An original classroom poem
Clop-clop, clop-clop!
What might those sounds help us imagine?What do those sounds make you picture?
We will read the story, then explore how its words work.First, enjoy the story. Then, explore the words.
DO 3 min. Introduce this as the original poem created in our chat, not a Banjo Paterson text. Invite a hoofbeat prediction. Read the whole poem through the next six slides before analysing devices.
WORK Invite initial noticing and reasons before revealing an example. Pupils may listen, point, speak or join the reading. No compulsory worksheet or scored task.
RECORD Notice the actual contribution and support: teacher-read listening, shared interpretation or independent rereading.
FINISH Reread the source words and connect the choice with a particular sound, image or idea.
CHECK The text has accessible language; the class remains Year 5. This is a bush-poetry teaching example, not historical evidence.
01The sun peeped up, all warm and bright,
02And chased away the sleepy night.
03The whispered in the ,
04While golden light spilled through their leaves.
What can you picture and hear at the start?What can you see and hear?
DO 3 min. Read the complete four-line stanza aloud. Invite an initial response. Underlined words open word help; Show meaning reveals a possible paraphrase. Keep this first encounter about the story.
WORK Invite initial noticing and reasons before revealing an example. Pupils may listen, point, speak or join the reading. No compulsory worksheet or scored task.
RECORD Notice the actual contribution and support: teacher-read listening, shared interpretation or independent rereading.
FINISH Reread the source words and connect the choice with a particular sound, image or idea.
CHECK A revealed paraphrase is shared teaching, not an unaided pupil response.
05Clop-clop, clop-clop! My ’s feet
06Tapped out a happy, hopping beat.
07My dog ran swiftly by my side,
08His tail a flag of joy and .
Which words help you hear the ride and picture the dog?What can you hear? What is the dog doing?
DO 3 min. Read the complete four-line stanza aloud. Invite an initial response. Underlined words open word help; Show meaning reveals a possible paraphrase. Keep this first encounter about the story.
WORK Invite initial noticing and reasons before revealing an example. Pupils may listen, point, speak or join the reading. No compulsory worksheet or scored task.
RECORD Notice the actual contribution and support: teacher-read listening, shared interpretation or independent rereading.
FINISH Reread the source words and connect the choice with a particular sound, image or idea.
CHECK A revealed paraphrase is shared teaching, not an unaided pupil response.
09The brown creek chuckled round a stone.
10Then came a cry—a alone!
11His little legs were stuck in .
12“Hold on!” I called. “We’re on our way!”
What problem interrupts the ride? Which line changes the story?What goes wrong? Which words tell you?
DO 3 min. Read the complete four-line stanza aloud. Invite an initial response. Underlined words open word help; Show meaning reveals a possible paraphrase. Keep this first encounter about the story.
WORK Invite initial noticing and reasons before revealing an example. Pupils may listen, point, speak or join the reading. No compulsory worksheet or scored task.
RECORD Notice the actual contribution and support: teacher-read listening, shared interpretation or independent rereading.
FINISH Reread the source words and connect the choice with a particular sound, image or idea.
CHECK A revealed paraphrase is shared teaching, not an unaided pupil response.
13I slipped and slid. I him free.
14He shook his muddy coat on me!
15My dog barked, “Woof!” The calf cried, “Moo!”
16The laughed, “Hoo-hoo!”
How does the rescue become funny? Find words that help.What makes this part funny?
DO 3 min. Read the complete four-line stanza aloud. Invite an initial response. Underlined words open word help; Show meaning reveals a possible paraphrase. Keep this first encounter about the story.
WORK Invite initial noticing and reasons before revealing an example. Pupils may listen, point, speak or join the reading. No compulsory worksheet or scored task.
RECORD Notice the actual contribution and support: teacher-read listening, shared interpretation or independent rereading.
FINISH Reread the source words and connect the choice with a particular sound, image or idea.
CHECK A revealed paraphrase is shared teaching, not an unaided pupil response.
17Clop-clop, clop-clop! We headed ,
18Where pink clouds wore their sunset best.
19The calf ran home across the .
20I waved goodbye and tipped my hat.
Which words return? What has changed since we first heard them?Which sounds have we heard before? What has changed?
DO 3 min. Read the complete four-line stanza aloud. Invite an initial response. Underlined words open word help; Show meaning reveals a possible paraphrase. Keep this first encounter about the story.
WORK Invite initial noticing and reasons before revealing an example. Pupils may listen, point, speak or join the reading. No compulsory worksheet or scored task.
RECORD Notice the actual contribution and support: teacher-read listening, shared interpretation or independent rereading.
FINISH Reread the source words and connect the choice with a particular sound, image or idea.
CHECK A revealed paraphrase is shared teaching, not an unaided pupil response.
21That night, beside the fire’s red ,
22The stars winked down to say hello.
23The sang. The day was done.
24A bush day shared is twice the fun.
How does the ending feel? Which words create that feeling?How does the ending make you feel? Which words help?
DO 3 min. Read the complete four-line stanza aloud. Invite an initial response. Underlined words open word help; Show meaning reveals a possible paraphrase. Keep this first encounter about the story.
WORK Invite initial noticing and reasons before revealing an example. Pupils may listen, point, speak or join the reading. No compulsory worksheet or scored task.
RECORD Notice the actual contribution and support: teacher-read listening, shared interpretation or independent rereading.
FINISH Reread the source words and connect the choice with a particular sound, image or idea.
CHECK A revealed paraphrase is shared teaching, not an unaided pupil response.
How do these six stanzas carry one story from morning to night?How do the six parts tell one story?
DO 4 min. Trace morning, riding, problem, rescue, farewell and night. Count the four source lines in each stanza; a screen wrap is not a new poem line. Invite pointing or oral sequencing before the model.
WORK Invite initial noticing and reasons before revealing an example. Pupils may listen, point, speak or join the reading. No compulsory worksheet or scored task.
RECORD Notice the actual contribution and support: teacher-read listening, shared interpretation or independent rereading.
FINISH Reread the source words and connect the choice with a particular sound, image or idea.
CHECK Stanza is a line grouping; theme is an idea; a device is a language choice. These are related elements, not interchangeable labels.
01The sun peeped up, all warm and bright,
02And chased away the sleepy night.
03The gum trees whispered in the breeze,
04While golden light spilled through their leaves.
Choose words. Name the choice. Explain what it helps us hear, picture or understand.Point to words. What do they help you hear, see or think?
DO 5 min. Reread the whole stanza. Hear pupils’ ideas first; select one useful device, then another if time permits. A named button highlights exact evidence, defines the element and offers an effect. Clear highlights resets the discussion; Notes answer selects the first example. Model aloud: whispered gives trees a human action; that makes the breeze seem soft and the scene alive. Bright/night is exact rhyme; breeze/leaves is near rhyme.
WORK Invite initial noticing and reasons before revealing an example. Pupils may listen, point, speak or join the reading. No compulsory worksheet or scored task.
RECORD Notice the actual contribution and support: teacher-read listening, shared interpretation or independent rereading.
FINISH Reread the source words and connect the choice with a particular sound, image or idea.
CHECK Accept supported effects and alternative readings. Naming or copying alone does not explain an effect. The poem has no clear simile; do not invent one.
05Clop-clop, clop-clop! My pony’s feet
06Tapped out a happy, hopping beat.
07My dog ran swiftly by my side,
08His tail a flag of joy and pride.
Choose words. Name the choice. Explain what it helps us hear, picture or understand.Point to words. What do they help you hear, see or think?
DO 5 min. Reread the whole stanza. Hear pupils’ ideas first; select one useful device, then another if time permits. A named button highlights exact evidence, defines the element and offers an effect. Clear highlights resets the discussion; Notes answer selects the first example. Compare tail a flag with the plain description his tail moved. Explain the flag comparison as a metaphor. Tap the repeated hoof sounds; do not force a fixed metre or speed.
WORK Invite initial noticing and reasons before revealing an example. Pupils may listen, point, speak or join the reading. No compulsory worksheet or scored task.
RECORD Notice the actual contribution and support: teacher-read listening, shared interpretation or independent rereading.
FINISH Reread the source words and connect the choice with a particular sound, image or idea.
CHECK Accept supported effects and alternative readings. Naming or copying alone does not explain an effect. The poem has no clear simile; do not invent one.
09The brown creek chuckled round a stone.
10Then came a cry—a calf alone!
11His little legs were stuck in clay.
12“Hold on!” I called. “We’re on our way!”
Choose words. Name the choice. Explain what it helps us hear, picture or understand.Point to words. What do they help you hear, see or think?
DO 5 min. Reread the whole stanza. Hear pupils’ ideas first; select one useful device, then another if time permits. A named button highlights exact evidence, defines the element and offers an effect. Clear highlights resets the discussion; Notes answer selects the first example.
WORK Invite initial noticing and reasons before revealing an example. Pupils may listen, point, speak or join the reading. No compulsory worksheet or scored task.
RECORD Notice the actual contribution and support: teacher-read listening, shared interpretation or independent rereading.
FINISH Reread the source words and connect the choice with a particular sound, image or idea.
CHECK Accept supported effects and alternative readings. Naming or copying alone does not explain an effect. The poem has no clear simile; do not invent one.
13I slipped and slid. I tugged him free.
14He shook his muddy coat on me!
15My dog barked, “Woof!” The calf cried, “Moo!”
16The kookaburra laughed, “Hoo-hoo!”
Choose words. Name the choice. Explain what it helps us hear, picture or understand.Point to words. What do they help you hear, see or think?
DO 5 min. Reread the whole stanza. Hear pupils’ ideas first; select one useful device, then another if time permits. A named button highlights exact evidence, defines the element and offers an effect. Clear highlights resets the discussion; Notes answer selects the first example. Kookaburras really have laughter-like calls. Use the trees or stars as clearer personification examples instead of insisting the bird’s laugh is uniquely human.
WORK Invite initial noticing and reasons before revealing an example. Pupils may listen, point, speak or join the reading. No compulsory worksheet or scored task.
RECORD Notice the actual contribution and support: teacher-read listening, shared interpretation or independent rereading.
FINISH Reread the source words and connect the choice with a particular sound, image or idea.
CHECK Accept supported effects and alternative readings. Naming or copying alone does not explain an effect. The poem has no clear simile; do not invent one.
17Clop-clop, clop-clop! We headed west,
18Where pink clouds wore their sunset best.
19The calf ran home across the flat.
20I waved goodbye and tipped my hat.
Choose words. Name the choice. Explain what it helps us hear, picture or understand.Point to words. What do they help you hear, see or think?
DO 5 min. Reread the whole stanza. Hear pupils’ ideas first; select one useful device, then another if time permits. A named button highlights exact evidence, defines the element and offers an effect. Clear highlights resets the discussion; Notes answer selects the first example.
WORK Invite initial noticing and reasons before revealing an example. Pupils may listen, point, speak or join the reading. No compulsory worksheet or scored task.
RECORD Notice the actual contribution and support: teacher-read listening, shared interpretation or independent rereading.
FINISH Reread the source words and connect the choice with a particular sound, image or idea.
CHECK Accept supported effects and alternative readings. Naming or copying alone does not explain an effect. The poem has no clear simile; do not invent one.
21That night, beside the fire’s red glow,
22The stars winked down to say hello.
23The billy sang. The day was done.
24A bush day shared is twice the fun.
Choose words. Name the choice. Explain what it helps us hear, picture or understand.Point to words. What do they help you hear, see or think?
DO 5 min. Reread the whole stanza. Hear pupils’ ideas first; select one useful device, then another if time permits. A named button highlights exact evidence, defines the element and offers an effect. Clear highlights resets the discussion; Notes answer selects the first example. Invite one unmodelled choice and its effect before revealing the buttons’ examples. Pupils may revise their explanation after hearing a partner. Theme is an element of meaning, not a sound device.
WORK Invite initial noticing and reasons before revealing an example. Pupils may listen, point, speak or join the reading. No compulsory worksheet or scored task.
RECORD Notice the actual contribution and support: teacher-read listening, shared interpretation or independent rereading.
FINISH Reread the source words and connect the choice with a particular sound, image or idea.
CHECK Accept supported effects and alternative readings. Naming or copying alone does not explain an effect. The poem has no clear simile; do not invent one.
Which words stayed with you?Which words do you remember?
What do those words help you hear, picture or understand?What do the words help you hear, see or think?
How does helping the calf connect with the ending?How does helping the calf fit the ending?
DO 5 min. Invite brief oral reflections and one improvement after feedback. Pupils may pass; no compulsory written product, exit ticket or quiz. Ask for exact words and a particular effect. Bridge to Lesson 2’s complete reading and summary.
WORK Invite initial noticing and reasons before revealing an example. Pupils may listen, point, speak or join the reading. No compulsory worksheet or scored task.
RECORD Notice the actual contribution and support: teacher-read listening, shared interpretation or independent rereading.
FINISH Reread the source words and connect the choice with a particular sound, image or idea.
CHECK If a pupil only names a device, ask what it helps a reader imagine. If the story is unclear, revisit the rescue before further labels. If this alternative is taught instead of A Bush Lawyer, later returns to that poem need a complete first encounter.
Select a slide to see accompanying pedagogical notes and teaching tips.