Illustrates how poetry, content material, and literacy skills can come together with examples from health class, social studies, math, lunch, English, home and careers class, physical education, science, and homeroom. Notes also poems that can be used in American history class. (SR)

Describes how the author has her students create "found poems" and use them in conjunction with the students' own Readers/Writers Logs to help students make more of a text, own it, and discover the power of effective language. Includes instructions, student samples of found poems, and samples of the entire process. (SR)

Introduces classroom materials with which African American students who are studying German can identify. The article shows that contemporary German poetry and the work of African American poets in German translation offer many possibilities for exercises that speak directly to African American students at all levels. (25 references) (Author/CK)

A profile is presented of Michael Flachmann, professor of English at California State University at Bakersfield and one of four 1995 Professors of the Year by the Carnegie Foundation for the Advancement of Teaching. The discussion includes his teaching philosophy, professional and personal activities and interests, and students' comments. (MSE)

Gives practical examples of multiple intelligences in the English classroom. Discusses Howard Gardner's "radicalism,""teaching" intelligence, teaching literature and multiple intelligences, and how a student developed strength in his own intelligences through poetry. (RS)

Discusses a strategy for teaching poetry to middle school students that requires the teacher to step back, listen, and let students talk. Notes the value of poetry as a vehicle for classroom discussion and the teacher's role in this discussion. Provides sample dialog and teaching experiences for several poems. (JPB)

Argues that reading rate should not be ignored, but rather seen as evidence of excessively slow processing of text, and thus as a diagnostic indicator. Describes how excessively slow, disfluent reading leads to less overall reading, to reading frustration, and is associated with poor comprehension. Describes authentic and engaging instructional…

The use of works by T. S. Eliot, James Joyce, and Shakespeare in interactive and experiential sessions with pupils with severe disabilities are described. A case study in assessment is provided by evaluating responses of one adolescent and showing how a Shakespeare workshop enabled her to become an active learner. (Contains references.) (Author/CR)

Offers brief descriptions of 23 books of poetry for middle schoolers. Notes that these selections may lure readers who are dismayed with poetry back to a love of poetry. (SR)

In addition to providing an annotated bibliography and a set of criteria for selecting outstanding translated children's books, this article addresses the collaborative process by the International Relations Committee (IRC) of the Association for Library Service to Children (ALSC) of producing such a bibliography. Sources include…

Focuses on using poetry to stimulate children's emergent literacy. Contends that poetry stimulates many areas of development and inspires children's desire to understand how words are spoken, written, and read. Advises teachers on how to bring poetry to the classroom through daily activities such as snack time, field trips, and routine…

Describes the success of a unit for tenth-grade students wherein they created a book of poetry. Provides guidelines for the unit and evaluation criteria. Claims the "books" turned out to be far superior to the "flat pro forma" poetry papers assigned in the past. (NH)

Presents a biography of Ashley Bryan, an author and illustrator who is known for presenting the African experience based on oral tradition. Includes ideas for promoting his work and includes an annotated bibliography of his books and sound recordings as well as sources for bibliographical information and relevant lesson plans. (LRW)

Provides results from surveys with secondary school teachers conducted in 1982 and 1998 at the same Local Education Authority. Reports on the teachers' attitudes to poetry, specifically the reading, writing, and discussion of poetry. States that the second survey follows considerable change in the teaching of English and poetry. (CMK)

In this study we investigated the impact of a teacher's interpretive authority on the content and conduct of discussions of poetry in two ninth-grade classes. Three authority conditions were examined: a condition in which the teacher taught a poem he had written, a condition in which the teacher taught a poem he had taught many times previously,…