Shows how dwelling on a great poem will continually deepen one's sense of delight. (EL)

Describes the first in a series of poetry workshops for children from the upper secondary school years. (AA)

This guide contains a short introduction on the value of teaching poetry in elementary school and some ideas on how it should be taught. The guide presents seven classroom activities to make poetry come alive. Seven figures illustrating the activities are included. (MS)

Outlines the teaching of Edward Thomas' poetry over a six-week period. (SRT)

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

Relates the experience of hearing what sounds can achieve to echo, enforce, and enrich meaning in the teaching of poetry. (HOD)

Describes the use of a modified maze approach to teach why some words are more appropriate than others in a poem. (MKM)

Suggests the use of parody to deepen students' understanding of how and why poems work. (TJ)

Relates a two-part writing assignment for the study of poetry, in which students are assigned to write a critique in response to a particular question and are then asked to give a personal response. (TJ)

Defines and describes the "models approach,""activities approach," and "models and activities approach." (DD)

Describes a method for teaching disadvantaged students to write and contains samples of students' poetry. (RB)

Provides objectives for teaching college English students the techniques of paraphrase, summary, and precis, particularly for the study of poetry. (HTH)

Outlines the five stages of a poetry lesson, illustrating their use with the poem "Spring and Fall," by Gerard Manley Hopkins. (RL)

Points out that song lyrics are poetry that has moved people to love, march to war, march against war, and respond to religious impulses. Suggests that studying the lyrics of popular songs can help students develop an awareness of language and the power of poetry. (TJ)

Illustrates a technique for eliciting student epigrammatic poetry. (DD)