P

Iambic entameter

O ttava Rima

E
Diamant s

COVER
T etractys

R iddles

Y
Senr us

Scheme
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Year 1 Poetry www.grammarsaurus.co.uk

In Year 1, children should be taught the following types of poetry:

- Acrostics;
- Shape Poems/Calligrams;
- Riddles.

Type of Poetry Features Ensuring Challenge for All

- A poem in which certain letters in each line spell out a word. - Ask children to spell out a word using the last
Most commonly, it is the first letter that spells out the word. letter of each line.

Acrostics - The acrostic links to a given theme, e.g. winter. - Ask children to include a rhyme.

- Lines usually end with commas. - Ask children to add further description within their
poem.

- The poem usually describes an object. - Ask children to have a consistent number of
syllables in each line.
- The poem is presented in the shape of the object which it is
Shape Poems/ describing. - Ask children to include language devices, such as
Calligrams similes, metaphors and alliteration.
- The layout may either be with the words inside a shape or around the
outline of the shape.

- The poem describes a noun (usually an object), but does not name it, - Ask children to write a riddle in either first or third
i.e. it may describe a tiger as striped and furry. person.

Riddles - The last line usually directly addresses the reader and uses a question, - Ask children to use rhyming couplets.
e.g. ‘What is it?’ or ‘Can you guess what I could be?’

- The mood of the poem is light-hearted.

Autumn Poetry - Acrostic

Apples falling and

Umber leaves,
Tumbling to the ground.
Underfoot are acorns and conkers,
Many colours all around
Nature at its finest.

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Star Poetry - Acrostic

Stars up in the sky

They sparkle with love
All so glorious
Radiant above

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Turtle Poetry - Acrostic

Totally
Unhurried, you
Rather like
To bask
Lazily,
Encased in summer

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 Rain No!
Poetry - Calligram

Not more rain

splashing on the window
pane. In the main, I don’t complain.
The fact remains, the drains contain so much
rain that they are strained. The weather vane’s
become inane, when every day it rains again. It’s plain
to
see
for
you
and
me
it
has
to
be
the
end
of play.
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In a twist Poetry - Calligram

We felt the rain, wind,

and
Th hail
Th

ike w en , an
e

ind the d
L

a s thu
sp ga nder
he inn the and lig
T

tw ing re d htning came.

ist top up
er , su and
we ckin b eg a n to spin
nt g up r .
aro dust like a an e
Th und v a c u u m cl e
eg and un d.
ust aroun y - g o - ro
so d , li k e a m e r r
f ai
It c r we
o nt re picking up dust.
in u e
d to ro
Des a r lo u dly,
tr o y i
n g e verythin g

Alo n g t h e w a y .
i t w as
Soon
o n e.
G

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 Rainbow Poetry - Calligram

a s the sunlig
ing eginnin ht
in is b g t c
sh ow olours splitti ta a
b l c
o
n
n rfu auty in all its g t

t it ds
As the ops

ch s form
ke clou
be it, too saoofn it wil s
Its wo ai

es t
Natur e

he dour
r
nd

y sting ew m l
Raindr

plebe gotense
But en ’s

a it fade a
e
Only jo

hem
ch
Wa l

inu y
wa
t

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Tree Poetry - Calligram

A TALL
LONELY OAK TREE
WINDS HOWL
LEAVES SHAKE
ACORNS CLATTER
D
O
W
N
TO THE DRY GROUND

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What am I? Poetry - Riddle

You may enter, but you may not come in,

I have space, but no room,
I have keys, but open no lock.
What am I?

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What am I? Poetry - Riddle

He who builds me doesn’t want me,

he who buys me doesn’t use me,
he that uses me doesn’t know he’s got me.
What am I?

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What am I? Poetry - Riddle

I have streets but no pavement,

I have cities but no buildings,
I have forests but no trees,
I have rivers yet no water.
What am I?

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 www.grammarsaurus.co.uk
Year 2 Poetry
In Year 2, children should be taught the following types of poetry:
- Diamantes;
- Haikus;
- Free Verse.

Type of Poetry Features Ensuring Challenge for All

- The poem is presented in the shape of a diamond. - Children use increasingly precise adjectives and
Diamantes verbs in their verse.
- The line structure is as follows:
E.g. - Line 1: Beginning subject;
- Line 2: Two adjectives about line 1;
Bike - Line 3: Three verbs or words ending ‘-ing’ about line 1;
Shiny, quiet, - Line 4: A short phrase about line 1, a short phrase about line 7;
Pedalling, spinning, weaving - Line 5: Three verbs or words ending ‘-ing’ about line 7;
Whizzing round corners, zooming - Line 6: Two adjectives about line 7;
along roads - Line 7: End subject.
Racing, roaring, speeding
Fast, loud, - Precise verbs and adjectives are used in the relevant lines indicated
Car above.
- Each line starts with a capital letter; commas are used between verbs
and adjectives; no punctuation at the end of lines.

- The haiku originates from Japan, and is similar in structure to a Tanka - Ask children to select rhyming words to end lines 1
Haikus poem. and 3.
(or ‘Hokku’) - The mood of a haiku is generally serious, and can relate to many
themes, including nature or love.
E.g. - The line structure is as follows:
The sky is so blue. (5)
The sun is so warm up high.(7) - Line 1: 5 syllables;
I love the summer. (5) - Line 2: 7 syllables;
- Line 3: 5 syllables. (17 in total).
- Each line starts with a capital letter.

Free verse does not follow a set syllable pattern or rhyme scheme. It may be written on a range of themes.
Free Verse Refer to the KS1 key objectives and writing curriculum content for Year 2.
 Cat Poetry - Diamante

Cat

Playful, naughty

Cuddling, hunting, biting

Climbing the walls, playing with toys

Meowing, sleeping, nuzzling

Soft, curious

Kitten

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Changes Poetry - Diamante

Summer

Sweltering, golden

Swimming, sailing, sunbathing

Going to the beach, wrapping up warm

Snoozing, snuggling, shivering

Frosty, cool

Winter

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 Spring
Poetry - Haiku

I saw blossom buds

And a blue bird in the tree

Waiting for the spring.

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 Ocean Poetry - Haiku

An ocean voyage.

As waves break over the bow,

The sea welcomes me.

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 Wind Poetry - Haiku

Over the forest

Winds whistle and howl in rage

With no leaves to blow.

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Butterflies Poetry - Haiku

Butterflies in flight

Beautiful rainbow colours

In the sunny sky.

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 www.grammarsaurus.co.uk
Year 3 Poetry
In Year 3, children should be taught the following types of poetry:

- Clerihews;
- Limericks;
- Free Verse.

Type of Poetry Features Ensuring Challenge for All

- A clerihew is four lines in length, and includes rhyming couplets - Ask children to vary the rhyme scheme to either
Clerihews ABCB or ABAB.
(AABB).
E.g. - The subject of the poem is typically a character who is named on one
of the lines.
Mr Smith wears a wig, - The mood of this type of poem is comic.
But for his head it’s rather big.
In windy weather he was careless.
Now Mr Smith’s head is hairless.

- The poem is five lines in length and follows the rhyme scheme - Provide scaffolding with gapped words for lower
Limericks AABBA. attainers.
- The line structure is as follows: - Ask children to write in nonsense style, considering
E.g.
- Line 1: 7-10 syllables; how their nonsense words could be similar to real
There was an old man with a beard, - Line 2: 7-10 syllables; words to suggest meaning.
Who said, 'It is just as I feared, - Line 3: 5-7 syllables; - Ask children to devise a limerick around a given
Two owls and a hen - Line 4: 5-7 syllables; theme.
A lark and a wren - Line 5: 7-10 syllables.
Have all built their nests in my beard!
- The first line usually begins with ‘There was a…’ and ends with the
name of a person or place.
- The last line should be rather unusual or far-fetched.
- Each line starts with a capital letter. Lines often end with a comma.
- The mood of this type of poem is comic, and it can even be nonsense.

Free verse does not follow a set syllable pattern or rhyme scheme. It may be written on a range of themes.
Free Verse Refer to the KS2 key objectives and writing curriculum content for Year 3.
 Little
Miss Muffet Poetry - Clerihew

Little Miss Muffet

Sat on a tuffet.

The poor little spider

Lay chewed up inside her.

By Andrea Shavick

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Footballer Poetry - Clerihew

Beth Mead, Beth Mead

A top footballer indeed.

MEAD
She scores goals in the back of the net

Her name you never will forget.

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Neil Armstrong Poetry - Clerihew

Neil Armstrong

Wasn’t on the Moon for long.

But in that time he left behind

A giant footprint for mankind.

By John Foster

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There was an Old
Man with a Beard Poetry - Limerick

There was an Old Man with a beard

Who said, "It is just as I feared!

Two Owls and a Hen,

Four Larks and a Wren,

Have all built their nests in my beard!"

By Edward Lear

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There was a Young
Lady of Ryde
Poetry - Limerick

There was a Young Lady of Ryde,

Whose shoe-strings were seldom untied.

She purchased some clogs,

And some small spotted dogs,

And frequently walked about Ryde.

By Edward Lear

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 There was an
Old Man in a Boat Poetry - Limerick

There was an Old Man in a boat,

Who said, 'I'm afloat, I'm afloat!'

When they said, 'No! you ain't!'

He was ready to faint,

That unhappy Old Man in a boat.

By Edward Lear

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 A Flea and
a Fly in a Flue Poetry - Limerick

A flea and a fly in a flue

Were imprisoned, so what could they do?

Said the fly, “let us flee!”

“Let us fly!” said the flea.

So they flew through a flaw in the flue.

By Ogden Nash

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Year 4 Poetry

In Year 4, children should be taught the following types of poetry:

- Kenning Poems;
- Tetractys;
- Free Verse.

Type of Poetry Features Ensuring Challenge for All

Kenning Poems - A ‘kenning’ is a two word phrase which describes an object, often - Ask children to make precise word choices.
using a metaphor to do so.
E.g. - Encourage children to use language devices, such as
- Kenning poems are a type of riddle which use kennings to describe metaphors and alliteration.
My Sister something or someone.
Dummy-sucker
Teddy-thrower - Each line consists of one kenning. There is no set number of lines in
Anything-chewer each verse.
Kiss-giver
Slave-employer - The kennings should be ordered within the poem with consideration
Dolly-hugger of the impact on the reader.
Calm-destroyer
Milk-drinker
Nappy-leaker
Peace-breaker
Scream-shrieker
Unlike any other
My sister.

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Year 4 Poetry

Type of Poetry Features Ensuring Challenge for All

- Ask children to write a double tetractys which

Tetractys - The poem is five lines in length.
follows the following line structure:
E.g.
- The line structure is as follows: - Line 1: 1 syllable;
I (1)
- Line 2: 2 syllables;
Am four (2) - Line 1: 1 syllable;
- Line 3: 3 syllables;
And I go (3) - Line 2: 2 syllables;
- Line 4: 4 syllables;
To big school where (4) - Line 3: 3 syllables;
- Line 5: 10 syllables;
I learn to read and write and spell - Line 4: 4 syllables;
- Line 6: 10 syllables;
my name. (10) - Line 5: 10 syllables.
- Line 7: 4 syllables;
- Line 8: 3 syllables;
- There is no set rhyme scheme.
- Line 9: 2 syllables;
- Line 10: 1 syllable.
- Each line starts with a capital letter and only the last line
ends with a full stop.

Free verse does not follow a set syllable pattern or rhyme scheme. It may be written on a range of themes.
Free Verse Refer to the KS2 key objectives and writing curriculum content for Year 4.

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Tiger Poetry - Kenning

Jungle dweller

Colourful fella

Eagle-eyed hunter

Prey confronter

Silent stalker

Stealthy walker

Tree lurker

Industrious worker

Ferocious growler

Occasional yowler

Tail basher

Claw lasher

Meat tearer

Stripe wearer

Deadly kitten

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Teacher Poetry - Kenning

Story-reader

Book-marker

Activity-maker

Playground-whistler

Homework-setter

Register-taker

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Cat Poetry - Kenning

Mouse-chaser

Loud-purrer

Lazy-sleeper

Sneaky-creeper

Fur-cleaner

Milk-drinker

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Wind’s dance Poetry - Tetractys

The

Wind howls

And whistles

Through the back streets

Picking up leaves that dance in the night sky.

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 Mountain Poetry - Tetractys

Have

You seen

The mountain?

It sits above

Protecting the precious world below it.

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 Love Poetry - Tetractys

Love

Is a

Feeling that

Makes your heart swell

Hold on to it tightly and give it out.

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Year 5 Poetry

In Year 5, children should be taught the following types of poetry:

- Haikus/Senryus;
- Renga;
- Free Verse.

Type of Poetry Features Ensuring Challenge for All

- Vary the theme to ensure that this style is

Haikus Please see Year 2 guidance.
appropriate for Year 5.

- Ask children to follow an ABA rhyme scheme.

- The structure of a senryu is identical to that of a haiku.

Senryus
- It is three lines in length.

- The line structure is as follows:

- Line 1: 5 syllables;
- Line 2: 7 syllables;
- Line 3: 5 syllables. (17 in total).

- Each line starts with a capital letter.

- The last line ends with a full stop; no other punctuation is necessary.

- Where senryus differ from haikus is in their subject. Senryus are

typically about humans rather than concepts such as nature of love.

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Year 5 Poetry

Type of Poetry Features Ensuring Challenge for All

Renga - Renga poems are written by more than one poet. Poet A would write - Ask children to approach a range of themes with
(‘linked poem’) three lines following the structure below. Poet B would then write the different opinions, i.e. a verse from the perspective
last two lines of the verse following the given structure. This is of someone who dislikes autumn, followed by a
E.g. repeated within a pair or small group until the poem is complete. - verse by someone who likes autumn.
The line structure is as follows:
The final leaf falls (5) - Ask children to mirror the structure with a syllable
The tree branches are so bare (7) pattern of their choosing, e.g. 6, 8, 6, 8, 8.
- Line 1: 5 syllables;
Autumn has arrived (5)
- Line 2: 7 syllables;
Remember Summer's warm kiss (7)
- Line 3: 5 syllables;
So gentle, it will be missed. (7)
- Line 4: 7 syllables;
- Line 5: 7 syllables.

- There is no set rhyme scheme.

- The themes within a verse need to be consistent.

- Each line starts with a capital letter and the last line of each verse
ends with a full stop.

Free verse does not follow a set syllable pattern or rhyme scheme. It may be written on a range of themes.
Free Verse Refer to the KS2 key objectives and writing curriculum content for Year 5.

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 Leave Poetry - Haiku

Leave your home right now

Must leave everything behind

Safer days ahead!

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 Come Poetry - Haiku

Come, join our country

Plenty of space, bright smiles

Welcome one and all.

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 Mud pie Poetry - Senryu

Kids playing outside

Mud pies made and tall trees climbed

Balls thrown and fish caught.

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 Listen Poetry - Senryu

Assembly is full

Headteacher is on the stage

The room falls silent.

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 Welcome Poetry - Senryu

The new baby screams

Its eyes closed and small fists balled

Welcome to the world.

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 Breeze
Snow yet remaining
Poetry - Renga

The mountain slopes are misty –

An evening in spring.

Far away the water flows

Past the plum-scented village.

In the river breeze

The willow trees are clustered

Spring is appearing.

The sound of a boat being poled

Clear in the morning light.

The moon! does it still

Over fog-enshrouded fields

Linger in the sky?

Meadows carpeted in frost –

portrait of the famous renga poet Sogi
Autumn has drawn to a close.

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 Autumn Poetry - Renga

The final leaf falls

The tree branches are so bare

Autumn has arrived

Remember Summer’s warm kiss

So gentle, it will be missed.

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Year 6 Poetry

In Year 6, children should be taught the following types of poetry:

- Ottava Rima;
- Iambic Pentameter (in the context of reading Shakespeare);
- Free Verse: Remembrance Poetry.

Type of Poetry Features Ensuring Challenge for All

Ottava Rima - Ask children to consider the precision of their

- It is an Italian style of poetry.
vocabulary choices. They should use a thesaurus to
E.g.
- It is eight lines in length; each line consists of eleven develop this (linked to Y5 and Y6 writing
syllables. curriculum objective).
Quickly did the tiger begin his fast run
Over hilly ground you see him fly and leap
- The rhyme scheme is ABABABCC.
The passive prey laying grazing in the sun
Suddenly its life that it wanted to keep
- Each line opens with a capital letter.
Tiger pounces, quickly getting the job done
The prey collapsing in a really big heap
- It is optional whether lines end with commas or not.
Tiger sleeps as night takes over from the day
Will we ever see the hunter become prey?
- A poem may consist of several verses following the
structure above.

- The last line of the poem may end with a question mark
or a full stop.

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Year 6 Poetry

Type of Poetry Features Ensuring Challenge for All

Iambic Pentameter - Unlike other taught styles, Iambic Pentameter refers to the - Ask children to consider why characters such as the
way in which individual lines are constructed. There are no witches in Macbeth do not deliver their lines
E.g. following this meter: what does this suggest about
particular rules about verse length.
the presentation of character?
Two households, both alike in dignity,
In fair Verona, where we lay our scene, - It is a sequence of ten alternately unstressed and stressed
From ancient grudge break to new mutiny, syllables.
Where civil blood makes civil hands unclean.
From forth the fatal loins of these two foes - Children should be encouraged to hear the effect of lines
A pair of star-cross'd lovers take their life. being constructed in this style.

Free verse does not follow a set syllable pattern or rhyme scheme. It may be written on a range of themes.
Free Verse Refer to the KS2 key objectives and writing curriculum content for Year 6.

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 Tiger Poetry - Ottava Rima

Quickly did the tiger begin his fast run

Over hilly ground you see him fly and leap

The passive prey laying grazing in the sun

Suddenly its life that it wanted to keep

Tiger pounces, quickly getting the job done

The prey collapsing in a really big heap

Tiger sleeps as night takes over from the day

Will we ever see the hunter become prey?

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 A Summer
Ottava Rima Poetry - Ottava Rima

The crash of waves is always in the air,

And caravans adorn the crowded shore.

People roast on towels without a care,

Or find new rocky outcrops to explore.

Crunchy crystal sand grows too hot to bear,

Yet we stay: it’s what all Aussies yearn for!

In summertime, this is our golden place;

Then winter comes and banishes all trace.

By James Aitchison

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 Romeo and
Juliet Poetry - Iambic Pentameter

"Two households, both alike in dignity

(In fair Verona, where we lay our scene),

From ancient grudge break to new mutiny,

Where civil blood makes civil hands unclean.

From forth the fatal loins of these two foes

A pair of star-crossed lovers take their life."

(Act 1, Prologue)

"But soft, what light through yonder window breaks?

It is the East, and Juliet is the sun.

Arise, fair sun, and kill the envious moon,

Who is already sick and pale with grief

That thou, her maid, art far more fair than she.

Be not her maid since she is envious;

Her vestal livery is but sick and green,

And none but fools do wear it. Cast it off."

(Act 2, Scene 2)

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Julius Caesar Poetry - Iambic Pentameter

"Friends, Romans, countrymen, lend me your ears."

(Act 3, Scene 2)

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A Midsummer
Night’s Dream Poetry - Iambic Pentameter

"And I do love thee. Therefore go with me.

I'll give thee fairies to attend on thee,

And they shall fetch thee jewels from the deep

And sing while thou on pressed flowers dost sleep."

(Act 3, Scene 1)

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 Richard III Poetry - Iambic Pentameter

"Now is the winter of our discontent

Made glorious summer by this sun of York,

And all the clouds that loured upon our house

In the deep bosom of the ocean buried."

(Act 1, Scene 1)

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 Macbeth Poetry - Iambic Pentameter

"Henceforth be earls, the first that ever Scotland

In such an honor named. What's more to do,

Which would be planted newly with the time,

As calling home our exiled friends abroad

That fled the snares of watchful tyranny,

Producing forth the cruel ministers

Of this dead butcher and his fiend-like queen

(Who, as 'tis thought, by self and violent hands,

Took off her life)—this, and what needful else

That calls upon us, by the grace of grace,

We will perform in measure, time, and place.

So thanks to all at once and to each one,

Whom we invite to see us crowned at Scone."

(Act 5, Scene 8)

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 Hamlet Poetry - Iambic Pentameter

"O, that this too, too sullied flesh would melt,

Thaw, and resolve itself into a dew,

Or that the Everlasting had not fixed

His canon ’gainst (self-slaughter!) O God, God."

(Act 1, Scene 2)

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Twelfth Night
Poetry - Iambic Pentameter

"If music be the food of love, play on.

Give me excess of it, that, surfeiting,

The appetite may sicken and so die.

That strain again! It had a dying fall.

O, it came o'er my ear like the sweet sound

That breathes upon a bank of violets,

Stealing and giving odor! Enough; no more.

'Tis not so sweet now as it was before.

O spirit of love, how quick and fresh art thou,

That, notwithstanding thy capacity

Receiveth as the sea, naught enters there,

Of what validity and pitch soe'er,

But falls into abatement and low price

Even in a minute. So full of shapes is fancy

That it alone is high fantastical."

(Act 1, Scene 1)

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