Year 2 Term 2: Learning Intentions

Back to Year 2 Term 2 Medium Term Plans - Poetry

Year 2 : Term 2

From Framework to Learning Intentions

Poetry
Week 3	Text Level Objectives	8
Week 4		9
		15
Week 5	Text Level Objectives	10
		11
		15
Week 6	Text Level Objectives	15

Week 3: Objective 8

To read own poems aloud

Learning Intentions:

To be able to read own poems aloud

Breakdown of Learning Intention:

To recite poems used as shared texts
To read own lines added to poems
To read own adaptations made to poems
To read own additions made to known poems

How will we know that the children have learnt it?

They can read a simple shared poem.
They can read their own lines/verses/adaptations of a known poem.

Working towards the learning intention:

They can recite a shared poem as part of a group/whole class.
They can tell you about their changes/additions/adaptations to a known poem

Beyond the learning intention:

They choose and read a selection of poems/their own work aloud to groups/whole class.
They make use of expression, intonation, rhythm and pace to inform their reading and to interpret the poem.

Key learning activities:

Reading finished pieces of shared writing (new verses/lines/rhyming words).
Choosing and reading a favourite poem at end of week.

download learning objective 8

Week 4: Objective 9

To identify and discuss patterns of rhythm, rhyme and other features of sound in different poems.

Learning Intentions:

To be able to identify rhyme and rhyming patterns in poems and comment on the effect of these.
To be able to identify other features of sound used in poems.

Breakdown of Learning Intention:

To be able to identify the rhythm of a poem through clapping.
To be able to identify rhymes used at the end of lines in poems.
To be able to identify rhyming strings in poems.
To be able to identify rhyming couplets.
To be able to identify repetitive rhyming patterns used in a series of verses.
To be able to identify the use of alliteration in poems and comment on the effect this has to the overall poem.
To be able to comment on words which add sound to poems when they are read (onomatopoeia).

How will we know that the children have learnt it?

They comment on the use of rhyme in the poem as a whole and can refer to the text give an example of a particular rhyming style used.
They can identify words that add interest for the reader and explain why these add interest/effect.

Working towards the learning intention:

They can comment on whether or not a poem uses rhyme and are able to identify examples of this when listening to a poem.
They can select words that they like from the poem and begin to explain why they think these add enjoyment for the reader.

Beyond the learning intention:

They can summarise the rhyming style used in a particular poem (every other line, lines 3 and 5 of each verse etc.) and give clear examples by referring to the text.
They can identify and comment on words used to add interest for the reader/poet's choice of vocabulary (and how particular words achieve this e.g.: through alliteration/onomatopoeia).

Key learning activities:

Highlighting rhyming patterns in poems read to identify structure.
Performing poems to enable children to link choices such as rhythm/rhyming style/choice of vocabulary with effect.
Accompanying poems with clapping/percussion instruments to identify rhythm and bring to life the effect of particular vocabulary (e.g.: use of triangle to accompany the word 'ping' in a poem).

download learning objective 9

Week 5: Objective 10

To comment on and recognise when the reading aloud of a poem makes sense and is effective

Learning Intentions:

To be able to listen to and discuss the reading aloud of a range of poems.
To be able to form opinions and preferences based on their knowledge of poetry structures.

Breakdown of Learning Intention:

To be able to listen to poems and suggest preferences.
To be able to comment on the rhythm of a poem.
To be able to comment on the use of rhyme in a poem.
To be able to comment on the choice of vocabulary used in a poem.
To be aware of the need to use expression and intonation when reading a poem.
To be aware of the different presentation/layout of some poems.
To be aware of how the reader interprets the layout of a poem in his/her reading.
To be able to comment on/suggest the mood created in a poem.
To be able to suggest/discuss what the poet intended to portray through his/her poem.
To be able to suggest how the structure, style and choice of vocabulary develops the mood of the poem.
To be able to evaluate the effectiveness of the poem and refer to the poet's intention.

How will we know that the children have learnt it?

They are able to comment on what makes a poem enjoyable to listen to by making reference to the subject and structure of the poem.

Working towards the learning intention:

They are able to comment on the reading of a poem suggesting what they enjoyed about it and why

Beyond the learning intention:

They are able to comment on a range of features when listening to the reading aloud of a poem: rhythm, use of rhyme, style, structure and choice of vocabulary and how the poet has used these for effect/to match his/her purpose in the poem.

Key learning activities:

Reading poems in a range of 'styles' (with different rhythms/voices etc.) to generate discussion.
Making a list of successful elements of the poem and why these 'work'.
Evaluating the layout of particular poems and how this effects/influences the way in which they should be read.

download learning objective 10

Week 5: Objective 11

To identify and discuss favourite poems and poets, using appropriate terms (poet, poem, verse, rhyme etc.…) and referring to the language of poems.

Learning Intentions:

To be able to identify and name 'parts' of a poem using the appropriate terms
To be able to discuss the content and layout of poems using appropriate terms.

Breakdown of Learning Intention:

To be able to identify the title of the poem/name of the poet.
To be able to identify a line in a poem.
To be able to identify a verse in a poem.
To be able to identify how many lines/verses the poem consists of.
To be able to recognise rhyme in a poem and use the term appropriately when discussing a poem.
To be able to recognise rhythm in a poem and use the term appropriately when discussing a poem.
To be able to comment on the use of repetition appropriately when discussing a poem.
To be able to comment on the use of alliteration when discussing a poem

How will we know that the children have learnt it?

They are able to identify and name the title and poet.
They are able to comment on the number of lines/verses in the poem and how these are organised in the layout (use of repeated verses/lines etc.)

Working towards the learning intention:

They are able to identify the title of the poem and can comment on the way the poem is laid out (in comparison with a piece of continuous text).
They can identify and comment on the use of repetition when listening to the poem.

Beyond the learning intention:

They are able to discuss a range of poems comparing the differences using the appropriate terms (title/ poet/ lines/ verses/ rhyme/ repetition/ alliteration).

Key learning activities:

Annotating a poem to identify title/poet/lines/verses/use of rhyme/repetition.
Group evaluations of poems (writing a critique of the poem).

download learning objective 11

Weeks 4, 5 and 6: Objective 15

To use structures from poems as the basis for writing, by extending or substituting elements, inventing own lines, verses; to make class collections, illustrate with captions; to write own poems from initial jottings/words.

Learning Intentions:

To be able to use other poems as the structure for planning and writing own.
To understand how a poem can be changed/adapted by substituting elements/adding new lines/verses.
To know that writing a poem (e.g.: on a particular theme (food)) requires the writing to be planned using a clear process (brain storming/initial ideas/oral rehearsal/writing a limited amount before editing/improving).

Breakdown of Learning Intention:

To be able to substitute rhyming words in a poem to make a different version.
To understand that to create an additional verse/line to add to an existing poem it must follow the same style (rhyme/rhythm etc.)
To be able to write an additional rhyming couplet to add to a poem.
To be able to discuss the structure of a verse by identifying the rhyming pattern used.
To be able to suggest ideas for an additional verse for the poem.
To be able to use a simple writing frame to structure own verse.
To be able to brainstorm ideas for a 'themed' poem (e.g.: 'food').
To be able to list words and phrases suggested for 'themed' poem as initial ideas.
To be able to decide on a structure and style for own poem through discussion of known styles/structures.
To be able to orally rehearse and evaluate the effectiveness of lines/verses before writing.
To be able to edit and improve lines/verses written in own poem by evaluating against the intended structure/style/use of rhyme

How will we know that the children have learnt it?

They are able to identify rhymes and change/substitute these in order to create a 'new' version of the poem.
They are able to use a simply structured poem (such as rhyming couplets) to add their own lines.
They are able to suggest words/phrases to use in a 'themed' poem (such as 'food').
They can create their own simple 'themed' poems with the support of a writing frame.

Working towards the learning intention:

They are able to suggest alternatives to rhyming words in the poem in order to create a 'new' line.
They are able to suggest words and phrases that could be used in a poem linked to a particular theme.

Beyond the learning intention:

They are able to identify the patterning and style of the poem and create new lines/verses that adopt a similar style/pattern (taking into account use of rhyme/alliteration etc.).
They are able to plan for and write a 'themed' poem in the similar style/structure of a known poem

Key learning activities:

Substituting rhyming words for own alternatives to create a new version of a poem.
Adding new line(s) to an existing verse.
Brainstorming appropriate words/phrases to be used in a poem and using these to write own simply structured verse/poem.

download learning objective 15