Blending the Passion of Poetry with the Common Core

Ever feel like you need a pardon for using Poe?  That it’s time to dismiss Dickinson? This summer I had the privilege of instructing my first class for the State of Iowa AEA: “Teaching Poetry and the Common Core.”  I originally created this class because I love poetry.  Furthermore, we all know that many language arts educators fear for the future of poetry instruction in relationship to the Common Core; the ELA standards certainly emphasize the importance of “informational texts.” Fortunately, the Iowa Common Core Standards for ELA also specifically mention and encourage poetry instruction, even offering examples of “text exemplars” (suggested poems for each grade level).  Don’t get rid of Roethke yet. As language arts instructors, we can and should still promote poetry.

After examining the Core Standards for Reading, we found that many of them would provide an obvious and interesting match for poetry.  Consider RL 11-12.1: “Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.”  This encourages teachers to ask the questions about poems that lead to meaningful discussions.  Along with a Core-friendly discussion of language and technique, we can easily move onto the emotional or cultural issues addressed in the poem, and encourage the students to engage on a personal level.  We do not have to compromise the quality and depth of our poetry discussions. As Petra Lange, language arts instructor from Roosevelt High School noted, “When analyzing the standards to determine which could be used in poetry and finding all of them could, it further solidified my understanding that the core can be used to defend best practices that are occurring in the classroom already.”

Of course, no one became an English major in hopes of having to prove how the teaching of Frost or Soto or Dickinson meets with a set of educational standards.  However, as it turns out, so many standards can be effectively addressed with the likes of James Weldon Johnson or Jorie Graham. There is so much to be learned about language and theme from poetry analysis.  One class participant, Christie Wicks, an English teacher from Valley Southwoods, wrote this about the value of poetry instruction: “If [it] does not speak to the power of knowing how to use excellent diction, the nuances of  phrasing, succinct writing, and precise tone of voice, I don’t know what does.”  In addition to this, reading poetry with students should always be a meaningful experience, mostly because we are sharing art.  Like you, I want to see this genre shared with future students, and encourage you to continue exploring the beauty of poetry:  keep inviting Byron and Angelou back to the classroom. 

Tracy Tensen has taught English in Iowa classrooms for over twenty-five years, currently teaching composition at Gilbert High School. Passionate about poetry, Tracy has memorized over twenty poems, and is all too eager to recite them.