Describes a project utilizing reaction reading, the choral reading of poetry in small groups. Mentally alert long-term care residents are provided with an opportunity to react to the poetry, and the activity can be led by a nonprofessional. Residents are encouraged to share their memories and fantasies as inspired by poetic images. (JPS)

Describes a parenting group for recovering addicts in which poetry, journal keeping, and creative writing are instrumental in the group process. Shows how they are used to set a therapeutic environment and establish a working alliance within the group, to reinforce concepts learned about the parent-child relationship, and to enhance communication…

Analyzes Randall Jarrell's children's book of poetry, "The Animal Family," with particular attention to the mermaid protagonist and his notion of a "semifeminine" poetics. Describes Jarrell's personal struggle to come to terms with and to utilize feminine discourse in his poetry. (HB)

Asserts that literary criticism and scholarly analyses provide a broad and enriching resource with which to inform instruction and discussion in a pluralistic classroom. Offers examples of a postreading activity based on seven major interpretations of Robert Frost's "Stopping by Woods on a Snowy Evening." Presents follow-up and extension…

Describes the inspiration, planning, and implementation of the Poetry Project, a nine-week unit designed to immerse first and second grade children in the reading and writing of poetry. Notes that the project helped the students bring together oral and written language. (RS)

Presents suggestions for teaching students about poetry by using pets. The article recommends discussing poems about pets, writing with rhyme to describe pets, writing free-verse sketches about pets, collaboratively describing pets, and studying line breaks by writing one-line descriptions of imaginary pets. A reproducible teacher page offers two…

Suggests that Robert Frost's poem entitled "West-Running Brook" should be used to illustrate the second law of thermodynamics. The poem is included in the article. (ZWH)

Discusses ways to encourage children to write original poetry and provides samples of student works. Over a 10-week period introduced children to 3 types of poems: noisy poems (focusing on noises and sounds related to the topic), poems for 2 voices (dialog poems written in 2 vertical columns), and free poetry (poetry without rhyme or meter). (MDM)

Discusses communal translation of poetry from Spanish to English for publication in a college literary magazine. It is concluded that this activity motivates students to focus enthusiastically on the aesthetics of translation. Fourth-semester Spanish students possess the skills to successfully translate poetry. (Author/CK)

Asserts that teachers of contemporary literature should enjoy the advantages of poetry written in response to, or interpreting, paintings or other works of art. Illustrates the advantages of such poetry with two examples. (PRA)

Luci Tapahonso, Navajo poet and storyteller, discusses the influences on her work: the environment and landscape of the Southwest, Navajo spiritual and family values, and the equal status of women in Navajo society. (SV)

Defines four kinds of poetry readers: paraphrasers, thematizers, allegorizers, and problem solvers. Recommends an approach to reading a poem that treats the poem as an expansive space in which to romp and play, to explore and travel. Illustrates problem making and lists questions for students. Discusses how to respond by questioning. (PRA)

Discusses the use of lists and classification in poetry throughout history. Gives examples of lists in verse from Elizabethan to modern times. Offers some basic types and functions of the "list poem." Relates the lists poems of a fourth grade class. (PRA)

Discusses the importance of using children's literature to heighten children's appreciation of the wonder of nature. Focuses on three authors and a specific work from each: "Charlotte's Web" by E.B. White; "Joyful Noise" by Paul Fleischman; and "Julie of the Wolves" by Jean Craighead George. (MG)

Asserts that intermediate grade teachers should use poetry in the classroom. Offers criteria for selecting poetry, guidelines for its presentation, and strategies for involving the students. (PRA)