Poetry

English Year 3 Spring Poems on a Theme

Poetry to Express Emotion

Express emotion with Michael Rosen’s A to Z. Explore, write and perform emotional poetry. Revise verbs (including irregular verbs), simple past tense and present perfect form.

Start with the core unit to introduce key texts. Then select from comprehension, SPAG and composition units.

Core
Unit 1 Core: Introduction to poetry which expresses emotion
(suggested as 4 days)

You Will Need

Texts
Michael Rosen’s A to Z by Michael Rosen

Poems
Poems used from this book (included in resources)
'Arundel Swimming Pool' by Robert Hull
'GRRRR' by Francesca Beard
'The World is a Box' by Sophie Hannah
'Listen' by John Hegley
'Marbles' by Michael Kavanagh
'Valentine' by Jackie Kay

Website:

Poet Joseph Coelho explains what poetry is and how to perform it from bbc.co.uk

Planning and Activities

Day 1 Teaching
Discuss emotions, possible synonyms for each and what causes these emotions. Read 'Arundel Swimming Pool', first without any emotion, and then with lots of expression. Make a list of Success Criteria for a good poetry performance.
Activity
In groups, and using the Success Criteria as a guide, children read, rehearse, and perform ‘Arundel Swimming Pool'.

Day 2 Teaching
Read the poem ‘GRRRR’ and discuss how we can infer the emotions from the actions described. Locate the words/phrases which indicate how the poet is feeling. Select one and model using a thesaurus to find synonyms.
Activity
Children explore potential synonyms to replace the missing words in the poem frame. They consider the impact of each before adding in their chosen synonyms, creating a ‘new’ poem.

Day 3 Teaching
Reread ‘GRRRR’ and discuss how they think the person on the receiving end of the poem is feeling and why is the poet ready to be quiet at the end. Emphasise that the poet has left lots of clues for us to fill in the gaps, using inference.
Activity
In groups, children read three poems together and use question prompts to discuss them. They record their ideas next to the poems.

Day 4 Teaching
Discuss poems shared so far in this unit and recap poetry techniques. Look through the poems and challenge children to identify examples of these techniques before discussing the impact they have. Activity
Children choose one of the poems from the unit that they like. They reread it and explain to a partner why they like it, using guidance. Children then write their poem review in neat accurate handwriting.

SPAG
Unit 2 SPAG: Generate and punctuate dialogue between parents and children
(suggested as 3 days)

You Will Need

Texts
Michael Rosen’s A to Z by Michael Rosen

Poems
Poems used from this book (included in resources)
'M' by Graham Denton
'Late Home' by Gervase Phinn

Planning and Activities

Day 1 Teaching
Display and read the poem, 'M'. Highlight spoken parts and notice the speech marks around the words the characters say, and that each time a new character speaks the poet begins a new line. Teach dialogue punctuation using the Grammar Presentation.
Activity
Children read 'Mother and Daughter in Conversation', thinking about how each part would be said. They then write this conversation as punctuated dialogue with reporting clauses.

Day 2 Teaching
Discuss times children have felt an adult didn’t listen to them; share 'Late Home'. Discuss the poem, including the layout of speech – note that it is a script. Compare to punctuated speech. Model starting a new conversation and record as a script.
Activity
In pairs children pick a conversation idea and roleplay it in a similar way to that of 'Late Home', recording their ideas as a script.

Day 3 Teaching
Revise direct speech punctuation using the Grammar Presentation then reread 'Late Home', explaining that you are going to rewrite this script using punctuated speech.
Model re-writing the first 6 lines of the poem, using speech punctuation.
Activity
Children rewrite their roleplayed scripts as punctuated dialogue, thinking carefully about reporting clauses. They read back through their script and make any corrections to punctuation.

SPaG: Grammar and Punctuation

Grammar Presentation: Dialogue Punctuation
Identify, read and learn how to punctuate direct speech, including inverted commas, commas between clauses and end of speech clause punctuation.

Comprehension
Unit 3 Comprehension: Poems which evoke emotion through sound
(suggested as 4 days)

You Will Need

Texts
Michael Rosen’s A to Z by Michael Rosen

Poems
Poems used from this book (included in resources*):

'Empty House' by Gareth Owens*
'Noises in the Night' by Dilys Rose*
'Bone Yard Rap' by Wes Magee
'Rain Falls Down' by Margot Henderson
'Sound Count Down' by Robert Hull

Planning and Activities

Day 1 Teaching
Play four Emotional Songs clips and discuss how each makes children feel. Create a list of emotions words for each song and discuss how music and other sounds can make us feel strong emotions.
Activity
In threes, children cut out six emotions words and stick them at the centre of a page.
They cut out onomatopoeic words and link them to each emotion.

Day 2 Teaching
Read 'Empty House' and discuss the emotions it provokes. Highlight and discuss the use of onomatopoeia and note how these words help to evoke tension.
Activity
Children explore three suggested poems which use onomatopoeia to provoke emotion. They identify the main emotions that each poem provokes and highlight onomatopoeia which provokes this.

Day 3 Teaching
Read 'Noises in the Night' and discuss what the poem is about and how it makes you feel. Discuss other settings and the sounds you might hear. Note onomatopoeic words which reflect these sounds and explore how these provoke emotions.
Activity
Children select a setting and collect ideas to plan an emotive poem. They complete the Poetry Map for their chosen setting, identifying key nouns, what the noun is doing and associated onomatopoeia and emotions.

Day 4 Teaching
Read 'Beach Emotions' and link it back to the Example Poetry Map from Day 3. Explore how the poem is arranged, highlighting the structure of each stanza.
Activity
Children use their plan to write a list poem for an emotional place. They use the Poetry Frame to help. Children read their poem aloud to a partner and check for spellings and impact.

SPAG
Unit 4 SPAG: Simple past form and present perfect form
(suggested as 4 days)

You Will Need

Texts
Michael Rosen’s A to Z by Michael Rosen

Poems
Poem used from this book (included in resources):
'The Noise' by Michael Rosen

Planning and Activities

Day 1 Teaching
Read 'The Noise', by Michael Rosen and list examples of things family members do that are annoying. Explore the Grammar Presentation to revise simple past tense. Write verbs in simple past form and model write associated sample sentences.
Activity
Children write lots of real or imagined lines about annoying things family members might have done. They choose a verb and convert it into the simple past form before writing their sentences.

Day 2 Teaching
Share the class poem from Day 1 and note that the actions in it are not affecting you now. Explore present perfect form using the Grammar Presentation, and model how to change simple past form to present perfect form, using has or have.
Activity
Children convert their poem from Day 1 from simple past tense form into present perfect form. They use have or has to change the form.

Day 3 Teaching
Read the converted 'Yesterday' poem from Day 2 and use the Grammar Presentation to revise present perfect form. Emphasise the use of the form to talk about past events which affect the present, then model writing actions in the present perfect.
Activity
Children write a simple list poem called 'I feel Happy Because…' They write lines about things that have happened that mean they are happy now using the present perfect form. Children then present it in the form of a smiling shape poem.

SPaG: Grammar and Punctuation

Grammar Presentation: Verbs, simple past and perfect forms
Revise simple past form including with verbs which are irregular. Compare this with present perfect form which indicates past events which affect the present. Practise using present perfect form and exploring the impact of using this form.

Composition
Unit 5 Composition: Write an anecdote poem which includes emotion
(suggested as 4 days)

You Will Need

Texts
Michael Rosen’s A to Z by Michael Rosen

Poems
Poem used from this book (included in resources):
'Jelly Fuss' by Coral Rumble

Planning and Activities

Day 1 Teaching
Discuss how poets can get ideas for their poems from memories. Read 'Jelly Fuss' and explain that the poet is retelling an experience. Model telling children about a time when you felt strong emotions, and how to note the main points of your story.
Activity
Children describe a time when they experienced different or changing emotions. They then make notes in the form of a list, about what happened. Children note how they felt using emojis.

Day 2 Teaching
Reread 'Jelly Fuss' and note the line breaks make the reader pause and think about each stanza. Explore the Stanza Prompts and model how to break notes down into four key sections. Shape the notes of the first section into powerful poetry language.
Activity
Children discuss how to break their experiences into three or four stages using their notes and emojis from Day 1. They then plan a short stanza for each stage and begin to write their poem.

Day 3 Teaching
Share a draft poem and highlight good use of language and imagery. Model revising and improving the poem by adding in additional adjectives, verbs and adverbs, speech and/or examples of the present perfect form.
Activity
Children reread their draft poem and suggest possible improvements. They check for spellings then read one another’s and make further suggestions for improvement.

Day 4 Teaching
Emphasise how important the impact of the final copy of a poem is. Recap on key features of neat and accurate handwriting, focusing on any work you have been doing recently on this.
Activity
Children plan how they will lay out their final copy of their poem. They write out their poem in neat, using accurate joined handwriting. Children read their poem aloud to a friend to practise using intonation for best effect.