UNIT OF WORK
Year Group: 2
1
Genre Focus: Humorous– Poetry
Text: Selection of well-known poems
Skills - LNF
Learning Objective
Whole Class
Differentiated Activity
AFL
Oracy - join in with,
repeat and
memorise a range of
stimuli including
poems.
Can I perform a poem?
This week we are going to
explore our favourite poems.
Today I would like to perform
some of my favourite poems.
In mixed ability groups
give children the Ning
Nang Nong and a
selection of other poems
to perform in groups.
Record children as
they perform their
poem.
Read a poem to the children
with absolutely no
expression. What do you
think? Did you like it?
Reading - read aloud
with attention to
punctuation.
Encourage children to
add actions, facial
expressions and change
their tone of voice.
As a class give 2
stars and a wish
linked to the
success criteria.
Green eggs and
ham.docx
Dr Seuss read
poem..docx
Read the poem again or
play a Michael Rosen clip to
the children. Which poem
did you prefer? Why?
Make a list or/success
criteria for reading and
performing poetry.
2
Reading - look for key
words to find out what
a text is about.
Can I visualise a picture using the words
written in a poem?
Ask children to close their
eyes.
As you read a poem ask
them to paint a picture in
their heads. Words are a
poet’s paint brush.
Sometimes it sounds like
nonsense but actually if you
use the words to paint a
ning nang
nong.docx
the owl and the
pussycat.docx
LA- Provide children with
a simple poem – ask
them to read it as
independently and draw
illustrations to go with it.
Highlight the words that
were special and painted
a picture in their minds.
Children to
compare their
pictures with one
another. What’s
the same? What’s
different?
picture you can see what the
poet means.
3
Oracy - use
alliteration and rhyme
in a range of contexts.
Can I use alliteration in my own poem?
Play BBC ‘Starspin’ game.
http://www.bbc.co.uk/schools/starship/english/games/space_spins/small_no_sound/standard.shtml
Alliteration.docx
Show the Ning Nang Nong
poem to children. Today we
will look at alliteration. It is
when the first letter is the
same for each work. As a
class highlight the alliteration
in the Ning Nang Nong
poem.
Children to have a go at
labelling places in the
classroom using alliteration
to practise this skill give
each child a post it . E.g.
wishy washy water or
wonderful writing area.
AA- Children to read the
Ning Nang Nong. Write
out their favourite verse
and illustrate, indicating
the words that painted a
picture for them by
making them bold or
colouring them in.
HA- Children to complete
the above activity with a
more complex poem.
Writing the poem before
illustrating it.
LA- Children to have a go
at writing about their own
imaginary place – Ning
Nang Nong could become
the zip zap zock for
example. Where the
Chickens go cluck. Then
draw the world to
illustrate their poem.
Focus on sounding out
and segmenting words
into digraphs.
AA- Children to write their
own verse of the poem
and illustrate. Can they
make the last word rhyme
Come back to the carpet and like one in the original?
discuss how we are going to Illustrate afterwards.
make up our own made up
world, a bit like the Ning
HA- using the original
Nang Nong.
poem to support, children
to write their own version
Have a go together.
including all 3 verses with
correct punctuation and
alliteration/rhyme.
Children to come
up with actions
and perform their
poetry. Select
children using lolly
sticks.
4
Reading - express
Can I improve and create my own similes?
views about
information and
details in text,
similes card
considering content,
game.docx
ideas, presentation,
organisation and the
language used.
Writing - use different
types of writing
appropriate to
purpose and reader.
Explain what a simile is and
that this poem also has
opposites. E.G. As wet as a
fish, as dry as a bone.
In partners give children a
copy of the poem to go off
and read together. They can
only choose 4 similes that
are their favourite. Highlight
their favourite and give
choices.
Writing - understand
and use language
appropriate to writing,
e.g. noun, verb,
adjective.
5
Show children the poem –
As Wet as a fish.
Can I write my own simile poem?
Shared writing
Today children are going to
make their own tags for their
adopted toys (just like the Ty
beanie babies).
The toy must have a name –
Can you think of an
alliteration name? E.g.
Jumping Jack Cuddly Clive
The poem must have similes
and adjectives to describe
the toy.
As soft as …
Loveable like a …
Etc.
LA- Read together as part
of a guided group reading
session. Ask children to
uncover the meaning of
unknown words in the
poem. Children to think
of things that are
opposites. E.g. hot/cold
wet/dry
Verbally explore similes.
AA- Children to select 4
similes from the poem
and improve them/turn
them into their own work.
Illustrate and write into
books.
HA- Choose as many
opposites as they can.
Write similes to go with
them but adding an
adjective before. E.g As
cold as a slippery ice
cube As hot as bubbling
red lava.
Independent writing
opportunity. Children to
create their own heart
shaped tag for their
adopted toy.
Word association
Give children an
opposite e.g. hot
or cold. They
shout out an item
that they think of
e.g. Iron ,
snowflake. Then
play again but
adding an
adjective before
Sizzling iron
twinkling
snowflake.
Write best similes
for working wall.
Read their poem
to the toy before
attaching it on.
What does your
toy think? Self
asses.
HA- Can children include
rhyme and alliteration?
Children to get their toy and
create a bubble map of
describing words.