Creating Sight Poems

Overview

Year Group: Year 2
Duration: 40 minutes
Class Size: 11 students
Unit: Senses in Poetry (Lesson 3 of 15)
Lesson Title: Creating a Sight Poem: Planning Our Words
National Curriculum Focus: English – Writing, Speaking and Listening

Curriculum Links

National Curriculum for England – Key Stage 1 (Years 1 & 2)

English – Writing

Write sentences by saying out loud what they are going to write about (Programmes of Study)
Write simple sentences that can be read by themselves and others
Use vocabulary and grammar that reflect the pupil’s experiences and feelings (Poetry and narrative writing)

English – Spoken Language

Participate in discussions, presentations, performances, role play, improvisations and debates (Year 2 Objectives)
Express ideas and feelings clearly using well-chosen vocabulary

Learning Objectives

By the end of this lesson, pupils will:

Use a given word bank to brainstorm descriptive words and phrases related to the sense of sight.
Plan their own simple sight poem by organising words and ideas in a clear outline.
Express personal feelings and observations about what they see using appropriate vocabulary.
Work collaboratively and share ideas confidently in a small group setting.

Success Criteria

Pupils can:

Select and group descriptive words related to sight from the word bank.
Create a basic outline for their sight poem including lines or phrases.
Share their poem ideas clearly with the class or in pairs.
Demonstrate understanding of how sensory language creates imagery.

Resources Needed

Word bank sheet (with a list of sight-related words and phrases, e.g., bright, colourful, shiny, sparkling, shadowy, flickering)
Whiteboards and markers or notebooks
Visual stimuli: pictures or photos that emphasise visual details (e.g., forest, beach, cityscape)
Planning template (simple outline with space to write words, phrases, and ideas)
Large A3 paper for group brainstorming (optional)

Lesson Structure

1. Starter Activity (5 minutes)

Objective: Activate prior knowledge and engage pupils visually

Show a vibrant, colourful image on the board (e.g., a bustling market scene or a garden full of flowers).
Ask pupils: “What can you see?”
Prompt for descriptive answers focusing on sight (e.g., colours, shapes, light).
Quickly note some suggestions on the board, emphasising adjectives and sensory words.

Curriculum Link: Spoken Language – expressing ideas clearly; using vocabulary that reflects feelings

2. Introduce the Task (5 minutes)

Objective: Set clear purpose and success criteria

Explain that today, pupils will plan their own “sight poem” using words to describe what they see and how it makes them feel.
Distribute the word bank and planning template.
Briefly model how to choose words from the word bank and think about feelings connected to sight.
Show a very short example outline on the board (e.g., Line 1: Bright colours, Line 2: Sparkling lights, Line 3: I feel happy and amazed).

Curriculum Link: Writing – planning writing by discussing and rehearsing ideas

3. Main Activity: Planning Words and Phrases (20 minutes)

Objective: Brainstorm and organise ideas collaboratively and independently

Pupils use the word bank to brainstorm words and phrases in their planning templates.
Encourage them to add their own words inspired by the starter image or from memory of other places they’ve seen.
Once individual brainstorming finishes, organise pupils into pairs or small groups to share ideas and help each other select their best words.
Circulate to support language use, ask open questions (“Which words show your feelings best? Why?”), encourage use of adjectives and expressive vocabulary.

Extension:

For pupils who finish early, challenge them to write a simple draft line or two on their template, combining words meaningfully.

Curriculum Link: Writing – using vocabulary to express ideas and feelings; Speaking and Listening – discussion and collaboration

4. Plenary: Sharing and Reflection (10 minutes)

Objective: Celebrate learning and consolidate understanding

Invite a few pupils or pairs to share their planned poem lines or interesting words with the class.
Ask the class to listen and comment on the use of sight-related vocabulary or how the words make them picture something in their mind.
Reinforce how these planned words will help create strong images in their poems.
Recap the learning objectives and link to the next lesson: transforming plans into full sentences/poems.

Curriculum Link: Spoken Language – expressing ideas clearly and listening to others

Assessment Opportunities

Observe pupils during brainstorming and group discussion to assess use of descriptive vocabulary and participation.
Review pupils’ planning templates to check understanding of expressing sight and feelings.
Listen to poem ideas shared in plenary to assess clarity and vocabulary choice.

Differentiation

For lower ability pupils: Provide a simplified word bank and offer one-to-one support during brainstorming. Encourage drawing to support word choices.
For higher ability pupils: Encourage more complex adjective use or metaphorical language (e.g., “bright as the sun”, “shadows dance”). Allow them to write simple draft sentences on their templates.
EAL learners: Use picture-word matching activities and paired talk to support vocabulary acquisition.

Reflection and Next Steps

Note which pupils engaged confidently and which need more language support.
For next lesson, focus on helping pupils turn these outlines into full sentences or simple verses, incorporating rhythm and rhyme if appropriate.
Consider linking this lesson to cross-curricular art by encouraging pupils to illustrate their poems visually in a future lesson.

Teacher's Tip:
To further wow students, use a darkened classroom and project colourful images to evoke a stronger sensory experience, prompting more vivid vocabulary for their sight poems. This multi-sensory hook can boost engagement and deepen descriptive language use.

End of plan.

Teaching Instructions