“For oft, when on my couch I lie In vacant or in pensive mood, They flash upon that inward eye Which is the bliss of solitude; And then my heart with pleasure fills, And dances with the daffodils.” – William Wordsworth, “I Wandered Lonely as a Cloud” (1807) 

Since 1999 World Poetry Day celebrates and recognises intercultural, linguistic diversity in poetic expression with readings, exhibitions and recitations. Described as the ‘spontaneous overflow of powerful feelings‘ (William Wordsworth, Preface to Lyrical Ballads) and as an art, which ‘makes familiar things be as they were not familiar’ (Percy Bysshe Shelley, A Defence of Poetry and Other Essays), poetry is a literary genre that usually features (1) brevity, (2) density, (3) subjectivity, (4) musicality and (5) complexity. As for every other literary genre, definitions vary, but it might be safe to say that most poetic forms rhyme, follow a regular sequence of stressed and unstressed syllables (metre) and are, due to their density, rich in stylistic and rhetorical devices. 

Teaching poetry allows for flexibility, as poems are usually shorter and fit into one lesson. ‘Language cast in verse‘ (Michael Meyer, English and American Literature) comes in multiple shapes and poetic sub-genres (such as lullabies, Christmas carols, songs, odes, free verse, rap, sonnets and haiku) that you might want to explore with your students. Poems are available for different language levels and offer a great variety of topics that are mentioned in the teaching curricula. Most importantly, poetry can motivate your students, as it allows for creative classroom activities. The (1) pre-, (2) while-, (3) post sequence, provides a well-structured framework when applying poetic texts to the EFL classroom. (1) Before reading the poem to the class, you may introduce the author, explain the communicative situation, discuss or brainstorm about the title or familiarise your pupils with unknown vocabulary, phrases and grammatical structures. (2) The while-stage offers different possibilities for recitation such as choral-, role-, mood-, chain- and commented reading. Also, you can provide your class with incomplete or wrong versions of the text (gaps, jumbled and nonsense lines etc.) the students have to correct during the 1st and 2nd reading. (3) After you read the text twice with your students, you should check their global and detailed understanding by asking questions. This stage also allows for discussions on different perceptions or an evaluation and contextualisation of the poem. Vivid imagery, rhetorical forms, concentration, compression, reduction and the repetition of words, sounds and phrases charge poetic language with meaning and allow for analytic and formalistic interpretations during this stage. Excessive analysis, however, bears the chance of close readings, intensive reception and revealing reader responses, but also the danger of one-sided teaching, which can be perceived as ‘boring’ and ‘tedious’ by learners of English. Therefore, analysis and interpretation should always be accompanied by playful, creative and experimental tasks and activities e.g. adding a stanza or verse, collaborative creative writing, interpretative recitation or poetry slam competitions. 

Free resources for English poetry, such as poetryfoundation.org, poetryarchive.org or poets.org, can be found on the internet. Also, Lit4School offers a great variety of poetic texts for every grade and school form. Here is a selection of our all-time favourite poetic texts featured on our platform:

Elementary School (Grundschule)

• “Little Red Reading Hood” by Ben Mantle and Lucy Rowland
• Something Beginning With P: New Poems From Isrish Poets byy Alan Clarke, Corrina Askin and Seamus Cashman
• Selected rhyming tales by Julia Donaldson and Axel Scheffler
• “Man Gave Names To All Animals” by Boby Dylan and Jim Arnosky
• “The Lorax” by Dr. Seuss

Middle School and School for Students with Special Needs (Oberschule und Förderschule)

• “My People” by Oodgeroo Noonuccal
• “Imagine” by John Lennon
• “Why Did They Knock Down the Trees, Daddy?” by Colin Milton Thiele
• “Black Kid in a New Place” by James Berry
• Selected poems by Shel Silverstein
• “The Sonnet is the Easiest of Poems” by Katherine Ashewode
• Revolting Rhymes (illustrated collection of poetry) by Roald Dahl

Grammar and Vacational School (Gymnasium und Berufsschule)

• “Caged Bird”, “Still I Rise” and other poems by Maya Angelou
• “That Is My Dream!” and selected poems by Langston Hughes
• “The Wild in Me!”, “Lil’s Answer” and other poems by Helen Mort
• “To Autumn” by John Keats
• “We Refugees” and selected poems by Benjamin Zephaniah
• “The Adventures of Tom Bombadil” by J.R.R. Tolkien
• “Shall I Compare Thee To A Summer’s Day” by William Shakespeare

Spoken word poems are a powerful phenomenon of contemporary poetry. Have you thought about using one in your EFL classroom yet? Here are a few examples, which also address current affairs such as #fridaysforfuture, #metoo and #blacklivesmatter:

• “The Hill We Climb” by Amanda Gorman
• “Why I Hate School and Love Education” and “The American’t Dream” by Suli Breaks
• “Somewhere in America” by Belissa Escobedo, Rhiannon McGavin and Zariya Allen
• “Dear Future Generations” and “I Sued the School System” by Prince Ea
• “Da Rules” by Em Allison, Marvin Hodges and Saidu Tejan-Thomas
• “Depression & Other Magic Tricks” by Sabrina Benaim
• “Me Too” by Crystal Le

We hope you enjoyed our second #EFLSpecial blogpost on poetry in the English language classroom. Soon, our third post is coming and this time dramatic texts will be explored and explained further.

Literary regards, stay safe and tuned,

Simon