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Year 1 Poetry - Unit 1

Using the senses (2 weeks)

Children read and respond to poems and other texts that capture sensory experiences in words. They then explore their own senses, observe details and find words to describe their first-hand experience. Links to other areas of the curriculum can be made.

Phase 1

Read and respond to a range of poems and other texts that capture sensory experience in words. Practise reading the poems in unison, following the rhythm and keeping time. Identify and discuss words that describe what we can see, hear, feel, smell and taste. Invent actions for each sense to perform when reading or reciting the poems.

Phase 2

Play a range of games to explore the senses, for example identifying familiar objects when inside a feely bag, and begin to identify details and find simple words and phrases to describe what they can see, hear, feel, smell and taste.

Phase 3

Images of familiar objects or situations are selected and discussed. Children begin to identify simple words and phrases to describe what they can see, hear, feel, smell and taste. The teacher models adding simple words and phrases to the image and children follow this up independently in pairs or small groups.

Phase 4

Familiar everyday activities are identified and explored. Words and phrases to describe what the children see, hear, feel (touch), smell and taste are found and discussed. The teacher models fitting these descriptions into a very simple poetry frame, and children follow this up independently in pairs or small groups.

Overview

  • Children read and respond to poems and other simple texts that capture sensory experience in words. They then explore their own senses, observe details and find words to describe their own first-hand experience. The subject matter of the texts and the nature of the experiences explored can be drawn from across the curriculum or relate to cross-curricular themes.
  • As shared reading, the class read and respond to a range of poems and other simple texts that capture sensory experience in words. They practice and read the poems in unison, following the rhythm and keeping time. They identify and discuss the words that describe what we can see, hear, feel (touch), smell and taste. They imitate and invent actions when reading/reciting the poems to emphasise these.
  • The children play a range of games to explore their own senses (e.g. identifying familiar objects when inside a 'feely bag'), and begin to identify details and find simple words and phrases to describe what they can see, hear, feel (touch), smell and taste.
  • Images of familiar objects or situations are found and discussed, identifying details. Children begin to identify simple words and phrases to describe what they can see, hear, feel (touch), smell and taste. Teacher models adding simple words and phrases to the image (on paper or on screen), and children follow this up independently in pairs or small groups.
  • Some of the children's familiar everyday activities (e.g. playing in the sand) are identified and explored, preferably through first-hand experience. Simple words and phrases to describe what they can see, hear, feel (touch), smell and taste are found and discussed. Teacher models fitting these descriptions into a very simple poetry frame, and children follow this up independently in pairs or small groups.

1998 Framework objectives covered:

Year 1, Term 1: T6 recite stories and rhymes with predictable and repeating patterns, extemporising on patterns orally by substituting words and phrases, extending patterns, inventing patterns and playing with rhyme; T11 learn and recite simple poems and rhymes.