National Poetry Day
National Poetry Day
Lesduur is: 45 minIntroductie
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National Poetry Day
Welcome to this lesson for National Poetry Day. You could make it more technical depending on the age group of the learners, or leave it like it is here as more open.
The theme can be modified quite easily if you wish.
It's intended to deconstruct some of the fear around poetry and includes a video from Michael Rosen. You may feel that he is too skewed toward a younger audience, but experience has shown he is appreciated by all age groups. Nice!
Love
Hate
It's OK I suppose
Do you love or hate poetry?
This poll gauges initial class attitudes towards poetry, establishing a baseline of student engagement before introducing analytical tasks.
Stretch: Challenge learners to articulate one specific factor or prior reading experience that has influenced their current sentiment towards verse.
Device-Free: Conduct a quick show of hands or ask learners to write 'Love' or 'Hate' on mini-whiteboards to display simultaneously.
Why do you love it?
Why do you hate it?
Why is it just OK?
Why do you feel this way about poetry?
Why do you love it?
Why do you hate it?
Why is it OK?
This categorisation task helps students group and organise the underlying reasons for their attitudes towards poetry into distinct factors.
Stretch: Challenge students to justify which category represents the primary barrier or gateway to enjoying poetry in modern contexts.
Device-Free: Draw labelled columns on the main whiteboard and have learners write their reasons on sticky notes to place in the matching category.
If you hate poetry....
it just means you haven't heard or read enough!
Contextualises common reluctant attitudes towards National Poetry Day, setting a clear foundation to challenge preconceptions about studying verse.
Stretch: Challenge learners to evaluate whether modern lyrical forms, such as rap or spoken word, fit into traditional definitions of poetry.
Device-Free: Read the key introductory points aloud to the class and ask students to show agreement using thumbs-up or thumbs-down.
If you hate poetry....
It's like saying you hate food.
You hate some types of food.
Other types of food you love.
Contextualises common reluctant attitudes towards National Poetry Day, setting a clear foundation to challenge preconceptions about studying verse.
Stretch: Challenge learners to evaluate whether modern lyrical forms, such as rap or spoken word, fit into traditional definitions of poetry.
Device-Free: Read the key introductory points aloud to the class and ask students to show agreement using thumbs-up or thumbs-down.
If you hate poetry....
Have you eaten every food?
No....
Contextualises common reluctant attitudes towards National Poetry Day, setting a clear foundation to challenge preconceptions about studying verse.
Stretch: Challenge learners to evaluate whether modern lyrical forms, such as rap or spoken word, fit into traditional definitions of poetry.
Device-Free: Read the key introductory points aloud to the class and ask students to show agreement using thumbs-up or thumbs-down.
If you hate poetry....
Have you read every poem?
No....
Contextualises common reluctant attitudes towards National Poetry Day, setting a clear foundation to challenge preconceptions about studying verse.
Stretch: Challenge learners to evaluate whether modern lyrical forms, such as rap or spoken word, fit into traditional definitions of poetry.
Device-Free: Read the key introductory points aloud to the class and ask students to show agreement using thumbs-up or thumbs-down.
If you hate poetry....
Keep exploring poetry and you will find a poem that speaks to you......
Contextualises common reluctant attitudes towards National Poetry Day, setting a clear foundation to challenge preconceptions about studying verse.
Stretch: Challenge learners to evaluate whether modern lyrical forms, such as rap or spoken word, fit into traditional definitions of poetry.
Device-Free: Read the key introductory points aloud to the class and ask students to show agreement using thumbs-up or thumbs-down.
This year's theme is.....
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WONDER
Equipping students to navigate their own learning often stumbles when they lack a concrete framework, leading to aimless study sessions and cognitive overload. This toolkit scaffolds the essential metacognitive strategies and self-regulation routines required to move learners from passive consumers to self-directed agents. By explicitly structuring the transition from guided practice to autonomous review, it provides a practical roadmap for managing academic progress.
What makes you WONDER?
Captures initial vocabulary and thematic curiosity to draw out student associations around National Poetry Day.
Stretch: Challenge learners to choose one word from the cloud and justify how it could serve as a central image in a poem.
Device-Free: Have students write three single-word responses on sticky notes and collate them on the main whiteboard.
In this lesson...
Explain what poets mean by wonder.
Write a short poem inspired by something amazing.
Learning Objectves
Nature?
Space?
People?
Time?
Art?
Technology and science?
Sport?
Emotion?
What wonder do you find in.......
Nature?
Space?
People?
Time?
Art?
Technology and Science?
Sport?
Emotion?
Helps students group and organise thematic sources of wonder into distinct categories to build structured ideas for poetry analysis and creative writing.
Stretch: Challenge learners to justify which category yields the most compelling poetic imagery and compose a two-line stanza bridging two distinct categories.
Device-Free: Create labelled category columns across the main whiteboard and have students write key words or phrases onto sticky notes to place under each heading.
What is wonder?
Wonder is a feeling of curiosity and amazement.
Poetry helps us notice everyday things.
A poem can make ordinary moments feel extraordinary.
A poem is like putting on a new pair of glasses—you see familiar things differently.
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How do poets create a sense ofwonder?
Powerful images
Interesting word choices
Sounds and rhythm
Asking questions instead of giving answers
Think: "What if...?"
Contextualises key language choices and poetic devices used by writers to evoke a sense of wonder in verse.
Stretch: Challenge learners to select a line of poetry and evaluate how a specific sound device or word choice amplifies awe.
Device-Free: Read the slide content aloud and ask students to write down the most effective poetic technique on mini-whiteboards.
Contextualises Benjamin Zephaniah's performance of Nature Trail alongside his BBC interview, demonstrating how oral delivery and personal commentary illuminate poetic themes of wonder and nature.
Stretch: Challenge learners to evaluate how Zephaniah's vocal rhythm and inflection alter the poem's impact compared to reading the printed text silently.
Device-Free: Read the poem text aloud to the class and ask students to record key vocal performance choices on mini-whiteboards.
What can you learn from Benjamin Zephaniah about poetry?
Encourages learners to evaluate the central themes and perspective in Zephaniah's poem rather than simply recalling text details.
Stretch: Challenge learners to select a specific line from the poem and justify how it changes the reader's perspective on the natural world.
Device-Free: Ask learners to discuss their ideas in pairs and write down three main insights on mini-whiteboards to share with the class.
Some Poems of wonder
Contextualises four distinct poetic approaches to capturing wonder, providing concrete text examples for comparative language analysis.
Stretch: Challenge learners to identify which excerpt uses imagery most effectively to convey awe and justify their choice with specific textual evidence.
Device-Free: Provide printed copies of the four excerpts and ask students to underline the strongest example of poetic imagery in each.
Christina Rossetti's
William Blake's
Alfred Lord Tennyson's
Emily Dickenson's
Benjamin Zephaniah's
Which poem did you enjoy the most?
This poll gauges initial class attitudes towards poetry, establishing a baseline of student engagement before introducing analytical tasks.
Stretch: Challenge learners to articulate one specific factor or prior reading experience that has influenced their current sentiment towards verse.
Device-Free: Conduct a quick show of hands or ask learners to write 'Love' or 'Hate' on mini-whiteboards to display simultaneously.
Note: Contextualises practical creative techniques from writer Michael Rosen, offering real-world guidance to help students approach their own poetry composition.
Stretch: Challenge learners to select one piece of advice from the video and demonstrate how it changes their approach to drafting a stanza.
Device-Free: Write two core tips from Rosen on the main whiteboard and ask students to discuss in pairs which strategy best solves a common writing obstacle.
Use Michael Rosen's advice to come up with ideas for a poem about
'WONDER'
This word cloud task draws out existing student knowledge and builds a collective vocabulary around the theme of wonder, inspired by Rosen's advice.
Stretch: Challenge learners to select one complex vocabulary word from the cloud and construct a vivid poetic line around it.
Device-Free: Have group leaders write their group's top three ideas on mini-whiteboards to present simultaneously to the room.
Group 1
Group 2
Group 3
Group 4
Group 5
Group 6
Group 7
Group 8
Group poem write
Group 1
Group 2
Group 3
Group 4
Group 5
Group 7
Group 8
Group 6
Organises peer feedback into distinct categories to help student groups refine and structure their wonder-themed poems.
Stretch: Challenge learners to justify which feedback category will make the strongest impact on improving their group's poetic imagery.
Device-Free: Draw labelled feedback columns on the main whiteboard and have groups place sticky notes into the corresponding categories.
Your task....
Use everything you have learned from this lesson to create your own poem on....
WONDER
Outlines clear guidelines and expectations for individual creative writing, prompting students to apply studied poetic techniques to their own wonder-themed verse.
Stretch: Challenge learners to incorporate two contrasting poetic devices and annotate their draft to justify how these choices heighten the sense of wonder.
Device-Free: Display the core writing prompt and success criteria on the main whiteboard while students draft their poems in exercise books.
How do you feel about poetry now?
Measures shifts in class sentiment towards poetry following the lesson activities to evaluate changes in student perspective.
Stretch: Challenge learners to explain the specific activity or poem that prompted any change in their attitude.
Device-Free: Ask students to draw their chosen emoji on mini-whiteboards and hold them up simultaneously.
How confident do you feel writing your own poem?
Gauges student confidence and readiness following the individual writing task to evaluate shifts in self-efficacy.
Stretch: Challenge learners to pinpoint the specific drafting strategy or technique that directly influenced their confidence level.
Device-Free: Have learners draw their selected emoji on mini-whiteboards to present simultaneously to the class.
What would help you write your poem?
Encourages students to evaluate the creative strategies and writing aids they need to draft their poem rather than relying on basic recall of techniques.
Stretch: Challenge learners to justify how their chosen writing aid will directly improve a specific line or figurative device in their poem draft.
Device-Free: Ask students to write their top writing requirement on mini-whiteboards and compare ideas with a partner.
To spark fresh thoughts and light the way,
With themes that matter most today,
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