Bed in Summer

Title: Bed in Summer
Current Content:

Learning Objectives

By the end of this 20-minute lesson, Year 2 pupils will:

• Listening and understanding: Listen carefully to a poem and talk about what happens in it (National Curriculum English, Reading - Word Reading and Comprehension - KS1 Poetic texts).
• Language awareness: Notice and talk about words that describe feelings and times of day in the poem.
• Vocabulary: Learn new words that describe day and night and feelings about bedtime.
• Personal response: Share their own ideas and feelings about going to bed, relating to the poem (English Reading - Comprehension KS1).

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Resources

• Printed copies of the poem Bed in Summer by Robert Louis Stevenson (one per pupil)
• Whiteboard and marker
• Sticky notes or small paper slips
• Timer or stopwatch
• Visual aids with key vocabulary and emotions (for SEND support)
• Individual whiteboards or communication cards (optional, for SEND pupils)

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Lesson Outline

1. Introduction to the Poem (3 minutes)

• Greet the class and introduce Robert Louis Stevenson as a famous Scottish poet who wrote about childhood. Explain that Bed in Summer is a short poem about going to bed when it is still light outside.
• Read the poem aloud slowly and clearly once, asking pupils to listen carefully to the words about day and night.
• Show printed copies and invite pupils to look at the poem quietly.
• Differentiation: For SEND pupils, use visual aids showing pictures of day, night, and emotions to support understanding. Check in with these pupils individually to ensure they are following.

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2. Guided Reading and Discussion (7 minutes)

• Read the poem again together, stopping after each stanza to ask simple questions:
  • What is happening in this part? (Literal comprehension)
  • How do you think the child feels? (Emotional response)
• Point out words like “tired,” “sunny,” and “dark.” Write these on the whiteboard and talk about what they mean.
• Help pupils notice how the poem talks about day and night being different and how that makes the child feel.
• Differentiation: Use clear, simple language and repeat key vocabulary for SEND pupils. Provide sentence starters or picture prompts to help them express their ideas. Pair SEND pupils with supportive peers during discussion to encourage participation.

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3. Comprehension Questions (5 minutes)

Ask pupils to answer these simple questions by speaking or writing short answers:

• Why does the child not like going to bed in summer?
• What is different about the day and night in the poem?
• How does the child feel when it is time to go to bed?
• Can you say a word from the poem that shows the child is tired?
• Have you ever felt like the child in the poem? What did you feel?
  Invite a few pupils to share their answers with the class to make personal connections.
• Differentiation: For SEND pupils, allow alternative response methods such as drawing, using communication cards, or one-word answers. Provide extra time and one-to-one support if needed.

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4. Fun Activity – ‘Day and Night Feelings’ (5 minutes)

• Give each pupil a piece of paper folded in half with “Day” on one side and “Night” on the other.
• Ask them to draw or write one or two words or pictures to show how the child feels during the day and at night, using ideas from the poem.
• Encourage them to use one new word from the poem in their drawing or writing, like “tired” or “sunny.”
• Differentiation: For SEND pupils, provide pre-printed word banks or picture cards to support their drawing or writing. Allow them to work with a teaching assistant or peer buddy if needed.

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Assessment and Feedback

• Listen carefully to pupils’ answers during discussion to check understanding.
• Look at their drawings and words in the activity to see if they used new vocabulary.
• Give positive feedback, praising their ideas and how they shared their feelings about bedtime.
• Provide gentle encouragement and additional praise for SEND pupils to build confidence.

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Curriculum Links

• English Programme of Study, Key Stage 1:
  • Reading - Comprehension: Pupils listen to and discuss poems, talking about what happens and how they feel.
  • Vocabulary and Grammar: Pupils learn new words and talk about how words describe feelings and times of day.

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Additional Teacher Notes

• Help pupils think about how the time of year changes how light or dark it is outside and how that affects bedtime.
• This lesson can be extended by reading other simple poems about day and night or bedtime.
• Use expressive reading to show how the poem sounds and to help pupils enjoy the words.
• SEND Support Recommendations:
  • Provide clear, concise instructions and check understanding frequently.
  • Use multi-sensory approaches including visuals, gestures, and repetition.
  • Allow flexible response options and extra processing time.
  • Pair SEND pupils with empathetic peers for collaborative learning.
  • Monitor engagement closely and offer breaks if needed.

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This adapted lesson plan offers a gentle introduction to poetry comprehension and emotional literacy, designed to meet the needs of Year 2 pupils in line with the UK National Curriculum, including effective support for a class of 30 pupils with 3 requiring SEND assistance.