Poetry and Identity

Overview

Lesson 13 of 20: Poetry: Read, Hear, Create. Students explore how poets communicate identity, belonging and growing up through voice, imagery, sound and structure. They make a respectful personal connection, choosing to write, draw, speak or use movement without needing to disclose private experiences.

Learning intentions

• WALT identify ideas about identity, belonging or growing up in poetry.
• WALT explain how poets use language, sound and structure to communicate ideas.
• WALT respond creatively and respectfully to a poem.
• WALT connect a text with our experiences, observations or imagination.

Success criteria

• I can identify an idea about identity, belonging or growing up.
• I can use evidence from a poem to explain an idea.
• I can create a response that communicates a clear connection.
• I can listen and respond respectfully to different perspectives.

Curriculum links

• Reading and responding to texts: interpret ideas, language features, perspectives and connections in poetry.
• Creating texts: craft an original response for a clear purpose and audience, using deliberate language choices.
• Oral language: listen actively, contribute thoughtfully and build on others’ ideas.
• Te Mātaiaho English: develop manaakitanga, agency and confidence as learners who use language to make meaning and participate.

Lesson structure (60 minutes)

1. 0–7 minutes – Hook: What makes us “us”? Open with the hook and lesson purpose slides. Display three neutral images, such as a school gate, a group of friends and a suitcase, and ask: “What might these suggest about identity or belonging?” Students silently choose one image and jot a word or phrase. Emphasise that they may respond through imagination or observation rather than personal experience.

2. 7–17 minutes – First reading and listening Provide two or three short, age-appropriate poems selected by the teacher, including a range of voices and experiences from Aotearoa and beyond. Read one aloud while students follow, then play or perform it a second time with attention to rhythm, pauses and emphasis. Students record one striking word, image or sound on the poetry response and creation sheet.

3. 17–27 minutes – Notice, infer, connect In groups of four, students discuss: “What identity, belonging or growing-up idea is present?” and “Which words or features helped you decide?” Use the question stems poster to support questioning and discussion. Return to the close-reading and discussion slides and model a short response: “The image of ___ suggests ___ because ___.” Groups share one evidence-based idea, while the teacher records varied interpretations.

4. 27–42 minutes – Choice response workshop Students choose one poem and one response mode on the poetry response and creation sheet:

• write a short poem, monologue or paragraph inspired by its idea;
• draw a symbolic image or visual poem, labelling key choices;
• prepare a 30–45 second spoken reflection;
• create a simple movement sequence that communicates belonging, change or identity, with a written explanation. Require one clear connection to the poem, such as a repeated word, image, sound pattern, contrast or idea. Students may work independently or with a partner. Circulate, conferencing with disengaged students through quick choices: “Would you rather create with words, images, voice or movement?”

5. 42–53 minutes – Share and respond Students share in groups of four, or perform only to the teacher if they prefer. Audience members give one specific response using: “I noticed…” and “This made me think…” Remind students not to judge someone’s identity or demand personal explanations. Revisit the sharing norms and response stems slides before sharing begins.

6. 53–60 minutes – Plenary and exit reflection Students complete the final section of the poetry response and creation sheet: “A poet can show identity or belonging by…” and “One choice I made was…, because…”. Invite three volunteers to share. Close by naming how poetry can represent experiences, imagined perspectives and communities in different ways.

Resources

• the poetry, discussion and sharing deck
• the poetry response and creation sheet
• the question stems poster
• Two or three short, age-appropriate poems
• Projector or interactive screen
• Audio speaker or teacher reading copy
• Coloured pencils, paper and clipboards
• Timer
• Optional quiet space for students who do not wish to perform

Assessment

• Listen during group discussion for accurate identification of ideas and use of textual evidence.
• Confer during creation, checking that each student makes a clear connection between the poem and their chosen response.
• Review the worksheet and exit reflection for interpretation, deliberate language or design choices, and respectful reflection.

Differentiation

• Provide an audio version, enlarged poem copies and selected lines highlighted for students needing reading support.
• Offer sentence frames: “The poet shows ___ through ___”; “This connects to ___ because ___”; “My choice communicates ___.”
• Allow drawing, movement, oral recording or dictation instead of extended writing; give rehearsal time and a private sharing option.
• Extend confident students by combining two poetic techniques, comparing two poems, or explaining how changing voice, rhythm or structure alters meaning.
• For EAL learners, pre-teach identity, belonging, voice, image and contrast with visuals; allow home-language planning and a bilingual word bank.