This essay explores a student teacher's experience teaching an identity-themed poetry unit to a Year 9 class at an all-boys comprehensive school through the lens of one student's writing. Investigating an intimate poem, produced at the end of a difficult lesson, reveals the importance of allowing students the space to bring their individual backgrounds and interests into their writing, as well as provoking questions about the uses of EAL categorisation. Contrary to the typical deficit assumption of EAL learners, this case study finds that the approach of teaching a diverse class by valuing difference allows individuals' personal interests to motivate their learning and leads to a richer experience for all.