Introduction to Poetry

Year Group: 7

Unit: Poetic Expressions Unleashed

Lesson: 1 of 6

Curriculum Focus:

• Key Stage 3 National Curriculum for English
  • Reading: Develop an appreciation of poetry, including understanding how language, form, and structure are used to create meaning.
  • Writing: Write for impact, exploring language choices and their effects.

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Learning Objectives

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

1. Define poetry and explain how it differs from prose.
2. Identify the key characteristics of poetry, such as imagery, rhythm, and expressive language.
3. Recognise examples of poetry in everyday life.
4. Begin to develop a sense of curiosity and enthusiasm for exploring poems.

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Success Criteria

Students will demonstrate success through:

1. Contributions to group discussions around what makes poetry distinctive.
2. Completing a collaborative task to identify poetry in daily contexts.
3. Articulating at least one personal thought about the purpose or power of poetry.

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Lesson Duration

60 minutes

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Materials Required

• Whiteboard and markers
• Example texts: a short poem (e.g., “The Eagle” by Alfred Lord Tennyson) and a contrasting piece of prose (e.g., a description from a novel)
• Large sheets of paper and marker pens for the group task
• Handouts with 3-4 short examples of poetic language in modern music, advertisements, and spoken word excerpts

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Lesson Outline

1. Starter Activity (10 minutes): Thinking Differently About Words

Purpose: Activate prior knowledge and intrigue students.

1. Write the word “POETRY” in the middle of the whiteboard and ask them, “What comes to mind when you hear the word ‘poetry’?”

   • Take 2-3 rapid responses, writing them around the word.
   • Prompt with a question: “How is it different from normal writing or speaking?”

2. Share pairs of contrasting examples:

   • A Poem (2 lines): “He clasps the crag with crooked hands; / Close to the sun in lonely lands.”
   • Prose Description: “The eagle sat on the cliff, watching the land below.”
   • Ask: “What do you notice about these two pieces? Which one feels more vivid or alive? Why?”

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2. Teacher Input: What is Poetry? (10 minutes)

Purpose: Provide explicit definition and context.

1. Give an age-appropriate definition of poetry: “Poetry expresses ideas, feelings, or stories in a creative way, using carefully chosen language. It doesn’t follow the same rules as prose, and it often aims to make you feel something.”

2. Explain key characteristics of poetry:

   • Use of metaphor, similes, and imagery
   • Rhythmic patterns (not always rhyming!)
   • Focus on emotions instead of long explanations
   • Importance of sound

3. Use examples students would know:

   • Poetry in modern music lyrics (a line from a popular artist like Stormzy or Taylor Swift).
   • Advertising slogans that use poetic rhythm or imagery ("Because you’re worth it”, “Finger-lickin’ good”).

4. Encourage curiosity: “Poetry can be in everyday life—it’s not just for books!”

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3. Group Task: Poetry Around Us (15 minutes)

Purpose: Encourage collaboration and broaden perspectives.

1. Divide students into 3 groups of 4-5. Hand out marker pens and paper.

2. Give each group a specific piece of paper with prompts, e.g.:

   • Group 1: Find examples of poetic language in music.
   • Group 2: Find examples in advertisements/tools of persuasion.
   • Group 3: Think about the natural world and daily life. What feels “poetic” to you?

3. Set clear expectations and time limits: “You have 10 minutes to brainstorm and write down examples you think use poetry.

4. Quick share-back session: Each group reads aloud their list, with simple justifications. Encourage cross-pointing similarities, e.g., “Advertisements and music both sound pleasing because they play with rhythm.”

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4. Individual Reflection: Personal Connection to Poetry (15 minutes)

Purpose: Encourage deeper thinking about the role and relevance of poetry.

1. Ask students to write 2-3 sentences on the following prompt:
   Why do you think people write poetry, and how does it make us feel?

   • Encourage openness: “There’s no wrong answer here—it’s about your personal thoughts.”
   • Circulate and support students struggling with ideas. Use probing questions like, “What do you think poetry makes easier to share?”

2. End the reflection with optional volunteers reading out their responses. If no volunteers emerge, read aloud 1-2 strong examples anonymously to demonstrate thoughtfulness.

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5. Wrap-Up: A Taste of What’s Ahead (5 minutes)

Purpose: Excite students about the upcoming lessons.

1. Share the “big picture” for the unit: “Over the next few weeks, we’ll explore the world of poetry—how it plays with language, takes us into other worlds, and helps us express ourselves. You’ll even create your own poem!”

2. Pose a thought-provoking takeaway question: “If poetry brings life into words, what part of your life do you think deserves a poem?”

   • Encourage students to carry the question with them—it can spark ideas for Lesson 2.

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Assessment Opportunities

• Formative:

  • Verbal contributions during the discussions and group activities.
  • Quality of responses in the written reflection.

• Peer Assessment:

  • Encouraging students to support each other in the group task.

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Differentiation

1. For High Achievers:

   • Extend their group tasks by asking them to categorise and explain why certain poetic examples work effectively.

2. For Struggling Learners:

   • Provide the written examples in larger fonts with annotations to explain tricky concepts like "imagery.”
   • Offer sentence starters for the reflection (*“Poetry is written because…”, “I feel poetry is important because…”)

3. For EAL Students (English as an Additional Language):

   • Pair with supportive peers during tasks.
   • Use visuals alongside definitions to explain terms like “metaphor” and “rhythm.”

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Homework (Optional Extension)

“Find one example of a song lyric, advert, or line of dialogue that feels ‘poetic’ to you. Write it down and explain why in 2-3 sentences. Be ready to share in Lesson 2!”

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Reflection for Teacher

After the lesson, consider:

• Did most students grasp the distinguishing features of poetry?
• Were the examples and group discussions effective in connecting poetry to the real world?
• Were there any particular students who stood out for their insight—or who may need more support moving forward?