Lesson video

Hi everyone! My name's Mrs. Tweedy, and I'm here to teach you today's poetry lesson.

You'll need a quiet space to work, someone or the screen to talk to, and lots and lots of your good ideas.

Let's get started.

The learning outcome for today's lesson is, "I can listen to and discuss 'Splish! Splash! Splosh!'", another poem.

Our keywords are here.

My turn.

Your Turn.

Chorus.

This is part of a song or rhyme that is repeated after every verse.

Senses.

Seeing, smelling, hearing, touching, and tasting are our five senses.

Repetition.

Well done! This is the repeated use of sounds, words or phrases.

Onomatopoeia.

Well done! A type of word that sounds like what it describes.

Rhyme.

This is repetition in the sounds at the ends of words.

We'll look at these keywords in lots of detail throughout the lesson.

Our lesson is split into two parts.

We'll start with introduction to the poem, "Splish! Splash! Splosh!" by James Carter.

And here he is.

Hi James! James Carter is a poet.

This means he writes poems. A poem is a piece of writing that uses words in a special way.

Oh, I love playing with words, especially in poetic form.

Poems can do all these things: Tell stories, describe feelings, imagine things, explore ideas, thoughts and emotions, tell jokes and describe memories.

Let's check your understanding.

What can poems do? A, tell the time; B, tell stories; C, describe feelings.

Pause the video as you decide which of these poems can do.

Welcome back.

You were right.

Poems can tell stories and describe feelings.

They can't tell the time.

Now, James Carter, our poet, has written lots of poems. Let's find out a bit more about the man, James Carter.

We asked him, what kind of things do you like to read, James? Let's see what he said.

<v ->I like reading all kinds of things.

</v> So I like reading poetry books.

I like reading information books.

I like reading story books.

I like picture books.

I like comic books.

Basically because more than anything else, I love words.

<v ->Wasn't that fun to hear from him?</v> Thank you, James.

And then, we wanted to find out why James Carter loves poetry so much.

We asked him, why do you like poetry? Let's see what he said.

<v ->I don't like poetry.

I love poetry.

</v> For lots of reasons, because I love words, I love the music and the magic of words, but also, and equally importantly, I like thinking about things.

My brain is always going off going, "Hmm, that's interesting.

That's interesting." And the great thing about poems is you can take all these inky thinky thoughts and put them into little word worlds called poems. <v ->Wasn't that fun to hear again from James Carter,</v> a real poet? Now, lots of James Carter's poems are fun and they can sound like a song when you read them.

Do any of you like songs and music? Oh, me too.

One of his poems is called, "Splish! Splash! Splosh!" Time to discuss.

What do you think this poem, "Splish! Splash! Splosh!" will be about? Pause the video as you talk to someone near you or to the screen.

Welcome back.

What do you think? Well, I am going to think of some things now that might make the sounds, Splish! Splash! Splosh! Ah, raindrops falling on an umbrella.

They make a Splish! Splash! Splosh! Sound.

Playing in the bath, that makes a Splish! Splash! Splosh! sound.

Now it's your turn.

You are going to think of some things that might make the sounds, Splish! Splash! Splosh! Pause the video as you discuss with someone near you or the screen.

Welcome back.

What did you think of? Maybe water in a swimming pool.

Splashing in the ocean.

Well done for your effort! Now I am going to read the poem, "Splish! Splash! Splosh!" to you.

You can follow along in the additional materials or here on the screen.

"Babies in the bath do it puddles on the path do it grannies for a laugh do it Splish! Splash! Splosh! Dirty welly boots do it dainty little shoes do it drippy doggies too do it Splish! Splash! Splosh! Waterfalls and waves do it giant killer whales do it little fishes' tails do it Splish! Splash! Splosh! Buses rushing past do it rivers flowing fast do it raindrops fall at last do it Splish! Splash! Splosh! Swimmers in the pool do it penguins in the zoo do it dolphins in the blue do it Splish! Splash! Splosh! In the summer sun do it do it as it's fun do it come on everyone do it Splish! Splash! Splosh!" Now let's watch James Carter reading his poem, "Splish! Splash! Splosh!" Enjoy! <v ->Now, this was written years ago</v> when my daughters were tiny.

And at bath times we would play, "Splish! Splash! Splosh!" "Babies in the bath do it puddles on the path do it grannies for a laugh do it Splish! Splash! Splosh! Dirty welly boots do it dainty little shoes do it drippy doggies too do it Splish! Splash! Splosh! Waterfalls and waves do it giant killer whales do it little fishes' tails do it Splish! Splash! Splosh! Buses rushing past do it rivers flowing fast do it raindrops fall at last do it Splish! Splash! Splosh!" Let's do some actions.

"Swimmers in the pool do it penguins in the zoo do it dolphins in the blue do it Splish! Splash! Splosh! In the summer sun do it do it as it's fun do it come on everyone do it Splish! Splash! Splosh!" <v ->Wow, wasn't that a treat</v> having the real poet reading his poem? Thank you, James.

Now let's check your understanding here.

Can you name anything that went, "Splish! Splash! Splosh!" in the poem? Pause the video, try and think of three different things.

Welcome back.

How did you get on? Did you think of 3, 4, 5? Well done! Waves, puddles, whales, fish, rivers, and raindrops.

All went, Splish! Splash! Splosh! Now, poems can make us think about our own experiences.

Aisha says, "I remember hiding under a tree in the park when it was pouring with rain." And Alex says, "It makes me think about the noise my feet make on the floor when I get out of the bath." I wonder what Splish! Splash! Splosh! makes you think of.

And can you discuss with someone near you or to the screen, remembering a time when you played with water? Pause the video now.

Welcome back.

I wish I could hear all of your discussions.

I hope you had fun, thinking about fun playtime with water.

Now I'm going to say the words, Splish! Splash! Splosh! in a happy voice, and I'm going to tell you how the words feel in my mouth.

Here I go, Splish! Splash! Splosh! It feels like my mouth is playing with water.

Each word makes my mouth move in a fun bouncy way, like raindrops falling on the ground.

Now it's not just me who's going to have fun.

You are going to have fun now too.

It's your turn to say the words, Splish! Splash! Splosh! in a happy voice.

Off you go.

Have fun.

Pause the video now.

Welcome back.

How did the words feel in your mouth? Did they feel fun and bouncy like they felt for me? Now it's time to listen to the poem again.

You can read along in the additional materials if you don't have somebody to read the poem aloud to you.

I am going to share my opinion of the poem, "Splish! Splash! Splosh!" after listening to it again.

I will either share something I liked or something I did not like.

Pause the video now as either you listen to the poem or read the poem.

Welcome back.

I liked hearing the words, Splish! Splash! Splosh! again and again.

Now, you are going to share your opinion that's something you think or believe, your opinion of the poem, "Splish! Splash! Splosh!" You can either share something you liked or something you did not like, and you can use these sentence scaffolds to help you.

Pause the video now as you share your opinion with somebody near you or to the screen.

Well done for sharing your opinions and remember, all our opinions are valid because we are all different and unique.

Let's check your understanding.

The poem, "Splish! Splash! Splosh" is about which of these? A, wind; B, fire; C, water; D, mud.

Pause the video now as you decide.

Welcome back.

You were right, it was C, water.

It's time for task A.

Illustrations are drawings that can help bring a poem to life.

You are going to choose one or two of your favourite words or descriptions from "Splish! Splash! Splosh!" You are going to draw illustrations of these descriptions.

So think about the repeated words in the poem, the different experiences that are mentioned, and how the words are laid out on the page as you choose your one or two favourite words or descriptions to draw.

Pause the video and enjoy task A.

Welcome back.

How did you get on? Which words did you choose to draw and why? How do your illustrations show what's happening in the poem? I hope you enjoyed that wonderful drawing task and well done for your reflections on, "Splish! Splash! Splosh!" It's time for our second section of our lesson, exploring the poem.

We are going to listen to the poem again.

As you listen to somebody in your class reading aloud or if you're working by yourself reading along in the additional materials, you're going to think about which words are easy to remember.

Pause the video now.

The words, "Splish! Splash! Splosh!" are easy to remember because they are said again and again.

We call this repetition.

Well done.

That was one of our key words, wasn't it? Now, discuss with somebody near you or to the screen.

Can you hear any other words apart from Splish! Splash! Splosh! that are repeated again and again? Pause the video now.

Let's check your understanding.

Saying a word once is called repetition.

Is this true or false? Pause the video as you decide.

Welcome back.

Of course, that's false.

We don't just say a word once and call it repetition.

We say a word over and over and over again to be called repetition.

Well done! Now, repetition can make a poem fun, catchy, and easy to remember.

It also helps the words flow and sound a bit like a song.

This adds to the rhythm of the poem.

A chorus is the part of a poem that repeats after every verse.

In this poem, the chorus is the same as the title.

Everybody say it together, "Splish! Splash! Splosh!" Well done! That's the chorus that comes at the end of every one of the verses.

Let's check your understanding.

Repetition helps, A, make the poem sound boring; B, add to the rhythm of a poem; C, make the poem fun and catchy.

Pause the video as you decide which of these options can end the beginning of the sentence correctly.

Welcome back.

You were right.

B and C are correct.

Repetition helps add to the rhythm of a poem and repetition helps make the poem fun and catchy.

Well done! "Splish! Splash! Splosh! describes different sensory experiences with water.

And using our senses helps us to imagine an experience.

We have five senses: hearing, smelling, seeing, touching, tasting.

The word drippy that James Carter uses in "Splish! Splash! Splosh!" helps us imagine what we can hear and see.

Yes, I can imagine exactly what drippy looks like and sounds like.

Now it's your turn.

Use your five senses to help you imagine flowing water.

Can you think of any ways to describe flowing water in terms of hearing it, smelling it, seeing it, touching it, or tasting it? Pause the video now as you let your imagination run wild.

Welcome back.

How did you get on? Were you creative? Or maybe today you felt a bit stuck for creative ideas, in which case you'll need some ideas from me.

Whooshing water, that was how I imagined the sound of flowing water to be.

Fresh water, that's how I imagined the smell of flowing water to be.

Moving water, that was another way for me to see the flowing water in my mind's eye.

Clean water, that's how I imagined the flowing water to taste and cold water, that's how I imagined it to touch.

Well done if you came up with some equally creative ideas.

James Carter likes using onomatopoeia and rhyme in his poems, two of our key words.

The title and the chorus of the poem are the same.

You know this.

We've discussed this before.

Splish! Splash! Splosh! are both the chorus and the title.

Now, Splish! Splash! Splosh! is an example of onomatopoeia.

The words, Splish! Splash! Splosh! sound like what they are describing.

Oh, yes, splish is like water, splash is like a description of water and so is splosh.

Now, can you think of another poem that contains onomatopoeia, words that sound like what they are describing? Pause the video now as you discuss with someone near you or the screen.

Welcome back.

Did you think of "Firework" poem also by James Carter? That had wonderful words like sizzle and bang in it to describe the sound of the fireworks.

Maybe you came up with a different poem.

Well done.

It's a check for understanding time now.

Can you use another example of onomatopoeia to describe the sound of water? Pause the video now as you discuss.

Welcome back.

How did you get on? I thought of some.

Splash! Drip-drip-drop! Plosh! Tip-tip-tip! That would be quite good for fast rain.

Pitter patter! Pitter patter! That's quite a rhythmic sound of water.

How did you get on? I bet you had some equally creative ideas and I'm going to give you a whoosh for your effort.

Well done! Now, rhyming words have the same sound at the end of a word.

Listen again to the first verse of the poem.

Can you hear any rhyming words as you listen or read along if you don't have somebody to listen to? Pause the video to hear rhyming words in the first verse.

The words Bath and path rhyme.

And Jun reminds us here that the sound at the end of bath and path is the same, and in this case they are spelt the same.

Thank you, Jun! Now, some words in this poem have similar sounds in the middle, but they don't rhyme at the end.

Let's listen to the second verse of the poem again to illustrate this.

Pause the video now as you listen or read the second verse.

Welcome back.

Let's stretch these words from the second verse out by saying them slowly.

Boots.

You can do it with me.

Boots.

Shoes.

And again, Shoes.

Too.

And again, too.

Well done! Now, if you listen carefully to these three words, you can hear that they all have the 'oo' sound.

The repetition of sounds makes the poem fun to read and say.

Now, which two of these words have the same sound in the middle of the word? You can stretch the words out to help you if you need to.

And Jun gives you a reminder here that the sound is the same, even though in this case they are spelt differently.

So you choose from A, waves; B, shoes; C, tails, which two have the same sound in the middle of the word? Pause the video now.

Welcome back.

Well done! It was A and C.

Waves, tails, both have the "a" sound in the middle of the word.

It's time for task B.

You are going to read a verse of the poem or the whole poem aloud, whichever you'd prefer.

You're going to think about these things whilst reading.

You could whisper the words in the verses.

You could say the words in the chorus in a loud voice.

With a partner, you could take it in turns to read a line of the poem each.

You could say the poem really quickly.

You could find some objects or instruments that you can use to create sound effects as you read.

All of this is to say, have fun with and be expressive with your reading aloud.

Pause the video now for task B.

Welcome back.

How did you get on reading aloud? Did you choose a verse or the whole poem? Did you stretch yourselves and perhaps read the whole poem twice? Well done! Did you read the poem out loud? Did you use a loud voice and a whisper? Did you use any instruments or objects? I hope you had fun.

Reading poetry aloud is such an amazing skill to have.

Let's summarise our learning today.

A chorus is a part of a poem that repeats again and again.

Onomatopoeia is when a word sounds like what it is describing.

Poems can make the listener think about their own experiences.

Repetition adds to the rhythm of the poem, helping to make it fun to read, and easy to remember.

"Splish! Splash! Splosh!" uses lots of descriptive words to talk about different sensory experiences about water.

I have loved teaching you, "Splish! Splash! Splosh! by James Carter and I'll see you again soon.

Bye-bye!.