Poetry 5.2 Tell Me a Story
About this unit:
In this unit, the children explore narrative poems, focussing in depth on the work of two poets. They learn about
information retrieval, answering questions that require literal comprehension, inference, deduction and imagination.
They watch and enjoy a poet reading his work. They write the ‘back story’ to a poem in narrative form and compose
an autobiographical narrative poem.
Stimulus synopsis: Michael Rosen Collected Poems and Charles Causley Collected Poems
Wordsmith doesn’t offer just another anthology of poetry. Instead, each whole collection is dedicated to the voice of
one poet. The ‘single voice’ collections mean that the children get to know the poets as individuals: they
understand their views, their styles and gain insights into the inspiration behind their poems. All this helps to bring
poetry to life for the children and increases their understanding and enjoyment. There are two poetry collections per
year throughout Key Stage 2. In the second term of Year 5, the poets covered are Michael Rosen and Charles
Causley.
Recommended route:
Day 1
Day 2
Comprehension 1:
By St Thomas Water
(Charles Causley)
Read, explore,
understand and
improvise scenes
from the poem
Comprehension 2:
By St Thomas Water
(Charles Causley)
Reread the poem and
explore the language
in greater depth
Day 3
Day 4
Day 5
Depth focus 1:
By St Thomas
Water (Charles
Causley)
Create, rehearse,
evaluate and
perform a choral
speaking
presentation of a
poem
Long
composition
(Day 1): Planning
and writing
Create and
improvise a ‘back
story’ for a
narrative poem
Long
composition
(Day 2): Reviewing
and editing
Continue the story
of a narrative poem
in prose and write
an ending
Write the story of
the poem as prose
Day 6
Day 7
Day 8
Day 9
Day 10
Comprehension 3:
Top Board (Michael
Rosen)
Discuss first
impressions of the
poem and share
related experiences
Depth focus 2:
Top Board (Michael
Rosen)
Explore the use of
language in the poem
to create meaning
and its impact on the
reader
Comprehension
4: If you don’t put
your shoes on…
and Chivvy
(Michael Rosen)
Talk about the
poet’s performance
of a poem
Short
composition 1
(Day 1): Planning
and writing
Draft an
autobiographical
narrative writing in
prose, using Top
Board as a model
Use performance
skills to bring the
language of the poem
to life for an audience
Share related
experiences
Short
composition 1
(Day 2):
Reviewing and
editing
Write an
autobiographical
narrative poem in
free verse from
prose drafts, using
Top Board as a
model
Model information
retrieval, inference
and deduction
Together, answer
questions that
require literal
comprehension,
inference,
deduction and
imagination
Spelling list:
P AR 5.2.1 Spelling List: Tell Me a Story
Recommended grammar activities:
Revise:
Y5_09 Standard and non-Standard English
Y5_08 Punctuation 2
Other sessions available in the Lesson Bank:
Comprehension 5: Mary, Mary, Magdalene (Charles Causley)


Discuss any immediate difficulties with the poem’s language and context
Together, answer questions that require literal comprehension, inference and deduction
Depth focus 3: If you don’t put your shoes on ... (Michael Rosen)
 Investigate the structure of the poem
 Adapt the poem into a play script
Short composition 2
 Write a free-verse narrative poem, using Top Board as a model
Day 1: Comprehension
Session
Main focus
Comprehension 1:
By St Thomas Water
(Charles Causley)
Read, explore,
understand and
improvise
scenes from the
poem
Teaching summary



Introduce narrative poems. Explain that they
tell stories, can be set in the past or present,
and can be autobiographical or made up. Can
you think of any longer narrative poems you
have read?
Read By St Thomas Water by Charles Causley
(pages 5-7). Talk Partners discuss what they
like or dislike about the poem. Is there
anything you’re not sure about? Clarify any
puzzles.
Reread the poem and use questioning to
explore different levels of comprehension. Why
do the children go into the churchyard? Who is
the leader in their adventure? Who is narrating
the story?
Activity description
In groups of three, with one as narrator, the
children use Improvisation to act out an allocated
scene from By St Thomas Water. They use ‘Drama
1’ (P PCM 5.2.1), ‘Drama 2’ (P PCM 5.2.2) and
‘Drama 3’ (P PCM 5.2.3) as appropriate.
Back as a whole class, the children share their
improvisations so the poem is performed in order.
Review the previous likes and dislikes about the
poem. Has anyone changed their mind about
these?
Objectives: Read aloud poems and play scripts; Check that text makes sense and is in context
Spoken language: Speculate, hypothesise, imagine and explore ideas; Consider and evaluate different viewpoints
Photocopiables: P PCM 5.2.1, P PCM 5.2.2, P PCM 5.2.3
Digital resources: eBook of Charles Causley Collected Poems
Day 2: Comprehension
Session
Comprehension 2:
By St Thomas Water
(Charles Causley)
Main focus
Reread the
poem and
explore its
language in
greater depth
Teaching summary



Show ‘By St Thomas Water extract’ (P ITP
5.2.1). Explore the use of language in more
depth. Think-Pair-Share any patterns in rhyme
and rhythm.
Where is the word order different from normal?
(E.g. Stanza 2.) How would we usually write
this? Why is the normal word order reversed?
Annotate P ITP 5.2.1 with answers.
Discuss the way the word order helps with the
Activity description
In small groups, the children explore the language
in By St Thomas Water further. They use
‘Adjectives’ (P PCM 5.2.4) as appropriate to collect
and comment on examples of adjectives, similes
and metaphors.
Back as a whole class, the children share their
findings. How did the similes, metaphors and
adjectives create drama in the poem?

patterns of rhyme and rhythm.
Highlight the use of prepositions on P ITP
5.2.1. Why are these placed at the start of
lines? Talk about the way the positioning
gives the words extra stress.
Objectives: Identify how language, structure and presentation contribute to meaning; Discuss impact of authors' use of language on reader
Spoken language: Give well-structured descriptions, explanations and narratives; Participate actively in conversations
Photocopiables: P PCM 5.2.4
Digital resources: eBook of Charles Causley Collected Poems, P ITP 5.2.1
Day 3: Depth focus
Session
Main focus
Depth focus 1:
By St Thomas Water
(Charles Causley)
Create,
rehearse,
evaluate and
perform a choral
speaking
presentation of a
poem
Teaching summary




Explain that the children are going to create a
choral performance of By St Thomas Water
(pages 5-7).
Model annotating ‘By St Thomas Water’ (P ITP
5.2.1) with suggestions for performance, e.g.
We could have three soloists, for the two
characters and a narrator, to speak Stanzas 3
and 5. Then four groups could share out the
other stanzas. Everyone could say the last two
lines.
Rehearse the choral speaking using annotated
P ITP 5.2.1, then perform and record it.
Take feedback. What worked well? How could
we improve the performance? Add
suggestions to P ITP 5.2.1.
Objectives: Read aloud poems and play scripts
Spoken language: Gain the interest of the listener; Consider and evaluate different viewpoints
Photocopiables: n/a
Digital resources: eBook of Charles Causley Collected Poems, P ITP 5.2.1
Activity description
In their performance groups or as soloists, the
children annotate St Thomas Water (pages 5-7) to
suggest how to improve their contributions, e.g.
Think about tempo, volume and intonation. Could
we use musical instruments at any point?
Back as a whole class, add any further suggestions
to P ITP 5.2.1.
Day 4: Long composition
Session
Main focus
Teaching summary
Day 1: Planning and
writing
Create and
improvise a
‘back story’ for a
narrative poem

Write the story of
the poem as
prose




The children are going to write about what
happened before and after the incident in By
St Thomas Water (pages 5-7).
Show ‘Characters’ (P ITP 5.2.7) and Mind Map
ideas about the two characters.
Show ‘Model Opening’ (P ITP 5.2.8). Use
Modelled Writing to compose the opening of a
prose narrative about what happened before
the poem. Use the first person and
contemporary language.
Talk Partners use Improvisation to explore this
new opening scene, where Jessie tries to get
the narrator to go fishing.
Watch some of the improvisations. Discuss the
events of the poem in light of this ‘back story’.
Activity description
In pairs, the children write the events described in
the poem as a prose narrative, continuing the
opening started as a whole class. They should
include some dialogue between the narrator and
Jessie. Use ‘The story continued’ (P PCM 5.2.10)
as appropriate. (They should not go beyond Stanza
7.)
Back as a whole class, reread the class story
opening and then listen to some of the children’s
continuations.
Objectives: Consider how authors develop characters/setting when writing narratives
Spoken language: Participate actively in conversations; Speculate, hypothesise, imagine and explore ideas
Photocopiables: P PCM 5.2.10
Digital resources: eBook of Charles Causley Collected Poems, P ITP 5.2.7, P ITP 5.2.8
Day 5: Long composition
Session
Day 2: Reviewing and
editing
Main focus
Continue the
story of a
narrative poem
in prose and
write an ending
Teaching summary


Explain that the children are now going to
continue the narrative of By St Thomas Water
and write an ending.
Reread the final stanza (page 7). Talk Partners
share ideas about what happened to the
narrator and Jessie in the ‘many a year’ after
the poem. Why might the narrator want to
return and listen to the voices of the dead
Activity description
In the same pairs as Day 1, the children write
endings to their stories. They use ‘The Story
Concluded’ (P PCM 5.2.11) as appropriate.
Pairs share their endings and offer feedback. They
then make changes based on feedback received.
Back as a whole class, the children share their
endings. Display the writing from both days on the

now? Take feedback.
Show ‘Story Ending’ (P ITP 5.2.9) and
consider the questions about how the narrative
might end.
Learning Wall alongside Charles Causley’s poem.
Objectives: Consider how authors develop characters/setting when writing narratives; Assess effectiveness of own and others’ writing
Spoken language: Articulate and justify answers; Consider and evaluate different viewpoints
Photocopiables: P PCM 5.2.11
Digital resources: eBook of Charles Causley Collected Poems, P ITP 5.2.9
Day 6: Comprehension
Session
Comprehension 3:
Top Board
(Michael Rosen)
Main focus
Discuss first
impressions of
the poem and
share related
experiences
Model
information
retrieval,
inference and
deduction
Teaching summary


Read Top Board by Michael Rosen (pages 79). Think-Pair-Share initial responses to the
poem. Discuss the feelings of the boy. Have
you had any similar scary experiences?
Reread the poem. Talk about different ways
we understand a poem and model strategies.
For example, reading the lines (finding
information): How many weeks had Michael
been learning to swim?; reading between the
lines (inference): ‘The paint is peeling off the
ceiling’ – What does this line suggest Michael
is doing?; reading beyond the lines
(deduction): How will Michael react to the
teacher’s instruction at the end?
Activity description
In small groups, the children reread the poem and
then complete ‘Question Prompts 1’ (P PCM 5.2.5)
or ‘Question Prompts 2’ (P PCM 5.2.6) as
appropriate. Remind the children to find evidence
from the poem to support their answers. Share
answers with the whole class.
Objectives: Draw inferences; Predict from details stated and implied
Spoken language: Articulate and justify answers
Photocopiables: P PCM 5.2.5, P PCM 5.2.6
Digital resources: eBook of Michael Rosen Collected Poems
Day 7: Depth focus
Session
Main focus
Teaching summary
Activity description
Depth focus 2:
Top Board
(Michael Rosen)
Explore the use
of language in
the poem to
create meaning
and its impact on
the reader


Use performance
skills to bring the
language of the
poem to life for
an audience
Watch Michael Rosen’s performance of Top
Board (P ITP 5.2.11). What words and phrases
does he stress? How does he make it sound
both scary and funny?
Show ‘Top Board’ (P ITP 5.2.3). Discuss how
Michael Rosen uses language to create
dramatic and comic effects. Which parts of the
poem use language dramatically (e.g. stanza
4) and which in a comic way (e.g. the ending)?
In response to children’s suggestions, highlight
and annotate language features, such as use
of capital letters and similes. Does the
language make it easier for you to imagine
yourself in that situation?
In small groups, the children create their own
performances of Top Board (pages 7-9). Remind
them to emphasise certain words and use
intonation to bring out the meaning for the
audience. If appropriate, make up some more lines
to describe Michael’s next dive.
Back as a whole class, share and evaluate the
children’s performances.
Objectives: Read aloud poems and play scripts; Identify how language, structure and presentation contribute to meaning; Discuss impact of authors'
use of language on reader
Spoken language: Participate in discussions, presentations, performances, role play, improvisations and debates; Select and use appropriate
registers
Photocopiables: n/a
Digital resources: eBook of Michael Rosen Collected Poems, P ITP 5.2.3, P ITP 5.2.11
Day 8: Comprehension
Session
Comprehension 4:
If you don’t put your
shoes on ... and
Chivvy
(Michael Rosen)
Main focus
Teaching summary
Talk about the
poet’s
performance of a
poem

Share related
experiences

Together,
answer
questions that
require literal


Watch and enjoy Michael Rosen reading If you
don’t put your shoes on ... (P ITP 5.2.10).
Discuss the reading. Did adults try similar
countdowns with you to make you do
something quickly?
Read ‘Chivvy’ (P ITP 5.2.2). Explore the
children’s understanding. How many speakers
there are in the poem? Does Mum say
anything? How do we know who is speaking?
How does the poem show this?
Ask a question that to which you’re not sure of
the answer! (E.g. Why does the adult count up
Activity description
In pairs, the children read Chivvy (pages 2-3) by
Michael Rosen at least twice and then complete
‘Chivvy’ (P PCM 5.2.8). When they’ve finished, the
children share their responses with another pair.
to 15, not down from 10?)
comprehension,
inference,
deduction and
imagination
Objectives: Check that text makes sense and is in context; Identify audience/purpose of writing and select appropriate form
Spoken language: Consider and evaluate different viewpoints
Photocopiables: P PCM 5.2.8
Digital resources: eBook of Michael Rosen Collected Poems, P ITP 5.2.2, P ITP 5.2.10
Day 9: Short composition 1
Session
Main focus
Day 1: Planning and
writing
Draft an
autobiographical
narrative writing
in prose, using
Top Board as a
model
Teaching summary



Show annotated ‘Top Board’ (P ITP 5.2.3) and
recap the poem’s features.
Explain that the children are going to write an
autobiographical narrative poem like Top
Board. Can you think of your own scary or
embarrassing situation? Do you remember
what it felt like? Maybe it was about something
you’d never tried before?
Volunteers share their drafts and feedback
with the whole class.
Activity description
Talk Partners share ideas and then draft memories
of the chosen experience in prose. They then share
their drafts, giving each other Two Stars and a
Wish.
Independently, the children review and edit their
drafts using the Two Stars and a Wish feedback.
Support the children according to their individual
needs.
Back as a whole class, volunteers share their
drafts. How have you improved your draft? What do
you think works well?
Objectives: Identify audience/purpose of writing and select appropriate form; Draft and write, selecting appropriate grammar and vocabulary,
understanding how such choices can change and enhance meaning; Assess effectiveness of own and others’ writing
Spoken language: Articulate and justify answers; Consider and evaluate different viewpoints
Photocopiables: n/a
Digital resources: eBook of Michael Rosen Collected Poems, P ITP 5.2.3
Day 10: Short composition 1
Session
Main focus
Teaching summary
Activity description
Day 2: Reviewing
and editing
Write an
autobiographical
narrative poem
in free verse
from prose
drafts, using Top
Board as a
model


Explain that the children will continue with their
own narrative poems, using Top Board (pages
7-9) as a model. In the next stage of their
writing they will need to turn their drafts into
free verse.
What are the features of free verse? How did
we create the free verse poem about a PE
lesson based on the boy’s diary? Recap the
process of creating this poem. Reread the
opening to the narrative poem created on ‘My
PT lesson’ (P ITP 5.2.6).
Independently, the children change their
autobiographical drafts into free verse narrative
poems. Remind them to refer to Top Board (pages
7-9) for ideas on how to use language for comic
and dramatic effect.
Talk Partners share their poems and offer
feedback.
The children make the final changes to their poems
following feedback. Display the poems on the
Learning Wall alongside Top Board.
Objectives: Identify audience/purpose of writing and select appropriate form; Draft and write, selecting appropriate grammar and vocabulary,
understanding how such choices can change and enhance meaning; Assess effectiveness of own and others’ writing
Spoken language: Listen and respond appropriately; Articulate and justify answers
Photocopiables: n/a
Digital resources: eBook of Michael Rosen Collected Poems, P ITP 5.2.6