In this Year 4 Real Writing unit, pupils are introduced to a vivid poem by published children’s author Joshua Seigal.
The class reads about water shifting from solid to liquid to vapour. Short tasks build skills step by step. Pupils explore language closely; they write clearly, using science knowledge to shape ideas.
This two to three week writing sequence follows a carefully mapped framework. The children are led through a descriptive poem on changing states, then guided towards crafting their own.
The unit links strongly to science learning on water, heating and cooling.
Curriculum links
English
- Use adjectives to modify nouns
- Investigate figurative language in poetry
- Organise paragraphs or stanzas around a theme
- Choose appropriate nouns or pronouns
- Use question marks
- Use apostrophes for singular possession
Wider curriculum
- States of matter
- Scientific vocabulary for solids, liquids and gases
- Observation of physical changes during heating and cooling
Vocabulary
- Tier 2 vocabulary: alter, constant
- Tier 3 vocabulary: gas, liquid, matter, particle, solid, state, vapour
- Common exception words: breath, certain, experiment
Resources included
- Original model text by Joshua Seigal in plain, illustrated and annotated PDFs
- Annotated and non-annotated PowerPoints
- Teacher notes and full teaching sequence
- Vocabulary cards and matching activities
- Reading comprehension questions
- Figurative language worksheets
- Changing states image cards
- Planning frames and margin planners
- Writing skills check posters
- Activity sheets for grammar and punctuation
- Personification and metaphor prompt posters
Activities and teaching sequence
Hook
- Observe ice melting and discuss changes from solid to liquid
- Demonstrate water changing to gas if possible
- Gather descriptive vocabulary linked to changing states
Reading the model text
- Identify the features that show it is a poem
- Track repeating phrases and discuss how they shape structure
- Explore links between the poem and classroom science observations
Developing vocabulary
- Sort and define Tier 2, Tier 3 and statutory spelling words
- Locate these words in the poem
- Complete vocabulary match tasks
Comprehension
- Answer recall, vocabulary and inference questions
- Discuss why the poet uses specific images and comparisons
- Analyse how adjectives guide interpretation of movement and change
Short writing opportunities
- Describe what ice, snow, steam or water might dream of
- Use prepositions to show position
- Use pronouns to avoid repetition
Teaching and rehearsing writing
- Practise modifying nouns with adjectives
- Explore personification and metaphor through guided tasks
- Revisit question marks and apostrophes for singular possession
Planning and drafting poems
- Use image cards to plan stanzas
- Describe each state of water with figurative language
- Check grammar, punctuation and vocabulary while drafting
- Edit and refine writing over several sessions
Sharing writing
- Practise reading poems aloud with clear intonation and volume
- Share poems in groups or as a whole class
Outcomes
By the end of this unit, pupils will:
- Understand how figurative language shapes meaning in poetry
- Apply adjectives, metaphors and personification to describe changes of state
- Organise ideas into coherent stanzas
- Use accurate grammar and punctuation for Year 4
- Produce a complete poem that explains scientifically how water changes when heated or cooled