This Year 2 writing unit from our Real Writing collection uses an original poem by Joshua Seigal to explore modes of transport throughout history.
Pupils begin by reading the poem and identifying the different types of transport in each stanza. They explore how onomatopoeia brings the poem to life and practise spelling words ending in -tion, as well as adding the suffixes -ing and -ed to verbs.
The children will also investigate noun phrases, common exception words, and sentence construction. The unit culminates in a creative task: pupils write their own poem about transport, using the skills and vocabulary they have learned.
Throughout the unit, pupils develop fluency in reading aloud, accuracy in spelling and grammar, and confidence in expressing their ideas. They will apply these skills to describe both historical and imagined modes of transport, encouraging curiosity and creative thinking about travel across time.
Resources included
- Model text PDF: plain, illustrated and annotated versions
- Annotated and non-annotated PowerPoint presentations
- Vocabulary cards and matching activities
- Transport image cards for drawing and descriptive tasks
- Worksheets: describing transport, transport in the future
- CEW cards for common exception words
- Writer’s checklist for self-assessment
Key skills and curriculum links
English objectives
- Spelling: words ending in -tion
- Grammar: adding the suffixes -ing and -ed to verbs
- Writing poetry using onomatopoeia
- Writing questions
- Using noun phrases
- Proofreading for spelling, grammar and punctuation
Cross-curricular links
- History: exploring transport through time
- Science: understanding motion and movement
Vocabulary
- Tier 2 words: blizzard, carve, elation, hoist, stealth, tame, tantalising, teleportation
- Tier 3 words: beep, bob, chug, glide, honk, motion, toot, zip, zoom
- Common exception words: fast, move, wild
- Onomatopoeia examples: bang, clang, thump, roar, hiss, buzz, smash, crash, click, boom, cough, gargle
Activities and teaching sequence
Hook
- Introduce the topic of transport; pupils list transport types they have used or would like to try.
Read and explore the model text
- Read the poem aloud and discuss its content.
- Identify transport mentioned in each stanza and create a visual list using image cards.
Vocabulary focus
- Teach Tier 2 and Tier 3 words and connect them to onomatopoeia.
- Pupils match words to images and definitions to reinforce understanding.
Performing the poem
- Model reading with voice and actions.
- Pupils rehearse in pairs or groups, adding gestures to enhance performance.
Understanding the poem
- Pupils choose three modes of transport, draw them, and find descriptive words in the poem.
- Support: use image cards for guided description.
- Challenge: create additional noun phrases to describe transport.
Writing opportunities
- Pupils design future transport and describe it with sentences and labels.
- Plan and write their own transport poems using images to inspire ideas.
- Support: simple sentences; Challenge: multi-stanza poems reflecting changes over time.
Checking writing
- Read work aloud to check spelling, grammar, punctuation, and sense.
- Use writer’s checklist for self-assessment where appropriate.
Performing their poems
- Rehearse and perform poems to peers or other classes.
- Focus on fluency, voice, and expressive delivery.
Outcomes
By the end of this unit, pupils will be able to:
- Spell words ending in -tion accurately
- Add -ing and -ed to verbs correctly
- Use onomatopoeia effectively in poetry
- Write clear sentences with noun phrases
- Proofread and edit their own writing
- Perform poetry with fluency and expressive voice
- Apply creativity to design and describe transport past, present, and future