence and add the final punctuation mark. Children re-write their favourite pairs of sentences into their book.

Day 3 Teaching
Remind the children of the conversation between the church bells from Oranges and Lemons. Orally prepare and rehearse an extension to the conversation. Use correct punctuation to write each sentence, inside a speech bubble.
Activity
Children work independently. They orally prepare a short conversation between two bells before writing each sentence correctly. Help the children to write correctly punctuated questions, statements and exclamations.

Composition
Unit 5 Composition: Explore nursery rhymes; write in role
(suggested as 4 days)

Objectives

Spoken Language
-- Participate in discussions, presentations, performances, role-play, improvisations and debates.
-- Gain, maintain and monitor the interest of the listener(s).
-- Consider and evaluate different viewpoints, attending to and building on the contributions of others.

Word Reading
None for this unit

Comprehension
-- Learn to appreciate rhymes and poems and to recite some by heart.

 


-- Link what they read to their own experiences.
-- Draw on what they already know.

Transcription
None for this unit

Composition
-- Say out loud what they are going to write.
-- Sequence sentences to form short narratives.
-- Re-read writing to check that it makes sense.
-- Compose a sentence orally before writing.

Grammar
-- Punctuate sentences using a capital letter and a full stop, question mark or exclamation mark.

You Will Need

Poems
(All in resources)
Jack and Jill Traditional
Humpty Dumpty Sat on the Wall Traditional
Little Bo Peep Has Lost her Sheep Traditional
Pussy Cat, Pussy Cat, Where have you been? Traditional
Hey Diddle Diddle Traditional
Baa, Baa, Black Sheep Traditional

Teaching and Activities

Day 1 Teaching
Say the children will think about the plot behind a traditional nursery rhyme. Display a planning template for Jack and Jill. Identify each section. Use the questions on the template to develop a narrative that recount events in the poem.
Activity
Children work in mixed ability groups of five, each with a different nursery rhyme. Children read the nursery rhyme and use the questions to help develop a plot that explains the events in the poem. They record their best ideas on the template.

Day 2 Teaching
Display and read the planning template written during the Input of Day 1. Say the children will act out the story that explains the events in Jack and Jill. Identify and list the features of an effective group performance. Model using the strategies to prepare a performance.
Activity
Children work in the same mixed ability group of five, as Day 1. Give each group the planning template they completed during the Activity on Day 1. Children work together to rehearse a performance of the story behind the nursery rhyme ending by reciting it.

Day 3 Teaching
Say the children will assume the role of the character they performed on Day 2, to write a letter to Mother Goose. Display and read Jack and Jill. Read the question prompts and use them to discuss the poem. Orally prepare and rehearse a short letter to Mother Goose.
Activity
Children work independently. They carefully consider the nursery rhyme they performed during the Activity on Day 2 and orally prepare a letter to Mother Goose. Children use correct punctuation to write. They re-read their writing to check it makes sense.

Day 4 Teaching
Display and read the letter written during the Input of Day 3. Discuss the letter. Orally prepare and rehearse a reply to the letter, in the role of Mother Goose. Use correct punctuation and neat handwriting to write each sentence. Model checking and editing.
Activity
Children work independently. Give children access to a range of letters written to Mother Goose. They read each letter, select their favourite and orally prepare a suitable reply. Children use neat and fluent handwriting to write a correctly punctuated letter.