Taste Poem Planning

Curriculum Link

National Curriculum for England – English – Year 2

• Reading - Comprehension: Develop pleasure in reading, motivation to read, vocabulary and understanding by listening to and discussing a wide range of poems.
• Writing - Composition: Plan their writing by discussing similar writing, and recording ideas.
• Spoken Language: Participate in discussions, rehearsing and performing poems to express feelings and ideas clearly.

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Learning Objectives

By the end of this 40-minute lesson, pupils will be able to:

• Use vocabulary related to taste to plan a descriptive poem. (Writing – vocabulary development)
• Express feelings and memories connected to different tastes through words. (Spoken Language - expressing ideas and feelings)
• Organise ideas coherently in preparation for writing a poem. (Writing – planning)

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Resources

• Vocabulary lists from previous lessons focused on taste-related words and sensory adjectives
• Large planning template (e.g., taste poem mind map / organiser with sections for taste words, feelings, memories)
• Whiteboard and markers
• Individual mini whiteboards or notebooks for students
• Examples of simple taste poems from familiar children's poetry books
• “Feeling faces” cards to help express emotions

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Lesson Structure

1. Starter (5 minutes)

• Engage: Recap previous learning from the unit “Senses in Poetry” using a quick Q&A: “What tastes have we explored? What words did we find exciting?”
• Share: Display a short poem about taste, read aloud expressively (model intonation and expression). Ask the class: “How does this poem make you feel? What taste words do you hear?”
• Use this to refresh and inspire vocabulary in their minds.

2. Introduction to Today’s Task (5 minutes)

• Explain that today, the class will plan their own taste poems. They will use the vocabulary lists they've gathered to think about words and feelings linked to tastes.
• Discuss briefly why people may have special memories or feelings about certain tastes (e.g., grandma’s cooking, favourite fruit).
• Show the planning template on the whiteboard. Explain each section:
  • Taste words
  • Associated feelings
  • Memories or experiences

3. Main Activity – Planning Poems (20 minutes)

• Independent/Paired Work:
  • Pupils use their vocabulary lists and the planning template to brainstorm their own ideas.
  • Encourage them to think beyond simple taste words (like sweet or sour) and to include emotions and memories.
  • Circulate and support pupils by asking guiding questions: “Can you think of a memory linked to that taste?” “What feeling does this taste give you?”
• Extension for confident pupils: Encourage inclusion of similes or interesting descriptive phrases (e.g., “as sharp as a lemon” or “like sunshine on my tongue”).

4. Sharing and Feedback (8 minutes)

• Invite 3-4 pupils to share parts of their planning aloud or show their mind maps.
• Use “feeling faces” cards for classmates to show how the poem ideas make them feel.
• Positive, constructive feedback centred on vivid vocabulary and emotional connection.

5. Plenary (2 minutes)

• Recap the importance of planning: “Planning helps us get our best ideas ready to write beautiful poems.”
• Quick round: Ask each pupil to say one tasty word or feeling they wrote down today.

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Assessment & Differentiation

Assessment

• Formative assessment through observation during paired work and sharing.
• Check vocabulary use and link between taste words and feelings/memories in planning templates.

Differentiation

• SEN Support: Provide word banks and example sentence starters on mini whiteboards. Use one-to-one support or prompts for expressing feelings.
• Challenge: Encourage confident writers to add similes or metaphor ideas during planning.

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Teacher Reflection Prompts

• Did students successfully connect taste vocabulary to emotions or memories?
• Were all pupils engaged in planning their poems meaningfully?
• How effective was the use of visual planning templates in supporting writing preparation?
• What could be improved to foster deeper creative thinking about senses in poetry?

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This detailed plan ensures pupils in Year 2 are supported to develop their poetry creation skills in line with the National Curriculum, focusing on vocabulary enrichment, emotional expression, and writing planning strategies, all while igniting imagination grounded in sensory experience.