A very comprehensive site that includes a biographical sketch, several texts of Borges'poems, short stories and essays and, critical essays on his works.

Students explore the idea of ńcrossing boundariesî through bilingual, spoken-word poetry, culminating in a poetry slam at school or in the community.

Students learn about personification by reading and discussing poems and then brainstorm nouns and verbs to create personification in their own poems.

The complete diary of one of the "Court Ladies" at the Japanese Imperial Court during the early 11th century. Provides many examples of Japanese poetry from the period.

What's that sound? Students participate in a Directed Listening-Thinking Activity (DLTA) using "The Tell-Tale Heart," make predictions, and respond in the form of an acrostic poem or comic strip.

Students learn about memory by doing a memory-writing exercise, studying the brain to understand how it affects memory, reading Li-Young Lee's poem ńMnemonic,î and creating projects to demonstrate their understanding.

Students read sonnets, charting the poemsŐ characteristics and using their observations to deduce traditional sonnet forms. They then write original sonnets, using a poem they have analyzed as a model.

Through a study of Langston HughesŐ poetry, students connect his writing to his place in history.

This gives the history of the Civil War from its beginning to the Battle of Richmond in poetic verse written by John Hill Hewitt (1801-1890 CE). The introduction firmly establishes the sourthern sympathies of the writer.

Contains full text of "Donne's Relation to Petrarch," as appears in "The Cambridge History of English and American Literature." Explains how Donne broke the Petrarchian poetic style.

Boom! Br-r-ring! Cluck! Moo!: Everywhere you turn, you find exciting sounds. Students use these sounds to write their own poems based on Dr. Seuss's "Mr. Brown Can MOO! Can You?"

Introduce gerunds and review nouns, adjectives, and verbs through engaging read-alouds; then apply these concepts through collaborative word-sorting and poetry-writing activities.

This is an e-text of the first published selection of the poems of Emily Dickinson (1830?1886) originally appeared in 1890, edited by Mabel Loomis Todd and Thomas Wentworth Higginson. The text contains 115 poems and can be searched by first lines. It contains such familiar poems as "Because I could not stop for Death," and "I never saw a moor," as well as many less well-known works such as "That short, potential stir," or one of her longer poems, "To know just how he suffered would be dear."

Students shape up their reading, writing, and listening skills in this lesson by creating original diamante, acrostic, and shape poems about science.

This Edmund Spenser site features links to Spenser quotes, a biography, essays, and scholarly articles written as well as selected poems.

In this lesson, students explore ekphrasis--writing inspired by art. Students find pieces of art that inspire them and compose a booklet of poems about the pieces they have chosen.

A discussion of Thomas Campion's literary criticism from the Elizabethan period. From the Cambridge History of English and American Literature.

Emily Dickinson's poetry often reveals a child-like fascination with the natural world. She writes perceptively of butterflies, birds, and bats and uses lucid metaphors to describe the sky and the sea.

Students research engineering careers and create poetry to understand the vocabulary of STEM (science, technology, engineering, and mathematics).