Creating Sound Poems

Unit: Senses in Poetry

Lesson 6 of 15

Duration: 40 minutes

Class Size: 11 Year 2 students

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National Curriculum Links

• English – Spoken Language:
  • Participate in discussions, presentations, performances, role play, improvisations and debates (Years 1-2 Programmes of Study)
• English – Reading - Comprehension:
  • Develop pleasure in reading, motivation to read, vocabulary and understanding (Years 1-2 Programme of Study)
• English – Writing – Composition:
  • Write sentences by: sequencing sentences to form short narratives (Year 2)
  • Consider what they are going to write before beginning by planning or saying out loud (Year 2)
• English – Writing – Vocabulary, Grammar and Punctuation:
  • Use expanded noun phrases for description and specification (Year 2)
  • Use and understand the grammatical terminology: adjective (Year 2)

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Learning Objectives

By the end of the lesson, pupils will be able to:

1. Plan their own sound poem, selecting words from their vocabulary lists to express specific sounds.
2. Use expanded noun phrases and adjectives to convey emotions or experiences related to sounds.
3. Explain how their chosen words reflect feelings or atmosphere linked to sounds in poetry.
4. Begin to sequence ideas logically to prepare for short poetic composition.

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Resources

• Vocabulary lists created from previous lessons (related to sound and emotions)
• Large planning templates (poem planning sheets with space for words, phrases, and emotions)
• Colour pencils and markers
• Example sound poem from previous lessons (either displayed or in print)
• Whiteboard and pens

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Lesson Structure

1. Introduction and Review (5 minutes)

• Quick Recap: Remind pupils about what they have learned about sounds in poetry (previous lessons). Quickly review the example poem, highlighting how it creates a soundscape and mood.
• Learning Goal: Explain that today they will plan their own sound poems, focusing on choosing words to show feelings and experiences related to sounds.

2. Vocabulary Review and Expansion (10 minutes)

• Pupils work in small pairs to revisit their sound vocabulary lists.
• Teacher prompts pupils with questions:
  • “Which words describe loud sounds?”
  • “Which words show soft or gentle sounds?”
  • “What feelings do these sounds make you feel?”
• Activity: Pupils add 2-3 new words/phrases to their lists inspired by the discussion, aiming to include descriptive adjectives or expanded noun phrases (e.g., “whispering leaves,” “thunderous roar”).

3. Guided Planning Activity (15 minutes)

• Hand out poem planning sheets divided into three columns:
  1. Sound Words and Phrases
  2. Emotions or Experiences (linked to sounds)
  3. Ideas for how to describe these in the poem
• Pupils use their vocabulary lists to fill these columns. Teacher circulates, encouraging them to use adjectives, expanded noun phrases, and simple similes if appropriate (e.g., “like a soft hug”).
• Prompt pupils to think about the order of sounds or feelings—planning a logical sequence for their poem so it tells a story or creates an atmosphere.
• Teacher models one example on the whiteboard, showing each step of planning.

4. Sharing and Reflection (8 minutes)

• Invite 3-4 pupils to share their planned ideas, focusing on how they will use words to express sound and emotion.
• Class provides supportive feedback using sentence starters:
  • “I like how you described...”
  • “Your words make me feel...”
  • “I wonder what sound will come next?”
• Teacher emphasises the importance of planning as a step in creating effective poetry linked to senses.

5. Plenary / Assessment (2 minutes)

• Quick round of questioning:
  • “What kind of words help show feelings about sound?”
  • “Why is it important to plan your poem before writing?”
• Collect or photograph the planning sheets to assess understanding of use of vocabulary, sequencing, and emotive language.

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Assessment Opportunities

• Informal assessment through observation of participation in paired and whole class discussions.
• Review of pupils’ planning sheets to see appropriate use of adjectives, expanded noun phrases, and clear linkages between sound and emotions.
• Listening to pupils’ explanations during sharing for understanding of emotional expression through words.

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Differentiation and Inclusion

• Provide word banks with picture support for pupils needing additional help with vocabulary.
• Challenge more able pupils to include simple similes or onomatopoeic words in their plans.
• Encourage EAL learners to use bilingual dictionaries or paired support for vocabulary building.
• Use of visual aids and modelling supports pupils with varied learning styles.

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Extension Ideas (for additional time or homework)

• Pupils draft the first four lines of their sound poem using their planning sheet.
• Record short audio clips mimicking sounds from their vocabulary to accompany their poem.
• Create a simple class soundscape using instruments or body percussion inspired by their poems.

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Note for Teachers:
This lesson centres on the vital phase of poetry composition — planning. By focusing on vocabulary connected to sounds and emotions, pupils learn not only to select precise and vivid words but also to understand how language shapes feeling and atmosphere, laying strong foundations for imaginative poetry writing in subsequent lessons.