YA Lit Textbook ch 9 review

Ch 9 Poetry

This chapter consists of several parts, a video of Drs. Perry & Lesesne, a blog post and a section with information and links on criteria for analyzing poetry.  A research study done by Anne Terry done in the 70’s ( and replicated later, and suggested it is replicated now since it’s been over 20 years since it was last done), shows that poetry is the most disliked form of writing.   The research does show that there are types of poetry that students do like, narrative poetry, and the types of poetry they dislike to read, haiku and free verse. The odd thing about that, is that they actually prefer to write haiku and free verse.   Poetry is not written for all readers, in fact older poetry, like that from Frost, was not written for students at all. It is suggested that students are exposed to a variety of poetry types in order to allow for them to have familiarity and enjoyment.  Also, using poetry that allows the reader to have visual images and to awaken their five senses is one that will allow them to further enjoy it. Poetry should be fun and allow for interaction of the reader and audience (if it’s a read aloud). Poems should be good enough to allow for repeated reading in the classroom.  It is a child interacts with certain poems they will build familiarity which turns into enjoyment. Media specialists/librarians need to encourage poetry. A variety of criteria should be met before a poem is shared with students, things like that of having rhythm and meter, should allow the student to interact, and be good enough to be repeated numerous times should be considered.  

Take Away

My biggest take away was, media specialists/librarians need to encourage the reading of poetry.  It was noted that the students that do enjoy poetry enjoy narrative poetry, poetry that tells a story, the familiarity of narrative as that is what the majority of our fiction reading is, allows the student reader to like narrative poetry. Haikus tend to be more abstract, see ch 6 for more on how developmental stages, which allow media specialists to be able to learn about their patrons. A media specialist/librarian that knows where developmentally a reader is, may be able to scaffold lessons for a student to learn about haikus a better understand them and appreciate them.  It is suggested that students interact with poems more than once, while a media specialist/librarian may only have the student for a lesson in one week, possibly sending a copy of a poem read in the library during read aloud time may be a benefit. It will allow students to read it independently or during a literary center time. The more that a student interacts with a poem, the more that it brings enjoyment to them, the more familiar they are with it, and the more likely they are to choose a poem for their next independent read. Students should not be dissecting and analysing all poetry, while there is a time and a place for it, students should not be dissecting every poem they read.  Media specialists/librarians should really consider the different criteria before choosing a poem to be shared along with knowing the audience. Different grade level students enjoy different types of poetry, learn about and further cater to your readers.