Poetry

English Year 5 Summer Poems on a Theme

Aspirations and Dreams

Using inspirational poetry, look at aspirations and dreams. Start with a performance of 'What do you want to be?'. Explore modal verbs/adverbs and relative clauses.

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

Core
Unit 1 Core: Introducing Poems on a Theme; use metaphors
(suggested as 4 days)

You Will Need

Poems
(All in resources)
What do you want to be? by Wilf Merttens
Hold Fast to Dreams by Langston Hughes
Mother to Son by Langston Hughes

Planning and Activities

Day 1 Teaching
Watch a performance of What do you want to be? by Wilf Merttens. Read about the author and start to discuss the question that he asks and the answers he suggests.
Activity
Work with a partner to discuss future jobs and ambitions. Discuss a range of surprising jobs and give reasons for which would be chosen.

Day 2 Teaching
Read Hold Fast to Dreams by Langston Hughes. Read about the author and discuss his use of metaphor and choice of verbs.
Activity
Start to note ideas for alternative metaphors and verbs to use in a poem inspired by Langston Hughes. Listen to and discuss another of his poems.

Day 3 Teaching
Model how to extend metaphors and how to write a poem using notes from Day 2.
Activity
Write own poems, share with a partner, make improvements and present a final version. Read this to a partner and to the class.

Day 4 Teaching
Read Mother to Son by Langston Hughes and compare it with the end section of What do you want to be? Talk about how these two different poems have similar themes.
Activity
Work in reading level groups to read and answer questions about three poems on the theme of determination and perseverance. Hear about each of these poems and then choose a quote to inspire for the future.

SPAG
Unit 2 SPaG: Using Relative Clauses
(suggested as 3 days)

You Will Need

Poems
Superheroes I could have been by Roger Stevens (see resources)

Presentations
SPaG powerpoint: Relative Clauses

Planning and Activities

Day 1 Teaching
Read the first lines of Superheroes I could have been by Roger Stevens. Talk about current superheroes and read two descriptions. Identify relative clauses in these descriptions and use a Powerpoint to teach about relative clauses and relative pronouns.
Activity
Add relative pronouns and write relative clauses into sentences about superheroes.

Day 2 Teaching
Read the next line of Superheroes I could have been and talk about superhero jobs that are not currently taken. Read a description of two invented superheroes and identify relative clauses. Use a Powerpoint to teach about punctuation of relative clauses.
Activity
Invent and write about new superheroes using relative clauses.

Day 3 Teaching
Read and discuss the whole of Superheroes I could have been, exploring the wordplay in the last stanza.
Activity
Convert sentences from Day 2 about new superheroes into short poems. Present and display these. Discuss the effect of the poet’s choice of grammar.

SPaG: Grammar and Punctuation

Relative Clauses PowerPoint
Understand how to use relative clauses to give more information about a noun. Look at how relative pronouns are used to begin a relative clause. Learn how to correctly punctuate embedded relative clauses.

Comprehension
Unit 3 Comprehension: Reading and writing poems on a theme
(suggested as 4 days)

You Will Need

Poems
(All in resources)
The You Can Be ABC by Roger Stevens
Caged Bird by Maya Angelou

Planning and Activities

Day 1 Teaching
Read and discuss The You Can Be ABC by Roger Stevens. Model the use of dictionaries.
Activity
Use a website list to choose a job for each letter of the alphabet. Use dictionaries to find the meanings of these jobs.

Day 2 Teaching
Read The You Can be ABC again. Look in particular at the use of alliterating adjectives and talk about the effect of these.
Activity
Write own versions of the poem, using the jobs found on Day 1. Read about Roger Stevens and visit his poet publishing website.

Day 3 Teaching
Talk about the idea of freedom in Wilf Merttens and Roger Stevens poems. Introduce Caged Bird by Maya Angelou and model using ‘secret strings’ to annotate the poem.
Activity
Work with a partner to explore Caged Bird, annotating the poem and discussing it. Read about Maya Angelou and talk about how her life might have inspired her poem.

Day 4 Teaching
Watch and discuss three performances of Caged Bird. Make plans about a performance of your own.
Activity
Share performances and then spend time comparing the two poems from this unit, how they are different and how they are similar.

SPAG
Unit 4 SPaG Indicating degrees of possibility
(suggested as 2 days)

You Will Need

Poems
(All in resources)
When I'm Older by Lemn Sissay
What do you want to be? by Wilf Merttens

Presentations
SPaG powerpoint: Degrees of Possibility – Adverbs and Modal Verbs

Planning and Activities

Day 1 Teaching
Use the A-Z job lists and What do you want to be? to make lists of jobs. Notice the repeated ‘Maybe you…’ line opening in the poem and use a PowerPoint to teach about adverbs of possibility.
Activity
Write about job ambitions using adverbs of possibility. Order adverbs of possibility and notice their shades of meaning.

Day 2 Teaching
Read an author profile and When I’m Older by Lemn Sissay again. Look at the words: should, ought and must and use a PowerPoint to teach about these modal verbs of obligation.
Activity
Use modal verbs to write a poem titled, While You’re Still Young, telling a child all they have to do. Hear poems read and evaluate them together.

SPaG: Grammar and Punctuation

Degrees of Possibility – Adverbs and Modal Verbs PowerPoint
Look at adverbs of possibility and consider the degree of certainty they imply. Discuss modal verbs and the level of certainty, ability and obligation they each express.

Composition
Unit 5 Composition: Writing and performing a poem based on one listened to
(suggested as 4 days)

You Will Need

Poems
What do you want to be? by Wilf Merttens (see resources)

Planning and Activities

Day 1 Teaching
Watch What do you want to be? by Wilf Merttens. Explore the Performance Planner and model how to record ideas for a new version of the poem.
Activity
Use one of the three Performance Planners and create ideas for a new version of the poem. Talk about the audience for these poems.

Day 2 Teaching
Model turning jottings and notes from Day 1 into finished lines for a poem. Look at sections of the Performance Planner that children found difficult. Model using a thesaurus to find rich and interesting vocabulary.
Activity
Turn notes and jottings into polished lines. Share these with a partner and talk about which they are pleased with and which could be improved.

Day 3 Teaching
Model reading your draft poem aloud and revising and improving lines as you do. Talk about the importance of punctuation to clarify meaning and the delivery of the poem.
Activity
Read poems aloud to refine and edit lines. Work with a partner to make improvements. Start to learn poems by heart.

Day 4 Teaching
Watch and discuss Wilf Mertten’s performance of his poem, his vocal delivery and the actions that he uses.
Activity
Work on performing poems and then perform to a small group, whilst the performance is filmed. Watch others’ performances and evaluate them on a Performance Feedback Sheet. Reflect on the process of performing and decide the possible audience for the poem.