Literacy Year 4 New Framework Plan: Spring – Weeks 1-2
Week 1 Monday
Objectives
Main focus: Rhymes &
homophones
6. Distinguish spelling
/meaning of common
homophones.
7. Explain how
writers use figurative
& expressive language
to create images and
atmosphere.
Investigate poetry
(T4, T7) Homophones
(W6 Term 1)
Text/Speaking/Listening
Week 1 Tuesday
Week 1 Wednesday
6. Use knowledge of
phonics, morphology and
etymology to spell
new/unfamiliar words.
7. Identify & summarise
evidence from a text to
support a hypothesis.
8. Interrogate texts to
deepen understanding.
Investigate poetry (T5, T7)
Main focus:
Perform poems
1. Offer
reasons and
evidence for
their views,
considering
alternative
opinions.
Older poetry
(W11) (T6)
Word/Sentence
Read poems with rhyming couplets:
Night Mail by W H Auden and From
a Railway Carriage by Robert Louis
Stevenson (Read Me 1, p420 & p332
- see resources). What do these
poems have in common? Rhymes –
pairs of lines - called couplets. Both
about a train journey. Both have the
rhythm of the steam engine pulling
them. Listen to steam engine (see
website list). What happens in verse
3 of Night Mail? No rhymes. Verse
4? Rhymes within the line. The
train rhythm is lost.
Main focus: Imagery
features
Teach this second:
Read the poems again. How do
poets create pictures in our
minds? Imagery – adjectives,
similes, metaphors, powerful
verbs, adverbs, personification
etc. Model annotating the
imagery in Night Mail, with help
from the chn. Highlight/
underline the features.
Read poems with rhyming couplets
including Rap up My Lunch & Mega
Star Rap (The Works, p367, 373;
The Works 2, p36, 109, 166; The
Works 3, p360, 362, 447; Read Me 1,
p1, 285, 426) (see resources). How do
these poems compare with Monday’s?
Some use alliteration to help with
imagery – add to check list. What
other features do the poems share?
Look at checklist.
Poetry: Unit 2B Exploring form – Couplets, Clerihews & Kennings
Independent group activities
Outcomes
Look at pairs of
words: see/sea,
I/eye, new/knew,
four/for, be/bee,
and threesomes:
their/there/they’re,
to/two/too, etc.
What do we call
these? Homophones
– they sound the
same but are spelt
differently and have
a different meaning.
Spelling Bank p22
Easy
Medium
Hard
Play Pairs Game –
Play Pairs Game –
Play Threes Game –
place cards faceplace cards faceplace cards face-down
down (see
down (see resources) (see resources) and
resources) and
and hunt out the
hunt out the threes.
pairs. You can claim
You can claim a
hunt out the pairs.
threesome if you can
Replace cards that a pair if you know
correct meanings.
use each word correctly
don’t pair in same
TD
in a sentence.
place.
Plenary
Any pairs that caused a problem? Hard group share some of their
sentences. Do rest of class agree that the words have been used
correctly? Thumbs up, thumbs down? Can chn think of any more
homophones?
Teach this first:
Easy/Medium/Hard
In pairs chn annotate From
Look at some rhymes In Night Mail – some rhyming endings
a Railway Carriage,
are spelt the same, others have diff graphemes but same
identifying the features of
phoneme. Remind chn of different spellings in homophones
imagery. TD with Easy
yesterday. This time it’s the last sound that is the same, not
whole word necessarily. Start collecting diff graphemes that
Plenary
rhyme in a table (see resources). Chn suggest some from
Create a class checklist for
yesterday? Chn will be able to use these for writing own
imagery based on chn’s
poems later. Note in list given, e.g. that pear and dear have
findings and the work done
the same ending, but do not rhyme – diff phoneme.
as a class (see resources).
Look at some of the words in Monday’s
poems – slumber, postal order,
situations, stringing daisies – slightly
old-fashioned. ‘Cranston’s’ &
‘Crawford’s’ – teashops then, today we
might say ‘MacDonald’s’ or ‘Pizza Hut’.
Two of today’s poems include modern
expressions that people would not have
understood 50 years ago – keyboard,
rap, Nintendo. Could any interesting
rhymes be added to Tuesday’s list?
© Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users
Easy/Medium/Hard
In mixed ability groups. Give chn copies of all the couplet
poems (including those not shared as a class) – in small
groups discuss which they prefer & why. Prepare the
group’s favourite poem for performance. Read & rehearse.
Remind chn of the steam train rhythm shared on Monday.
Some parts all will rehearse, other parts can be done by
fewer chn. Consider rhythm, expression, speed, etc.
Plenary
Groups perform their chosen poem & explain why they
chose it. Other chn listen & give feedback.
Children can:
1. Identify
rhyming words.
2. Distinguish
between
spellings &
meanings of
common
homophones.
Children can:
1. Understand
how a poet
creates
pictures with
words.
2. Annotate
features of
imagery in a
poem.
Children can:
1. Compare
couplet
poems.
2. Perform a
poem as a
group.
3. Listen to
performance
of others.
Y4 P Unit 2B – Spr – 2 Weeks
Literacy Year 4 New Framework Plan: Spring – Weeks 1-2
Week 1 Thursday
Week 1 Friday
Objectives
Main focus: Write
couplets
6. Use knowledge of
phonics, morphology and
etymology to spell new
and unfamiliar words.
Develop a range of
personal strategies for
learning new and
irregular words.
9. Show imagination
through the language
used to create emphasis,
humour, atmosphere or
suspense. Choose and
combine words, images
and other features for
particular effects.
Main focus: Edit &
redraft poetry
1. Use ground rules for
sustaining talk and
interactions.
4. Comment
constructively on poetry.
12. Write legibly.
Text/Speaking/Listening
Poetry: Unit 2B Exploring form – Couplets, Clerihews & Kennings
Word/Sentence
Independent group activities
Outcomes
Teach this second:
Teach this first:
Easy/Medium
Hard
Use Poetry (see resources,
Work in pairs. Use
Explain to chn that good poetry
Show/remind chn how to use a rhyming
the structure of
doesn’t have to rhyme but that
dictionary/thesaurus. Discuss how to
The Works 2, p387) and
Alien Lullaby (see
it’s part of the structure that
find a rhyme - use the alphabet to try
make a list of rhyming
makes these poems a couplet.
single syllable rhymes, then try some
resources, The
couplets using the same
Work together on a poem,
common initial blends, e.g. st, bl, pr, etc form, e.g. Not the rain, but
Works 2, p388) to
modelling finding a suitable
or different graphemes that are the
the cool touch of rain; Not
write own poem.
rhyme and going back & editing
same phoneme, or multi-syllabic words.
the lion, but the lion’s mane. Each couplet is
to include a better rhyme (use
Or use a rhyming syllable often found
Start with the pair of
linked. Choose a diff.
Mysteries, The Works 4, p423)
at the end of words, e.g. ton, tion, able, rhyming words. Each
creature, Hush little
etc, and try to think of some twosee resources). It is important
rhyming couplet does not
Hobbit…
syllable words that could be used
have to be linked to the
that a rhyme isn’t used just
TD
instead. Write example on f/c (see
others. Work in pairs.
because you thought of it.
resources). Note that there are some
Perhaps changing the order of
Plenary
the first line means that you
words in English that it is very hard to
Ask for volunteers to share some of their couplets.
have an easier word to think of a find a rhyme for, e.g. orange, angel,
Explain that chn will have time tomorrow to edit &
rhyme for. Or use a word that
chaos, patient, parent & purple. Avoid
redraft their poems.
means the same instead.
using these!
Give chn plenty of time today to edit & redraft their
Easy/Medium/Hard
poems. Rehearse checklist of how poets create images
Chn edit their own work and then share with a response partner using
in their work. Remind chn that their poems are being
3 Stars and a Wish (see resources). Allow chn time to redraft as a
written using the same structure as Poetry & Alien
result of the feedback, checking spelling and handwriting. Have they
Lullaby. It is written in discrete lines, unlike prose,
used rhymes?
TD as required
when you carry on writing to the side of the page.
Plenary
Discuss how to give positive feedback to a response
Explain to chn that they will be performing/publishing their poems
partner. Remind chn of checklist for imagery.
next week, when they have studied some other forms of poetry.
© Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users
Children can:
1. Use a
rhyming
dictionary.
2. Use a
thesaurus.
3. Write some
rhyming
couplets based
on a given form.
Children can:
1. Edit &
redraft their
own work.
2. Give positive
feedback to
others.
Y4 P Unit 2B – Spr – 2 Weeks
Literacy Year 4 New Framework Plan: Spring – Weeks 1-2
Week 2 Tuesday
Week 2 Monday
Objectives
Text/Speaking/Listening
Poetry: Unit 2B Exploring form – Couplets, Clerihews & Kennings
Word/Sentence
Main focus: Kenning
structure
7. Explain how writers
use figurative and
expressive language to
create images and
atmosphere.
9. Develop and refine
ideas in writing using
planning and problemsolving strategies.
Identify different
forms & patterns of
rhyme used in poetry
(T7)
Independent group activities
Outcomes
Kennings – Saxon/Norse/Old English word
What types of words Easy
Medium
Hard
game. Saxons liked describing their swords in
are used?
Chn choose an Work in pairs –
Work individually –
this way, e.g. throat slitter (see resources,
Nouns/adjectives
animal as a
choose an animal
choose an animal and
followed by a verb,
group, and
and write down as
write down as many
The Works, p229). Read two examples (see
usually ending in –er
write down as
many
characteristics as
resources) Guess Who? (The Works, p227).
many ideas as
characteristics as
they can. Don’t
Who is it? - Henry VIII. Squirrel – don’t give suffix. Verb root
with suffix added –
they can
they can. Don’t
worry at this stage
title! (The Works, p228) – which creature is
a person, animal or
about it. Use
worry at this stage about writing as a
it? Pairs of words in each line. Something is
thing that performs
adjectives,
about writing as a
Kenning.
described without using its name. A type of
a specific action or
verbs,
Kenning.
list poem.
activity. All lines
phrases, etc.
Teach word work now.
TD scribe
Show chn an extract from Happy Feet or clips rhyme because they
finish with the same
of penguins (see website list). Read Penguin
Plenary
suffix.
(see resources -The Works, p229). Does it
Some volunteers share their ideas – can rest of chn work
Return
to
text
work.
out which animal is being described?
describe well what chn saw in clips?
Main focus: Write Kennings
Read some more Kennings (see resources – The
Write desert & dessert on f/c.
Easy/Medium/Hard
What sort of words are these?
Working in groups, pairs or
4. Comment constructively on
Works, p230; The Works 2, p64, 153, 405; The
Homophones? No – pronounced
individually as yesterday, chn
poetry.
Works 3, p10, 404, 478; The Works 4, p16, 95).
differently. What do they both
use their notes to write a
Identify different forms of
Can chn work out what each poem is describing?
mean? There are many pairs of
Kenning poem about their animal.
poetry (T7).
Look at the verbs – powerful – really help to
similar words that people (inc. lots TD as required
6. Distinguish the spelling and
create an image in your mind. Look at a few
of adults) mix up, both confusing
meaning of common homophones.
details, e.g. Inventions I’d Like to See - there is
Plenary
Develop a range of personal
an internal rhyme in each line; The Thingy & Tiger the spelling, but also the meaning.
Share their Kennings with
They are often homophones, e.g.
strategies for learning new and
both have pairs of rhyming lines like a couplet –
another group, pair or individual
draw & drawer. Look at some
irregular words.
kicker/flicker, splasher/flasher. Note how some
& give feedback as last week.
common examples together (see
9. Choose and combine words,
poets used a hyphen for each pair of words. A
Time will be given later in the
images and other features for
resources).
display of Kennings for chn to work out what is
week to edit & redraft their
particular effects.
being described is a useful stimulus for
work.
Write poems based on forms
discussion at this point.
read (T11)
© Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users
Children can:
1. Describe the
structure of a
Kenning.
2. Brainstorm
some ideas
about a
particular
animal.
3. Identify
characteristics
of a particular
animal.
Children can:
1. Distinguish
between pairs
of words that
are often
confused.
2. Write in the
form of a
Kenning.
Y4 P Unit 2B – Spr – 2 Weeks
Literacy Year 4 New Framework Plan: Spring – Weeks 1-2
Objectives
Text/Speaking/Listening
Poetry: Unit 2B Exploring form – Couplets, Clerihews & Kennings
Word/Sentence
Independent group activities
Outcomes
Week 2 Wednesday
Clerihews – a four-line comic verse of two rhyming
Write the words cough,
Easy/Medium/Hard
Children can:
couplets. The lines can be of any length but the first
through & bough on f/c. What
Challenge chn to work in pairs to
1. Understand
involves the name of the person being written about.
do chn notice? All the words
write a Clerihew about a famous
that the same
Invented by E. Clerihew Bentley who died in 1956 – hence
have the same ending. Are
person. It’s easier if they pick
grapheme can
the name! Read the one that explains this (see resources,
they pronounced the same? No! someone that they have some
be pronounced
Can chn think of other words
information about – and the person’s
The Works, p251) and then a few other examples (see
in different
with same ending? Which of
name needs to be easy to find a
ways.
resources, The Works, p251, 252, 253). Brainstorm some
the 3 original words do they
rhyme with for the second line of the 2. Write a
names of well-known people. Can chn think of rhymes for
rhyme with? Although, though,
poem. Encourage Hard group to use
Clerihew.
their names? How could the words be used to describe
rough,
dough,
enough,
plough,
double
syllable
rhymes.
TD
as
req’d
Hard
that person? Notice that one poet used two words to
thorough, dough. Spelling Bank Plenary
3. Use double
make the rhyme, e.g. Austin/lost in; and others used more
p29. Which other graphemes
syllable rhymes.
than one syllable, e.g. Ow en/glow ing, Drac ula/spectac
Pairs share their work with each
ular. Some examples of rhymes with well-known names are rhyme with the three
other and give positive feedback.
phonemes?
given in the plan resources.
Access to an ICT Suite will be useful on Thursday and Friday for chn to word-process their poetry. Teacher should be familiar with MicrosoftTM Sound Recorder (see resources) for
Friday’s lesson. Or chn can use a tape recorder.
Main focus: Edit and redraft own work
Look back at the three poetry types discussed. What
Easy/Medium/Hard
Children can:
do they all have in common? Rhyming. Pairs (either of
Give chn plenty of time to edit and redraft their
8. Read extensively favourite authors or
1. Discuss
lines or words). Which do chn prefer? Why? Compare
Clerihews, Kennings and if necessary their couplets
genres and experiment with other types
poetry forms.
the structures. Explain that chn are going to publish
from last week. Start preparing written or wordof text.
2. Edit &
their poems in a class book or on a class tape/CD. They processed poems and rehearse spoken poems.
Write poems based on forms read (T11)
redraft own
will have time today to edit and redraft their work and TD as required
12. Write consistently with neat, legible
work.
begin to write it in a neat cursive style or use ICT to
and joined handwriting.
3. Give positive
Plenary
present it. Remind chn about the imagery checklist.
Use word-processing packages to
Check that chn have a final draft of their poem(s) ready feedback to
Have they used rhymes? Does the structure of the
present written work and continue to
others.
for publication in written or spoken form tomorrow.
poem follow the correct form?
increase speed and accuracy in typing.
Main focus: Publish work
Give chn plenty of time
Easy/Medium/Hard
Children can:
today to complete the
Chn write, type or speak their finished poem(s) in class book or
1. Tell poetry effectively.
1. Use ICT to
final draft of their
on tape/CD. Chn could add an illustration to written work –
3. Take different roles in groups.
present their work.
poems. Some will be
clipart, hand-drawn or downloaded picture. Chn could add sound
12. Write consistently with neat, legible and joined
2. Use neat cursive
individual, some paired
effects to recorded poems.
handwriting.
handwriting to
and some group work.
Use word-processing packages to present written work
present their work.
Plenary
and continue to increase speed and accuracy in typing.
3. Work
Collate a book of written poetry for chn to read during quiet
Write poems based on forms read (T11)
collaboratively.
reading. Listen to tapes/CDs of spoken poetry.
Week 2 Friday
Week 2 Thursday
Main focus: Clerihew
structure
6. Use knowledge of
phonics, morphology &
etymology to spell new
& unfamiliar words.
Spell words with
common endings (W6)
9. Choose & combine
words, images & other
features for
particular effects.
Write poems based on
forms read (T11)
Scroll down for success criteria and book and website list.
© Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users
Y4 P Unit 2B – Spr – 2 Weeks
Literacy Year 4 New Framework Plan: Spring – Weeks 1-2
Poetry: Unit 2B Exploring form – Couplets, Clerihews & Kennings
Success criteria for the block – these should be selected & adjusted to match the specific needs of the class being taught.
Easy
Medium
Hard






















Begin to identify rhyming words
Be aware that common homophones have
different spellings & meanings
Understand how a poet creates pictures
with words
With support annotate features of imagery
in a poem
Compare couplet poems
Perform a poem as a group
Listen to performance of others
With help use a rhyming dictionary
Begin to use a thesaurus
Write some rhyming couplets based on a
skeleton form
With support edit & redraft their own
work
Give positive feedback to others
Begin to recognise the structure of a
Kenning
Brainstorm some ideas about a particular
animal
Identify characteristics of animal
Write in the form of a Kenning
Be aware that the same grapheme can be
pronounced in different ways
Write a Clerihew
Discuss poetry forms
Use ICT to present their work
Use neat cursive handwriting to present
their work
Work collaboratively























Identify rhyming words
Begin to distinguish between spellings &
meanings of common homophones
Understand how a poet creates pictures
with words
Annotate features of imagery in a poem
Compare couplet poems
Perform a poem as a group
Begin to use a rhyming dictionary
Use a thesaurus
Write some rhyming couplets based on a
given form
Edit & redraft their own work
Give positive feedback to others
Recognise the structure of a Kenning
Brainstorm some ideas about a particular
animal
Identify characteristics of animal
Distinguish between pairs of words that
are often confused
Write in the form of a Kenning
Understand that the same grapheme can be
pronounced in different ways
Write a Clerihew
Begin to use double syllable rhymes
Discuss poetry forms
Use ICT to present their work
Use neat cursive handwriting to present
their work
Work collaboratively
© Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users
























Identify rhyming words
Distinguish between spellings & meanings of
common homophones
Understand how a poet creates pictures
with words
Annotate features of imagery in a poem
Compare Couplet poems
Perform a poem as a group
Listen to performance of others
Use a rhyming dictionary
Use a thesaurus
Write some rhyming couplets based on a
given form
Edit & redraft their own work
Give positive feedback to others
Describe the structure of a Kenning
Brainstorm some ideas about a particular
animal
Identify characteristics of animal
Distinguish between pairs of words that
are often confused
Write in the form of a Kenning
Know that the same grapheme can be
pronounced in different ways
Write a Clerihew
Use double syllable rhymes
Discuss poetry forms
Use ICT to present their work
Use neat cursive handwriting to present
their work
Work collaboratively
Y4 P Unit 2B – Spr – 2 Weeks
Literacy Year 4 New Framework Plan: Spring – Weeks 1-2
Poetry: Unit 2B Exploring form – Couplets, Clerihews & Kennings
Books:
Read Me 1 chosen by Gaby Morgan (Macmillan, ISBN 0-330-37353-6)
The Works chosen by Paul Cookson (Macmillan, ISBN 0-330-48104-5)
The Works 2 chosen by Brian Moses & Pie Corbett (Macmillan, ISBN 0-330-39902-0)
The Works 3 chosen by Paul Cookson (Macmillan, ISBN 0-330-41578-6)
The Works 4 chosen by Pie Corbett & Gaby Morgan (Macmillan, ISBN 0-330-43644-9)
Poems
Night Mail by W H Auden (p420, Read Me 1 or p520, The Works)
From a Railway Carriage by Robert Louis Stevenson (p332, Read Me 1)
Rap up My Lunch by Andre Fusek Peters (p362, The Works 3)
Mega Star Rap by Valerie Bloom (p166, The Works 2)
Mysteries by Pie Corbett (p423, The Works 4)
Poetry by Eleanor Farjeon (p387, The Works 2)
Alien Lullaby by Sue Cowling (p388, The Works 2)
Squirrel by Celia Warren (p228, TheWorks)
Penguin by Sue Cowling (p229, The Works)
Edmund by Paul Cookson (p251, The Works)
Websites:
Steam engines (need QuickTime installed – free download http://www.apple.com/quicktime/download/)
http://www.bluebell-railway.co.uk/bluebell/sounds/73082.mp3
http://www.steamsounds.co.uk/audio0703/cd20_157.mp3
http://www.steamsounds.co.uk/audio0703/cd20_166.mp3
Penguins:
http://www.boreme.com/boreme/search/penguin-movie.php short clips
http://video.google.co.uk/videoplay?docid=1688669524881784275&q=genre%3AMOVIE_TRAILER+duration%3Ashort&total=44788&start=0
&num=10&so=0&type=search&plindex=1 Happy Feet film
© Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users
Y4 P Unit 2B – Spr – 2 Weeks