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Year 1 Summer: Poetry: Poems on a theme: Nature PoemsUnit 4SPAG: Writing sentences with adjectivesTeacher notesPreparation:For the activity of Day 1, children will generate adjectives to describe minibeasts. Print each image of a minibeast and stick on a separate sheet of white/pastel coloured A1 paper. Display the sheets around the classroom or the school hall and provide a pot of felt-tipped pens for each.For the Plenary of Day 2, children will read and sort sentences into two groups. Before the session, enlarge the sentences, cut them out and then display them randomly on the board. For Day 3, children will write a riddle on a sheet of A4 paper. Fold the paper in half so the children write on the outside and can open the paper to reveal the identity of the minibeast they have described. Some children will be able to write fluently and neatly on a blank sheet of paper, while others will require lines (see resources). Notes for Teaching:For Day 1, during the Input, children will generate a range of adjectives. Keep the children’s suggestions for the Plenary of Day 1 and the Input of Day 2.On Day 1, children will write adjectives, on large sheets of paper to describe a range of minibeasts. Keep them for Day 2. For Day 2, during the Input, the adult will write a range of correctly punctuated descriptive sentences. Keep the sentences for the Input of Day 3.For Day 3, children will use the personal pronoun ‘I’. Remind the children that it is always spelt with a capital letter as it replaces a name and that the names of people and places are always spelt with an initial capital letter. For day 3, we have used the word ‘puzzle’ to replace the term riddle to keep the focus on the grammatical terminology rather than genre terms. If the class are familiar with riddles, you might use either term.Essential Poems (included in resources):Ladybird by Liz BrownleeWho Am I? by Paul Cookson Optional Texts:A First Book of Poetry by Pie CorbettSCROLL DOWN FOR TEACHING AND ACTIVITIESYear 1 Summer: Poetry: Poems on a theme: Nature PoemsUnit 4 Day 1Generating descriptive vocabulary using adjectivesTeaching Display and read Ladybird and Who Am I? (resources). Enjoy the humour.Notice the poet has used adjectives to give readers detailed information. Remind children that adjectives are words which describe a noun.Highlight specific adjectives used in each poem, e.g. red, round, OR stripy, sharp.Show a picture of a ladybird or bumblebee (resources). Identify different body parts and discuss suitable adjectives, e.g. head = small, black, shiny; leg = thin, delicate.Write the children’s suggestions onto the whiteboard, encouraging some more adventurous vocabulary. Explore different ways to combine the adjectives to form short phrases orally, e.g. small, black, shiny head OR thin, delicate, shadowy legs. Keep ideas for the Plenary and also for the Input of Day 2.Activity: Build images using adjectives. Objectives: Grammar: Use the grammatical terminology in English Appendix 2 in discussing their writing [adjectives]Spoken Language: Give well-structured descriptions; Use spoken language to develop understanding through exploring ideas; Participate in discussions Comprehension: Explain clearly their understanding of what is read to them. You will need: Ladybird (resources); Who Am I? (resources); photographs of minibeasts (resources); A1 paper; felt-tipped pens; slips of A4 white paper; writing pencils. Children work in 6 mixed ability groups (if you want smaller groups, add more images to describe)ActivityPrint and mount the images (resources) on large (A1/A2) paper and display them. Each group selects a different minibeast image.They orally compose suitable adjectives and write their best ideas onto the A1 paper. Remind the children not to replicate ideas and to use adventurous descriptive vocabulary. Afterwards, children orally explore ways of combining the adjectives to form short phrases.Each group rotates to the next image and begins the process again. Repeat until each group has visited each image and the images are surrounded by adjectives. Keep each sheet of paper for Day 2. Plenary: Display the adjectives generated in the Input. Model orally combining the adjectives into phrases and then converting the phrases into complete sentences, e.g. A ladybird has a small, black shiny head. Demonstrate using correct punctuation to write each sentence. Extension: Give children a slip of A4 paper. Children orally prepare their own sentence and use correct punctuation to write it. Outcomes:I can work collaboratively to share my thoughts and ideas.I can generate adjectives to describe a minibeast. I can combine adjectives to form an extended noun phrase. Year 1 Summer: Poetry: Poems on a theme: Nature PoemsUnit 2 Day 2Building descriptive sentences, including adjectivesTeaching Display and read the adjectives written during the Input of Day 1.Say children will write descriptive sentences about one minibeast.Select a minibeast and combine the adjectives into short descriptive phrases. Explain that these are not sentences. They don’t make sense yet. We need to use them in a sentence. Model how to convert a descriptive phrase into a sentence, e.g. The spider has long, hairy legs. Orally prepare and rehearse each sentence. Write the sentence, using correct punctuation. Tell the children each sentence will begin with a capital letter and end with a full stop, and include finger spaces between each word. Re-read the sentence to check that it makes sense. Repeat with additional sentences, to form a short descriptive paragraph. Explain that this is what the children will be doing today with the minibeast of their choice.Keep the sentences for the Input of Day 3.Activity: Write full sentences about minibeasts, with adjectives. Objectives: Grammar: Use the grammatical terminology in English Appendix 2 in discussing their writing [adjectives]; Begin to punctuate sentences using a capital letter and a full stop;Spoken Language: Listen and respond to adults and their peers; Use spoken language to develop understanding through imagining and exploring ideas; Participate in discussions; Composition: Say out loud what they are going to write about; Compose a sentence orally before writingYou will need: My Minibeast (resources); Ladybird (resources); adjectives written during the Input of Day 1; writing pencils; mini-whiteboards; whiteboard pens; whiteboard erasers. Children work in mixed ability groupsActivityLay out the large sheets of paper with adjectives on tables, from the Activity of Day 1. Children choose their favourite minibeast and sit at that table to form a mixed ability group. They read the adjectives and discuss how to combine them into descriptive sentences.Children use correct punctuation to write their favourite ideas into their book, to form a short descriptive paragraph about the minibeast. Emphasise that each sentence must begin with a capital letter and end with a full stop and include finger spaces between each word.Children re-read their writing to check it makes sense and edit it, if necessary. Easier: Complete each sentence of a writing-frame (resources). Harder: Vary the beginning of each sentence to avoid repetition. They could focus on a different body part to help them with this, e.g. The wings…Its head….On its back… etc. Plenary: Display a range of sentences (resources). Sort the sentences into those that are correctly punctuated and make sense and those which are not. Discuss each incorrect sentence and identify how to improve it. Extension: Children select an incorrect sentence and write it correctly. Outcomes:I can talk about and use adjectives.I can build descriptive sentences. I can write a statement using correct punctuation. Year 1 Summer: Poetry: Poems on a theme: Nature PoemsUnit 2 Day 3Using the personal Pronoun ‘I’ in descriptive sentencesTeaching Tell the children you have some tricky word poem puzzles (riddles) to solve. Share Who am I? (resources), scrolling to keep the identities hidden. Agree that the poems are written as if the mystery minibeast were describing themselves!Notice the helpful adjectives, sentence punctuation, and that a capital letter is used for ‘I’ when we write about ourselves.Invite the children to guess the identity of each minibeast, before revealing it. How did the adjectives help them to deduce the mystery minibeast?Tell the children they will write their own puzzles today. Display and read the sentences written during the Input of Day 2. Use ideas from Day 2 to compose a range of descriptive sentences orally; remember to use ‘I’ to hide the identity of the minibeast. Use correct punctuation to write the children’s suggestions. Activity: Write a descriptive riddle poem, using capitalised I.Objectives: Grammar: Use the grammatical terminology in English Appendix 2 in discussing their writing [adjectives]; Punctuate sentences with a capital letter and full stop; Use a capital letter for the personal pronoun ‘I’;Composition: Say out loud what they are going to write about; Sequence sentences; Discuss what they have written with other pupils; Read aloud their writing clearly enough to be heard by their peer.sYou will need: Who am I? (resources); folded sheet of A4 paper (resources); statements written during the Activity of Day 2; writing pencils; colouring pencils. Children work independentlyActivityChildren use the descriptive writing they composed during the Activity of Day 2 and a sheet of folded A4 paper with or without lines (resources). Children read the sentences written during Day 2 and select their favourite ideas.They orally compose sentences to describe the minibeast, using the personal pronoun ‘I’ to hide its identity. Encourage the children to orally rehearse and improve each sentence. When they are confident the children use correct punctuation and a fluent and neat style of handwriting to write their ideas on the front of the folded sheet of A4 paper. Harder: End the word problem with a correctly punctuated question, e.g. Who am I? Can you guess who I am? What minibeast do you think I am? Plenary: Children work in mixed ability pairs. They each read the word puzzle they have written and their partner attempts to guess the identity of the minibeast they have described. Extension: Draw a picture of the minibeast on the inside of the folded sheet of paper. Write the name of the minibeast, e.g. ladybird, spider etc. This would make a great interactive display.Outcomes: I know that the personal pronoun ‘I’ is always written with a capital letter.I can write a correctly punctuated descriptive statement. I can re-read my writing aloud to a partner and discuss what I have written. The links to the websites and the contents of the web pages associated with such links specified on this list (hereafter collectively referred to as the ‘Links’) have been checked by Hamilton Trust (being the operating name of the registered charity, William Rowan Hamilton Trust) and to the best of Hamilton Trust’s knowledge, are correct and accurate at the time of publication. Notwithstanding the foregoing or any other terms and conditions on the Hamilton Trust website, you acknowledge that Hamilton Trust has no control over such Links and indeed, the owners of such Links may have?removed such Links, changed such Links and/or contents associated with such Links. Therefore, it is your sole responsibility to verify any of the Links which you wish you use. Hamilton Trust excludes all responsibility and liability for any loss or damage arising from the use of any Links. ................
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