JET a1 back pcps - Scholastic UKimages.scholastic.co.uk/assets/a/5e/e9/all-worksheets-mip-14569.pdfkennings – ‘bone-cruncher’. A kenning is a rather clever way of identifying

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PHOTOCOPIABLE 5 Photocopy or download from:

• Read the poems and discuss the children’s likes, dislikes, puzzles and patterns (use Photocopiable 3).• Explain ideas by referring to the poems.• Discuss moods and how the images help to create these.• Make a list of the ‘special techniques’ that I have used below to write a poem – choosing powerful words, surprising and unusual word combinations, alliteration, similes, metaphors and personification.

Poem 1: At The window listening…

(see Photocopiable 6)• To write this poem I pretended that I was like the woman just dreaming away and listening to all the sounds around me. I made a list of the possible sounds and objects around her – chatting, wind, radio, cat, bird, swan, children, and so on. Then I turned each idea into a line or two.

Poem 2: From the balcony I can see… (see Photocopiable 7) • Again, I pretended that I was on the balcony and made a list of everything that I could see in the picture. Then I took each item and tried to write a short poetic line or two about it, using my ‘special techniques’.

Teachers’ notesWriting your own poems

Children can use the ideas and techniques below to write their own poems

POETRY OCTOBER 2006 JUNIOR EDUCATION TOPICS

Pie Corbett is a poet, author and freelance educational consultant

Poem 3: Scarlet poppies…

(see Photocopiable 8)• I began by looking at the painting and jotting down the middle of the page the key things I could see that I wanted to write about. For example:guardsmen railings• Then I began to add to these words. At first I said the guardsmen were like red peacocks, but then I changed it to scarlet poppies because I was thinking of soldiers who died in the war and were remembered by poppies. I wanted this happy time to be contrasted by a sad memory. They are like peacocks because the male peacocks strut about, showing off their fine feathers like the uniforms. The railings look like spears to me and are regimented in a row like soldiers. The words poppies/peacocks/past and lined/like and railings/rack all alliterate. There are some internal sounds that echo each other, such as the ‘ar’ sound within guardsmen, are, scarlet, past, dark.

• I carried on choosing different things I could see, like the tree, and then just added words. Children can try this out by jotting down key words – things they can see – and then building words either side, trying to use alliteration, similes and metaphor.

JET_a1 back pcps.indd 9/4/2006, 5:17 PM5

AcrosticAcrostic poems are popular with young children. They like to write them using the first letter of each line in their poem to spell out the name of the subject. For instance, a poem about a cat might be set out like this:

Curious, dipping her paw into the pond.At rest, curled like a question mark.Tonight, she is a tiger on the prowl.

It can be more creative to spell out the word down the middle of the poem. This type of poem is called a ‘mesostic’ poem. Choose the

Haiku

Cinquain Kenning

creature that you want to write about. Make a list of words and ideas, including similes. Now use this to write a descriptive piece of free verse, trying to weave the relevant letter into each line. For example:

A solo fly-by-night

swooping over distant fields; the sudden glimpse of amber eyes.

Haiku are very short poems invented by the Japanese. They are rather like taking snapshots with words. Japanese haiku were always three lines long and consisted of 21 syllables using a pattern of 5/7/5 respectively. However, do not worry about counting the syllables – or you may find that all your effort has gone into counting and not enough into choosing the right words. Haiku are not a maths lesson!

Haiku are usually about something seasonal and try to capture a moment in time. Here is a simple way to get going:1. Think of a season and add a time of day, and you have the first line. 2. For the second line, think of something that you might see. 3. For the third line, add in a typical sound.4. See the example below – now you have a word snapshot about a hot summer’s night.

Summer midnight – lightning splinters the darkness;even the stars tremble.

Cinquain were invented by the American poet, Adelaide Crapsey. These are rather like haiku as they also take snapshots, capturing a scene. But there is also enough space in a cinquain to add in some sort of comment about what is happening.

The poems are always five lines long – the word ‘cinq’ in French means ‘five’. The poem uses a syllable count that increases until the last line, which is short – 2/4/6/8/2. The final line is often a surprise or comment.

If you do not want to bother counting syllables, an interesting way to write cinquain is by making each line of the poem slightly longer, until the last line, which is one word. Try using this method to describe a scene – use something that you can see or a photo as a starting point. What can you see? Pick out some details and add in other senses, such as what you can hear. For example:

FootballFans sing-a-long – Gasping as the ball thuds Past the goalie’s hand… Silence – Explodes.

A kenning is a sort of riddle. They were used by the Vikings and Anglo Saxons. For instance, the Vikings used to call the sea a ‘whale-road’. They also named their swords by using kennings – ‘bone-cruncher’. A kenning is a rather clever way of identifying what you are talking about without actually using the word – so a cat might be called a ‘mouse-catcher’, for example.

Select a focus for writing, such as a pair of glasses. Brainstorm information and ideas, for example ears, sight, looking glass, and so on.

Then turn some of these into kennings:

Nose percherEar huggerWorld viewerNose mugger.

Twin windowsSight clearerGlass eyeshieldsWorld nearer.

© Scholastic Ltd. October 2006

education

TOPICS © Scholastic Ltd. October 2006

education

TOPICS

© Scholastic Ltd. October 2006

education

TOPICS © Scholastic Ltd. October 2006

education

TOPICS

Pie Corbett is a poet, author and freelance educational consultant Pie Corbett is a poet, author and freelance educational consultant

Pie Corbett is a poet, author and freelance educational consultant Pie Corbett is a poet, author and freelance educational consultant

JET_a3 poster landscape.indd 9/4/2006, 5:27 PM2

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ONLINE PHOTOCOPIABLE PAGE 1 Photocopy or download from:


English National Curriculum

PoetryThe information and activities in this issue are designed to help you teach the knowledge, skills and understanding of the Programme of Study for English at Key Stage 2 through a focus on poetry. The content also supports the

QCA Primary National Strategy – Drama. Specifi c links are detailed below.

Pages 2-3 Hurray for poetry!Programme of study: EnglishEn1 Speaking and listeningPupils should be taught to:1 a) use vocabulary and syntax that enables them to

communicate more complex meanings b) gain and maintain the interest and response of different audiences

e) speak audibly and clearly, using spoken standard English in formal contexts

2 d) identify features of language used for a specifi c purpose

4 a) create, adapt and sustain different roles, individually and in groups.

Breadth of studyThe range should include:8a) reading aloud9a) live talks, readings, presentations b) recordings.

The range of purposes should include:10a) explaining, reporting, evaluating11a) working in role c) responding to performances.

En2 ReadingPupils should be taught to:2b) look for meaning beyond the literal4 a) recognise the choice, use and effect of fi gurative

language, vocabulary and patterns of language e) evaluate ideas and themes that broaden perspectives and extend thinking

f) consider poetic forms and their effects h) respond imaginatively, drawing on the whole text and other reading

i) read stories, poems and plays aloud.

The range should include:8c) good quality modern poetry d) classic poetry.

National Literacy StrategyPupils should be taught to:• read aloud and recite poems; discuss choice of words and phrases; express their views about a poem (Yr3, T1)• choose and prepare poems for performance (Yr3, T2)• compare and contrast poems; discuss personal responses and preferences (Yr4, T1)• read poems by signifi cant poets and identify what is distinctive about the style and content of their poems (Yr5, T1)• increase familiarity with signifi cant poets (Yr6, T2)• comment critically on the overall impact of a poem; describe and evaluate the style of an individual poet (Yr6, T3).

Primary National Strategy – Drama.

QCA linkCitizenship – Unit 1 Taking part.

Pages 4-5 Say what you seeProgramme of study: EnglishEn3 WritingPupils should be taught to:1 b) broaden their vocabulary and use it in inventive

ways d) use and adapt features of a form of writing, drawing on their reading.

Breadth of studyThe range of purposes should include:9 a) to imagine and explore feelings and ideas,

focusing on creative uses of language and how to interest the reader.

National Literacy StrategyPupils should be taught to:• discuss choice of words and phrases that describe and create impact (Yr3, T1)• write poems based on personal or imagined

POETRY POETRY POETRY JUNIOR EDUCATION TOPICS





Poetry (continued) National Literacy StrategyPupils should be taught to:• generate ideas by brainstorming and word association; collect suitable words and phrases in order to write poems; use repetitive phrases; write shape poems (Yr3, T1)• write poems based on personal or imagined experience, linked to poems read; list words and phrases, experiment by trimming and extending sentences; experiment with powerful and expressive verbs (Yr4, T1)• write metaphors from original ideas or from similes; convey feelings, refl ections or moods in a poem through careful choice of words and phrases (Yr5, T1)• use structures of poems read to write extensions based on these (Yr5, T2)• write own poems, experimenting with active verbs; produce revised poems for reading aloud (Yr6, T1)• recognise how poets manipulate words; analyse how messages, moods and feelings are conveyed in poetry; how poets play with meanings (Yr6, T2).

QCA linkDesign and Technology Unit 3C – Moving monsters.

Pages 9-11 Dragon’s denProgramme of study: EnglishEn1 Speaking and listeningDramaPupils should be taught to:4 a) create, adapt and sustain different roles,

individually and in groups c) use dramatic techniques to explore characters and issues.

Breadth of studyThe range should include:8a) reading aloud9a) live talks, readings, presentations b) recordings.

experience (Yr4, T1)• write own examples of descriptive, expressive language based on those read; link to work on similes (Yr4, T2)• investigate and collect different examples of word play, relating form to meaning (Yr5, T1).

Cross-curricular linkProgramme of study: art and designPupils should be taught to:1 a) record from experience and imagination, to

select and record from fi rst-hand observation and to explore ideas for different purposes.

QCA linkArt and design Unit 5A – Objects and meanings.

Pages 6-7 Playing with wordsProgramme of study: EnglishEn1 Speaking and listeningPupils should be taught to:1 a) use vocabulary and syntax that enables them to



2 d) identify features of language used for a specifi c purpose.

En3 WritingPupils should be taught to:1 a) choose a form and content to suit a particular

purpose1 b) broaden their vocabulary and use it in inventive









Poetry (continued) 1 a) use vocabulary and syntax that enables them to

communicate more complex meanings2 d) identify features of language used for a specifi c

purpose.

En3 WritingPupils should be taught to:1 b) broaden their vocabulary and use it in inventive


National Literacy StrategyPupils should be taught to:• generate ideas by brainstorming and word association (Yr3, T1)• write poetry that uses sound to create effects, eg alliteration, distinctive rhythms (Yr3, T3)• list words and phrases, experiment by trimming and extending sentences; experiment with powerful and expressive verbs (Yr4, T1)• investigate and collect different examples of word play, relating form to meaning; write metaphors from original ideas or from similes (Yr5, T1)• recognise how poets manipulate words; analyse how messages, moods and feelings are conveyed in poetry; how poets play with meanings (Yr6, T2).

QCA linkCitizenship Unit 1 – Taking part.

Pages 14-15 What’s your secret?Programme of study: EnglishEn1 Speaking and listeningPupils should be taught to:1 a) use vocabulary and syntax that enables them to



2 d) identify features of language used for a specifi c purpose.

En3 WritingPupils should be taught to:

En3 WritingPupils should be taught to:1 a) choose a form and content to suit a particular

purpose b) broaden their vocabulary and use it in inventive ways

d) use and adapt features of a form of writing, drawing on their reading

e) use features of layout, presentation and organisation effectively.

National Literacy StrategyPupils should be taught to:• distinguish between rhyming and non-rhyming poetry and comment on impact of layout (Yr3, T1)• choose and prepare poems for performance, identify appropriate expression and use of voices and other sounds (Yr3, T2)• compare and contrast poems on similar themes (Yr4, T1)• write metaphors from original ideas or from similes; convey feelings, refl ections or moods in a poem through careful choice of words and phrases (Yr5, T1)• analyse how messages, moods and feelings are conveyed in poetry; how poets play with meanings (Yr6, T2)• write a sequence of poems linked by a theme or form (Yr6, T3).

Cross-curricular linkProgramme of study: art and designBreadth of studyPupils should be taught through:5 a) exploring a range of starting points for practical

work b) working on their own and collaborating with others on projects in two and three dimensions on different scales.

QCA linkDesign and technology Unit 3C - Moving monsters; Art and design Unit 6B - What a performance

Pages 12-13 Playful poetryEn1 Speaking and listeningPupils should be taught to:






Poetry (continued) QCA linkDesign and Technology Unit 4A – Money containers.

Page 16 Full of lifeProgramme of study: EnglishEn3 WritingPupils should be taught to:1 b) broaden their vocabulary and use it in inventive




National Literacy StrategyPupils should be taught to:• generate ideas by brainstorming and word association; collect suitable words and phrases in order to write poems; use repetitive phrases (Yr3, T1)• understand the use of fi gurative language in poetry (Yr4, T2)• write metaphors from original ideas or from similes; convey feelings, refl ections or moods in a poem through careful choice of words and phrases (Yr5, T1)• write own poems experimenting with active verbs and personifi cation (Yr6, T1).

Cross-curricular linkProgramme of study: scienceSC2 Life processesPupils should be taught:1 a) that the life processes common to humans and

other animals include nutrition, movement, growth and reproduction.

QCA linkArt and design Unit 6C – A sense of place.

1 a) choose a form and content to suit a particular purpose

b) broaden their vocabulary and use it in inventive ways

d) use and adapt features of a form of writing, drawing on their reading

e) use features of layout, presentation and organisation effectively.



National Literacy StrategyPupils should be taught to:• generate ideas by brainstorming and word association; write imaginative comparisons; select appropriate words and careful presentation; build up class collections (Yr3, T1)• write poems, experimenting with different styles and structures (Yr4, T2)• investigate and collect different examples of word play, relating form to meaning; write metaphors from original ideas or from similes (Yr5, T1)• analyse how messages, moods and feelings are conveyed in poetry (Yr6, T2).

Cross-curricular linkProgramme of study: art and designBreadth of studyPupils should be taught through:5 a) exploring a range of starting points for practical

work b) working on their own and collaborating with others on projects in two and three dimensions on different scales.

Programme of study: mathematicsMa3 Shape, space and measuresPupils should be taught to:2 c) make and draw with increasing accuracy 3D

shapes.




Teachers’ notes16 ways to respond to the painting

This sheet provides a range of activity ideas linked to the poster that you can do with your class, depending on age and ability

1. What is Lytton Strachey thinking?

2. Why are the guests coming to see him?

3. Role play their meeting.

4. Write Lytton Strachey’s diary entry about the visit.

5. Role play the conversation between the guardsmen and the girlfriends.

6. In groups of three, improvise the scene with the three children by the pond.

7. In pairs, sit on a bench and improvise the conversation between the two old people.

8. Draw a thought bubble for the woman in the window.

9. The woman has just read a letter – write that letter.

10. Write her reply.

11. What are the two men lying down thinking about? Write their thoughts in thought bubbles.

12. Produce a one-minute broadcast coming from the radio on the top floor of the block of flats.

13. In a group of 16 (17, if you want to include the statue), create a frozen tableau representing the painting.

14. Use a digital camera to photograph a local park. Take a number of photographs to show a number of scenes.

15. Cut out the key scenes from the photos and use these to create a collage of a park scene.

16. Hot seat any of the characters in the painting.






• The left sideUpon the balcony is a famous biographer called Lytton Strachey. He is waiting to receive two rather fancifully-dressed guests who have arrived and are about to enter the house from below.

• The right sideBy contrast on the right side there is a rather sad-looking woman staring out of the window, resting her head in her hand. Behind her you can see a bird in a cage. On the floor above there is a cat on the windowsill, and through the open window on the top floor you can just see a radio. Washing is blowing on the line and the upstairs curtains seem to be moving, too. Beside the flats there is a dark coloured tree with only a few leaves growing.

• In the foregroundYou can just see the bonnet of a Rolls Royce. Two guardsmen in their bright uniforms are taking their girlfriends into the park. They are by a flower-seller who is holding a bunch of lily-of-the-valley, which only comes out in spring. The flower-seller is

Teachers’ notesLooking at the painting

One way to look at the painting is to divide it up into sections



caged in by the railings, which look rather militaristic – and reflect the lines on the opposite side.

• In the parkBeneath the statue there are three children. The boy is holding a bat and some stumps and is standing by a younger girl. Another girl is throwing breadcrumbs to the swan and her cygnets. Behind them are two people on a park bench who appear to be holding hands. In front of the pond there are two figures lying down – one of them is reading a newspaper. If you look carefully at their feet you can see that they are lying in exactly the same way. In the far distance are a bandstand, trees and a block of flats.

• ColoursThe guardsmen’s red uniforms stand out as the most dominant colours right in the centre. This is balanced by the darkness of the right-hand side and the figures in black on the left. The guardsmen’s colour is also balanced by the darkness of the flower-seller’s coat. The rest of the park is full of the colours of spring.





Wales National Curriculum

PoetryThe information and activities in this issue are designed to help you provide the range, skills and language development

outlined in the Programme of Study for English at Key Stage 2 through a focus on poetry. Specifi c links are detailed below.

Pages 2-3 Hurray for poetry!Programme of study for EnglishOracyRangePupils should be given opportunities to:1. talk for a range of purposes including:• exploring, developing and explaining ideas• sharing ideas, insights and opinions• reading aloud poems and stories• presenting and performing.5. participate in a range of drama activities including role-play.

SkillsPupils should be taught to:1. express themselves confi dently and clearly.

Language developmentPupils should be given opportunities to:1. develop their appreciation and use of standard English3. extend and enrich their vocabulary through activities that focus on words and their meanings including:• discussion of more imaginative and adventurous choices of words• consideration of groups of words.4. speak with clear diction and intonation6. use increasingly varied vocabulary.

ReadingRangePupils should be given opportunities to:2. read extensively for their own interest and pleasure3. participate in both independent and shared reading5. read texts:• that include fi gurative language, both in poetry and prose• with a variety of structural and organisational features6. read a wide range of literature including:• a range of good quality modern poetry• some classic poetry.

SkillsPupils should be taught to:2. read with increasing fl uency, accuracy, understanding and enjoyment4. consider in detail the quality and depth of what they read, responding to the vocabulary and organisation of language in literature.

Language developmentPupils should be given opportunities to:1. recognise the organisational, structural and presentational features of different types of text.

Pages 4-5 Say what you seeProgramme of study for EnglishWritingRangePupils should be given opportunities to:1. write for varied purposes, understanding that writing is enjoyable in itself3. write in response to a wide range of stimuli4. use the characteristics of different kinds of writing.

SkillsPupils should be taught to:2. write for a range of purposes including:• making judgements about when a particular choice of vocabulary is appropriate4. develop their ability to organise and structure their writing in a variety of ways using their experience of poetry and other texts.

Language developmentPupils should be given opportunities to:1. refl ect on their use of language6. distinguish between words of similar meaning, explain the meanings of words and experiment with choices of vocabulary.






Poetry (continued) SkillsPupils should be taught to:1. use writing as a means of developing, organising and communicating ideas2. write for a range of purposes including:• making judgements about when a particular choice of vocabulary is appropriate4. develop their ability to organise and structure their writing in a variety of ways using their experience of poetry and other texts.


Cross-curricular linkProgramme of study for Art InvestigatingPupils should be taught to:1. select and record from observation, experience and imagination to investigate the natural and man-made environment.

Pages 12-13 Playful poetryProgramme of study for English OracyRangePupils should be given opportunities to:1. talk for a range of purposes including:• exploring, developing and explaining ideas• sharing ideas, insights and opinions.

SkillsPupils should be taught to:1. express themselves confi dently and clearly.

Language developmentPupils should be given opportunities to:1. develop their appreciation and use of standard English3. extend and enrich their vocabulary through activities that focus on words and their meanings including:

Cross-curricular linkProgramme of study for Art InvestigatingPupils should be taught to:1. select and record from observation, experience and imagination to investigate the natural and man-made environment.

Pages 6-7 Playing with words Programme of study for EnglishWritingRangePupils should be given opportunities to:1. write for varied purposes, understanding that writing is enjoyable in itself3. write in response to a wide range of stimuli4. use the characteristics of different kinds of writing.

SkillsPupils should be taught to:2. write for a range of purposes including:• making judgements about when a particular choice of vocabulary is appropriate3. plan, draft and improve their work and discuss and evaluate their own and others’ writing 4. develop their ability to organise and structure their writing in a variety of ways using their experience of poetry and other texts.


Pages 9-11 Dragon’s denProgramme of study for EnglishWritingRangePupils should be given opportunities to:1. write for varied purposes, understanding that writing is enjoyable in itself3. write in response to a wide range of stimuli4. use the characteristics of different kinds of writing5. write in forms which include imaginative writing.






Poetry (continued) WritingRangePupils should be given opportunities to:1. write for varied purposes, understanding that writing is enjoyable in itself2. write for an extended range of readers3. write in response to a wide range of stimuli4. use the characteristics of different kinds of writing.

SkillsPupils should be taught to:1. use writing as a means of developing, organising and communicating ideas4. develop their ability to organise and structure their writing in a variety of ways using their experience of poetry and other texts8. use features of layout and presentation.


Cross-curricular linksProgramme of study for ScienceLife processesPupils should be taught:1. the differences between things that are living and things that are not3. that animals, including humans, move, need food and water, grow and reproduce.

Programme of study for Art InvestigatingPupils should be taught to:1. select and record from observation, experience and imagination to investigate the natural and man-made environment.

• discussion of more imaginative and adventurous choices of words• consideration of groups of words.4. speak with clear diction and intonation6. use increasingly varied vocabulary.

Pages 14-15 What’s the secret?Programme of study for EnglishWritingRangePupils should be given opportunities to:1. write for varied purposes, understanding that writing is enjoyable in itself2. write for an extended range of readers3. write in response to a wide range of stimuli4. use the characteristics of different kinds of writing.

SkillsPupils should be taught to:1. use writing as a means of developing, organising and communicating ideas4. develop their ability to organise and structure their writing in a variety of ways using their experience of poetry and other texts8. use features of layout and presentation.


Cross-curricular linksProgramme of study for MathematicsShape, space and measuresPupils should be taught to:2. make 3-D shapes with increasing accuracy.

Page 16 Full of lifeProgramme of study for English


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Looking at the painting

Use this sheet to help you look at the picture in more detail

• What do you like and what don’t you like about the painting?

• What puzzles you about the painting?

• What is happening on the left side?

• What is happening on the right side?

• What is happening at the front?

• What is happening in the middle?

• Discuss the use of colours.

• How does the painting make you feel?

• How do you think the painter felt when she was painting?

• Choose five words to describe the painting.





Photocopy or download from: OCTOBER 2006 JUNIOR EDUCATION TOPICSPHOTOCOPIABLE POETRY

A poet’s special effects 1. Use powerful and precise words.• Poets choose words very carefully. For instance, look at this sentence:The big giant came down the lane.• But surely, all giants are big – that is what the word ‘giant’ means! When choosing adjectives a poet must add something new, something extra and often, something surprising.• What about the verb ‘came’? Wouldn’t a giant ‘lumber along’ or ‘thud’? If the giant ‘tiptoed’ down the lane that would really surprise the reader. • Finally, watch out for dull nouns. For example, if you write: The bird sat on the tree.then it does not paint a strong picture. What sort of bird? What sort of tree? As soon as you write: The parrot sat in the oak tree.a stronger picture is created.

2. Use surprising word combinations.• Avoid putting words together that are obvious or that you have heard before. For instance, if you write:The old lady went down the lane.this might be better as:The old lady hobbled down the lane.

• But ‘hobbled’ is the sort of word that is obvious and rather expected. Try surprising the reader:The old lady break-danced down the lane.

3. Create interesting sound effects.• All poems should have ‘rhythm’ so that they read easily. Poems always have to be read aloud, so that you can ‘hear’ the sound that you have made. Some poems do rhyme, but often, rhyming poems are too hard to create. They can be fun for amusing poems and simple raps, though. • The main effect for creating ‘sounds’ in your writing is alliteration. This is when you use the same sound at the start of words close to each other. For example:Slowly, the sea slipped over the silky sand.

4. Create powerful pictures. Poets create ‘pictures’ or ‘images’ in the reader’s mind. Using similes can do this. A simile is when you say that one thing is like another, such as:The moon is like a bear’s claw.• Another sort of simile uses ‘as’:The moon is as cold as old bones. • You can turn similes into metaphors by dropping the word ‘like’:The moon’s jagged claw…Or A silver claw hung in the night sky…• You can also use personification, which makes objects and things sound as if they are alive. For example:The trees stooped down.

JET_ins fc.indd 9/4/2006, 4:08 PM1


PHOTOCOPIABLE Photocopy or download from: POETRY OCTOBER 2006 JUNIOR EDUCATION TOPICS

City seen

SEE PAGE 16

Late night city lights glare,glowering on street corners.

Cruising cars snarl by,their drivers wearing ghostly masks.

Buses busy themselvesat street corners,

greeting customerswith sudden warmth.

Buildings straightento attention like

dark giants high above.

Far below pavements snakeacross the city

like lines on the palmof a map’s hand.

Doorways yawn.Dawn is a cup of coffee away.

Pie Corbett

JET_ins bc.indd 9/4/2006, 4:10 PM1



Scarlet poppiesThe guardsmen’s coats

are scarlet poppies.They strut like peacocks

past dark railings lined like a rack of spears.

On the balcony,Lytton Strachey

sips afternoon teafrom fine bone china,

perusing the park

while visitors gagglelike geese below.

Opposite, a tree’s withered trunkcharred by shell fire –

a burnt barley-sugar twist of pain;

And a woman waits forlorndreaming of poppies and the past –

while a meringue swan cruises the pond

where children scatterbread and laughter

like petals.

It’s May – and the park blossoms!

Pie Corbett






Scottish 5–14 National Guidelines

PoetryThe information and activities in this issue support the guidelines for English Language 5–14, and will help you to develop the

programmes of study for listening, talking, reading and writing though a focus on poetry. Specifi c links are listed below.

Pages 2-3 Hurray for poetry!English languageListeningListening in groupsPupils will:• Listen to others in group or one-to-one activities and respond by making a relevant comment. Levels B-E.

Listening in order to respond to textsPupils will:• Listen to a range of stories, poems and dramatic texts and in talking, writing or some other creative activity, offer a response. Levels B-E.

Awareness of genrePupils will:• Identify features of form and content in different types of text. Levels B-E.

TalkingTalking about textsPupils will:• Talk about a range of stories, poems and dramatic texts that have been heard or read, and offer a response. Levels B-E.

Talking in groupsPupils will:• Talk to others in a group or one-to-one activity and contribute to the purpose of the activity. Levels B-E.

Talking about experiencesPupils will:• Talk readily about their own and others’ experiences, feelings or opinions. Levels B-E.

ReadingPupils will:• Read for enjoymentPupils will:• Read regularly for enjoyment and give an opinion on texts. Levels C-E.

Reading to refl ect on writer’s ideasPupils will:• Read a variety of texts and in discussion and writing show that they understand the main ideas. Levels B-E.

Reading aloudPupils will:• Read a familiar text with fl uency, scan then read aloud an unfamiliar text. Levels B-C.

Cross-curricular linkExpressive arts – DramaPupils will:• Develop a role. Levels B-E.• Communicate ideas and feelings in drama activities. Levels B-D.• With support, participate in a group presentation to a familiar audience. Level C.

Pages 4-5 Say what you seeEnglish language WritingImaginative writingPupils will:• Write a brief and imaginative poem using appropriate organisation and vocabulary. Levels C-E.

Personal writingPupils will:• Write about a personal experience for a specifi c purpose and audience. Levels C-E.

Knowledge about languagePupils will:• Understand and use the following terms: noun, verb, comma, purpose and audience. Level C.

Cross-curricular linkExpressive arts – ArtPupils will:• Observe and record from given sources by drawing, painting and sketching. Levels B-C.





Scottish 5–14National Guidelines Poetry (continued)

Pages 9-11 Dragon’s denEnglish language TalkingTalking in groupsPupils will:• Talk to others in a group or one-to-one activity and contribute to the purpose of the activity. Levels B-E.

WritingImaginative writingPupils will:• Write a brief and imaginative poem using appropriate organisation and vocabulary. Levels C-E.



Cross-curricular linkExpressive arts – DramaPupils will:• Communicate ideas and feelings in drama activities. Levels B-D.• With support, participate in a group presentation to a familiar audience. Level C.

Expressive arts – ArtPupils will:• Create paintings, models and construction from imagination and observation. Levels B-C.

• Create paintings, models and construction from imagination and observation. Levels B-C.

Pages 6-7 Playing with words ReadingReading for enjoymentPupils will:• Read regularly for enjoyment and give an opinion on texts. Levels C-E.


Knowledge about languagePupils will:• Read a familiar text with fl uency, scan then read aloud an unfamiliar text. Levels B-C.

TalkingTalking in groupsPupils will:• Talk to others in a group or one-to-one activity and contribute to the purpose of the activity. Levels B-E.









TalkingTalking in groupsPupils will:• Talk to others in a group or one-to-one activity and contribute to the purpose of the activity. Levels B-E.



Knowledge about language• Understand and use the following terms: noun, verb, comma, purpose and audience. Level C.

Cross-curricular linkExpressive arts – ArtPupils will:• Create paintings, models and construction from imagination and observation. Levels B-C.

Mathematics – Shape, position and movementPupils should be able to:• Collect, discuss, make and use 3D and 2D shapes. Levels B-D.

Page 16 Full of lifeEnglish language TalkingTalking in groupsPupils will:• Talk to others in a group or one-to-one activity and contribute to the purpose of the activity. Levels B-E.

WritingImaginative writingPupils will:

Pages 12-13 Playful poetryEnglish languageListeningListening in order to respond to textsPupils will:• Listen to a range of stories, poems and dramatic texts and in talking, writing or some other creative activity, offer a response. Levels B-E.

Awareness of genrePupils will:• Identify features of form and content in different types of text. Levels B-E.

TalkingTalking about textsPupils will:• Talk about a range of stories, poems and dramatic texts that have been heard or read, and offer a response. Levels B-E.

Talking in groupsPupils will:• Talk to others in a group or one-to-one activity and contribute to the purpose of the activity. Levels B-E.

Talking about experiencesPupils will:• Talk readily about their own and others’ experiences, feelings or opinions. Levels B-E.

Pages 14-15 What’s your secret?English language ReadingPupils will:• Read for enjoymentPupils will:• Read regularly for enjoyment and give an opinion on texts. Levels C-E.







• Understand and use the following terms: noun, verb, comma, purpose and audience. Level C.

Cross-curricular linkSociety, science and technology – living things• Give some of the more obvious distinguishing features of the vertebrate groups. Level C.

• Write a brief and imaginative poem using appropriate organisation and vocabulary. Levels C-E.


Knowledge about languagePupils will:





Northern IrelandCurriculum

PoetryThe information and activities in this issue are designed to help you provide pupils with the learning opportunities outlined in the

Programme of Study for English at Key Stage 2 through a focus on poetry. Specifi c links are detailed below.

Pages 2-3 Hurray for poetry!Programme of study for EnglishTalking and listeningAudienceThe range should include:• members of a group• members of a class• the wider school community.

PurposeThe range should include:• discussing their work and personal interests with the teacher and other pupils.

Talking and listening activities Pupils should have opportunities to:a) listen and respond to a range of poetryc) listen to live presentations and discussing these with the teachere) describe and talk about real and imaginary experiencesg) read aloud a text which they have preparedh) prepare and give a short oral presentation to a group or the class.

ReadingRangePupils should have opportunities to engage with a range of text including:• poems and songs.

Reading activitiesPupils should have opportunities to:a) listen and understand a range of textsb) participate in shared reading experiencesc) explore texts with the teacher to focus on distinctive featuresd) recreate texts through dramatisatione) read aloud to the class or teacher from familiar texts, including those composed by themselvesf) discuss and interpret texts.

Pages 4-5 Say what you see

Programme of study for EnglishWritingPurposePupils should have opportunities to write for a variety of purposes including:• their own amusement and enjoyment• to express their thoughts, feelings and imaginings• to describe.

ContextWriting will arise from:• fi rst-hand experience.

RangeTheir writing should include:• poems.

Pupils should have opportunities to:a) experiment with rhymes, rhythms, verse structure, and all kinds of verbal play.

Expected outcomesPupils should develop the ability to:a) make expressive use of language when describing thoughts, feelings and imaginingsc) observe the different conventions and structures demanded by various forms of writing.

Cross-curricular linkProgramme of study for Art and designInvestigating and realising activities should include:• observing and recording.

Pupils should have opportunities to:a) explore and respond to direct sensory experiences and to imagination.

Pages 6-7 Playing with words Programme of study for English WritingPurposePupils should have opportunities to write for a variety of purposes including:






Poetry (continued) they are reading.

Expected outcomesPupils should develop the ability to:a) make expressive use of language when describing thoughts, feelings and imaginingsb) present and structure ideas, information and opinionsc) observe the different conventions and structures demanded by various forms of writing.

Cross-curricular linkProgramme of study for Art and designPupils should have opportunities toa) explore and respond to direct sensory experiences and to imagination.

Pages 12-13 Playful poetryProgramme of study for EnglishTalking and listeningAudienceThe range should include:• members of a group• members of a class.

PurposeThe range should include:• discussing their work and personal interests with the teacher and other pupils.

Expected outcomesPupils should develop the ability to:a) express thoughts and feelingsb) present ideas and informationd) share and cooperate in pairs or group activities.

WritingPurposePupils should have opportunities to write for a variety of purposes including:• their own amusement and enjoyment• to express their thoughts, feelings and imaginings.

AudiencePupils should write for a range of audiences including:• peers.

• their own amusement and enjoyment• to express their thoughts, feelings and imaginings• to describe.

ContextWriting will arise from:• responses to their reading.

RangeTheir writing should include:• poems.

Pupils should have opportunities to:a) experiment with rhymes, rhythms, verse structure, and all kinds of verbal playc) discuss various features of layout in texts which they are reading.

Expected outcomesPupils should develop the ability to:a) make expressive use of language when describing thoughts, feelings and imaginings.

Pages 9-11 Dragon’s denProgramme of study for EnglishWritingPurposePupils should have opportunities to write for a variety of purposes including:• their own amusement and enjoyment• to express their thoughts, feelings and imaginings• to describe.

ContextWriting will arise from:• responses to their reading• cross-curricular themes.

RangeTheir writing should include:• poems• descriptions.Pupils should have opportunities to:a) experiment with rhymes, rhythms, verse structure, and all kinds of verbal playc) discuss various features of layout in texts which






Poetry (continued) ContextWriting will arise from:• responses to their reading• cross-curricular themes.

AudiencePupils should write for a range of audiences including:• peers.

RangeTheir writing should include:• poems• descriptions.


Expected outcomesPupils should develop the ability to:a) make expressive use of language when describing thoughts, feelings and imaginingsb) present and structure ideas, information and opinionsc) observe the different conventions and structures demanded by various forms of writing.

Cross-curricular linkProgramme of study for MathematicsShape and space Pupils should have opportunities to:b) use materials to construct various 3-D shapes.

Page 16 Full of lifeProgramme of study for EnglishWritingPurposePupils should have opportunities to write for a variety of purposes including:• their own amusement and enjoyment• to express their thoughts, feelings and imaginings• to describe.

RangeTheir writing should include:• poems

Pupils should have opportunities to:a) experiment with rhymes, rhythms, verse structure, and all kinds of verbal play.

Expected outcomesPupils should develop the ability to:a) make expressive use of language when describing thoughts, feelings and imaginings.

Pages 14-15 What’s your secret?Programme of study for EnglishReadingRangePupils should have opportunities to engage with a range of text including:• poems and songs• their own and others’ written work.

PurposePupils should have opportunities to read for a variety of purposes including:• for their own amusement and enjoyment• to learn about themselves and others.

Reading activitiesPupils should have opportunities to:g) represent texts in a range of visual forms.

Expected outcomesPupils should develop the ability to:k) model their own writing on forms they have encountered in reading.

WritingPurposePupils should have opportunities to write for a variety of purposes including:• their own amusement and enjoyment• to express their thoughts, feelings and imaginings• to describe.






Poetry (continued) b) present and structure ideas, information and opinionsc) observe the different conventions and structures demanded by various forms of writing.Cross-curricular linkProgramme of study for Art and designInvestigating and realising activities should include:• observing and recording.

Programme of study for ScienceLiving thingsPupils should have opportunities to:a) fi nd out about themselves and other animals, including how they grow, move and use their senses.

ContextWriting will arise from:• responses to their reading• cross-curricular themes.

RangeTheir writing should include:• poems• descriptions.


Expected outcomesPupils should develop the ability to:a) make expressive use of language when describing thoughts, feelings and imaginings




Teachers’ notesEntrance to Hyde Park, 1930

by Mary Adshead

• Mary Adshead was born in 1904 and lived to become 91 years old. She was an English painter who specialised in murals, which she painted in houses, clubs and for shops and restaurants. (A mural is a painting on a wall or ceiling, though often they were painted on boards, which were then attached to a wall.) Mary studied painting at the Slade School of Art and was an immediate success, being one of the best painters of her year. She won joint first prize with another famous painter, called Rex Whistler, in 1924. Interestingly, Mary did not only work on large murals – but also worked on postage stamps and illustrated books.• Mary Adshead painted Entrance to Hyde Park, 1930 in 1933. She was about to have her second child and the painting was carried out very rapidly from her imagination. She was recalling visits to the park and stringing together memories and scenes, as well as inventing and drawing together a host of characters and events.• The painting was done in oils on canvas and is now held in a private collection. It is 142 by 203cm in dimension. • Mary’s son, Sylvester Bone, told me that the painting must have been completed in the month of May because the flower seller is holding lily-of-the-valley. At the time of painting Mary was waiting for Sylvester to be born. Interestingly, the painting is set in springtime when the leaves are coming out and flowers are blooming. He explained that his mother had created it entirely from memory and described it as ‘an assembly of different images about the park’ showing ‘things that she enjoyed in London parks in one decorative ensemble’. He pointed out to me the different people and parts of the painting, especially noting how his mother had liked the uniforms of the guardsmen.• The following museums and galleries exhibit work by Mary Adshead:– The Tate– The Graves Art Gallery, Sheffield– The Imperial War Museum– Manchester City Art Gallery– The London Transport Museum– The University of Liverpool Art Gallery.






At the window listening…At the window leaning

head in hands and dreaming,

at the window listening –

to the flower girl’s call

her words like petals in the soft spring air,

to the girlfriends’ chatter

as the guardsmen buy flowers and scented dreams,

to the old folk on the park bench,

seated quite neatly and locked in their bones

and the pathway of their past,

to the wind rippling the leaves like tiny muscles,

to the washing flickering above

like a reminder of something left unsaid,

to the radio playing last year’s song,

the cat’s warm purr and the canary’s song,

to the boy clutching his bat and stumps

and his sister throwing frail crumbs,

to the famous man,

dark with his own importance,

in his stiff collar and grim suit,

trapped on the balcony

both of us

trapped – in a cage made of silences.

Pie Corbett



Documents

JET a1 back pcps - Scholastic UKimages.scholastic.co.uk/assets/a/5e/e9/all-worksheets-mip-14569.pdfkennings – ‘bone-cruncher’. A kenning is a rather clever way of identifying