KS1 & KS2 English curriculum

This unit uses and builds on pupils' knowledge of poetic forms, language and structure from the Y4 unit, 'Poetry inspired by weather'. In this unit, pupils build on this knowledge by reading and analysing classic and contemporary poetry about animals, whilst developing personal responses. Pupils will develop their poetry performance skills and learn some poetry by heart. This unit prepares pupils for 'Poetry of place', where they will build on these experiences, reading and analysing classic and contemporary poetry that evokes a strong sense of place, before writing their own poems.

1. Reading and responding to 'The Invaders' and 'Kingfisher' by John Foster
2. Reading, responding to&performing 'A Bird came down the Walk' by Emily Dickinson
3. Reading and performing 'The Snow Leopard' by Philip Gross
4. Exploring human relationships with animals through poetry
5. Reading and responding to 'Pike' by Ted Hughes
6. Reading and performing 'Blackbird' by John Foster &'Hawk Roosting' by Ted Hughes
7. Introduction to 'The Tyger' by William Blake
8. Reading and responding to 'The Tyger' by William Blake
9. Performing 'The Tyger' by William Blake
10. Learning animal poetry by heart

• Poems can use imagery to create an impression in the reader's mind.
• A text can be influenced by the time or place in which it was written.
• Some poems have a strict, regular form, whilst others do not.
• Repetition in poetry can be used to reinforce a point.
• Sounds can be used in poetry to create different effects.
• Punctuation in poetry can affect how a poem flows.
• Poets can appeal to the senses to help create a vivid image in the reader or listener's mind.
• Personification, similes and metaphors are language devices that can be used by poetry to create a particular impression.