year 2 writing week beginning 08.06 · year 2 – writing week beginning 08.06.20 welcome to our...
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Year 2 – Writing week beginning 08.06.20
Welcome to our writing journey…The Poetry Olympics!
This week we will be continuing our writing journey into writing
poetry about the Olympics. We will draw on the book ‘Olympic Poems’
by Brian Moses and Roger Stevens to help us follow the patterns the
two authors have shown.
Remember you will need your work from last week to help you with
writing your poem near the end of the week.
Like at school, we need to know what we are writing, who we are
writing it for and why. Below is your writing journey explained.
Purpose: You are writing to entertain.
Audience: You will be writing to the Year 2 children.
Form: You will be writing a poem.
Effect: Your writing will need to entertain and interest your readers.
Monday 8th June 2020
LO: To understand the use of alliteration.
Today we will be moving on with our poetry learning journey by
focusing on the skill of alliteration. By learning about alliteration we
will have a higher level of skill to add detail into our poems. You will
need Friday’s mind-map.
What is alliteration?
Alliteration is the repetition of the same sound or letter at the
beginning of each or most of the words in a sentence.
For example:
Robust runners running around
like rabbits.
I run like a rabbit running in the
rain.
Alliteration is also used in poetry to create different effects,
either for a description or to create more drama or danger.
For our task today we are going to be completing the sentences using
the word bank to create sentences that feature alliteration.
Remember to use the word bank to help you.
Challenge: Can you use any other words to create alliteration in
these sentences?
Challenge time: To create alliteration phrases.
For our challenge today we are going to continue digging deeper into
our mind-map from Friday by creating alliteration phrases that
focus on the different parts of our poem themes. You will need
Friday’s mind-map.
See Miss Matthews’ example.
Your turn!
Will I win a world record?
Tactful training taught me to
takeoff down the track.
Sprinting from the
starting spot for
success.
Tuesday 9th June 2020
LO: To use our five senses to build deeper thinking.
Today we will be using our five senses to help us build deeper
thinking that we can use as a descriptive feature within our poems.
What are the 5 senses?
For our task today we are going to be unpicking our theme of our
Olympic poem and identifying the different features that link to our
five senses.
See Miss Matthews’ example.
Feet slamming on the track.
Start tone blast.
Fans screaming.
Panting of the athletes.
The white painted lines of
the track.
The finish line.
Fans in the stands.
The track as starting
positions are taken.
Sweaty skin after the race
is finished.
Water after the race is
finished.
Sweat dripping down from
the face.
Sweat from the racers.
The smell of tarmac from
the track.
The woft of the Olympic
cafeteria fills the arena.
Your turn!
If you are finding it tricky, here is something to help…
Wednesday 10th June 2020
LO: To plan a piece of poetry.
Today we will be planning our poems. To be able to fully plan you will
need your research from last week, your work on rhyming words,
your mind-map on your poem theme, your work on alliteration and
your work on your five senses.
See Miss Matthews’ example.
Title
Run a running race.
What is the poem about? Olympic runner
100m sprint
World record
What rhymes could you use?
(Remember rhyming words have
to have the same sound)
Screaming – beaming
Blast – fast
Race - pace
What senses could you draw on
in your poem?
Fans screaming
Start tone blast
Sweat dripping
What alliteration could you
include?
Tactful training
Will I win a world record?
Your turn!
Title
What is the poem about?
What rhymes could you use?
(Remember rhyming words have
to have the same sound)
What senses could you draw on
in your poem?
What alliteration could you
include?
If you are finding it tricky, here is something to help…
Thursday 11th June 2020
LO: To write a coherent poem.
Today we will be writing our poem focusing on the Olympics. For
today you will need; your research from last week, your work on
rhyming words, your mind-map on your poem theme, your work on
alliteration, your work on your five senses and your plan.
Before we start I want you to read through some of the poems from
the book ‘Olympic Poems’ to help remind you of the poems that we
are using as inspiration.
Athlete
Fast runner
Never give upper
Hard trainer
Careful eater
Stop watcher
Dawn catcher
Muscle stretcher
Dream follower
Team member
Record maker
Gold winner
Roger Stevens
To Be an Olympic Athlete…
You need a lion’s heart
And a swift pair of feet,
to be a champion
Olympic athlete.
You need exercise,
so get off the settee,
jog in the park
instead of watching TV.
You need a fire in your eyes
that never goes out,
no room at all
for any moment of doubt.
You need a real hunger
to go out and win,
you need a resolve
to never give in.
You need to break through
that barrier of a pain,
and a mantra that tells you to
‘train, train, train’.
Then one day, who knows,
to the sound of applause,
you will stand on the steps
and the gold will be yours.
Brian Moses
Mark Spitz
Everyone remembers
the name Mark Spitz.
True American hero,
they loved him to bitz.
He broke word records
in a bit of a blitz.
Won seven gold medals
then called it quitz.
More than anyone else,
American or Britz.
Bit of an icon
was swimmer Mark Spitz.
Brian Moses
To help to see what we expect from your writing please see the grid
below. I have split the grid into different parts to show what we
expect from all of you, what we expect from most of you if you are
pushing yourself harder and what we expect from some of you that
will really be challenging yourselves.
The expectations for all must be met!
What we expect from children who are pushing themselves
harder…
To use rhyming words.
To use alliteration.
To use the 5 senses to create extra description.
What we expect from children who are challenging themselves…
Think about how you make your reader feel.
Evaluate if you have interested or entertained the
reader.
What we expect from everyone’s writing…
To write at least 4 lines in your poem.
To have your capital letters and full stops in the right
places.
Spell words phonetically correct.
Check that the Year 1 and 2 words are spelt correctly.
To help you with your writing here are the sound family mats, senses
mat and alliteration reminder to help you.
Now you’ve re-read the inspiration poems and reminded yourself of
the features that we have learnt this week we’re going to write our
poem.
See Miss Matthews’ poem below. I’ve used the poem ‘To be an
Olympic Athlete’ as my inspiration.
Now you have written your poem make sure you have read through
and checked you have met the expectations for all.
Run a running race
The fans are screaming,
while the runners are beaming.
Feet and hands on the tarmac,
And the sun on backs.
The start tone blasts,
the runners start fast,
their tactful training,
never failing.
Sweat dripping,
It’s all so gripping.
They’re all running the race,
at their fastest pace.
What we expect from everyone’s writing…
To write at least 4 lines in your poem.
To have your capital letters and full stops in the right
places.
Spell words phonetically correct.
Check that the Year 1 and 2 words are spelt correctly.
Friday 12th June 2020
LO: To evaluate a poem.
Today we are going to work on our evaluating skills. Evaluating skills
are important for a writer to have as a writer has to be critical
about what parts work and don’t work in a piece of writing. Today we
will be focusing on simply identifying our favourite and least
favourite parts of our poem. You will need your poem.
See Miss Matthews’ example.
Run a running race
The fans are screaming,
while the runners are beaming.
Feet and hands on the tarmac,
And the sun on backs.
The start tone blasts,
the runners start fast,
their tactful training,
never failing.
Sweat dripping,
It’s all so gripping.
They’re all running the race,
at their fastest pace.
‘My favourite part of my poem is the rhyming words I was able to
create. I had to use my sound family mats to help me to make sure I
was using the same sounds for both words, otherwise they wouldn’t
rhyme’.
‘My least favourite part of my poem is the last two lines as I
originally wanted to write about the winner of the race but I found
it hard to think of rhyming words to meet my thinking’.
Remember it’s ok to be honest! Evaluating is to be critical to
make improvements.
My favourite part of my poem is___________________________
___________________________________________________
___________________________________________________
___________________________________________________.
It is my favourite part because___________________________
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________.
My least favourite part of my poem is_______________________
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________.
It is my least favourite part because_______________________
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________.
Challenge time: Evaluate how your poem will make the reader
feel.
To help you with this challenge it might be helpful to read your poem
to someone at how. Then you know exactly how your poem makes
your reader feel.
See Miss Matthews’ example below.
‘I think my poem makes the reader feel entertained as I have
included rhyming words in my poem, which I prefer in the poems I
read as they’re engaging’.
Your turn!
If you don’t need help from someone at home…
I think my poem makes my reader feel______________________
___________________________________________________.
I think that because____________________________________
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________.
If you do need some help from someone at home…
1. Find a person to read your poem to.
2. Ask them this question – ‘How did my poem make you feel?’
3. Write their answer down.
My ___________________________________ said that the
poem made them feel___________________________________
___________________________________________________
___________________________________________________
___________________________________________________.