Y5 Poetry – Windows by Pie Corbett
National Curriculum content
- Identifying the audience for and purpose of the writing, selecting the appropriate form and using other similar writing as models for their own.
- In writing narratives, considering how authors have developed characters and settings in what pupils have read, listened to or seen performed.
- Selecting appropriate grammar and vocabulary, understanding how such choices can change and enhance meaning.
- Proposing changes to vocabulary, grammar and punctuation to enhance effects and clarify meaning.
- Proofread for spelling and punctuation errors.
- Read aloud and perform, showing understanding through intonation, tone, volume and action.
- To read and internalise the model text.
- To use reading comprehension strategies to understand the text.
- To understand the organisation of a poem.
- To understand vocabulary and definitions.
- To understand how to use similes in a poem.
- To use senses to write a poem.
- To understand how to use metaphors in a poem.
- To recognise key text features.
- To contribute to a shared write.
- To use adjectives to create expanded noun phrases.
- To use grammatical features to improve the model text.
- To understand how to use personification in a poem.
- To innovate the model text with my ideas.
- To write independently using the skills taught.
What we want children to know and the skills necessary to achieve this
- To read a poem aloud to a partner with expression.
- To start with a simile.
- To write short sentences to move events on quickly.
- To use metaphors and personification to describe.
- To use boastful adjectives.
- To use adverbs to modify a verb.
- To use synonyms to broaden vocabulary.
Verse, stanza, simile, adjective, adverb, alliteration, personification, synonym, expanded noun phrase
glare, weary, snarl, stare, gaze, dusk, peek