Writing a Poem: Drafting

Lesson Information

Year Group: 9
Duration: 60 minutes
Class Size: 30
Unit: Exploring Global Poetry (Lesson 6 of 10)
WALT: Begin drafting an original poem using poetic forms and devices
National Curriculum Alignment: English - Writing - Composition (Years 7–9)

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Learning Objectives

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

• Identify and apply appropriate poetic forms and devices based on prior lessons of the unit (NC Programme of Study: KS3 English – Writing – Composition).
• Plan and produce a first-draft poem that demonstrates understanding of structure, rhythm, and imagery.
• Use peer feedback to reflect on their draft and suggest possible improvements.

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National Curriculum References

• Writing – Composition:
  Pupils should draft and write by:
  • Selecting appropriate grammar and vocabulary, understanding how such choices can change and enhance meaning (NC KS3 English Programme of Study).
  • In narratives, describing settings, characters, and atmosphere and integrating dialogue to convey character and advance action.
  • In non-narrative writing, using organisational and presentational devices to structure text and guide the reader (e.g. headings, bullet points).
• Spoken Language:
  Pupils should use discussion to develop and summarise ideas, building on their drafting process through peer feedback activities.

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Success Criteria

Students will:

• Complete a first draft of a poem that demonstrates use of poetic devices (e.g., simile, metaphor, alliteration).
• Show evidence of a clear poetic form or structure (e.g., sonnet, free verse, haiku).
• Start to incorporate imagery and figurative language effectively.
• Use the draft template provided to organise their ideas.
• Engage actively in peer-review, providing constructive feedback where extended.

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Resources Needed

• Poem drafting templates with examples of poetic structures (sonnet, haiku, free verse).
• Whiteboard/interactive board for whole-class exemplification.
• Student exercise books or poetry notebooks.
• Highlighters/pens for annotation.
• Peer feedback checklists.

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Lesson Structure

Starter (10 minutes)

Activity: Recap on poetic forms and devices

• Begin with a brief interactive quiz or flashcard activity on key poetic devices and forms covered in previous lessons (e.g., rhyme scheme, personification, enjambment).
• Display short examples of global poems and ask pupils to spot devices or forms used.
• Establish the lesson’s goal: drafting an original poem using these forms and devices.

WALT reminder: We are learning to begin drafting our own poems by using different poetic forms and imaginative language.

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Main Activity (35 minutes)

Activity 1 – Guided drafting (20 mins):

• Hand out poem drafting templates tailored to different forms (e.g., scaffolded sonnet template showing rhyme scheme; haiku with syllable count boxes; free verse with space for ideas).
• Model drafting of a stanza on the board, thinking aloud about choice of words, devices, and imagery.
• Students begin writing their own first drafts individually, encouraged to try at least two poetic devices in their poem.
• Teacher circulates to support, especially focusing on students who struggle, prompting choice of words or structure as needed.

Differentiation:

• Support for lower-ability learners includes use of highly structured templates and word banks of poetic devices.
• Higher-ability learners are encouraged to experiment with less common forms or techniques (e.g., caesura, extended metaphor).

Activity 2 – Peer feedback session (15 mins) [Extension]:

• In pairs or small groups, students exchange drafts and use a peer feedback checklist to highlight strengths and suggest one improvement.
• Encourage focus on clarity of imagery, effective use of form, and constructive language.
• Students make notes of feedback for their own revision in future lessons.

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Plenary (10 minutes)

Activity: Reflect and share

• Invite 2-3 volunteers to read their draft poem aloud (if they wish).
• Brief whole-class reflection: What was challenging about drafting? What helped? Which poetic devices did they find easier or harder to use?
• Revisit the success criteria and confirm who met them today.

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Homework (Optional)

• Revise poem draft based on peer feedback.
• Begin exploring final poem presentation ideas (illustrations, digital formats) for next lesson.

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Additional Notes for Teachers

• Emphasise the drafting nature of this poem; perfection is not expected—focus on creativity and application of knowledge.
• Encourage risk-taking in language use to foster confidence and originality.
• Use your formative assessment (observational notes from drafting and peer feedback) to identify which students require targeted support in subsequent lessons.

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This lesson plan integrates knowledge, skills, and creativity in line with the English National Curriculum, developing student capability in composition and spoken language whilst engaging them in global poetic traditions.