Discovering Our Voices

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Lesson 1 of 30 – Exploring Identity Through Poetry

Title: Introduction to Poetry: What is Poetry?
Duration: 75 minutes
Year Level: Year 7
Class Size: 30 students
Curriculum Area: English
Australian Curriculum Alignment:

• Strand: Literature
• Sub-strand: Literature and Context ([ACELT1619])
• Strand: Language
• Sub-strand: Language for Interaction ([ACELA1541])
• Strand: Literacy
• Sub-strand: Interpreting, Analysing, Evaluating ([ACELY1723])

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Lesson Overview

In this introductory lesson to the poetry unit Exploring Identity Through Poetry, students will explore what poetry is, examine its purpose in expressing identity and emotion, and become familiar with diverse poetic forms. The lesson will include a creative warm-up, a gallery walk of poems, collaborative discussions, and initial student reflections on identity.

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Learning Intentions

By the end of this lesson, students will:

• Understand that poetry is a form of creative expression.
• Identify and describe different poetic forms and techniques.
• Recognise how poets use language to explore identity.
• Begin to develop personal connections to poetry through reflection and discussion.

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Success Criteria

Students will be able to:

• Define poetry in their own words.
• Identify at least three different types of poems (e.g., free verse, haiku, acrostic).
• Explain one way poetry can reflect identity.
• Contribute thoughtfully to class and group discussions.

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Resources and Materials

• Butcher’s paper or posters for the Poetry Gallery Walk
• Printouts of 6–8 short poems (see Poetry Gallery)
• Sticky notes (multiple colours)
• Whiteboard and markers
• Student English notebooks
• “Poetry is…” worksheet (teacher-created)
• Audio recording of a poem (optional enhancement)
• Identity Reflection slips

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Lesson Structure

1. Welcome & Warm-Up (10 minutes)

Activity: “What is Poetry?” Brainstorm

• Prompt students silently with: “When you hear the word poetry, what comes to mind?”
• Individually, students jot down 3–4 words or images in their notebooks.
• As a class, collate responses on the whiteboard in a word web. Look for common ideas and student misconceptions.
• Discuss: “Where have you seen or heard poetry in your life?” (books, music lyrics, social media, ANZAC Day, rap, etc.)

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2. Exploring Poetry (15 minutes)

Activity: Poetry Gallery Walk

• Prior to the lesson, place 6–8 printed poems around the classroom on butcher’s paper. Each poem should represent a different poetic form or voice (e.g., a First Nations poem, a haiku, free verse, rhyme, slam poetry excerpt). Ensure cultural diversity.
• In groups of 4, students rotate around the room (“gallery style”), reading each poem and responding via colour-coded sticky notes:
  • Blue: “What emotions or messages do you notice?”
  • Green: “What stands out about the style or structure?”
  • Pink: “Do you connect to the poem? Why/why not?”
• Encourage movement, discussion, and curiosity.

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3. Whole-Class Discussion (10 minutes)

Facilitate a debrief:

• What kinds of poems did we encounter? Were any surprising?
• What sounds, images, or feelings stood out?
• What did we learn about poetry styles and voices?
• What similarities exist between poems from different cultures?

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4. Teaching Segment: Poetry & Identity (10 minutes)

Mini-Lesson:

• Use the whiteboard to co-create a definition of poetry with students, drawing from previous brainstorms and gallery walk observations.
• Engage in a think-pair-share: “How might a poem help someone show who they are?”
• Mention that poetry can be a personal mirror or a social platform. Reference Australian poets such as Oodgeroo Noonuccal or Luka Lesson, linking the importance of voice.
• Play a short audio clip of a poet performing (if available), focusing on tone and personal story.

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5. Identity Reflection: “Me in Words” (15 minutes)

Activity: Personal Response

• Distribute Identity Reflection slips with the prompt:

  “Write 3 things that make you ‘you’. Then, write 3 words you’d like someone to use when describing you.”

• Students write independently, then pair-share with a classmate.
• Encourage respectful listening and remind students this is a safe space.
• Ask: “Which words might appear in a poem about your identity?”

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6. Wrap-Up & Exit Ticket (5 minutes)

• On a sticky note, students answer:

  “Today I discovered poetry can be…”

• Stick notes on the “Poetry Wall” as they leave the room — a collaborative, evolving display of student thoughts to be revisited throughout the unit.

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Differentiation

• Support: Offer scaffolded vocabulary cards with poetic terms. Pair EAL/D students with peer buddies during discussions. Provide audio readings for those with reading support needs.
• Extension: Encourage advanced students to write a free verse opening stanza using one of their identity words.
• Wellbeing Consideration: Allow a “pass” option for sharing identity reflections aloud; ensure inclusive language and cultural safety.

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Assessment for Learning (AFL)

• Informal observation of student contributions during the gallery walk and discussions.
• Review of identity slips to gauge depth of understanding and engagement.
• Exit tickets provide insight into initial attitudes and understanding of poetry as personal expression.

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Teacher Reflection (Post-Lesson Prompts)

• Did students engage meaningfully with the poems displayed?
• Were all students able to connect poetry to identity in some way?
• How can students’ reflections be used to tailor future lessons?
• Which poetic styles resonated most with this cohort?

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Suggested Snippets for Poetry Gallery Walk

(Prepare beforehand)

• Oodgeroo Noonuccal – “No More Boomerang”
• Luka Lesson – excerpt from slam poetry piece
• Japanese Haiku – translated
• Acrostic Poem about ‘CHANGE’
• Student-written poem from previous cohort
• Free Verse Poem by a 14-year-old
• Bush Ballad style example (Banjo Paterson)

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Homework / Extension

• Ask students to bring in a poem/song lyric that they feel represents their voice or identity for Lesson 2. It may be written by them or someone else.

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Let the journey begin — where students explore not only the world of poetry, but also the poetry within themselves.