poetryclass - Roger Stevens

KEY STAGE TWO

Year Three, Term One

1. Shape poems
(Term One)

This is a very simple but effective idea. Begin with some easily recognisable shapes:

A tree
The moon
A hand
A teapot

Draw the shapes on card and cut them out. They need to be a good size for working on A4 paper, around 10-15 cm x 15-20 cm.

Now take the word for the shape and ask the children to write that word as many times as they can all over a sheet of A4 paper.

Draw round the outline on the back of the paper and cut it out. Turn it over and you have
a shape full of that word. (See diagram)

This is already a very basic Shape Poem.

Now extend this idea in a variety of ways:

Children draw their own shapes. Drawing around their hand works well
Draw the outline on the paper first in pencil, then write the word around the outline
Make a list of words associated with the shape
For example, for hand you could choose fingers, thumb, palm, lines, skin, pink,
nails, spots, veins and so on
Aeroplane leads to wing, propeller, fly, sky, air, up, land, runway, airport,
holiday, suitcase, pilot, passenger.
Either use these words to follow the shape’s outline or to fill it
(See diagram)

2. Observational Poems
(Also Term One)

Take your class on a journey.

This works well if you have several helpers. Divide the class into as many groups as possible – each with a helper. Either the helper – or a capable child – can be the scribe.

Each group goes to a different part of the school and describes the journey back to their classroom.

Each part of the journey should include:
a) a direction i.e. walk forwards, turn left at…
b) an object seen
c) a word or phrase that describes the object

We are in the playground.
There are tall trees.

We walk across the playground.
It is grey concrete.

We go through the red door.

We walk along the corridor.
It is full of children’s pictures.

Back in the classroom discuss each group’s poem. Talk about the differences and the similarities. Talk about other things that might be added. Encourage the children to use all the senses. What could you hear? What could you smell?

Each child can then write his or her version of the poem.

Each child can also write a poem about his/her journey to school in the morning.

How To Find My House
by Roger Stevens

Face the sea
The cool blue
The turquoise horizon

Turn left
And walk along the high-tide mark
Listen to the crunch
Of your footsteps
In the loose shingle

Walk towards the distant cliff
Past the black tyre
And the dead crabs

You can smell the salt
And hear the waves
Crashing against the breakwater

When you reach the Martello Tower
Stop, and turn
With your back to the sea
You can hear the seagulls
Mocking you

See the small, white, sun-bleached cottage?
See the black window?

There am I.
Writing this poem

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