Rhymes and Poems

Overview

Duration: 45 minutes
Class size: 30 students
Age group: Year 1
Subject: English

National Curriculum Links

English – Key Stage 1 (Years 1 & 2)

• Reading – Word Reading:
  • Recognise and use rhyme and rhythm in stories, poems and songs (NC Ref: ENGL1-2)
• Reading – Comprehension:
  • Listen to and discuss a wide range of poems, stories and non-fiction at a level beyond that at which they can read independently (NC Ref: ENGL1-1)
• Spoken Language:
  • Participate in discussions, presentations, performances, role play, improvisations and debates (NC Ref: ENGL1-8)

Learning Objective

To appreciate rhymes and poems.

Success Criteria

• I can listen to and begin to join in with some poetry.
• I can begin to understand the meaning of some of the words.
• I can match rhyming words from the poem together.

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Resources

• Interactive slide presentation (20 slides approx.)
• Printed poem copies for all students (large font for easy reading)
• Word cards with rhyming words
• Worksheet for written activity
• Colouring and drawing materials
• Whiteboard and markers
• Audio clips of poems or rhymes
• Timer for carousel rotation

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Lesson Flow

Starter / Input (20 minutes)

Teacher-led through slides with whole class

1. Introduction to Poetry and Rhyme (5 minutes)

   • Show simple definition of poetry and rhyme on slide.
   • Read aloud a familiar, simple poem: e.g., “Twinkle Twinkle Little Star” or “Humpty Dumpty”.
   • Encourage choral repetition after teacher reads.

2. Exploring Rhyme (5 minutes)

   • Display pairs of rhyming and non-rhyming words (e.g., cat/hat, dog/log, tree/car).
   • Ask children which words sound the same at the end.
   • Model listening carefully for rhyme endings.

3. Vocabulary Building with Poems (5 minutes)

   • Read another short poem with rich but age-appropriate vocabulary (e.g., excerpts from Michael Rosen’s or A. A. Milne’s poems).
   • Highlight 3-4 key words and discuss their meanings with simple explanations or visuals.
   • Invite children to suggest other words that mean the same or relate to those featured words.

4. Interactive Rhyme Matching Game (5 minutes)

   • Use slides to show rhyming word pairs with images.
   • Call on volunteers to select rhyming pairs on the slide.
   • Reinforce rhyme recognition and introduce the carousel stations to follow.

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Main Activity: Carousel (20 minutes)

Four groups of 7-8 children rotate in 5-minute intervals. Teacher/TA support assigned as specified.

1. With TA: Practical/Written Rhyme Matching (5 minutes)

   • TA-led small group with word cards.
   • Children match pairs of rhyming words and glue them on a worksheet.
   • TA prompts children to say the words aloud and recognise rhyme patterns.

2. With Teacher: Written Rhyme Creation (5 minutes)

   • Teacher guides children writing simple rhyming couplets (e.g., I see a cat, it wears a hat).
   • Children encouraged to sound out words with phonics support.
   • Teacher models writing and praises attempts.

3. Independent: Poetry Illustration (5 minutes)

   • Children choose a poem they heard and illustrate a favourite part or scene.
   • Encourage use of colours and drawing from imagination related to the poem’s theme or words.

4. Independent: Rhyme Listening Activity (5 minutes)

   • Children listen to a short recorded rhyme or poem on headphones (independent listening station).
   • They use a worksheet to circle pairs of rhyming words they hear.
   • Visual aids help scaffold listening (e.g., pictures next to the words).

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Plenary (5 minutes)

• Come back together and invite 3-4 pupils to share favourite rhymes or poems from the carousel.
• Recap key learning points: what rhymes are, new words learned, and how poems can be fun to say.
• Quick informal assessment through show of hands: Who joined in with the poem? Who matched rhyming words?

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Assessment

• Observe participation during choral readings and rhyme matching in the carousel.
• Check written rhyme couplets for phonetic and rhyming accuracy.
• Use listening worksheet answers to assess rhyme recognition.
• TA and teacher notes on pupil engagement and understanding during group activities.

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Differentiation

• TA support for children needing extra help to hear and produce rhymes.
• Use of visual aids and gestures for vocabulary development to support EAL and SEND pupils.
• Extension task for higher attainers: compose their own 3-line rhyme or poem.

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Reflection & Follow-up

• Save children’s rhyme couplets and illustrations to create a classroom poetry wall.
• Plan to revisit rhyme recognition with performance opportunities in future lessons.
• Integrate rhyme into daily phonics and reading sessions for reinforcement.

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This lesson plan builds a secure foundation for young children’s appreciation of poetry and rhyme, fulfilling the statutory requirements of the National Curriculum for England and fostering early literacy skills through engaging, multisensory approaches.