Poetry

English Year 5 Autumn Anthologies

I Like This Poem

Read/memorise poems from I Like This Poem (Kaye Webb) chosen by children. Gather favourites in an anthology; write their own. Use modal verbs and parenthesis.

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: Read, learn and compare poems in an anthology
(suggested as 4 days)

Objectives

Spoken Language
-- Listen and respond appropriately.
-- Speak audibly and fluently with an increasing command of Standard English.
-- Participate in discussions, presentations, performances, role play, improvisations and debates.

Word Reading
None for this unit

Comprehension
-- Ask questions to improve their understanding.
-- Summarise the main ideas drawn from more than one paragraph, identifying key details that support the main ideas.

 

-- Draw inferences, justifying these with evidence.
-- Identify how language, structure and presentation contribute to meaning.
-- Discuss/evaluate how authors use language, including figurative language, considering the impact on the reader.

Transcription
-- Write legibly, fluently and with increasing speed.

Composition
None for this unit

Grammar
None for this unit

You Will Need

Texts
I Like This Poem edited by Kaye Webb

Poems
Short Poems by Steve Turner (see resources)
Additional poems (see resources)

Teaching and Activities

Day 1 Teaching
Introduce the idea of anthologies and of favourite poems. Read the reasons given for each poem’s choice in the anthology. Start to practise giving reasons to explain preferences.
Activity
Read and understand the introduction to the anthology: ‘I like this poem’. Answer comprehension questions on it.

Day 2 Teaching
Together read a poem and discuss the features which will help us to memorise it. Learn how to memorise a poem, using a set of top tips.
Activity
Practise memorising a poem. Create individual folders for personal Poetry Anthologies. Then perform the poem as a whole class.

Day 3 Teaching
Look together at four different poems from ‘I like this poem’. Discuss the features of each poem. Encourage children to express preferences and give reasons, drawing on the poem’s features.
Activity
Look at up to four additional poems and choose favourite from amongst these. Draft a short reason for picking this poem. Watch some performances of the poems. Discuss their impact.

Day 4 Teaching
Display ‘Features of Poems’ and discuss each of these, including choice of vocabulary: alliteration, assonance, etc. and features concerning content: similes, imagery, metaphors, etc.
Activity
Carefully handwrite a copy of their favourite poem, ready for their anthologies. Then include a reason for this poem’s inclusion.

SPAG
Unit 2 SPAG: Learning to identify and use modal verbs
(suggested as 3 days)

Objectives

Spoken Language
None for this unit

Word Reading
None for this unit

Comprehension
-- Discuss their understanding of what they read and exploring the meaning of words in context.
-- Discuss and evaluate how authors use language, including figurative language, considering the impact on the reader.

 


-- Provide reasoned justifications for their views

Transcription
None for this unit

Composition
None for this unit

Grammar
-- Use modal verbs or adverbs to indicate degrees of possibility.

You Will Need

Texts
I Like This Poem edited by Kaye Webb

Poems
Escape at Bedtime by Robert Louis Stevenson (see resources)
Windy Nights by Robert Louis Stevenson (see resources)
Cats Sleep Anywhere by Eleanor Farjeon
The Listeners by Walter De La Mare (see resources)
Lone Dog by Irene McLeod

Presentations
SPAG PowerPoint: Modal Verbs

Teaching and Activities

Day 1 Teaching
Read the poem ‘Windy Nights’ by Robert Louis Stevenson. Use this poem to introduce modal verbs by looking at some sentences written in response to it.
Activity
Read the poems ‘Cats Sleep Anywhere’ by Eleanor Farjeon and ‘Lone Dog’ by Irene McLeod. Use a cloze procedure to select an appropriate modal verb to complete sentences about three poems. Introduce examples of modal adverbs.

Day 2 Teaching
Read the poem ‘The Listeners’ by Walter De La Mare. Discuss the mystery of the poem and revise poetic features. Revise modal verbs by reading a response to questions about the poem.
Activity
Read another response to the questions. Identify the modal verbs that have been used. Write own response to questions, using modal verbs. Watch and discuss a video version of ‘The Listeners’.

Day 3 Teaching
Read ‘Escape at Bedtime’ and ‘Windy Nights’ by Robert Louis Stevenson. Look at poetic features and compare the two poems. Revise Modal Verbs.
Activity
Write imaginatively about the scenes in either of the two poems. Include modal verbs in writing. Notice and discuss the effect of modal verbs.

SPaG: Grammar and Punctuation

Modal Verbs PowerPoint
This presentation teaches children to identify and use modal verbs which introduce a degree of certainty, obligation or ability by modifying another verb in the sentence.

Comprehension
Unit 3 Comprehension: Poetry Appreciation
(suggested as 3 days)

Objectives

Spoken Language
-- Speak audibly and fluently with an increasing command of Standard English;
-- Participate in discussions, presentations, performances, role play, improvisations and debates.
-- Gain, maintain and monitor the interest of the listeners.
-- Select and use appropriate registers to communicate.

Word Reading
None for this unit

Comprehension
-- Learn a wider range of poetry by heart.
-- Prepare poems to read aloud and perform, showing understanding through intonation, tone and volume so that the meaning is clear to an audience.

 


-- Identify how language, structure and presentation contribute to meaning.
-- Discuss and evaluate how authors use language, including figurative language, considering the impact on the reader.
-- Provide reasoned justifications for their views.

Transcription
None for this unit

Composition
None for this unit

Grammar
None for this unit

You Will Need

Texts
I like this poem edited by Kaye Webb

Poems
When I heard the Learn'd Astronomer by Walt Whitman (see resources)
Ozymandias by Percy Bysshe Shelley (see resources)
From a Railway Carriage by Robert Louis Stevenson (see resources)
Other poems (see resources)

Teaching and Activities

Day 1 Teaching
Read the poem ‘When I Heard the Learn’d Astronomer’ by Walt Whitman and use this as way of introducing mysterious and complex poetry.
Activity
Read ‘Ozymandias’ by Percy Bysshe Shelley and use the exercises to build understanding of this poem. Look at the impact of an illustrated version of this poem.

Day 2 Teaching
Discuss the quote ‘Poetry is to prose as dancing is to walking.’ Read two poems by Robert Louis Stevenson: ‘From a Railway Carriage’ and ‘Where go the Boats?’ focussing on rhythm in particular.
Activity
Prepare performances of these two poems. Share with one another. Listen to two recorded performances of these poems. Discuss the decisions made by the performers.

Day 3 Teaching
Read a section of the introduction to ’I like this poem’. Discuss the range of poems: mysterious, rhythmic, comic. Introduce two new poems: Colonel Fazackerly by Charles Causley and Silly Old Baboon by Spike Milligan. Discuss preferences.
Activity
Learn all (or part) of one of the poems by heart.

SPAG
Unit 4 SPAG: Identify and use parenthesis
(suggested as 3 days)

Objectives

Spoken Language
None for this Unit

Word Reading
-- Apply their knowledge of root words, prefixes, suffixes, etymology both to read and understand the meaning of new words.

Comprehension
-- Read and discuss an increasingly wide range of poetry.
-- Ask questions to improve understanding.
-- Identify how language, structure and vocabulary contribute to meaning.
-- Discuss and evaluate how authors use language, including figurative language, considering the impact on the reader.

 


-- Participate in discussions about poems read to them building on their own and other ideas and challenging views courteously.

Transaction
None for this unit

Composition
-- Note and develop initial ideas, draw on reading as necessary.
-- Select appropriate grammar and vocabulary, understanding how such choices affect meaning.

Grammar
-- Use brackets, dashes or commas to indicate parentheses.

You Will Need

Texts
I like this poem edited by Kaye Webb
Poems from Old Possums Book of Practical Cats by T.S. Eliot

Poems
Macavity: The Mystery Cat by T.S. Eliot
Other poems (see resources)

Presentations
SPAG PowerPoint: Parenthesis

Teaching and Activities

Day 1 Teaching
Read ‘Macavity: the Mystery Cat’ by T.S. Eliot – enjoying the rhythm and sound of the poem and exploring vocabulary and phrases.
Activity
Explore the vocabulary and phrases further then design ‘Wanted’ posters based on the poem.

Day 2 Teaching
Re-read Macavity and introduce the idea of parentheses and using brackets, commas or dashes.
Activity
Practise using parentheses and discuss the effect of punctuation chosen.

Day 3 Teaching
Explore other Cat poems by TS Eliot.
Activity
Using some of TS Eliot’s cat characters, invent scenarios and write about these including parentheses.

SPaG: Grammar and Punctuation

Parenthesis PowerPoint
Using this presentation, teachers can show children the different ways in which parenthesis can be added to a sentence. They outline the different contexts in which each of commas, dashes and brackets may be used appropriately

Composition
Unit 5 Composition: Writing a poem stimulated by those read
(suggested as 3 days)

Objectives

Spoken Language
None for this unit

Word Reading
None for this unit

Comprehension
None for this unit

Transcription
-- Choose which shape of a letter to use and decide which letters to join.
-- Choose the appropriate writing implement.

 

Composition
-- Identify the audience, select the appropriate form and use other similar writing as models for their own as necessary.
-- Plan and write by noting and developing initial ideas, drawing on reading.
-- Select appropriate grammar and vocabulary, understanding how such choices can affect meaning.
-- Read for spelling and punctuation errors.
-- Perform their own compositions, using appropriate intonation, volume, and movement.

Grammar
None for this unit

You Will Need

Texts
I like this poem edited by Kaye Webb

Optional Texts
The Works edited by Paul Cookson

Poems
Lonely Street by Francisco Lopez Merino (see resources)
Jabberwocky by Lewis Carroll (see resources)
A Boy's Head by Miroslav Holub (see resources)
Other poems (see resources)

Teaching and Activities

Day 1 Teaching
Read ‘Lonely Street’ by Francisco Lopez Merino and ‘Jabberwocky’ by Lewis Carroll. Contrast these non-rhyming and rhyming poems. Read ‘A Boy’s Head’ by Miroslav Holub.
Activity
Draft poems based on ‘A Boy’s Head’. Evaluate together and decide who you shall share them with.

Day 2 Teaching
Read a range of list poems: ‘Pied Beauty’ by Gerard Manley Hopkins; The Wild the Free by Lord Byron; ‘Ten Things Found in a Wizard’s Pocket’ by Ian McMillan and ‘Younger Brother’ by Trevor Millum.
Activity
Plan a list-based poem and share plans with partners.

Day 3 Teaching
Model the process of drafting and re-drafting a poem from a plan.
Activity
Draft and re-draft poems and add them to personal anthologies.

Composition
Unit 6 Composition: Planning and writing poetry appreciation
(suggested as 4 days)

Objectives

Spoken Language
-- Discuss and evaluate how authors use language, including figurative language, considering the impact on the reader.
-- Speak audibly and fluently with an increasing command of Standard English.
-- Participate in discussions, presentations, performances, role play, improvisations and debates.
-- Select and use appropriate registers for effective communication.

Word Reading
None for this unit

Comprehension
-- Recommend poems they have read to their peers giving reasons for their choices.
-- Make comparisons within books.
-- Prepare poems to read aloud and perform, showing understanding through intonation, tone and volume so that the meaning is clear.

 

Transcription
None for this unit

Composition
-- Note and develop initial ideas, drawing on reading and research where necessary.
-- Select appropriate grammar and vocabulary, understanding how such choices can change and enhance meaning.
-- Use a wide range of devices to build cohesion within and across paragraphs.
-- Assess the effectiveness of their own and others’ writing.
-- Proof-read for spelling and punctuation errors.

Grammar
-- Use modal verbs to indicate degrees of possibility.
-- Use brackets, dashes or commas to indicate parenthesis.

You Will Need

Texts
I like this poem edited by Kaye Webb

Poems
When I Heard the Learn'd Astronomer by Walt Whitman (see resources)
Silly Old Baboon by Spike Milligan (see resources)
Sea Fever by John Masefiled (see resources)
Other poems (see resources)

Presentations
SPAG PowerPoint: Revision of modal verbs and parenthesis

Teaching and Activities

Day 1 Teaching
Read ‘When I Heard the Learn’d Astronomer’ by Walt Whitman and contrast this with ‘Silly Old Baboon’ by Spike Milligan. Introduce poem types and genres.
Activity
Have a class ‘World Cup’ of poetry – giving reasons and then choosing a class favourite from 16 poems. Choose personal favourite poems.

Day 2 Teaching
Read a poem that sounds particularly good aloud. Discuss learning and performing poems.
Activity
Learn and perform favourite poem. Watch and discuss a video performance by Michael Rosen.

Day 3 Teaching
Read ‘Sea Fever’ by John Masefield. Look at notes made for an appreciation of this poem.
Activity
Make notes ready for writing an appreciation about own favourite poems.

Day 4 Teaching
Read an appreciation of ‘Sea Fever’. Revise modal verbs and parentheses.
Activity
Write appreciations of own favourite poems, including modal verbs and parentheses where appropriate.

SPaG: Grammar and Punctuation

Revision of modal verbs and parenthesis PowerPoint
Using this presentation, teachers revise the grammar taught in this Block. Children re-visit modal verbs and have a brief look at parenthesis, reminding themselves of commas, brackets and dashes.