Michael Strickland's teaching tips for spring - use poetry across the curriculum:

Introducing Poetry throughout the School Day For millennia – even before Homer started reciting The Iliad and The Odyssey – we humans have been telling one another poems. Even today, children and adolescents often spontaneously make up poems to tell one another, in jump-rope rhymes, insults and comebacks, riddles, and other verses.

What is it about poems that so appeals to us? On the other hand, many adults today feel turned off to poetry, never venturing to scribble a verse and rarely listening to it, except when tuning in to a song’s lyrics. What happened to make us so wary of poems?

Why Poems? Poems intrinsically appeal to us because of their rhythm, their rich imagery, and and their ability to extract the pot-liquor from the boiling cauldron of our experiences.

For example, consider the poem "Fog," by Carl Sandburg. How does Sandburg do that – capturing the essential images and impressions of fog in twenty-one small words? To be honest, we can’t tell you exactly how he does it. Perhaps we have to admit that – like electricity – it seems to happen as if by magic. The secret to the magic isn’t in the topic he chose. In the many anthologies containing Sandburg’s poems, you may find a wealth of other poems about almost any classroom topic you and your children can think of.

For instance, you may find Sandburg’s poem in • Jack Prelutsky’s (1983) anthology, The Random House book of Poetry for Children (p. 96), New York: Random House. Prelutsky’s anthology also includes poems on ferns, wind, George Washington, smells, boa constrictors, Halloween, being rude, basketball, waking up, cockroaches, the taste of purple, feeling frightened, a hog-calling competition, family members, unicorns, toasters, flying, and so on – even poems on the whole universe.

Why have poets written about so many different topics, expressing so may different feelings and points of view? Because poetry can work like a magnifier, to enlarge the very small and bring it into view, or to focus sunlight on something to intensely that it catches fire. Throughout my work, I hope to inspire you to incorporate poetry into every aspect of your curriculum, adding its distinctive insights to whatever you teach. Why do so many of us avoid writing poetry and teaching poetry to our students? I don’t know for sure, but I suspect that for too many of us, our early love of poetry was drilled out of us by teachers who felt obliged to teach us poems that we didn’t love – and that they themselves didn’t love, either.

The key to teaching poetry is – as you might have guessed – your enthusiasm for an enjoyment of the poems you share with your students. If you relish a particular poem, your enthusiasm will infect your students, and they’ll enjoy it, too.

Consider booking award winning and critically acclaimed author and educator Michael Strickland for one of his presentation topics, including: 1) "STRATEGIES FOR TEACHING READING COMPREHENSION;" and 2) "BETTER READING AND WRITING THROUGH WORD STUDY, PHONEMIC AWARENESS, VOCABULARY, AND PHONICS;" 3) GUIDED READING: AN INTRODUCTION;" 4)"BEST PRACTICES FOR DIRECT INSTRUCTION;" 5)"TEACHING SPELLING;" 6)"CLASSROOM DISCIPLINE: FINDING A BETTER WAY;" 7) "HELPING CHILDREN EXPRESS THEMSELVES THROUGH THE MAGIC AND MUSIC OF POETRY;" 8)"CREATING COMMUNITIES FOR COMPLEX THINKING;" and 9)"MEETING YOUNG LEARNER'S NEEDS -- TEACHING FOR HIGH STAKES TESTS."