Rhythm in Poetry

Overview

Year Group: 7
Class Size: 7 students
Duration: 35 minutes
Unit: Exploring Nature Through Poetry (Lesson 2 of 22)
Lesson Focus: Features of Poetry – Rhythm, with emphasis on intonation
National Curriculum Alignment: English - Reading:

Use knowledge of morphology and etymology to read aloud and to understand the meaning of new words they encounter
Read and discuss an increasingly wide range of poetry
Appreciate and understand a wide range of poems, including those written for different purposes
Recognise and understand the use of rhythmic patterns

Learning Objective

Pupils will recognise rhythm in spoken language by identifying and replicating rhythmic patterns through physical and auditory activities.

Success Criteria

Students can confidently tap out the rhythm of a poem using a drum or body percussion.
Students can identify different rhythmic patterns within selected poems.

Curriculum Links

National Curriculum for English (KS3) – Spoken Language and Reading:

Pupils should be able to “understand and use standard English confidently in a variety of contexts”.
Pupils should “discuss and evaluate how authors use language, including figurative language, considering the impact on the reader”.
Develop “an appreciation of the way language can be used differently in poetry”, including the use of rhythm and intonation.
“Support their understanding of texts by learning poetry by heart” and exploring patterns of sound and rhythm.

Resources Needed

Selection of 2-3 short nature-themed poems (provided below) with clear rhythmic patterns
Small hand drums or alternative percussion instruments (or clapping/tapping can suffice)
Audio recording device (optional)
Whiteboard and markers
Printed poem copies for each student
Visual rhythm charts (simple patterns like ta-ta-ti-ti-ta)

Lesson Structure

1. Introduction (5 minutes)

Hook: Teacher reads aloud a short, rhythmic nature poem with exaggerated intonation and rhythm (e.g. “The Wind” by Robert Louis Stevenson).
Brief discussion:
- Ask pupils what they noticed about how the poem sounded.
- Guide answers towards the idea of a ‘beat’ or pattern underlying the words.
Introduce the term rhythm and explain rhythm is the beat or flow created by stressed and unstressed syllables.

2. Exploration and Modelling (10 minutes)

Define Intonation: Explain how intonation is the rise and fall of the voice, which contributes to rhythm in poetry.
Demonstrate rhythm: Teacher reads a second example poem aloud while tapping a steady rhythm on the drum.
Students listen and watch, then repeat the pattern by tapping it themselves as the teacher reads again.

3. Guided Practice (10 minutes)

Give each student a hand drum or suggest using body percussion (clapping, finger snapping).
Distribute copies of a rhythmic poem featuring nature imagery with clear, repetitive stresses (e.g. “Pitter-Patter” by Elinor Blake).
Together, students tap the rhythm of the poem first as a group, then in pairs, alternating who reads and taps rhythm.
Teacher circulates to support correct patterns and intonation.

4. Independent/Group Activity (7 minutes)

In their pairs, students select one of the poems and:
- Tap out the rhythm accurately on the instruments.
- Identify and write down the rhythmic pattern using notation (simple notation like “1 2 3 4” or “ta-ta-ti”).
Gather as a group and share findings about patterns they noticed (e.g., steady beats, variation in stressed syllables).

5. Plenary and Assessment (3 minutes)

Ask each student to share one rhythmic pattern they heard or tapped.
Quick oral quiz:
- Teacher says short lines with different rhythms and pupils identify if the rhythm is “steady” or “variable.”
Confirm success criteria:
- Can they tap the rhythm of a poem?
- Have they identified rhythmic patterns?

Differentiation

Support: Provide rhythm charts and one-to-one support for struggling students. Use body percussion instead of drums if preferred.
Challenge: Encourage more confident pupils to create their own simple rhythmic pattern using a nature theme and perform it.

Extension/Homework Idea

Students record themselves reading a poem aloud, focusing on rhythm and intonation.
Write a short rhythmic poem about an aspect of nature using a simple repetitive rhythm.

Assessment Opportunities

Observational assessment during tapping activity.
Pupil explanations during rhythm pattern identification.
Plenary quiz to check understanding of rhythm concepts.

Teacher Reflection Notes

Did students engage with the physical activity?
Was rhythm perceived clearly through intonation?
Could pupils identify and reproduce rhythmic patterns independently?
Consider adding more varied poetry in future lessons to deepen understanding of rhythm variation.

This lesson capitalises on multisensory approaches (auditory, kinaesthetic) to cement understanding of rhythm in poetry, in line with the English National Curriculum's focus on spoken language and appreciation of poetic form.

Teaching Instructions