Reading Like Poets

Overview

In this second lesson of Poetry: Read, Hear, Create, students practise reading a short poem actively and purposefully. They use a Predict–Question–Connect routine to notice clues, share interpretations and support ideas with evidence from the text.

Learning intentions

• WALT make sensible predictions before and during reading.
• WALT ask questions that help us explore a poem.
• WALT connect a poem with our own experiences, other texts and the wider world.
• WALT support our thinking with words and images from the poem.

Success criteria

• I can make a prediction and explain the clue that prompted it.
• I can ask an open question about a poem.
• I can make a relevant connection and explain it.
• I can use a word, phrase or image from the poem as evidence.

Curriculum links

• Reading and responding to a range of texts, including poetry, by identifying ideas, language features, perspectives and effects.
• Developing critical literacy by making interpretations, asking questions and supporting responses with evidence.
• Speaking, listening and interacting: building on others’ ideas and explaining personal responses clearly.
• Literacy processes and capabilities: thinking critically, communicating meaning and making connections.

Lesson structure (60 minutes)

1. 0–5 minutes – Hook: a mysterious image Display a striking, ambiguous image such as fog moving through a city, a bird silhouetted against the sky or an empty beach. Open with the image hook slide and ask: “What might be happening here? What makes you think that?” Students first write one prediction, then share with a partner. Emphasise that readers use clues, not random guesses.

2. 5–12 minutes – Introduce the reading routine Explain the three parts of the visible routine: Predict what might happen or what the poem might explore; Question what you are curious about; Connect the poem to yourself, another text or the world. Display the Question Stems Poster and model one example for each category using the hook image. Briefly distinguish a closed question (“Is it raining?”) from an open question (“Why might the poet describe the rain this way?”).

3. 12–20 minutes – First reading: listen and notice Give each student the Predict–Question–Connect poetry response sheet. Read a short, age-appropriate poem aloud twice while students listen without marking the first time. On the second reading, students circle or jot down words, sounds or images that stand out. Invite them to record an initial prediction in the Predict box, without requiring a ‘correct’ answer.

4. 20–35 minutes – Pair reading and routine Students reread the poem quietly, then work in pairs to complete the worksheet. They record two predictions, two open questions and one connection, including a word or phrase from the poem as evidence. Encourage pairs to disagree respectfully: “I see it differently because…” Circulate and prompt disengaged students to hunt for a powerful word, repeated sound, surprising image or change in mood. Use the routine instructions and poem focus slides to keep the steps visible.

5. 35–50 minutes – Collaborative meaning-making Place students in groups of four. Each pair shares its strongest response; the group chooses one prediction, one question and one connection to present. Groups must explain which words or images influenced their thinking. Use the discussion prompt slides and remind students to build on ideas with “I agree because…”, “I want to add…” or “I wonder if…”. Groups may present orally or create a quick visual response showing the poem’s central image or mood.

6. 50–60 minutes – Share, revise and exit reflection Invite three or four groups to share. Return to the original predictions: students revise one using a different-coloured pen and complete the reflection on the final reflection section: “My thinking changed/stayed the same because…” and “The most important clue was…” Finish with a quick show of hands or fingers rating confidence in Predict, Question and Connect. Collect worksheets for formative assessment.

Resources

• the complete poetry reading deck with the hook, routine, instructions, discussion prompts and plenary.
• the Predict–Question–Connect poetry response sheet.
• A short poem of approximately 8–16 lines, selected for accessible language and rich imagery.
• the Question Stems Poster displayed during pair and group discussion.
• Projector or interactive display.
• Pens, highlighters and a timer.
• A4 paper or mini-whiteboards for the group visual response.

Assessment

• Listen for predictions and questions that are connected to specific words, images or sounds in the poem.
• Check worksheets for all three parts of the routine, relevant connections and quoted or accurately identified evidence.
• Note students who can revise their thinking after rereading and discussion; use this to plan the next lesson’s modelling and grouping.

Differentiation

• Support readers by providing an audio reading, allowing students to discuss ideas before writing, and highlighting three possible clue words in the poem.
• Provide sentence starters such as “I predict… because…”, “Why does the poet…?” and “This reminds me of…”.
• Allow students with dyslexia, processing needs or fine-motor difficulties to dictate responses, use speech-to-text or record an oral answer.
• Challenge confident readers to explain how a poetic feature—such as repetition, metaphor, personification, rhythm or line breaks—shapes their prediction or connection.
• For EAL learners, pre-teach two or three essential words with quick sketches or gestures and accept connections expressed through drawing, home-language discussion or a combination of languages.