Lesson Plan
Lesson 8: Forms of Poetry
A 60 minute lesson in which students will explore some well-known and commonly used forms of fixed verse.
Lesson Plan
Tuning In
- Revise the content of the unit so far. Revisit the class definition of what constitutes poetry, as well as the role that structure, rhyme, rhythm, sound devices and figurative language play in the process of writing a poem.
Teacher Instruction
- Display and discuss slide 4 of the Forms of Poetry PowerPoint. Ask the students to share any forms of poetry that they are already familiar with and list these on the board.
- Examine each form of poetry (acrostic, kennings, haiku, cinquain, shape poem, ode, limerick and ballad), as outlined on slides 5-28. Discuss the example poems for each form.
Guided/Independent Learning
- Choose a simple topic to be used as inspiration for a poem e.g. a cat, an apple, a star. If possible, project an image of the chosen topic on the board. As a class, create a word bank of descriptive vocabulary which could be used in a poem about the chosen topic. Encourage the students to include some sound devices and figurative language where possible.
- Place the students into eight groups. Assign each group a form of poetry. As a group, ask the students to write a short poem about the chosen topic in the form that has been assigned to them. Encourage the use of the word bank as inspiration, as well as their own ideas. Ensure that the Forms of Poetry Posters with Annotations are accessible for the students to refer to during this activity.
Wrapping Up
- Allow each group to share their poem. Discuss the similarities and differences in the poems presented. If time permits, allow the students to creatively present their poem so that it may be displayed in the classroom.
Differentiation
Extending Students
- Encourage more confident students to play a more active role in group work e.g. scribe or reporter.
Supporting Students
- Allow less confident students to participate in group work at a level at which they feel comfortable.
Assessment Strategies
Suggested Assessment Strategies
- used strategic whole class or individual questioning
- observed student participation during learning activities
- recorded student progress on a checklist
- annotated student work samples
- collected and reviewed student work samples
- facilitated whole class or peer feedback sessions
- encouraged student self-reflection
- administered formal assessment tasks.
Resources
NSW Curriculum alignment
- EN3-2A
Composes, edits and presents well-structured and coherent texts
- EN3-5B
Discusses how language is used to achieve a widening range of purposes for a widening range of audiences and contexts
- EN3-6B
Uses knowledge of sentence structure, grammar, punctuation and vocabulary to respond to and compose clear and cohesive texts in different media and technologies
- EN3-7C
Thinks imaginatively, creatively, interpretively and critically about information and ideas and identifies connections between texts when responding to and composing texts
- EN3-9E
Recognises, reflects on and assesses their strengths as a learner
Victorian Curriculum alignment
- VCELY329
Plan, draft and publish imaginative, informative and persuasive print and multimodal texts, choosing text structures, language features, images and sound appropriate to purpose and audience
- VCELY358
Plan, draft and publish imaginative, informative and persuasive texts, choosing and experimenting with text structures, language features, images and digital resources appropriate to purpose and audie...
- VCELT316
Understand, interpret and experiment with sound devices and imagery, including simile, metaphor and personification, in narratives, shape poetry, songs, anthems and odes
- VCELY320
Analyse the text structures and language features used in imaginative, informative and persuasive texts to meet the purpose of the text
- VCELT344
Identify the relationship between words, sounds, imagery and language patterns in narratives and poetry such as ballads, limericks and free verse
Australian Curriculum alignment
- ACELY1701
Identify and explain characteristic text structures and language features used in imaginative, informative and persuasive texts to meet the purpose of the text
- ACELY1704
Plan, draft and publish imaginative, informative and persuasive print and multimodal texts, choosing text structures, language features, images and sound appropriate to purpose and audience
- ACELY1711
Analyse how text structures and language features work together to meet the purpose of a text
- ACELY1714
Plan, draft and publish imaginative, informative and persuasive texts, choosing and experimenting with text structures, language features, images and digital resources appropriate to purpose and audie...
- ACELT1611
Understand, interpret and experiment with sound devices and imagery, including simile, metaphor and personification, in narratives, shape poetry, songs, anthems and odes
- ACELT1617
Identify the relationship between words, sounds, imagery and language patterns in narratives and poetry such as ballads, limericks and free verse
Comments & Reviews
Write a review to help other teachers and parents like yourself. If you would like to request a change (Changes & Updates) to this resource, or report an error, simply select the corresponding tab above.
Log in or sign up to join the conversation.
Request a change
Would you like something changed or customized on this resource? While our team makes every effort to complete change requests, we can't guarantee that every change will be completed.
You must be logged in to request a change. Sign up now!
Report an Error
You must be logged in to report an error. Sign up now!
Help
Are you having trouble downloading or viewing this resource? Please try the following steps:
If you are still having difficulty, please visit the Teach Starter Help Desk or contact us.
Contact us