The way that the teacher responds to students' writing and talking is most important when developing poetry skills. This article suggests that poetry can not be taught through well-planned lessons but must come from communication and feeling. (DF)

Simplification of Haiku to enable fifth graders to write their own verse. (AF)

Some 60 activities in language arts for use in the out-of-doors are described. Categories for these middle school activities include oral activities, factual writing, fictional writing, and poetry. (JC)

How to help students progress from descriptive to affective to creative responses through the use of films in a language arts class. (RB)

THIS COURSE DESCRIPTION RECOUNTS A FOURTH-GRADE TEACHERS EXPERIENCE OF MOTIVATING AND ASSISTING INNER-CITY SLUM CHILDREN TO DEVELOP COMPOSITION SKILLS AND INCLUDES THE THREE UNITS SHE TAUGHT--(1) "LEARNING TO BE SPECIFIC" AND "LEARNING TO DESCRIBE SENSE IMPRESSIONS," (2) "LEARNING TO DESCRIBE PEOPLE," AND (3)…

Ways of introducing children to the pleasures and value of poetry are discussed in this publication. Following a brief survey of various kinds of poems and the needs satisfied by poetry, some of the vocabulary and technical elements of poetic design--meter, stanza, rhyme, figures of speech, and selected verse forms--are explained and illustrated.…

The activities presented in this book, designed to help children translate their thoughts into spoken and written words, can supplement an elementary teacher's own language arts lessons. Objectives for each activity are listed, with the general focus of the many oral activities being to develop a rich verbal background for future written work. The…