Defining the Indefinable: A Poetry Kickoff Lesson Using Quotes from Poets

Poetry intimidates some students—and honestly, some teachers too. It's abstract, personal, packed with hidden meanings, and often taught with more reverence than real curiosity. That’s why I like to start my poetry unit by admitting something radical: there is no one definition of poetry.

Instead of diving straight into form or figurative language, this lesson invites students to step into the poetic conversation themselves. Using quotes from real poets—some romantic, some skeptical, some contradictory—students explore, react, and wrestle with the central question: What is poetry, really?

This activity works well for middle or high school students, requires no prior knowledge, and sets a reflective, student-centered tone for the rest of your unit.

Below is a lesson plan for this activity.

💡 Objective

Students will explore contrasting definitions of poetry by famous poets, engage in critical discussion, and collaboratively construct a class definition of poetry.

Step 1: Silent Reading + Initial Response (~10 minutes)

Provide students the handout of poet quotes. Ask them to silently read through and annotate or highlight:

• One quote that resonates with them
• One quote that confuses, contradicts, or challenges them

Prompt:

As you read, mark:“YES” next to a quote you agree with“??” next to a quote you’re unsure about or want to discuss

Step 2: Small Group Discussion (10–12 minutes)

In groups of 3–4, students share:

• Which quotes stood out and why
• What emotions or ideas about poetry they notice emerging
• Any contradictions they detect (e.g., emotion vs. escape from emotion)

Provide guiding questions:

• How do these poets agree about poetry? How do they disagree?
• What seems most important to each poet?
• What metaphors or analogies for poetry do they use?

Step 3: Individual Reflection (10 minutes)

Prompt students to write a short paragraph or journal entry:

“After reading these poet quotes, I think poetry is…”
You might start with a metaphor (“Poetry is…”), describe what it does, or explain how it feels.

Optional sentence starters:

• Poetry is ______ because ______.
• To me, poetry matters because…
• Poetry is like…

Step 4: Synthesis + Class Definition (10–15 minutes)

Bring the class together and ask:

• What did we learn about how poets see poetry?
• How do our own definitions compare?

Collaboratively draft a class definition of poetry on the board or digitally. Encourage blending the poets' insights with student voice.

Optional format:

“Poetry is…”
(Include metaphors, functions, and feelings—don’t worry about one perfect sentence!)

🌀 Extension / Optional Closure:

Ask students to write a found poem or blackout poem using words/phrases from the poets’ definitions. This creatively reinforces the tension between emotion, order, and expression found in the quotes.

🧩 Bonus Discussion Question for Exit Ticket or Journal Prompt:

Several of these poets contradict each other—who do you agree with more: Wordsworth (poetry is overflow of emotion) or Eliot (poetry is an escape from emotion)? Can both be true?

By starting your poetry unit with this quote-based inquiry, you're not just handing students definitions—you're giving them permission to define poetry for themselves. You’re modeling that poetry is not about “getting it right,” but about asking bold questions, holding paradox, and tuning into feeling as much as form.

As you move deeper into poetic devices, reading, and writing, you can keep circling back to your class’s definition—and even revise it as new insights emerge. This lesson lays the foundation for a unit that’s analytical and deeply human.

Let me know if you try this in your own classroom.