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Key Stage: Upper KS2
Text: Bethlehem A Christmas Poem by Carl Ann Duffy
Length of sequence: 2 weeks
Key learning Outcome
To write own poem describing a special place and events
Elicitation Task:
Use a series of images that show a particular place. Children to create ways to describe the
images. Ask the children to create a poem using the description.
Use the outcomes from this to adapt the must/should/could below
All children must…
Most children should…
Some children could…



Create an atmosphere of
the place described
Use a range of adverbial
phrases
Use strong verbs

Use semi-colons to list
clauses

Use a wider range of
devices to create the place
for the reader

Use poetic devices for
effect
Guided group writing targets:
Gp 1
Gp2
Gp3
Teaching
Gp4
Gp5
Guided Work linked
to sequence
Learning
(I can … / I know…
/ I understand…)
Familiarisation/ Immersion in text/Analysis
Imitate
 Read the poem to the children and allow time for a personal
response. Create a likes/dislikes/patterns and puzzles chart and
children complete in pairs.
 Share elements of the chart and children discuss those elements
that others identified that they hadn’t thought of.
 Children imagine they are in Bethlehem that evening and write a
letter home describing the place and events. Encourage them to
magpie and to add more detail of their own.
 Do you get a really clear picture of that night? How has Duffy
shown us Bethlehem? One of the devices that she has used is
adverbial phrases. Collect the adverbial phrases and categorise
them in to groups of when, where and how. What have you got the
most of? Why?
 Give the children a main clause from the poem, e.g. the inn
bulged. Show a range of prepositions and ask children to generate
phrases that start with these words, e.g. in the gloom, from the
west etc. Add them to the clause. How many can you add? Can
you chain them at the beginning and/or end of the phrase? What
effect does it have? Record the sentences that are created.
 Using p20, explore the use of semi-colons? How has Duffy used
them? Why has she used them? Could she have used other
punctuation? Children explore the stanza, using other punctuation.
What effect does it have? Learn and remember this page.
 Use an image and children transform this stanza to describe the
image including the use of semi-colons.
 Box up the poem
.
Capturing Ideas
Invent
 Decide where you are going to write about. List a range of ideas.
As the teacher, you could write the story of the three wise man and
use images from art that tell the story to generate descriptions
around. Children to choose their own place and events to write
about.
.
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

Collect images of the place and play Tell me more…. to develop an
understanding of the image and what can be seen, heard, smelled
etc.
Box – up the poem
Using the images and the prepositional words, generate
prepositional phrases that describe the image. Record these on
post-its and stick around the images. Generate a simple clause and
then add adverbial phrases to it. How many are you using? What
effect does it have?
Think about the people who are in the image or might be. What
verbs would we use to show what is happening? Using a
thesaurus, collect some possible verbs.
Use the map for the section learnt, transform the stanza using the
content from the image, including the use of semi-colons.
Shared Writing:
 Model writing a poem focusing on the elements in the must/should
and could. You may also want to focus on how you are structuring
the poem
 Model reading writing and improving for one focus
 Model proof-reading for punctuation and spelling
 Compare and comment on the progress made from the elicitation
task and the invent writing
Boxing up
Invent – Three wise men
Following a star
 Over desert
 Through villages
 meeting with Herod
In the stable
 other people
 mother and baby
 animals
 manger
Imitate - Bethlehem
Outside Bethlehem looking at:
 The town
 The olive groves
In Bethlehem
 Lamps lit
 Stables full
 every room packed
 cutting pomegranites
 chanting psalms
In the fields
 shepherds sprawled
 sound of people
 cooking smells
 food
Presents of
Frankincense
Myrrh
Gold
Bowed and worshipped him
Had a dream not to return to
speak to Herrod
Long journey home
In the inn
 travellers
 money-lenders
 dancing
 playing harp
 sleeping
Donkey on the road
An angel in the fields
Shepherds running
Baby born
People celebrating
Wise men out of the East
Adverbial Phrases
Where
On the edge
Between desert and farmland
Among dry shrub
To the west
In the fusty gloom
From the town
when
afterwards
In the hour before dawn
how
Like broken hearts
On the flat roof
In the vine-covered yard
Above
Out in the scrub
Between two goats
In the waking streets
Out of the east
On sparse grass
Medium Term Plan
(core objectives from POS)
Reading
Writing
Continue to read and discuss
an increasingly wide range of
poetry
Plan writing by identifying
audience and purpose, select
appropriate form and use similar
writing as models for own writing
Discuss and evaluate how
authors use language,
including figurative language,
considering the impact on the
reader
Checking that the book makes
sense to them, discussing
their understanding and
exploring the meaning of
words in context
Spoken Language
Draft and write by selecting
appropriate grammar and
vocabulary, understanding how
such choices can change and
enhance meaning
Perform their own compositions,
using appropriate intonation,
volume and movement so that
meaning is clear
Links to Grammar and
Punctuation Appendix
Y4: using adverbials (revisions)
Y6: using semi-colons, colons or
dashes to mark boundaries
between main clauses
Grammar Terminology
Adverbial phrase, phrase
Semi-colon
clause