Day 1 Teaching
Revise poetry terms. Display and share Younger Brother by Trevor Millum and Ten Things Found in a Wizard’s Pocket by Ian McMillan (see resources), identifying them as list poems. Discuss use of vivid description.
In groups, children use brought in/provided objects to develop vivid lines of poetry which can be combined to make a vivid group list poem. They write a line each on strips of paper and experiment with the order of the lines, rereading to assess impact.
Day 2 Teaching
Share and discuss Today, I Feel by Gervase Phinn (see resources). Note the impact of the language, including use of similes. Compare this with As, as, as… by Robert Hull (see resources), thinking about structure, theme and use of alliteration.
Children work individually or with a partner to write a poem similar to Today I Feel. Choose a common title, e.g. I Like Food which children use to build a list poem which uses similes to create powerful images. A writing frame is available for support (see resources).
Day 3 Teaching
Share Land of the Ocean Noise (see resources), a type of list poem called a kenning. Explain that kennings describe something without naming it, e.g. milk lapper = a cat. What do chilren think this poem is about? The sea. Discuss some of the descriptions.
In groups, children read and discuss a selection of kennings where the animal subject has been hidden. Can they work out what animal is being described, justifying their opinion? Support is available in the form of a Clue Sheet (see resources).
Day 4 Teaching
Reread children’s favourite kennings from Day 3. Look at Kenning 1 (Squirrel by Celia Warren). Can children spot the pattern? Each line has a noun followed by a verb with the suffix -er. Use an enlarged copy of Ideas Recorder (see resources) to help children construct own kenning descriptions.
Children develop ideas to describe an animal in the kenning form, using the Ideas Recorder resource (see resources). Using their idea bank, children then select and arrange the lines to form a kenning. Challenge some to include rhyme. Can the class guess their mystery animal?