Michael Rosen

Michael Rosen has written extensively for children, including famous picture books like We’re Going on a Bear Hunt. However, he is best known for his poetry, which he publishes in books and performs for audiences all around the country.

In 2007 he was made the ‘Children’s Laureate’ – a special role created to help children discover amazing new stories and poems.

Many of his poems are about being at school and often feature his own funny friends from schooldays, including a boy with the curious name of Harrybo.

Michael Rosen also often writes poems about families and the amusing things that can happen at home. Many of his poems are about his own family, including his son Eddie, who sadly died when he was only 19 years old.

Before he became a writer, Michael Rosen wanted to be a doctor. To mark 60 years of the National Health Service in 2008 he wrote a poem and the foreword to a collection of verse celebrating the NHS and all it does for people. In fact, Michael Rosen had to go into hospital himself in 2020 because he was ill with Covid-19. Recovered now, he is back to writing more poetry for children!

Unit 1 Day 1

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Hot Food

by Michael Rosen

We sit down to eat, and the potato’s a bit hot.So I only put a little bit on my fork, and I blow. Puff, puff!‘Till it’s cool. Just cool.Then into the mouth. Whoop, click!Nice!

And there’s my brother, he’s doing the same. Puff, puff!‘Till it’s cool. Just cool.Into the mouth. Whoop, click!Nice!

There’s my mum, she’s doing the same. Puff, puff!‘Till it’s cool. Just cool.Into the mouth. Whoop, click!Nice!

But my dad. My dad, what does he do?He stuffs a great big chunk of potato into his mouth, and then that reallydoes it.His eyes pop out.He flaps his hands.He blows, he puffs, he yells, he bobs his head up and down.He spits potato all over his plate and he turns to us and he goes,‘Watch out everybody! The potato’s really hot!’

Unit 1 Day 1

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Poem Review

Title of the poem

SubjectWhat is the poem about? What happens in it?

Poetic featuresDoes the poem feature:

rhyming repetition vivid descriptions

and comparisons

Effective VocabularyWhat words or lines really stand out in the poem?

Reasons why I like itGive at least two reasons.

Unit 1 Day 1

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Terminology for discussing poetryRhymeWe say that words rhyme if they have the same ending sound or sounds. E.g. table and fable or impossibility and activity The spelling does not need to be the same, just the sounds. E.g. sword and broad or rough and stuff

AlliterationWe spot alliteration when several words begin with the same sound. E.g. The startled snake slithered softly through the undergrowth making not a single sound.The words do not all need to be next to each other.

AssonanceThis refers to a similarity of sounds in the syllables of nearby words. So, the words may not necessarily begin with the same sound, but there is some echo of particular sounds in them. E.g. The cottage seemed a hostage to long-feared horrors. The /o/ sound is repeated here.

Simile We create a simile when we compare one thing to another. E.g. The cat was like a soft, furry doormat. The dog was as thin as a broom handle. We can use ‘like’ or ‘as ____ as a _____’ in our simile.

MetaphorWe create a metaphor when we compare one thing to another but do not say ‘as’ or ‘like’ but just say that the first thing is the second – even though it isn’t really! E.g. The cat is a slinky eel – she can slip through the narrowest gap. That dog is a bullet; he can travel faster than any other animal.

Unit 1 Days 1 and 2

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Clonking All the Drains

by Michael Rosen

We’re clonkingwe’re clonkingwe’re clonking all the drains.

We stamp on all the drain coverseven when it rains.

There’s covers for the gasthere’s covers for the drainsthere’s covers for the phone wiresand ones for water mains.

There’s covers for the holewhere they used to put the coal.

And you can stamp on every one of themround our way.I stamped on a wobbly oneonly today.

We are clonkingwe are clonkingwe are clonking all the drains.

We stamp on all the drain coverseven when it rains.

Unit 1 Day 1

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Sweetshop

by Michael Rosen

do you think there’s a sweetshop here?are we going to the sweetshop?when are we going to the sweetshop?will you take me to the sweetshop?have we got enough money for the sweetshop?will the sweets be in jars in the sweetshop?will they have homemade sweets in the sweetshop?will they have those soft squashy toffees with the chocolateinsidein the sweetshop?are we going to the sweetshop?when are we going to the sweetshop?will you take me to the sweetshop?have we got enough money for the sweetshop?will you take me to the sweetshop?when are we going to the sweetshop?are we going to the sweetshop?

are we?

Unit 1 Day 1

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Eddie and the Shreddies

By Michael Rosen

The other day Eddiewas eating his Shreddies – you know what Shreddies are:those little bits of cardboardyou have for breakfast.

Sometimes he forgets where his mouth isand he stuffs a Shreddie in his ear.Doesn’t worry him.He takes it out and puts it in his mouth.

Anyway,I left my hairbrush on the tablewhile he was eating his Shreddiesand I went out of the room.

While I was outEddie found somewhere elseto put his Shreddies.On my hairbrush.

When I came back inI picked up my hairbrushand brushed my hair…

Yuk.

Shreddies in my hair.I looked at EddieEddie is looking at me.Big grin on his face.

I knew he had done it.Last week he put pepper in the raisins.

Unit 1 Day 1

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The Cupboard by Michael

Rosen

At the top of the stairsthere’s a landingthat’s where the bedrooms are:our bedroomand Mum and Dad’s bedroom.

At the top of the stairsthere’s a landingthat’s where the bedrooms are:our bedroomand Mum and Dad’s bedroomand the cupboard.

The walk-in cupboardwith no floor at the backwhere the walls slope downwith the roof of the housedown to narrow grey corners.

The walk-in cupboardwith no lightwhere the old brown metal trunkand the old grey metal trunkstand on endtall and empty

like cavesthat would welcome you in and shut tight behind you.

The walk-in cupboardwhere two gas-maskslie between the timberslike crazy skullsand Dad’s army jacket talks of tanksand dead heads.

The walk-in cupboardwhere my brother showed mebehind the trunkswas a little low doorleading into a lightless nothingwhere with a wrigglehe said you could get through– go onand I didand once inthere was nothingand nothing and nothinguntilmy head hit a box.

Unit 1 Day 1

The Dump © Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users. rosen_P341SP1_ressources

by Michael Rosen

‘Come on, Mick,’ says my dad,‘let’s go up The Dump.’

Out the door, across the yard,up the alley, to The Dump.Here there are:

old sinks, copper pipes,red bricks, yellow bricks,concrete slabs, window frames,floorboards, mantlepieces,iron gutters, drain covers,rotten beams, door handles,bath taps and windowsills.

‘Nip up there and grab that,’ he says.

I climb The Dump.I grab the windowsill.I wonder what he’s going to dowith a windowsill.We go back down the alley,

across the yard and indoors.

‘We found a really good windowsill,’my dad says to my mum.‘Oh yes,’ she says,‘And what are you going to do with that?’‘Not sure yet,’ he says.‘Where have you put it?’ she says.‘In the yard,’ he says.

In our yard, we’ve got:

old sinks, copper pipes,red bricks, yellow bricks,concrete slabs, window frames,floorboards, mantlepieces,iron gutters, drain covers,rotten beams, door handles,bath taps and windowsills.

Unit 1 Day 1

I Know Someone

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by Michael Rosen

I know someone who cantake a mouthful of custard and blow itdown their nose.I know someone who canmake their ears wiggle.I know someone who canshake their cheeks so much it soundslike ducks quacking.I know someone who canthrow peanuts in the air and catch themin their mouth.I know someone who canbalance a pile of twelve 2p pieces on his elbowand snatch his elbow from under themand catch them.I know someone who canbend her thumb back to touch her wrist.I know someone who cancrack his nose.I know someone who cansay the alphabet backwards.I know someone who can put their hands intheir armpits and blow raspberries.I know someone who can wiggle her little toe.I know someone who canlick the bottom of her chin.I know someone who canslide their top lip one wayand their bottom lip the other way.and that someone isME.

Unit 1 Day 2

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Down behind the Dustbins

by Michael Rosen

Down behind the dustbin I met a dog called Ted. ‘Leave me alone,’ he says, ‘I’m just going to bed.’ Down behind the dustbin I met a dog called Roger. ‘Do you own this bin?’ I said. ‘No. I’m only a lodger.’ Down behind the dustbin I met a dog called Sue.‘What are you doing here?’ I said. ‘I’ve got nothing else to do.’

Unit 1 Day 2

Don’t

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By Michael Rosen

Don’t do, Don’t do, Don’t do that. Don’t pull faces, Don’t tease the cat.

Don’t pick your ears, Don’t be rude at school. Who do they think I am?

Some kind of fool?

One day they’ll say Don’t put toffee in my coffee don’t pour gravy on the baby don’t put beer in his ear don’t stick your toes up his nose.

Don’t put confetti on your spaghetti and don’t squash peas on your knees.

Don’t put ants in your pants don’t put mustard in the custard

don’t chuck jelly at the telly

and don’t throw fruit at a computer don’t throw fruit at a computer.

Don’t what? Don’t throw fruit at a computer. Don’t what? Don’t throw fruit at a computer. Who do they think I am? Some kind of fool?

Unit 1 Day 2

Eddie and the Nappy

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by Michael Rosen

Eddie hates having his nappy done.So I say all cheery,‘Time for your nappy, Eddie,’and he says, all sad,‘No nappeee.’And I say, ‘Yes, nappy.’So I have to run after him going, ‘Nappy nappy nappy nappy…’

And he’s got these little fat rubbery legsthat go round like wheels;so away he runswith a wicked grin on his facescreaming,‘ Woooo woooo woooo.’

So I go running after himshouting,‘Nappy nappy nappy,I’ll get you I’ll get you…’until I catch him.

Then I lift him uplay him over my kneesto get his nappy off.

While I’m doing the pinshe gargles‘Geereegreegeereegree,’waving his podgy little legs in the air.He thinks, Great. Time to kick Dad’s chin.

And smack smack smackon my chin.

When I’ve cleaned him upit’s time for the creamYou have to put cream on a baby’s bumor they get nappy rash.But we leave the jar of creamon the window sillwhere it gets all cold.So I go ‘Time for the cream, Eddie.’And he goes,‘No cream.’So I say, ‘Yeah, cream,’and I blob it onand he goes, ‘Oooh.’You imagine what that would feel like.A great blob of cold cream.It would be likehaving an ice lolly down your pants.

So then I put the nappy onand away he goes on those little rubbery legsgoing,‘Woooo woooo woooo.’

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Unit 1 Day 2

Subject matter

school

family

food

pets and animals

Language features

1st person narration (I...)

telling a story

rhyming

free verse

repetition of words, phrases and lines

enjambment (sentences run on past the line break)

alliteration

Unit 1 Day 2

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Y4 Questions about Scared

1. The boy in the poem boasts that he is not scared of anything. Put a ring around any words in this box that you think mean the same as scared. Use a dictionary to look up any words you do not know:

terrified afraid delighted fearsome

fearful petrified terrific

2. List three, different, scary things that the boy saw or heard when he was on his own at school._____________________________

_____________________________

_____________________________

3. One of the scary things the boy hears is a ‘squelch’ sound. What does he say the squelch he heard sounded like?

___________________________________________________________

4. Find and copy out the example of alliteration in verse 7.

__________________________________________________________

5. Find and copy out the example of half rhyme in verse 7.

__________________________________________________________

6. How does the boy feel when he sees all his friends?Suggest two, different feelings he might have had.

___________________________ and ___________________________

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Why do you think he felt those feelings?___________________________________________________________

___________________________________________________________

___________________________________________________________

7. His friends say to the boy, ‘You look completely shattered.’ What does completely shattered mean?___________________________________________________________

___________________________________________________________

8. The children also say, ‘You’re our hero.’ Do you think they really do believe he has been a hero? Give reasons for your answer.

___________________________________________________________

___________________________________________________________

___________________________________________________________

9. Do you feel sorry for the boy? Why/not?___________________________________________________________

___________________________________________________________

___________________________________________________________

10. Would you be happy to spend a night alone in your classroom? Explain your answer.___________________________________________________________

___________________________________________________________

___________________________________________________________

Unit 1 Day 3

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Y3 Questions about Scared

1. The boy in the poem boasts that he is not scared of anything. In the box, write down any words you know that mean the same as scared.

2. List two, different scary things that the boy saw or heard when he was on his own at the school._____________________________

_____________________________

3. One of the scary things the boy hears is a ‘squelch’ sound. What does he say the squelch he heard sounded like?

___________________________________________________________

4. Find and copy out the rhyming words in verse 10.

__________________________________________________________

5. How does the boy feel when he sees all his friends?

__________________________________________________________

6. Why do you think he felt like that?

___________________________________________________________

___________________________________________________________

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7. His friends say to the boy, ‘You look completely shattered.’ What does completely shattered mean?

___________________________________________________________

___________________________________________________________

8. Do you feel sorry for the boy in the poem? Why/ why not?

___________________________________________________________

___________________________________________________________

___________________________________________________________

9. Would you be happy to spend a night alone in your classroom? Explain your answer in some detail!___________________________________________________________

___________________________________________________________

___________________________________________________________

___________________________________________________________

___________________________________________________________

___________________________________________________________

___________________________________________________________

Unit 1 Day 3

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Top tips for reading a poem aloud

Work on the tricky words. Find out what they mean and how they are said. Practise saying them.

Find the rhythm and beat of the poem. Keep them softly in your mind as you read the poem.

Slow down. Speak slowly when you’re reading a poem, so that others can hear the words.

Project your voice. Imagine someone on the other side of the room and speak to them.

Practise. Read and read and read your poem, so that you get better each time.

Unit 1 Day 4

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Top Tips for Learning a Poem by Heart

Read the poem aloud several times slowly.

Copy the poem out a couple of times.

Be strategic. Poems with pattern, metre and rhyme are much easier to learn by heart than free verse.

Learn and internalise the “story” in the poem.

Understand the poem by knowing every word’s meaning.

With a card, cover everything but the first line of the poem. Read it. Look away, see the line in the air, and say it. Look back. Repeat until you’ve “got it.”

Uncover the second line. Learn it as you did the first line, but also add the second line to first, until you’ve got the two.

Then it’s on to line three. Always repeat the first line on down, till the whole poem sings.

Unit 1 Day 4

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These are the Hands

by Michael Rosen

These are the hands That touch us firstFeel your headFind the pulseAnd make your bed.

These are the hands That tap your backTest the skinHold your armWheel the binChange the bulbFix the dripPour the jugReplace your hip.

These are the handsThat fill the bath

Mop the floorFlick the switchSoothe the soreBurn the swabsGive us a jabThrow out the sharpsDesign the lab.

And these are the handsThat stop the leaksEmpty the panWipe the pipesCarry the canClamp the VeinsMake the castLog the doseAnd touch us last.

Unit 1 Day 4

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