Exploring Sight

Overview

• Unit: Senses in Poetry (Lesson 1 of 15)
• Duration: 40 minutes
• Class size: 11 students
• Year group: Year 2 (Aged 6-7)
• Subject: English
• National Curriculum focus: Spoken language and composition through sensory language

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National Curriculum Links

English: Spoken Language

• Pupils should be taught to:
  • Participate in discussions, presentations, performances, role play, improvisations and debates
  • Explain ideas and opinions about texts using some technical terms
  • Develop vocabulary and build knowledge of language

English: Writing (Composition)

• Pupils should be taught to:
  • Write poetry using their senses to describe familiar experiences and objects
  • Plan or say out loud what they are going to write about
  • Discuss and re-read work to improve it

Key Stage 1 Programme of Study (Years 1 & 2) - Spoken Language and Writing

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Learning Objectives

By the end of this lesson, pupils will:

1. Use descriptive words related to sight (colour, shape, size, texture) to describe objects and images.
2. Express simple opinions and emotions evoked by visual stimuli.
3. Participate confidently in group talk about what has been seen using increasingly varied vocabulary.
4. Begin to plan language that may later support poetic writing focused on the sense of sight.

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Resources

• MagnaLink interactive magnetic board and magnetic words/pictures
• A collection of vibrant visual aids: photographs, coloured shapes, art prints, natural object pictures (e.g., leaves, animals, fruit)
• Whiteboard and markers
• Individual mini whiteboards and pens for pupils
• Emotion flashcards (happy, curious, surprised, etc.)
• Simple worksheet with sections for describing colour, shape, and mood (optional extension)

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Lesson Structure

1. Warm-up (5 minutes)

• Activity: Quick sensory activation chat: “What do we use our eyes for?” and “What kinds of things do you like to look at?”
• Encourage short whole-class responses highlighting colours, shapes, and feelings.
• Relate answers back to the idea of ‘seeing’ and introduce the term “sense of sight”.

2. Introduction to Visual Exploration (10 minutes)

• Using the MagnaLink board, display 4-5 colourful and interesting images one at a time (e.g., a red apple, a yellow sunflower, a blue butterfly, a leafy tree).
• For each image, initiate guided group observation with scaffolding questions:
  • “What colours do you see?”
  • “What shape(s) can you find?”
  • “How does this picture make you feel? Why?”
• Model descriptive language on the board using magnetic words and phrases linked to colour, shape, and emotion.

3. Paired Discussion and Description (10 minutes)

• Pupils paired up with mini whiteboards.
• Each pair picks an image from printed cards or projected on the MagnaLink.
• Task: Write or draw words/descriptions about colour, shape, and mood, inspired by the image.
• Teacher circulates, supports language use, prompts richer vocabulary (e.g., “Can you find a different word for ‘red’?”)
• Pairs share their descriptions aloud with the class.

4. Class Word Bank Creation (8 minutes)

• As pairs share, record descriptive words on the MagnaLink board under columns: Colours, Shapes, Feelings.
• Discuss common and exciting words, encouraging pupils to suggest synonyms or new ideas.
• Introduce and explain a few simple poetic words related to sight (e.g., “glimmer”, “sparkle”, “shadow”).

5. Reflection and Verbal Planning for a Poem (5 minutes)

• Ask pupils: “If we were to write a poem about what we see, what could we say?”
• Encourage children to suggest simple poetic phrases using the words collected.
• Model a short, sensory-focused phrase or two inspired by one image.
• Highlight that they will use this kind of language to write poems about sight in future lessons.

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Assessment and Feedback

• Observe pupils’ participation in group discussion and paired work — note their use of descriptive vocabulary.
• Check mini whiteboards for variety and accuracy of descriptive words.
• Use questioning during sharing to assess understanding of colour, shape, and emotions.
• Provide verbal praise encouraging attempts to use new or precise words.
• Use end-of-lesson reflection to gauge pupils’ grasp of the concept of ‘sense of sight’ in poetry context.

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Differentiation

• For Lower Ability Pupils:
  • Provide word banks or picture prompts to copy.
  • Focus on simpler descriptors (e.g., basic colours and shapes).
• For Higher Ability Pupils:
  • Challenge to use similes or metaphors related to sight in descriptions.
  • Encourage use of poetic vocabulary introduced on board.

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Extension and Home Learning

• Pupils can take a simple ‘Sight Diary’ home for the week: write or draw something they see every day that catches their eye.
• Encourage use of descriptive language discussed in class with family members.

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WOW Factor Ideas

• Use MagnaLink’s interactive magnetic words and images creatively to build collective word clouds live.
• Integrate mini “freeze frames” where pupils close eyes and imagine an object, then describe it using only sight-related words.
• End lesson with a brief “look and listen” game where pupils must spot and describe an object unseen by others using only descriptive clues—fostering descriptive precision and active listening.

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This approach immerses Year 2 pupils in sensory exploration aligned to National Curriculum objectives, preparing them effectively for the poetry unit while cultivating rich vocabulary and confident spoken language skills.