Performing With Purpose

Overview

Lesson 9 of 18 in Poetry: Craft, Revise, Perform. Students rehearse and perform their own poems, using voice, pace, pause and posture to communicate meaning, then give specific feedback and identify a future writing goal.

Learning intentions

• WALT use vocal and physical delivery choices to communicate a poem’s meaning.
• WALT present a poem clearly and confidently for an audience.
• WALT respond respectfully and specifically to a performance.
• WALT reflect on composing and performance choices.

Success criteria

• I can project my voice so the audience can hear me.
• I can use at least two deliberate delivery choices, such as pace, pause, emphasis or posture.
• I can maintain audience awareness while performing or listening.
• I can give specific feedback and identify a language or writing goal for next time.

Curriculum links

• Phase 2 Creating Texts: present and respond to texts for a purpose and audience.
• Oral language: use voice, body language and delivery techniques to enhance meaning.
• Writing and creating: make deliberate language and structural choices in poetry.
• Key competencies: managing self, participating and contributing, and using language, symbols and texts.

Lesson structure (30 minutes)

1. 0–4 minutes – Warm up the voice and body. Arrange students in a supportive performance circle. Lead shoulder rolls, relaxed breathing, lip trills and a clear-speaking exercise such as “red lorry, yellow lorry”. Remind students that an audience shows respect through quiet attention, positive body language and helpful feedback. Display the success criteria using the success criteria slide.

2. 4–8 minutes – Compare two performances. Open the model performance slides and perform the excerpt: “The wind knocks at my window— / impatient for an invitation,” first in a flat voice, then with a deliberate pause after “window”, stronger emphasis on “impatient” and a slightly quicker pace. Ask: “Which delivery made the character clearer?” and “Where should the audience breathe?” Briefly name how delivery changes meaning.

3. 8–13 minutes – Mark delivery choices. Distribute the performance feedback and reflection sheet. Students reread their final poems and use a highlighter or pencil to mark at least one pause, one word or phrase for emphasis, and one place where they will change pace. They may also add a posture or gesture reminder in the margin. Model marking the first line of a poem before students begin.

4. 13–22 minutes – Rehearse in pairs. Use the rehearsal instructions slide to explain the routine. In pairs, students take turns performing while the listener checks: clear projection, two delivery choices and audience awareness. The listener gives one specific response beginning, “Your choice to ___ helped me understand ___.” Students rehearse a second time, improving one choice. Offer seated reading, partner co-performance, a small-group performance or a rehearsal recording for students who need additional support.

5. 22–28 minutes – Share performances. Invite volunteers or small groups to perform in the circle. Keep each performance brief so several students can share. After each performance, allow one audience member to give evidence-based feedback: one effective delivery choice and its effect on meaning. The teacher records quick notes on the performance checklist and reminds the audience to respond warmly.

6. 28–30 minutes – Reflect and set a goal. Students complete the reflection section of the performance feedback and reflection sheet: name one language or structural success in their poem, one effective delivery choice, and one future writing goal. Invite two or three students to share a goal. Close by linking performance choices back to the writer’s purpose and audience.

Resources

• the poetry performance slide deck
• the performance feedback and reflection sheet
• Students’ final poems
• Highlighters or coloured pencils
• Teacher performance checklist
• Pencils
• Timer
• Optional device for rehearsal recording
• Supportive performance circle with clear space

Assessment

• Observe performances using a checklist for projection, at least two deliberate delivery choices, and audience awareness.
• Collect or scan the feedback and reflection sheet for specific evidence-based peer response.
• Check that each student identifies a language or structural success and a realistic future writing goal.

Differentiation

• Provide a printed or enlarged poem, rehearsal recording, extra modelling and a partner who can prompt pauses or emphasis.
• Allow seated reading, co-performance, small-group performance or performing to the teacher instead of the whole class.
• For EAL learners, pre-teach words such as project, pause, emphasis and pace, and provide sentence stems for feedback.
• Extend confident students by varying pace across sections, using controlled repetition, or explaining how a delivery choice changes the poem’s mood or meaning.