Out Of This World by Michael Rosen, drawings by Ed Vere: Educational Resource Pack
Suitable for: Ages 7+
Explore themes of:
✔ The power of poetry: Through creative and inventive language, Rosen’s collection highlights how words can transform thoughts, tell stories and evoke emotions, showcasing the power of poetry to connect, inspire and entertain.
✔ Imagination and curiosity: Dive into a world where you can time travel, live underwater or even become a cat. These poems spark the imagination and encourage readers to think beyond the ordinary, embracing wonder and curiosity.
✔ Humour: From monsters eating the alphabet to quirky adventures, these poems are filled with fun and lightheartedness. Discover how poetry can be playful, making readers smile while offering new perspectives on life.
✔ Memories and childhood: These poems also tap into the wonder and nostalgia of childhood, reminding readers of the joy, curiosity and innocence of growing up. Explore how memories shape our understanding of the world and stay with us.
Subjects: • English
ABOUT THE BOOK
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A brand new collection of poetry by former Children's Laureate Michael Rosen, author of We're Going on a Bear Hunt, with illustrations by acclaimed artist Ed Vere.
What would it be like to live in the future? Or underwater? What would you do if you could go back in time? Or be a cat? Or a blood cell? What would happen if a monster ate every letter of the alphabet?
In this extraordinary collection of brand new poems, beloved writer and former Children's Laureate Michael Rosen will make you laugh, make you smile, make you think and take you out of this world.
Beautifully illustrated throughout, this is a book to treasure and share – a perfect introduction to poetry for readers of all ages.
ABOUT THE AUTHOR - MICHAEL ROSEN
Michael Rosen is well-known as a poet and broadcaster and was Children’s Laureate from 2007-2009. He has devoted his life to entertaining children with his writing and performances and to informing teachers, librarians, parents, publishers and government agencies of the importance of supporting children’s books.
ABOUT THE ILLUSTRATOR - ED VERE
Ed Vere is an award-winning and New York Times bestselling writer and illustrator of picture books, including How To Be a Lion and Max the Brave. He studied fine art at Camberwell College of Art and has been writing and illustrating children's books since 1999. Ed has worked with CLPE to co-create the Power of Pictures scheme which encourages visual literacy in primary school education and has received major funding from the Arts Council. He is also a painter, working from his studio in east London.
Created by Scott Evans, The Reader Teacher Twitter: @MrEPrimary
POEM 1: THE SCHLOCH (page 9)
CONTENTS
DISCUSSION QUESTIONS AND ACTIVITY: MAKE A MONSTER
Objectives: Identify and describe a character using adjectives; create an original imaginary monster with unique features.
POEM 2: LETTERS (page 32)
DISCUSSION QUESTIONS AND ACTIVITY: LETTERS FROM THE HEART
Objectives: Discuss the feeling of jealousy and its effects; express their thoughts and feelings through letter writing.
POEM 3: MARCH 30 AD 3528 (page 49)
DISCUSSION QUESTIONS AND ACTIVITY: FUTURE FANTASIES
Objectives: Imagine life many years from now; design a drawing or write a description of their imagined future.
POEM 4: A DAY IN THE LIFE OF A CAT (page 60)
DISCUSSION QUESTIONS AND ACTIVITY: A DAY IN THE LIFE OF ANY ANIMAL
Objectives: Listen to a poem and recognise its rhyming pattern, write a poem about a day in the life of a chosen animal.
POEM 5: OUT OF THIS WORLD (page 84)
DISCUSSION QUESTIONS AND ACTIVITY: WILD WONDERS
Objectives: Explore the natural environment around them; develop observational skills and an appreciation for nature.
POEM 6: DISASTER DAYDREAMING (page 106)
DISCUSSION QUESTIONS AND ACTIVITY: DAYDREAM BIG!
Objectives: Understand what daydreaming is and relate it to the poem; engage in a visualisation activity to spark creativity.
POEM 7: FAMILY SECRET (page 135)
DISCUSSION QUESTIONS AND ACTIVITY: MEMORY BOXES
Objectives: Share personal experiences about memories with peers; create a memory box that holds special memories.
POEM 8: TIME TRAVEL (page 140)
DISCUSSION QUESTIONS AND ACTIVITY: A HUNDRED YEARS AGO
Objectives: Learn about what it was like a hundred years ago and compare and contrast life in the 1920s with today.
POEM 9: THE ALPHABET EATER (page 153)
DISCUSSION QUESTIONS AND ACTIVITY: ALPHABET ADVENTURES
Objectives: Recite the letters of the alphabet confidently; participate in fun activities that reinforce letter recognition.
POEM 10: RED BLOOD CELL (page 158)
DISCUSSION QUESTIONS AND ACTIVITY: THE JOURNEY OF A RED BLOOD CELL
Objectives: Describe the role of red blood cells in transporting oxygen; use vocabulary related to the circulatory system.
POEM 11: TRAINS (page 177)
DISCUSSION QUESTIONS AND ACTIVITY: ALL ABOARD
Objectives: Use imagination to enhance storytelling through art; engage with the themes of the poem in a hands-on way.
POEM 12: RIDDLES (page 189)
DISCUSSION QUESTIONS AND ACTIVITY: RIDDLE ME THIS
Objectives: Explore the structure of riddles and solve them as a group; appreciate the fun and playful nature of language.
NATIONAL CURRICULUM OBJECTIVES (KEY STAGE 2)
POEM 1: THE SCHLOCH (page 9)
DISCUSSION QUESTIONS:
1. How old is Michael in the poem? (Seven)
2. Can you name the three famous demons and ghosts he dreams about?(Grendel, Medusa and The Kraken)
3. Who is the worst monster in his dreams? (The Schloch)
4. How is the Schloch described in the poem?
5. The phrase ‘in tsores’ comes from Yiddish. What does Michael say it means? (In trouble)
6. What does he call his Grandma and Grandad? (Bubbe and Zeyde) What do you call yours?
7. How does the poem sound when you read it aloud? Are there any words that make it fun to say? Can you find any rhymes or repeated sounds?
8. What do you think the poem is really trying to say? Is it about monsters or is there a deeper message?
9. Do you believe in monsters? Why or why not?
10. Have you ever imagined your own monster? What would it look like or do?
ACTIVITY: MAKE A MONSTER
● Begin by reading The Schloch to the class, encouraging the children to listen for descriptive details about the Schloch.
● Talk about how the boy in the poem seems to be scared of the Schloch. Ask the children why they think he’s afraid and whether they believe the Schloch is frightening or just part of his imagination.
● Invite them to share their ideas about what the Schloch looks like, what makes it scary or funny and how it might behave, based on the poem.
● Show the children the illustration of the Schloch on pages 24 and 25 and record their responses as a list of adjectives on the board that describe its appearance. Encourage them to think about its size, shape and any unusual features, using creative and descriptive words.
● After discussing the Schloch, invite the children to create their own imaginary monster. Provide them with art materials and encourage them to think about what makes their monster unique. Ask them to focus on features like size, shape, colour and any abilities their monster might have.
● Once the monsters are drawn, guide the children to write a character profile for their creation. They can name their monster and describe its personality, where it lives, what it likes to eat, and what makes it scary or funny.
● Encourage the children to come up with a short story or adventure featuring their monster. It could involve meeting other monsters, helping someone, or even scaring someone like the Schloch. This allows them to expand on their imagination and creativity.
● Let each child share their monster and its story with the class. They can explain why they designed it the way they did and what makes it special. You can display the drawings and profiles in the classroom to create a Monster Gallery.
by Scott Evans,
POEM 2: LETTERS (page 32)
DISCUSSION QUESTIONS:
1. Who is Michael jealous of and why?
2. What does he do to try and get more post than his brother?
3. What kinds of things start arriving in the post for him?
4. How does Michael feel when the deliveries keep coming? What is his family’s reaction?
5. Does Michael feel happy about winning the bet in the end? Why or why not?
6. What lessons can we learn from Michael’s experience in the poem?
7. Have you ever sent or received a letter in the post? How did it make you feel?
8. Why do you think people don’t send or receive as many letters today as they used to?
9. Do you think letters will ever become popular again? What could make people want to write more letters?
10. If you were to write a letter to someone, who would it be and what would you say?
ACTIVITY: LETTERS FROM THE HEART
● Begin by discussing the main points from the poem Letters. Focus on how Michael feels jealous because his brother gets more letters in the post and how he plans to get back at him.
● Ask the children if they have ever felt jealous of someone. Discuss how jealousy can make us feel inside and to think about how these feelings can affect what we do. For example, sometimes jealousy might make us want to compete with that person or try to outdo them, just like Michael did.
● Next, lead a class discussion about letters and the experience of sending and receiving them. Ask the children questions such as Have you ever sent or received a letter? How did it make you feel? and What’s the difference between letters and texts or emails?
● Explain why people write letters, highlighting the personal reasons such as sharing news, staying connected with someone far away, asking questions or expressing feelings.
● Show the basic parts of a letter, including the greeting, opening, body, closing and signature. Write a simple example on the board to show how these parts fit together.
● Tell the children that they are going to have a go at writing their own letters. Encourage them to think about who they would like to write to. Suggest family members, friends or even famous and fictional characters and help them brainstorm ideas about what they might want to share in their letters.
● Give the children time to write their own letters. Remind them to use the structure discussed earlier and encourage creativity in their writing. Circulate around the room to offer support and answer questions.
● Once the letters are written, provide materials for the children to decorate their letters. They can use coloured pens, stickers, and drawings to make their letters personal and special.
● If time allows, invite the children to share their letters with a partner or the class. Discuss how it felt to write a letter and what they liked most about the process. Encourage them to think about how their recipient might feel when they receive it.
Created by Scott Evans, The Reader Teacher
POEM 3: MARCH 30 AD 3528 (page 49)
DISCUSSION QUESTIONS:
1. When does the boy have breakfast?
2. List the items he takes to school. How do these compare to the things you usually bring?
3. Who is the headteacher at the boy’s school?
4. Can you remember the school motto? What do you think it means?
5. Which language do he and his friend Finula use to communicate?
6. Why do you think the phrase ‘the octopus ate my homework’ is funny in this poem? Which common phrase does it remind you of? (the dog ate my homework)
7. What subjects do the children study at this school?
8. Imagine eating seaweed for breakfast, snacks, and dinner. How would you feel about that?
9. What do you think the boy enjoys most about his day at school?
10. If you could ask him one question about his underwater life, what would it be?
ACTIVITY: FUTURE FANTASIES
● Begin by discussing the concept of the future. Ask children to think about how the world has changed over time and what they imagine it might be like in the year 3528. Record their responses on the board.
● Introduce the poem MARCH 30 AD 3528 and share it with the class. As you read it aloud, invite them to close their eyes and imagine the scenes and details unfolding in the poem.
● Afterwards, talk about the boy’s day at his underwater school. Encourage children to share what they think his school day is like and how it might be different from theirs.
● Discuss the title of the poem and how it relates to the future date of MARCH 30 AD 3528. Explain that AD means ‘Anno Domini’, which means ‘in the year of our Lord’ in Latin, referring to the years after the birth of Jesus Christ. Ask them to think about what life might be like so many years in the future.
● As a class, engage in a brainstorming session where they can explore how life might be different in the future. Prompt them to think about technology (like flying cars or smart homes), the environment (like underwater cities or clean energy) and daily routines (like school, work and free time).
● Next, give children the option to write or draw a scene from their imagined future. They can describe their future home, their school day, what life looks like in 3528 or something else of their choice.
● Once they have completed their writing or drawings, arrange a pair-share activity. Have them partner up to share their ideas and artwork with a friend.
● After sharing, display their drawings around the classroom for a gallery walk. Allow them to walk around and observe each other’s work, giving them a chance to appreciate different ideas and perspectives on future life.
● If time allows, consider creating a class book that compiles their drawings and written descriptions of future life. This can serve as a keepsake and a way to reflect on their imaginative ideas together.
Created by Scott Evans, The Reader Teacher
POEM 4: A DAY IN THE LIFE OF A CAT (page 60)
DISCUSSION QUESTIONS:
1. What does the cat do throughout the day? List three activities and explain what they tell you about the cat's personality.
2. How is the cat different when it's inside compared to when it’s outside? What changes do you notice?
3. Where does the cat go during the day? Can you name a few places mentioned in the poem?
4. Describe how the cat interacts with its owner. What things does the cat encourage the owner to do?
5. Does the poem have a rhyme or pattern? How does this make the poem sound when you read it?
6. What do you think it would be like to spend a day as a cat?
7. If you could join the cat for a day, what would you want to do together?
8. How might the poem change if it were told from the perspective of a dog, bird or another animal?
9. What do you think is the main message of the poem? Why do you think the poet wrote about a cat’s day?
10. Which part of the poem is your favourite and why do you like it?
ACTIVITY: A DAY IN THE LIFE OF ANY ANIMAL
● Start by reading the poem aloud to the class, emphasising the rhyming and imagery. Discuss the main themes and ideas, encouraging children to share their thoughts on the cat’s daily adventures and feelings.
● Ask children what it might be like to be a cat. They might suggest: it would be exciting to explore and climb all around; it would be relaxing to nap all day and it would be good to spend most of the time outdoors.
● Talk about the daily lives and routines of various animals, such as cats, dogs and other pets, from morning to evening, including how they find their food and what activities they do throughout the day.
● Tell the children that you would like them to choose an animal to write about for a day in its life.
● Model to the children how to list different activities their chosen animal might do during the day. Suggest they think about the animal's habits, favourite foods and any unique behaviours.
● Introduce a simple outline for their writing. Have them divide their animal’s day into morning, afternoon and evening sections, noting down key events or activities they want to include.
● Teach the children about using descriptive language to make their writing interesting. Provide examples of adjectives and rhyming words that can help bring their poems to life.
● Allow time for the children to write their short poem. Remind them to follow their outlines to help them and use descriptive and rhyming language to paint a picture of their animal's day.
● Finish by having the children share their poems with each other or in front of the class. Encourage them to read with expression and enthusiasm to make their words come to life. They could also act out their poems, using movements and gestures to add to their performance.
Created by Scott Evans, The Reader Teacher
POEM 5: OUT OF THIS WORLD (page 84)
DISCUSSION QUESTIONS:
1. At the start of the poem, who did the characters think made the footprints?
2. When did Farmer Fidler say you can see badgers?
3. Why do you think badgers come out only at dusk or night?
4. Have you ever seen a badger? What do you think they are like?
5. Why is the phrase ‘We would be like…’ repeated in the poem? What does it make you think of?
6. What other animals are mentioned in the poem? (e.g., moths, woodlice, bats, owls)
7. Where do you think animals go when there is a storm?
8. Which animal wakes the characters up?
9. What do you think it means when the speaker says ‘it was all in my head’ at the end? Were they imagining something or remembering it?
10. How would you feel about staying in the woods at night? Would it be fun or a little scary?
ACTIVITY: WILD WONDERS
● Start with a discussion about what nature is and why it is important. Ask children to share their favourite outdoor experiences and what they enjoy most about being in nature.
● Read the poem aloud to the class, asking them to listen closely. After finishing, have them identify the animals mentioned in the poem. Encourage them to share what they know about these animals and how they connect to the poem's themes of nature and adventure.
● Talk about the various sounds in the poem, such as the call of the owl and the crowing of the cockerel. What other sounds do they know from nature? How do those during the day differ from those at night?
● Explain the plan for a nature walk around the surroundings of your school, discussing safety rules and what to look out and listen for (e.g. plants, animals, sounds). Remind children to think about their senses: what they can see, hear, smell and touch in nature.
● Take them on a guided nature walk around the school grounds. Encourage them to observe their surroundings, pointing out different plants, animals, trees, insects and sounds.
● Children could record their observations on a sheet or collect small natural items (like leaves, twigs or stones) to bring back to the classroom for later use.
● Once back in the classroom, you might like to set up some observation stations where they can examine their collected items closely. Provide magnifying glasses for them to look at leaves or stones and invite them to discuss what they notice with a partner.
● Conclude the lesson by reflecting on the importance of nature and how it connects to the poem. Ask children to think about how spending time outdoors can inspire creativity and well-being, reinforcing the idea that nature can be a source of joy and discovery.
POEM 6: DISASTER DAYDREAMING (page 106)
DISCUSSION QUESTIONS:
1. What does Michael dream about when he is daydreaming?
2. Do you ever daydream? If so, what do you think about?
3. What were footballs made from when Michael was a child?
4. Where does Michael lose his football?
5. What does the word ‘triffic’ mean in the second poem?
6. What happens on Bonfire Night that creates a lot of noise?
7. What does it tell us about Michael’s uncle that they were on opposite sides of the war, but one was the best man at the other’s wedding?
8. Who helps Michael and his family when they get lost during a walk?
9. Why can't Michael remember getting hit by a car?
10. What helped save Michael’s life when he was hit by the car?
ACTIVITY: DAYDREAM BIG!
● Start by asking children what they think daydreaming is. Explain that daydreaming is when your mind wanders and you imagine things that are not happening at the moment.
● Ask children if they’ve ever caught themselves daydreaming and what they were thinking about. Encourage sharing in pairs or small groups. This allows children to realise that daydreaming is a common experience and helps them get comfortable with the idea.
● Select one or more poems from this section where Michael daydreams. After reading, have the children identify Michael's daydream and discuss what makes it imaginative or unique. Encourage them to consider the details in the daydream—such as the setting, characters, or feelings—that make it stand out and capture their interest.
● Next, guide children through a short visualisation activity. Ask them to close their eyes, imagine a peaceful place and let their minds wander. After a few minutes, prompt them to notice what they’re thinking about. This can help spark ideas for their own daydream writing.
● Provide children with a blank sheet to create a mind map of different things they could daydream about, such as adventures, magical places or future ambitions.
● Ask children to write a short story or paragraph about one of their daydreams. Encourage them to describe what happens, who’s involved and how they feel during the daydream. Provide prompts like “In my daydream, I imagine…” to help them get started.
● Invite volunteers to share their daydream writing with the class. Encourage others to ask questions or share what they liked about their peers’ daydreams.
● Conclude the lesson by having a group discussion about the power of daydreaming. Ask children how daydreaming makes them feel and what they think it can help us achieve. Encourage them to share ideas on how daydreaming can inspire creativity, problem-solving and personal growth, reinforcing the importance of imagination in their lives.
Created by Scott Evans, The Reader Teacher
POEM 7: FAMILY SECRET (page 135)
DISCUSSION QUESTIONS:
1. Can you list the different objects mentioned in the poem, starting from the photo and ending with the world? How are they connected to each other?
2. What do you think the poet means when they say the photo was ‘hidden away’? Why might someone want to keep a photo secret or hidden?
3. Do you have any special photos that mean something to you? What do they show?
4. Who do you think the people in the photo might be? Why do you think they are described as ‘the people who’ve gone’?
5. Why do you think no one talked about the photo in the poem?
6. Why do you think the phrase “I am the…” is repeated in the poem? What effect does it have?
7. Who do you think the man at the end of the poem might be? How do you think he feels when he discovers the photo and why?
8. What do you think is the most important lesson from this poem?
9. How does the illustration also help us understand the poem better?
10. If you could tell a story about someone you remember, who would it be? What story would you share?
ACTIVITY: MEMORY BOXES
● Read the poem to the class. Encourage children to listen carefully and think about the feelings and images it brings to mind. After reading, ask them to share any words or lines that stood out to them.
● Divide children into small groups to discuss the following questions: What is the poem about? Who might the man be? What does the phrase ‘I am the…’ mean? Share ideas with the whole class afterwards. Encourage them to build on each other's thoughts and opinions during the discussion.
● After establishing that the poem is about memories, explain that children will create their own memory boxes. Each box will hold a special memory or person they want to remember, similar to the photo in the poem. Remind them that memories can be happy, sad or meaningful in different ways.
● Provide boxes or paper for children to decorate. Ask them to write or draw their special memory on sticky notes or other objects to put inside. Encourage creativity and personal expression as they design their boxes.
● Have children illustrate one memory from their boxes and support them in expressing how that memory makes them feel through their drawings. Remind them that there are no right or wrong ways to express their feelings in art.
● Discuss how sharing memories helps us feel connected. Ask children how the poem and their activities helped them think about memories in new ways. Invite children to share their drawings and the memories associated with them in pairs or small groups if they feel comfortable.
● Finish by reminding children of the importance of remembering and sharing stories about people who matter to us. Inspire them to continue thinking about memories and the stories they want to share in the future.
POEM 8: TIME TRAVEL (page
DISCUSSION QUESTIONS:
1. What does the phrase ‘A hundred years ago’ make you think about? Can you picture what life was like back then?
2. When does Michael say his mother was born? (1919)
3. Do you think a hundred years ago is ‘so far away’? Why?
4. What do you think was different about life in 1919 compared to now? What do you think was similar?
5. If you could ask someone who lived a hundred years ago one question, what would it be and why?
6. What do we learn about Michael’s mother from the poem? Which school did she go to?
7. How did Michael’s mother get a flower for the Harvest Festival when she had none at home? Do you think she should have stolen it from the museum’s flower bed?
8. What does it say about her character when she stood up against horrible people by protesting against them?
9. Where did Michael’s mother first meet his father? What do you think that first meeting was like?
10. We see many photographs in this poem. How do photographs help us learn about the past?
ACTIVITY: A HUNDRED YEARS AGO
● Begin the lesson by reading the poem aloud to the class. Encourage children to listen carefully to the themes and ideas presented. After reading, ask them for their initial thoughts and feelings about the poem.
● Highlight the line where Michael mentions "one hundred years ago." Explain that this refers to the 1920s, a time period that was significantly different from today. Ask the children whether they think that was a long time ago and if they know anything about that time.
● They might say that life was simpler back then or they might mention that there were no smartphones or computers. Some children could bring up interesting facts like the types of clothing people wore, the kinds of jobs available or the music and dances that were popular during the 1920s.
● Explain that there were many differences between life now and life in the 1920s. Highlight some key areas where these can be seen, such as technology, transportation, fashion and communication. Encourage the children to think about how these changes have shaped the way we live today.
● As a class, on a large piece of paper or the board, create a chart comparing life today with life one hundred years ago. Label one side ‘Now’ and the other ‘One Hundred Years Ago’. Fill in the chart with the children’s ideas, highlighting key differences and similarities that arise from their discussions.
● Following this, ask the children to write a few sentences about how they think life would be different if they lived a hundred years ago. What would they miss the most? What do they think would be fun?
● Conclude with a class discussion about why it’s important to learn about the past. Ask the children how knowing about life one hundred years ago can help them understand their own lives better today, reinforcing the relevance of history in their everyday experiences.
Created by Scott Evans,
POEM 9: THE ALPHABET EATER (page 153)
DISCUSSION QUESTIONS:
1. What does the monster in the story like to eat?
2. Can you say the alphabet out loud? How about trying to say it backwards? Do you think that's tricky?
3. What is your favourite letter in the alphabet and why do you like it?
4. How many letters are in your name?
5. What words do you know that start with the letter... [insert letter here]?
6. Which letter do you think would be the tastiest for the Alphabet Eater?
7. If you were in Letter Disaster Land, what would you do to save the letters?
8. How would our world change if letters of the alphabet suddenly disappeared?
9. What do you think would happen if the Alphabet Eater met a letter that was very brave that stood up to being eaten?
10. Why do you think this poem uses rhymes?
ACTIVITY: ALPHABET ADVENTURES
● Start by reading ‘The Alphabet Eater’ aloud to the class. Talk about what happens in the poem and how the letters disappear.
● Ask the children how they would feel if letters started disappearing in real life. Would it be confusing or funny? Encourage them to share their thoughts and listen to each other’s ideas.
● Go through the alphabet with the children by singing songs or rhymes. You can also encourage them to come up with their own silly sounds or movements for each letter.
● Engage the children in a discussion about the alphabet, asking them to share their favourite letters and the reasons behind their choices. They might prefer certain letters because their names start with them or because they like how they sound or look.
● Have the children select their favourite letter, or assign each child one of the twenty-six letters of the alphabet to ensure every letter is represented, and ask them to draw their letter large on a piece of paper. Encourage them to use bright colours and creative patterns to decorate their letter, making it unique and personal.
● Next, ask the children to list as many words as they can think of that begin with their chosen letter. Encourage them to look around the classroom for objects that match their letter and include those in their lists.
● They can also draw small illustrations of things that start with their letter next to each word, creating a visual connection between the letters and the vocabulary they represent.
● To finish and to add an element of fun, bring the class back together and play a game where one child, or you as the teacher, becomes The Alphabet Eater. The Alphabet Eater will take away certain letters and the children will have to say the words excluding those letters. Encourage them to listen closely and notice how unusual they sound without them!
Created by Scott Evans, The Reader Teacher
POEM 10: RED BLOOD CELL (page 158)
DISCUSSION QUESTIONS:
1. What is a red blood cell?
2. Where do we find them in our bodies?
3. How does the red blood cell feel at the beginning of the story? What does it wish for?
4. The red blood cell says it offloads oxygen. Why do we need oxygen?
5. How do red blood cells travel through the body?
6. If you could visit any part of the body as a red blood cell, which would you choose and why?
7. Using the poem, can you name the main parts of the circulatory system? (heart, atrium, ventricles, aorta, arteries, veins, capillaries, pulmonary arteries, pulmonary veins, lungs)
8. Can you feel your pulse or notice your heartbeat?
9. How do you think the heart and red blood cells work together?
10. What are some things we can do to help our circulatory system stay healthy?
ACTIVITY: THE JOURNEY OF A RED BLOOD CELL
● Begin the lesson by reading the poem aloud to the class. Encourage the children to listen for descriptions of the red blood cell’s experiences. Discuss the emotions and thoughts expressed in the poem to build a connection to the circulatory system.
● After reading, ask the children what they think a red blood cell does based on the poem. Highlight the line about offloading oxygen and explain the importance of red blood cells in transporting oxygen throughout the body. Use visuals to illustrate this process.
● Introduce key vocabulary from the poem and the circulatory system, including terms like 'oxygen', 'heart', 'arteries' and 'veins'. Create an interactive word wall on the classroom board, featuring these words along with illustrations or definitions, for children to refer to during discussions about the poem and the circulatory system, integrating the vocabulary into their understanding and conversations.
● Split the class into small groups and organise a role-play activity where some children act as red blood cells moving through the body. Designate areas in the classroom as different parts of the circulatory system (heart, lungs, body). The red blood cells will pick up oxygen and deliver it, acting out the journey described in the poem.
● After the role-play activity, have each group share their experiences and observations. Ask them how it felt to be a red blood cell and what they learned about its journey through the circulatory system.
● Next, provide each child with a large sheet of paper and art supplies to create their own diagrams of the circulatory system. Encourage them to label the heart, arteries, veins, and where red blood cells travel. They can also illustrate the process of picking up and delivering oxygen based on their role-play experiences.
● Conclude the lesson with a discussion about healthy choices that support the circulatory system. Ask the children to share ways they can keep their hearts and blood healthy, such as eating nutritious foods and exercising, as these habits help improve blood flow, strengthen the heart and ensure the body receives the oxygen and nutrients it needs to function well.
Created by Scott Evans, The Reader Teacher
POEM 11: TRAINS (page 177)
DISCUSSION QUESTIONS:
1. Where did the train go round and round?
2. What kind of animal is a heron?
3. Which song did the people sing on the train?
4. Where did the old lady say the engine disappeared to?
5. What do you think the phrase ‘the Back of Beyond’ means?
6. Who has put the enchantment on the shed?
7. Why was the Lakeside Engine jealous of the Gold and Silver Train?
8. How do the characters feel when they first see the Golden Engine in the shed?
9. How do they manage to set the Golden Engine free from the shed?
10. Have you ever been on a train? How would you describe it?
ACTIVITY: ALL ABOARD
● Begin by reading the section of the poem where the Gold and Silver Train is mentioned. Ask children what they think the train might look like based on the description.
● Explain that they will be designing their own version of the Gold and Silver Train. Encourage them to think about colours, shapes and special features that would make their train unique.
● Hand out materials such as paper, crayons, paints, and markers. For children who prefer digital art, allow them to use tablets or computers to create their design.
● Have a short brainstorming session where children can share what features they want their train to have. This could include colour schemes, magical elements or functional aspects like speed or size.
● Give children time to work on their Gold and Silver Train designs. Encourage them to be as creative as possible, adding details that reflect their imagination.
● Walk around the classroom and ask children to explain their designs as they work. Offer positive feedback and suggestions to inspire them to add more detail.
● Once completed, children can present their trains to the class. Each child could explain what makes their train special and what inspired their design choices.
● Create a display of all the trains on a classroom wall or digital presentation. This helps children feel proud of their work and gives them a sense of accomplishment.
● To end the lesson on a fun and collaborative note, have the children link together to form their own ‘human train’ in the classroom. As they move around, they can sing the song from the poem: "We’re riding the train all the way to town, we’re riding that train all the way to town, we’re riding the train till the sun goes down," reinforcing their connection to the poem.
Created by Scott Evans, The
POEM 12: RIDDLES (page 189)
DISCUSSION QUESTIONS:
1. What is a riddle?
2. How do riddles work?
3. Why do you think people enjoy telling riddles? What makes them fun?
4. What do you think the clock means when it asks, "How does it feel to be on your own?" Do you think Michael feels alone or is there something else going on?
5. What would you say to the light if it could talk to you? What other objects do you think would have interesting stories to tell?
6. If you could pick one object in the classroom or your house to ask a riddle to, what would it be?
7. How does the ending of this poem make you feel? Do you think it’s happy, sad or something else?
8. What do you think happens next for Michael after he walks out of the door?
9. Which riddle from this poem is your favourite and why?
10. How are the riddles connected to other poems in the book?
ACTIVITY: RIDDLE ME THIS
● Start with a short chat about riddles. Ask the children to share any riddles they know and write a few on the board. Let them explain the answers and discuss why they find certain riddles fun or tricky.
● Read the poem aloud once more, stopping to point out the riddles that Michael is asked by the clock. Ask the children to listen carefully for important words and feelings. After reading, ask questions like how they think the clock feels or what it means to Michael.
● Talk about the structure of riddles with the children. Explain that riddles usually have two parts: a question or statement and a clever answer. Use examples to show how the question leads to the answer in a surprising way.
● Progress the conversation to how to solve riddles. Let the children know they can look for special words in the riddle that act as important clues. Encourage them to think about what each clue means and consider different meanings of words.
● Share some simple riddles with the class and work through the answers together, discussing how each clue helps lead to the solution.
● Teach the children how to write their own simple riddles using wordplay and questions. Start by discussing what wordplay means and how it can make riddles fun. Encourage them to think of common objects or animals and identify a unique feature to include in their riddle.
● Guide them to create a clever question that hints at the answer without giving it away, such as What has a face and two hands but no arms or legs? A clock
● To finish the lesson, ask the children to work together in pairs or small groups to come up with their own riddles. As they brainstorm, make sure to praise their creativity, celebrating any weird and wacky ideas they come up with, as these often lead to the funniest riddles!
NATIONAL CURRICULUM OBJECTIVES (KEY STAGE 2/3)
English
Reading – comprehension
Pupils should be taught to:
● develop positive attitudes to reading and understanding of what they read by:
○ listening to, discussing and expressing views about a wide range of contemporary and classic poetry, stories and non-fiction at a level beyond that at which they can read independently
○ recognising simple recurring literary language in stories and poetry
○ discussing and clarifying the meanings of words, linking new meanings to known vocabulary
○ discussing their favourite words and phrases
○ continuing to build up a repertoire of poems learnt by heart, appreciating these and reciting some, with appropriate intonation to make the meaning clear
○ recognising some different forms of poetry [for example, free verse, narrative poetry]
● understand what they read, in books they can read independently, by:
○ drawing inferences such as inferring characters’ feelings, thoughts and motives from their actions, and justifying inferences with evidence
○ predicting what might happen from details stated and implied
● participate in discussion about books, poems and other works that are read to them and those that they can read for themselves, taking turns and listening to what others say
● explain and discuss their understanding of books, poems and other material, both those that they listen to and those that they read for themselves
Writing: composition
Pupils should be taught to:
● plan their writing by:
○ discussing writing similar to that which they are planning to write in order to understand and learn from its structure, vocabulary and grammar
● develop positive attitudes towards and stamina for writing by:
○ writing poetry
Spoken language
Pupils should be taught to:
● develop understanding through speculating, hypothesising, imagining and exploring ideas
● participate in discussions, presentations, performances, role play/improvisations and debates
Science
Pupils should be taught to:
● identify and name the main parts of the human circulatory system, and describe the functions of the heart, blood vessels and blood
History
Pupils should be taught about:
● changes within living memory. Where appropriate, these should be used to reveal aspects of change in national life
PSHE (taken from Programme of Study for PSHE education: KS1-5)
Pupils learn:
Mental health
● H18. about everyday things that affect feelings and the importance of expressing feelings
● H19. a varied vocabulary to use when talking about feelings; about how to express feelings in different ways
