Exploring Refrain in Poetry

Overview

This 55-minute lesson introduces Year 4 students (ages 8-9) to the poetic device of refrain, building on prior knowledge of The Iron Man by Ted Hughes (specifically chapter 3, "The Scrap Yard"). The lesson aligns with the National Curriculum (England) objectives for English: understanding and identifying language, structure, and form in poetry, and using these features to create their own work.

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National Curriculum Links

English - Year 4 Poetry

• Reading
  • Understand and identify the effect of language, including figurative language, on the reader ([NC ref: English KS2 Reading, Poetic Language])
• Writing
  • Use a range of sentence structures and organisational devices to create interesting and engaging poetry ([NC ref: English KS2 Writing Composition])
• Vocabulary, grammar & punctuation
  • Use nouns, verbs, adjectives, and adverbs effectively to enhance mood and imagery ([NC ref: English KS2 Grammar])

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Learning Objectives

By the end of the lesson, students will be able to:

1. Define the term refrain and identify refrains in poetry.
2. Analyse the use of refrain in Ted Hughes’ The Iron Man, chapter 3.
3. Compose their own short poem using refrains to create rhythm and mood.

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Success Criteria

• Students can explain what a refrain is in poetry.
• Students can find and highlight refrains in a short extract from The Iron Man.
• Students can write a poem including a repeated line or phrase confidently.

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Resources Needed

• Printed extract from The Iron Man Chapter 3 (the "Scrap Yard" section) – 1 per student
• Whiteboard and markers
• Large paper/posters for group work
• Colourful pens and pencils
• Lined exercise books or poetry notebooks

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Lesson Plan

1. Starter Activity (10 minutes)

Objective: Activate prior knowledge of The Iron Man and introduce refrain.

• Begin with a short discussion: “What do you remember about the scrap yard in The Iron Man chapter 3?”
• Display two short lines from the chapter on the board, one of which is repeated twice.
• Ask students if they notice repetition and name what that might be called (introduce the term refrain).
• Write the definition on the board:
  Refrain = a line or phrase repeated in a poem, usually at the end of a stanza, to create rhythm or emphasise an idea.

2. Reading and Analysis (15 minutes)

Objective: Identify refrain in The Iron Man.

• Hand out the printed extract from chapter 3 focusing on the part with the repeated phrase.
• Read the extract aloud with clear expression.
• Students underline the repeated line(s) in pairs.
• Discuss together:
  • Why do you think Ted Hughes repeats this line?
  • How does it make the poem feel or sound? Is it scary, exciting, or something else?
• Write key responses on the board, emphasising rhythm, mood, and the importance of repetition.

3. Creative Activity – Writing Refrain Poems (20 minutes)

Objective: Compose own poem using refrains to build rhythm and mood.

• Ask students to think of something they find exciting, scary, or interesting (e.g., the scrap yard, a storm, a playground).
• Guide students to write a short four-stanza poem with 4 lines each:
  • Choose one line to repeat at the end of each stanza (the refrain). This can be a feeling, an action, or a description.
• Model an example on the board:
  In the dark, I hear a sound,
  Leaves rustling all around,
  My heart jumps, a sudden bound,
  The wind whispers through the ground.
  The wind whispers through the ground.
• Students write their poems individually or in pairs, encouraging use of adjectives and verbs to paint a vivid picture.
• Teacher circulates to offer support, scaffold vocabulary, and prompt use of refrain.

4. Sharing and Assessment (10 minutes)

Objective: Present poems and peer-assess use of refrain.

• Invite 4-5 volunteers to read their poems aloud, emphasising their repeated refrains.
• After each reading, the class says how the refrain affected their understanding or mood of the poem.
• Use a simple self/peer assessment checklist:
  • Did the poem have a repeated line?
  • Did the refrain help make the poem more exciting or clear?
  • Did the poem use interesting words?

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Plenary (5 minutes)

• Recap the meaning of refrain.
• Quick-fire round: ask individuals to identify refrain in a familiar nursery rhyme or song.
• Set a reflective question for home or next lesson:
  “Can you find a refrain in a poem or song you like at home?”

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Assessment and Feedback

• Formative assessment through observation during pair and group discussions.
• Check poem drafts for correct and purposeful use of refrain.
• Peer and self-assessment for engagement and understanding.
• Use feedback to inform next poetry lesson focused on simile or rhythm.

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Differentiation

• Support: Word banks with adjectives and verbs; sentence starters for poem writing.
• Challenge: Encourage use of extended metaphor or incorporate rhyme with the refrain.
• EAL learners: Focus on oral repetition first; visual aids for vocabulary; paired with buddy support.

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Teacher Reflection

• Were students able to link repetition with mood/rhythm successfully?
• Did the creative task engage all learners?
• How did pupils respond to identifying refrain in prose/poetry hybrid text?
• Adjust timing and support for future lessons based on student needs.

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This lesson plan harnesses cross-textual knowledge, encourages creative expression, and embeds key English curriculum skills to deepen Year 4 pupils’ appreciation and understanding of poetry through the engaging lens of Ted Hughes’ The Iron Man.