Smell Poem Planning

Overview

In this final lesson of the “Senses in Poetry” unit, Year 2 students will engage in planning their own smell poems. Using their previously developed vocabulary lists, they will outline ideas that connect smells with feelings and memories. This consolidates their understanding of sensory language and emotive expression in poetry, aligned with the National Curriculum for England requirements.

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National Curriculum Links

English – Writing – Year 2

• Pupils should be taught to:
  • Develop positive attitudes towards writing by writing for different purposes.
  • Use expanded noun phrases to describe and specify (e.g. the blue butterfly).
  • Write poetry, and understand that poems can use language in different ways to express feelings and create images.
  • Plan or say out loud what they are going to write about.
  • Rehearse sentences orally, progressively building a varied vocabulary and grammar.

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Learning Objectives

By the end of the lesson, pupils will:

• Plan their own poem about smell, using a list of descriptive words and phrases.
• Link smells to feelings or memories to create expressive content.
• Use expanded noun phrases to add detail to their planned poem.
• Develop confidence in organising their ideas before writing.

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Success Criteria

Pupils can:

• Choose appropriate descriptive vocabulary from their list relating to smells.
• Outline their poem clearly, connecting smells with emotions or memories.
• Write expanded noun phrases to enrich their ideas.
• Share their plans and explain the feelings or memories inspired by each smell.

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Resources

• Personal vocabulary lists (from previous lessons)
• Smell poem planning templates (with sections for smell, description, feeling/memory)
• Large scented items collection (e.g., lavender bag, lemon peel, cinnamon) for inspiration
• Whiteboard and markers
• Paper and pencils
• Visual emotion cards (happy, calm, excited, sad, etc.)

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Lesson Structure (40 minutes)

1. Starter (5 minutes)

Engage senses and spark memories

• Present 2-3 scented items to the class. Pass them around or waft the scent.
• Ask: “What does this smell remind you of? How does it make you feel?”
• Use visual emotion cards to help children link smells to feelings.
• Model quick examples on the board using expanded noun phrases, e.g., "the sharp, tangy lemon smell" linked with "a sunny, happy morning".

2. Main Activity (25 minutes)

Plan your smell poem

• Hand out the smell poem planning templates and personal vocabulary lists.
• Instruction: “Choose 3 smells you like from your list or from today’s items. For each, write the smell, describe it using at least one expanded noun phrase, and say what feelings or memories it brings.”
• Encourage use of adjectives and specific descriptive words to create vivid images.
• Teacher circulates, supporting vocabulary choices, helping with sentence structure and encouraging elaboration.
• Invite pupils to practice saying their lines aloud to hear the rhythm and emotion.

3. Sharing and Reflection (8 minutes)

• Ask 4-5 volunteers to share one of their planned smell lines and explain the feeling or memory associated.
• Highlight strong use of descriptive vocabulary and emotional connection.
• Discuss how the same smell can make people feel different things, promoting empathy and personal expression.

4. Plenary (2 minutes)

• Recap learning objectives and praise creativity and thoughtful planning.
• Explain that next lesson (post-unit reflection or performance) will focus on writing or performing their poems.

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Assessment Opportunities

• Formative: Teacher observation of vocabulary use and idea development during main activity; questioning to probe understanding of descriptive language and emotional connection.
• Peer Feedback: During sharing, peers respond with “What I liked was…” statements to reinforce positive use of descriptive language and feelings.
• Self-Assessment: Simple thumbs-up/thumbs-down or emoji faces to indicate confidence in their poem plan.

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Differentiation

• Support: Provide sentence starters on the template, e.g., “This smell makes me feel…” or “It reminds me of…”. Use one-to-one prompts where needed.
• Challenge: Encourage more detailed expanded noun phrases or similes, e.g., “the cold, crisp smell like fresh snow”. Invite these pupils to add an extra sense (e.g., sight or sound) if time permits.

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Extension Idea for Early Finishers

• Write a short sentence or two imagining a place or memory associated with one of their chosen smells, expanding the poem’s imagery.

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Teacher Notes

• Emphasise linking sensory details with personal emotion, encouraging pupils to see poetry as a way to share feelings.
• Use pupils’ own interests or familiar environments (home, school, park) as contexts for memories to make the planning more meaningful.
• Celebrate all contributions to build confidence in their unique poetic voice.

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This detailed and carefully aligned lesson not only meets the Year 2 English curriculum but also inspires creativity and emotional literacy through poetic exploration of the sense of smell.