Exploring Poetry Features

Overview

This 30-minute lesson introduces mixed Year 3 and Year 4 students to the key features of poetry. Using a carefully selected model poem, students will explore poetic vocabulary, imagery, and structure aligned with the National Curriculum for England (Years 3-4). The lesson supports low-attainment and EAL learners with visual scaffolds and dyslexia-friendly tools, while stretching more able learners through independent discovery of poetic devices in their own reading.

---

National Curriculum Links

• English – Reading comprehension (Years 3 & 4)
  • Pupils should be taught to:
    • Identify and discuss themes and conventions in a wide range of books (Poetry included).
    • Retrieve and record information from non-fiction and fiction texts.
    • Participate in discussion about reading, taking turns and listening to others.
• English – Spoken language (Years 3 & 4)
  • Pupils should be taught to:
    • Speak audibly and fluently with an increasing command of Standard English.
    • Use relevant strategies to build their vocabulary.
• English – Writing (Years 3 & 4)
  • Understand and use some features of poetry including: similes, metaphors, alliteration, rhyme, and rhythm.

---

Learning Objectives (WALT)

• WALT identify key features of poetry including vocabulary, imagery, and structure.
• WALT analyse how language is used to create meaning in poetry.

---

Success Criteria

By the end of the lesson, pupils will:

• Identify at least three features of poetry in the model poem (e.g., rhyme, imagery, alliteration).
• Explain in simple terms how these features affect meaning or feeling in the poem.
• Participate in group discussion about choices made by the poet.

---

Resources

• Model poem printed in large font (dyslexia-friendly, use sans-serif font and coloured overlays for visual stress)
• Visuals/Graphic organisers: Poetry Feature Chart (with columns for Feature Name, Example, How it Makes You Feel)
• Coloured pens/pencils
• Word bank of poetic vocabulary: rhyme, rhythm, simile, metaphor, alliteration, imagery, stanza, line

---

Lesson Structure

1. Engage & Explain (5 mins)

• Greet the class and introduce the unit Rising Through Poetry and today’s focus.
• Read the model poem aloud, twice, encouraging pupils to listen carefully. Use expressive intonation to highlight rhythm and rhyme.

2. Discover & Identify (10 mins)

• Distribute printed poem and Poetry Feature Chart graphic organisers.
• Together, identify at least three poetry features in the poem using the word bank.
• Use guided questioning:
  • “Can you hear words that sound alike at the ends of lines?” (rhyme)
  • “What pictures do the words paint in your mind?” (imagery)
  • “Do you notice any repeated sounds at the start of words?” (alliteration)
• Support EAL and low-attainment learners with visuals showing each device.
• For dyslexic pupils, use coloured overlays and enlarged text copies for better readability.

3. Discuss & Record (10 mins)

• In pairs or small groups, pupils fill in their Poetry Feature Chart by:
  • Writing the feature name, quoting an example phrase or word from the poem, and describing how it makes them feel or what it helps them to imagine.
• Teacher circulates, prompts thinking with scaffolded questions, and supports writing where necessary.

4. Share & Reflect (5 mins)

• Invite pairs to share one feature they found and what it means to them.
• Reinforce vocabulary by repeating terms and linking to their examples.
• Summarise key learning points from the lesson.

---

Differentiation

• Low Attainment/EAL:

  • Use visuals with simple definitions and examples.
  • Provide sentence starters (e.g. “The poem uses ____, which means…”).
  • Graphic organisers to structure thoughts visually.
  • Group work with adult or peer support for reading and recording.

• Advanced Learners:

  • Challenge to identify further poetic devices beyond the three basic ones.
  • Suggest they try to find examples of poetic devices in poems or rhymes they are familiar with at home or school.

---

Dyslexia-Friendly Strategies

• Print poem in Arial or Comic Sans, minimum 14-point font.
• Provide coloured overlays on desks for pupils to choose (e.g., blue, green, yellow).
• Present text with wide spacing between lines and words.
• Use bullet points rather than dense paragraphs on graphic organisers.

---

Assessment & Evidence of Learning

• Review completed Poetry Feature Charts for accuracy and depth of understanding.
• Observe verbal contributions during paired and class discussions, noting use of poetry vocabulary.
• Informal questioning to check pupils’ grasp of how poetic devices influence meaning and mood.

---

Reflection for Next Lesson

Note which poetic features pupils struggled with to tailor follow-up activities in Lesson 2, focusing on creating imagery using similes and metaphors.

---

This structured yet flexible lesson plan utilises multiple modalities—auditory, visual, and kinesthetic—to engage a mixed-ability KS2 class, ensuring meaningful progress in poetry appreciation in line with the National Curriculum.