Voices of Resistance

Lesson 1: Introduction to Protest Poetry

Year Level

Year 10

Duration

60 minutes

Class Size

30 students

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Lesson Overview

This lesson introduces students to the concept of protest poetry within the context of historical and contemporary social movements. Students will explore the purpose and significance of protest poetry, examine key themes, and analyse selected examples to understand how poets use language and literary devices to communicate resistance and inspire change.

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Australian Curriculum Alignment

Strand: Literature and Literacy

• Literature:

  • Analyse and evaluate text structures and language features of literary texts, making thematic and intertextual connections (ACELT1774).
  • Identify and explain how voice as a literary device evokes emotional responses in poetry (ACELT1643).
  • Investigate and experiment with language devices such as metaphor, symbolism, and imagery (ACELT1637).

• Literacy:

  • Use comprehension strategies to interpret, analyse and synthesise ideas and information from a variety of textual sources (ACELY1723).
  • Analyse and explain how text structures and language features shape meaning and vary according to audience and purpose (ACELY1721).
  • Create imaginative texts that present a point of view, using deliberate language and textual choices (ACELY1736).
  • Use interaction skills such as active listening, responding appropriately, and contributing ideas in discussions (ACELY1709).

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Learning Objectives

By the end of this lesson, students will be able to:

1. Define protest poetry and articulate its role within social and political movements.
2. Analyse key themes and literary devices in exemplars of protest poetry.
3. Interpret how poets use language to convey messages of resistance and inspire action.
4. Participate in group discussions, articulating informed responses to the texts.

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Resources Needed

• Printed copies or digital access to selected protest poems (e.g., excerpts from works by Oodgeroo Noonuccal, Allen Ginsberg, or contemporary poets relevant to Australian context).
• Chart paper or whiteboard and markers.
• Audio or video recordings of selected protest poems (optional).
• Worksheet for analysis and reflection.
• Projector or smartboard.

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Lesson Plan

1. Introduction (10 minutes)

• Hook Activity: Begin with a brief, compelling reading or video of a protest poem (e.g., Oodgeroo Noonuccal’s “We Are Going”) performed aloud to the class.
• Ask students: What feelings or ideas does this poem evoke? What do you think the poet’s purpose might be?
• Define protest poetry as a literary form that uses verse to express dissent, raise awareness, and inspire social change.
• Briefly explain the historical and social context of protest poetry, linking to contemporary social movements familiar to students.

2. Exploration and Analysis (20 minutes)

• Group Work: Divide the class into groups of 5.
• Provide each group with a different short protest poem or excerpt, ensuring a diversity of voices and contexts (including Indigenous Australian voices where possible).
• Each group reads, annotates, and discusses their poem focusing on:
  • Purpose and message.
  • Theme(s) of resistance or social justice.
  • Use of literary devices such as metaphor, imagery, repetition, tone, and diction.
• Guide groups to consider how the poem seeks to influence its audience and provoke thought or action.

3. Class Discussion (15 minutes)

• Groups share their analyses with the whole class.
• Facilitate a discussion on common themes identified (e.g., injustice, identity, hope, empowerment).
• Discuss the power of poetry as a means of protest compared to other forms of resistance.
• Introduce relevant vocabulary (e.g., protest poetry, literary devices, tone, voice).

4. Reflective Writing (10 minutes)

• Individually, students write a brief reflection responding to the prompt: Why do you think poetry can be an effective form of protest?
• Encourage students to use specific examples and language features from the poems discussed.

5. Conclusion and Homework (5 minutes)

• Summarise the key points about protest poetry’s role and significance.
• Assign homework: Bring a protest poem, song lyric, or excerpt that they find impactful to share in the next lesson (Lesson 2).

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Assessment

• Formative assessment through group discussion participation and reflective writing.
• Evidence of critical thinking in the analysis of language and themes.
• Use of Australian Curriculum metalanguage to describe features and effects in poetry.

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Differentiation Strategies

• Provide annotated texts and scaffolded observation prompts for students requiring additional support.
• Offer extension activities such as investigating lesser-known protest poets or exploring multimodal protest texts (visual poetry, lyrics).
• Use pair or small-group reading aloud for fluency support.

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Classroom Management Tips

• Encourage respectful listening during group and class discussions, especially when discussing sensitive social issues.
• Monitor group dynamics to ensure equitable participation.
• Use clear visual organisers for analysis tasks to maintain focus.

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This lesson plan is designed to engage Year 10 students with meaningful contemporary and historical literature that resonates with their world and develop their analytical and reflective skills in line with the Australian Curriculum v9 English standards. The classroom activities balance teacher-led, collaborative and independent learning within a 60-minute timeframe, making effective use of class time while catering to diverse learning needs.