Poetry Passport: Exploring, Writing, and Publishing Our Poems

Grade Level: 6th-8th Grade
Subject: English Language Arts
Duration: 60 Minutes

Objective:

By the end of this lesson, students will explore poetic expression, analyze a short poem, and draft and share an original piece of poetry. They will understand that poetry is a creative form of self-expression and learn how to communicate their thoughts, emotions, or experiences through structured verse or free form.

Materials Needed

• Whiteboard or chart paper

• Markers

• Lined paper or notebooks

• Pens/pencils

Lesson Plan Outline

1. Engagement Activity: The Passport Prompt (10 Minutes)

Do: Start by drawing a large “passport” on the board and writing a destination on it: “POETRY.”
Say: “Today, you’re going on a journey—not around the world, but into your own thoughts and feelings. Our passports are open. The destination? Self-expression through poetry.”
Ask: “What comes to mind when you hear the word ‘poetry’? What do poems do that regular writing doesn't?”
Do: Record student responses on the board. Highlight answers like “rhyming,” “feelings,” “imagery,” “short lines,” and “freedom.”
Say: “Exactly! Poetry can rhyme or not. It can follow rules or break them. What matters is the message, mood, or story you want to share.”

2. Instruction and Demonstration: What Is a Poem? (15 Minutes)

Say: “Let’s look at a short poem together and figure out how it works.”
Do: Read aloud a simple, accessible poem, such as Langston Hughes’ Dreams or a haiku (prewritten on the board).
Ask: “What do you notice? How does the poet say a lot with a little? What feeling do you get from these lines?”
Do: Underline specific features: line breaks, vivid words, repetition, rhyme (if applicable), and emotion.
Say: “Poets choose every word carefully. A poem is like a suitcase: it’s small, but it carries a lot. And every traveler, like each of you, will pack it differently.”
Discuss: Briefly introduce a few types of poems: free verse, haiku, and acrostic.
Say: “Today you’ll choose your style, and your poem can be about a place, a feeling, a dream, or a memory.”

3. Guided Practice: Brainstorming Ideas (10 Minutes)

Do: Write the following categories on the board:

• Feelings I’ve had recently

• Places I love (real or imaginary)

• Moments I’ll never forget

• Things I dream about

Say: “You’re going to jot down words, images, or phrases that come to mind for each of these. You don’t need full sentences—just thoughts.”
Ask: “What color is your memory? What does it smell or sound like?”
Do: Give students 5 minutes to brainstorm.
Share: Ask volunteers to share a word or image they might want to build into a poem. Applaud all contributions to create a supportive space.

4. Independent Practice: Drafting the Poem (20 Minutes)

Do: Ask students to pick one idea from their brainstorming session and begin writing a poem.
Say: “There are no wrong poems. You can write a free verse poem with short lines, a haiku with 5-7-5 syllables, or even an acrostic poem using a word that’s meaningful to you.”
Provide guidance: Write this prompt on the board:

• Line 1: A strong image or feeling

• Line 2: Something specific about the moment

• Line 3: A sound or texture

• Line 4: What you want others to feel

Support Differentiation:

• For struggling writers: Allow them to start with a phrase and build from there. Offer to write sentence starters on the board (e.g., “I remember…” “If I could fly…”).

• For advanced learners: Challenge them to use metaphor, personification, or alliteration.

Say: “Use the time to get your thoughts out. We’ll polish them later, but today we want to capture the heart of your idea.”

5. Reflection and Wrap-Up: Our Poetry Open Mic (5 Minutes)

Do: Invite volunteers to read their poem aloud to the class.
Say: “Sharing your voice is part of being a poet. Let’s listen respectfully and celebrate each other’s creativity.”
Discuss: “What surprised you about writing poetry today? Did anything feel easier—or harder—than you expected?”
Ask: “How might you keep this poem going? Could you revise it, add stanzas, or even illustrate it later?”

Assessment

• Informal observation during brainstorming and writing.

• Participation in sharing and discussion.

• Completion of a short poem that shows thoughtful use of language, emotion, or structure.
   

Optional Extension (for early finishers or future lessons):

• Create a “Poetry Passport Booklet” with one poem per “destination” (emotion, memory, dream, etc.).

• Encourage students to illustrate their poem or write a second draft in a different poetic form.

Written by Rachel Jones
Education World Contributor
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