Exploring Pam Ayres

Curriculum Context

Curriculum: Irish Primary Language Curriculum (2015) – English Strand
Class Level: 5th Class (age 10-11)
Class Size: 15 students
Duration: 45 minutes

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Strand and Strand Units

• Strand: Reading
  • Strand Unit: Reading for Enjoyment and Reading to Learn
• Strand: Writing
  • Strand Unit: Expressing Ideas in Writing
• Strand: Oral Language
  • Strand Unit: Using Language

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Learning Outcomes from the Curriculum

By the end of this lesson, students will be able to:

• Reading: Develop comprehension skills by answering questions on a poem and making connections between text and their experiences (Reading for Enjoyment and Learning, LO 3, 5th Class).
• Writing: Identify and use adjectives to enhance descriptive writing (Expressing Ideas in Writing, LO 7).
• Oral Language: Use language expressively and appropriately in discussing poetry (Using Language, LO 4).

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Learning Objectives

1. Comprehension: Students will demonstrate understanding of the main ideas, feelings, and vocabulary in Pam Ayres' poem “Oh, I Wish I’d Looked After Me Teeth” through targeted questioning and discussion.
2. Grammar: Students will identify and classify adjectives from the poem and use them creatively in sentences.
3. Critical Thinking: Students will analyse the poem’s message and reflect on personal experiences related to the theme of self-care, encouraging expressive language use.

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Materials Needed

• Copies of “Oh, I Wish I’d Looked After Me Teeth” by Pam Ayres (printed or projected)
• Whiteboard and markers
• Adjective chart or worksheet
• Comprehension question sheet
• Notebooks and pencils

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Lesson Structure

Introduction (10 minutes)

• Activity: Read the poem aloud expressively to the class, encouraging students to listen carefully.
• Lower-Order Question: What is the poem about? (Factual recall)
• Higher-Order Question: Why do you think the poet is wishing she looked after her teeth? (Inference & reasoning)
• Teacher Notes: Connect to students’ prior knowledge—ask if anyone has had to visit the dentist because of not looking after their teeth to create personal relevance and engagement.

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Development (25 minutes)

Part 1: Adjective Focus (15 minutes)

• Activity:
  1. As a class, identify adjectives from the poem. Highlight or underline words that describe things (e.g., "aching," "crooked," "rotten").
  2. Discuss how these adjectives create vivid images or feelings.
  3. On the whiteboard, create an adjective chart of ‘describing words’ from the poem.
  4. Students write their own sentences or short descriptions about teeth or another body part using adjectives from the chart or new ones they invent.
• Lower-Order Question: Can you point out an adjective in the poem?
• Higher-Order Question: How do the adjectives help you imagine how the poet felt about her teeth?

Part 2: Comprehension Activity (10 minutes)

• Activity:
  • Distribute comprehension questions focused on literal and inferential understanding, e.g.:
    • Literal: What is the poet’s advice in the poem?
    • Inferential: How might the poet’s feelings affect someone who reads this poem?
  • Pair students to discuss their answers, then share with the class.
• Teacher Notes: Encourage students to refer back to the poem to support their answers.

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Conclusion (10 minutes)

• Activity: Group Reflection and Discussion
  • Prompt students to think how language and adjectives in poetry can help express feelings and tell stories.
  • Have students verbalise one new adjective they learned and explain how it made the poem more interesting or how they might use it in their own writing.
• Lower-Order Question: What new word did you learn today?
• Higher-Order Question: Why do you think poets choose certain words instead of others to describe something? How does this change how you picture it?

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Assessment and Evaluation

• Formative Assessment:
  • Observe student participation in adjective identification and sentence creation.
  • Monitor paired discussion responses and comprehension question answers for understanding.
• Summative Assessment:
  • Collect students’ written sentences employing adjectives for informal assessment.
  • A short exit task: Write two sentences using at least two new adjectives from the poem.

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Differentiation

• For learners requiring additional support: Provide adjective word banks and sentence starters.
• For more able learners: Challenge them to write a short stanza inspired by the poem using at least five interesting adjectives.

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Teacher Reflection

• Reflect on student engagement and understanding of adjectives in the context of poetry.
• Note effectiveness of comprehension questions in promoting deeper thinking.
• Plan for follow-up activities incorporating creative writing inspired by the poem.

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This lesson embraces the IE Curriculum's integrated approach to language learning by combining reading, writing, and oral skills in a meaningful context, deepening vocabulary knowledge (adjectives) and enhancing comprehension through poetry analysis. Its structured questioning promotes a progression from basic understanding to critical reflection, ideal for 5th class learners.