Poetry Exploration Start

Overview

This 30-minute introductory lesson launches the 25-lesson unit Poetry in Motion for Year 5 students (ages 9-10). It aligns with the National Curriculum for England’s English programme of study for Key Stage 2, focusing on developing pupils’ understanding of poetry as a literary form, recognising different poetic styles, and encouraging fluent oral communication.

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Curriculum Links

English – Key Stage 2 (Years 3–6)
Reading – Word Reading & Comprehension:

• Understand what they read, in books they can read independently, by identifying and discussing themes and conventions.
• Retrieve and record information from non-fiction and poetry texts.

Writing – Transcription & Composition:

• Plan writing by discussing ideas and recording them.
• Evaluate and edit by assessing the effectiveness of their own and others’ writing.

Spoken Language – All Years:

• Listen and respond appropriately to adults and peers.
• Articulate and justify answers, arguments and opinions.
• Use spoken language to develop understanding through speculating, hypothesising, imagining and exploring ideas.

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Learning Objectives

By the end of this lesson, pupils will:

• Understand what poetry is and identify common features of poems.
• Recognise a variety of poetic forms (e.g., acrostic, shape, rhyming couplets).
• Express their existing knowledge and ideas about poetry confidently in discussion.
• Begin to appreciate poetry as a creative means of expression.

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Resources

• Whiteboard and markers
• Large poster paper and coloured markers
• Selection of short, diverse poems (variety in style and form, e.g. classic rhyme, free verse, nonsense, shape poems) printed or displayed
• Sticky notes (2 per pupil)
• “Poetry Features” anchor chart template (prepared in advance)

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Lesson Structure

1. Introduction (5 minutes)

• Engage: Ask pupils: “What comes to mind when you hear the word ‘poetry’?”
• Record keywords and ideas on the whiteboard.
• Briefly define poetry as a form of writing that expresses feelings, ideas or tells stories using language in creative and rhythmic ways.
• Link to National Curriculum spoken language objectives by encouraging brief, structured contributions.

2. Group Brainstorm & Features Chart (10 minutes)

• Divide class into small groups of 4–5 (6 groups total).
• Each group receives poster paper and markers. They discuss and record features they think poems have (e.g., rhyme, rhythm, lines, stanzas, emotions).
• Circulate to scaffold ideas and prompt with questions like: “Do poems always have to rhyme?”
• Groups feed back key points; the teacher consolidates onto a large “Poetry Features” anchor chart visible for future lessons.

3. Poetry Forms Mini-Exploration (10 minutes)

• Show/present brief examples of 3 different poem types (e.g., acrostic, shape poem, rhyming couplet).
• Read them aloud with clear expression and encourage pupils to listen to rhythm and notice structure.
• Ask pupils to discuss with partners what they notice about each poem’s form and style.
• Invite a few pupils to share their observations aloud fostering spoken language skills.

4. Reflection & Sticky Note Challenge (5 minutes)

• Each pupil writes on sticky notes:
  1. One thing they learned about poetry today
  2. One question they still have
• Pupils stick notes on the “Poetry Features” chart or a designated “Wonder Wall”.
• Teacher summarises and praises participation, informing that these questions will guide future lessons.

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Assessment

• Ongoing formative assessment through questioning during discussions and group feedback.
• Informal evaluation of pupils’ ability to articulate ideas about poetry forms and features.
• Review sticky note inputs to identify misconceptions or areas requiring further focus.

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Differentiation

• Support: Provide sentence starters or word banks for pupils who may struggle to express ideas orally or on paper.
• Challenge: Encourage more able pupils to think about why poets might choose certain forms or why rhythm is essential in poetry.

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Extension Ideas

• Invite pupils to bring in a favourite poem to share in a future lesson.
• Create a collaborative class acrostic poem on a theme (e.g., ‘Poetry’) to consolidate learning with a creative twist.

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Teacher Reflection Questions

• Were pupils able to articulate their understanding of poetry clearly?
• Did the exploration of different forms spark curiosity or questions?
• How effectively did the lesson engage all learners within the 30-minute timeframe?
• What adjustments would personalise next lessons based on pupil responses today?

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This introductory lesson plants the seeds for deeper poetic engagement, aligns explicitly with the National Curriculum, and optimises 30 minutes of active, inclusive learning with a dynamic blend of speaking, listening, reading and creative thinking.