Perform and Publish

Overview

In this final lesson, students polish, publish and perform an original poem for a real or recorded audience. They make deliberate choices about voice, structure and delivery, then reflect on how these choices shape an audience’s response.

Learning intentions

• WALT revise and edit a poem for publication and performance.
• WALT adapt pace, pause, volume, emphasis, gesture and presentation for audience and purpose.
• WALT explain how language and delivery choices influence reception.
• WALT respond respectfully and constructively to other writers and performers.

Success criteria

• I can present a carefully revised and edited final poem.
• I can use intentional pace, pause, volume, emphasis, gesture or visual presentation.
• I can explain how my choices serve my audience and purpose.
• I can give specific, respectful feedback and identify my next writing goal.

Curriculum links

• Creating texts: shaping ideas, language, structure and voice for a particular purpose and audience.
• Speaking and presenting: using oral, visual and written features to communicate effectively.
• Responding to texts: explaining how language and presentation choices create meaning and effect.
• Te ao Māori and local curriculum: valuing diverse Aotearoa New Zealand voices and participating respectfully in a shared community of learners.

Lesson structure (60 minutes)

1. 0–8 min — Notice performance choices Open with the performance analysis slides and show a short, age-appropriate spoken-word performance from Aotearoa New Zealand. Ask students to notice one delivery choice—such as pace, pause, volume, emphasis, gesture or visual presentation—and explain its possible effect on the audience. Remind students that respectful attention is part of being an audience member.

2. 8–18 min — Rehearse with a partner Distribute the poem polishing and performance rubric. Students mark their poem for breath, pauses, emphasis and pronunciation, then rehearse with a supportive partner. Partners offer one specific strength and one useful suggestion, using language such as “I noticed…” and “You could try…”. Students may rehearse seated, in a quiet space or with a trusted reader.

3. 18–28 min — Final edit and publication preparation Return to the performance analysis slides for the editing checklist. Students complete a final edit for spelling, punctuation, lineation, clarity and intentional word choice. They add a title, their name or chosen attribution, and acknowledgement of any borrowed words or ideas. Students may add optional artwork or a simple visual text layout for the class anthology.

4. 28–52 min — Our Voices poetry showcase Set up the room as a respectful showcase space and use the showcase instructions to display the running order and audience expectations. Each student performs live, co-performs with a partner, uses a trusted reader, or submits an audio/video recording for playback. Students may also present their poem with visual text. Invite whānau, another class or a small audience where possible; otherwise record a class anthology. Applaud each contribution and celebrate the range of Aotearoa New Zealand experiences and voices.

5. 52–57 min — Two stars and a question Audience members use the poem polishing and performance rubric to record two specific strengths and one thoughtful question for a performer. Model feedback that refers to craft and effect, for example: “Your repeated phrase made the ending memorable.” Students share feedback quietly or hand it to the performer.

6. 57–60 min — Reflect and set a goal Display the reflection prompts and ask students to complete a brief oral or written reflection: What was my strongest craft or performance choice? What revision made the poem stronger? What is my next writing goal? Invite two or three students to share, while affirming that reflection may be private.

Resources

• the performance analysis, rehearsal, showcase and reflection slide deck
• the poem polishing and performance rubric
• A short spoken-word performance from Aotearoa New Zealand
• Students’ draft poems and editing materials
• Device, speakers and projector
• Recording device and headphones, if needed
• Anthology template, printer or shared digital document
• Display materials and optional art supplies
• Clear rehearsal areas and an audience seating plan

Assessment

• Collect the polished poem and assess it with the rubric: purposeful interpretation, deliberate imagery and language, structure and voice, substantial revision and editing, and awareness of audience.
• Observe the performance for intentional delivery choices, including pace, pause, volume, emphasis, gesture and presentation.
• Use partner feedback and the final reflection to assess constructive response, understanding of audience effect and next-step goal setting. Year 7 students may use scaffolded rubric language; Year 8 students should justify more complex craft and performance decisions.

Differentiation

• Offer live performance, duo performance, recorded audio/video, visual-text presentation or a trusted reader. Allow students to rehearse privately or perform from a marked script.
• Provide a model poem, pronunciation support, enlarged text and sentence starters such as “I chose ___ because it helps the audience ___.”
• For EAL and students needing additional support, pre-teach performance vocabulary, permit extra rehearsal time and accept oral reflection or dictated responses.
• Extend Year 8 students by asking them to explain how two craft choices work together to shape audience response, and to justify a deliberate change made during revision.