Discusses approaches to writing poetry in high school English classes, giving students many successful writing experiences in which classmates can commend each other's word choices. Offers three patterns for generating in-class poems. (RL)

A kindergarten teacher of children with advanced language discusses her use of poetry activities to promote reading readiness, auditory discrimination, oral language, creative thinking, independent working, and a love for poetry. Creative activities begin with drawing picture interpretations and proceed to the students writing their own poems. (CL)

Notes that poetry written for adults offers children qualities that are often lacking in children's poetry books: a more mature, sophisticated use of language and imagery, and an intriguing, early introduction to figures whose works they will undoubtedly study later. Suggests specific poems that children can enjoy. (HOD)

Provides a guide for teaching Edwin Morgan's poem, "O Pioneers!" (TJ)

Suggests ways to motivate students to write poetry, and illustrates them with samples of student poems. (DD)

Describes how an approach, limited to the reading and teaching of lyric poems, can serve as a means of opening up the world of interpretive reading to marginal readers. (DD)

Focuses on a single item of the feminist agenda--how to desex our sexist vocabulary. (Author/RK)

Presents a fictitious dialogue which illustrates one approach to the study of poetry. (DD)

The construction of the double dactyl form of poetry, the value of creating double dactyls as a learning experience, and guidelines for instructing students in writing double dactyls are discussed. (RW)

Makes a case for the use of affirmation (discriminating praise) in teaching creative writing. (SB)

Describes student performances based on interpretations of concrete poetry. (DD)

An exercise in "finding" poetry helps students understand and enjoy poetry. (DD)

Presents a teacher's journal entries for poetry classes she conducted for fourth and fifth graders at Anthony Chabot Elementary School in Oakland, California, located in a middle class neighborhood with an ethnic mix of students. Describes two poetry writing ideas: "What Matters" and "100 Words." (PA)

Describes use of poetry therapy with small groups of adolescents in a private high school for students with learning disabilities. Describes the five tasks (one per week), shares some of the narrative poems written by students, and discusses student reactions. Finds that this was an effective method of facilitating students' identification of…

Outlines the use of poetry in a grief-training session for medical professionals in which poetry is used to sensitize and draw forth feelings participants might encounter in the medical field when dealing with the death of children. (SR)