Materials for Teachers

Find poems for kids and teens, lesson plans, essays, and more.

Since Robert Frost encouraged our founder Marie Bullock to “get poetry into the high schools” in the 1960s, we’ve been assisting teachers in bringing poetry into the classroom. Here you’ll find poetry lesson plans, poems for kids and for teens, essays about teaching, a calendar of teaching resources for the school year, a glossary of poetry terms, and more. And our lesson plans, most of which are aligned with the Common Core, have been reviewed by our Educator in Residence with an eye toward developing skills of perception and imagination. 


Summer Camp

The Academy of American Poets presents Summer Camp, a new six-week newsletter series...

Lesson Plans by Theme

Find poetry lesson plans organized by theme, occasion, and class subject, including lesson plans...

Social Justice: Poems for Kids

The following poems explore the themes of social justice, identity, and human rights and are...

Mental Health: Poems for Teens

Mental Health: Poems for Teens

Browse poems about anxiety, depression, and other mental health issues, as well as poems about hope,...
A lightbulb emerging from a book

Teach This Poem

Inspired by the success of our popular syndicated series Poem-a-Day, we’re pleased to present Teach This Poem, winner of the 2018 Innovations in Reading Prize given by the National Book Foundation.

Poetry in the Classroom Calendar

Take a look at our 2019-2020 Poetry in the Classroom Calendar, a downloadable, interactive PDF designed to inspire ideas for teaching poetry throughout each month, with links to related lesson plans, activities, and other resources.

A Teacher’s Guide to Teach This Poem

Join Education Ambassador Richard Blanco and Educator in Residence Dr. Madeleine Holzer in this brief video guide to learn about Teach this Poem, which uses primary sources from the Library of Congress to aid educators in teaching poetry.


Essays on Teaching Poetry

31 Essays

Dear Poet: Engaging Young People in Poetry

During National Poetry Month 2017, the Academy of American Poets received letters from over two thousand young people—fifth through twelfth graders from more than seventy public and private schools in major cities and rural areas across twenty-eight states.

These students were participating in Dear Poet, the free, multimedia education project we designed to help teachers engage their students in poetry. To participate, young people watch videos of the award-winning poets who serve on the Academy of American Poets Board of Chancellors reading one of their poems aloud. (Between January and June this year’s eleven videos—featuring Mark Doty, Linda Gregerson, Juan Felipe Herrera, Brenda Hillman, Jane Hirshfield, Khaled Mattawa, Marilyn Nelson, Alicia Ostriker, Alberto Ríos, Arthur Sze, and Anne Waldman—were viewed over ten thousand times.) After watching the videos and reading the poems, students write letters to the featured poet of their choice. The poets write back to select letters, and the correspondence is published on In the letters we received this year, many of these young people shared that, while they were initially resistant to poetry, they found themselves surprised and excited to read contemporary poems that felt important to them. (Learn more about the current Dear Poet project and how to participate.)

Michael, an eighth grader in the Texas Rio Grande Valley, wrote to Alberto Ríos, "I am not the biggest fan of poetry, but as you read 'Refugio’s Hair,' I felt like a child again, listening to a story of a captured memory. I was reluctant to complete this project at first, but hearing your poem changed my perspective of poetry."

Michael’s classmate Simran, writing to Jane Hirshfield, suggested why Dear Poet might be so engaging: "Watching you read your poem was very beautiful and as you read your poem, it changed my entire perspective on this piece of literature. I believe that when an author reads their own poem, it can change the poem entirely….I just want to thank you so much for being part of the Dear Poet project and for being willing to correspond with teens across the U.S."

Through Dear Poet’s videos and letters, young readers are able to engage with poetry in a particularly intimate and individual way. The project also introduces teachers and students to contemporary poets whose work they might not otherwise encounter and to poems addressing a wide range of topics relevant to young people today. In their letters, students often note their personal connections to a poet’s work, pointing to what in a particular poem speaks to them and why.

Colten, a ninth grader in Milwaukee, Wisconsin, responded to Arthur Sze’s “The Shapes of Leaves,” a poem that touches on deforestation and habitat loss. Colten wrote, “I’ve never read something that made me experience the situation both emotionally and critically. I think this is why your poem resonated with me so much.”

Saba, a student in Mays Landing, New Jersey, was drawn to Juan Felipe Herrera’s poem “You Can’t Put Muhammad Ali in a Poem,” which stood out to her because it celebrates “someone who made me have confidence in myself and made me love myself for who I am.” She wrote, “Being a Muslim, I always felt as if I was below others, it affected me most when I was younger.… Muhammad Ali was someone I saw who was proud of his religion.”

Linda Gregerson received over two hundred letters in response to her poem “Prodigal,” in which she addresses the subject of self-harm. Tyler, a tenth grader in Pembroke, New Hampshire, wrote, “Your poem allows anyone who reads it to know how serious this issue is. It allows people, like me, to want to help out in any possible way.” In her letter back to Tyler, Gregerson wrote, “Certainly, turning outward to help others, as you describe, is the most positive thing to be made of personal hardship.”

A twelfth grader in Berthoud, Colorado, Nina, pointed to another especially powerful role poetry can play in the lives of young people. She wrote to Jane Hirshfield, “My aunt is dying….After spending my spring break with her, I came back to school and was handed your poem, ‘It Was Like This: You Were Happy’ in Senior English. I have never connected with something so much.”

In fact, more students responded to Hirshfield’s poem, a gentle reflection on the end of a life, than to any other. Their letters to her speak of grief, and comfort, and an evolving understanding of both happiness and loss. Hirshfield’s letters in response—like the other poets’ replies to letters they received—were kind, encouraging, and deeply unique. She wrote to Guadalupe, a twelfth grader in San Antonio, Texas, "One of poetry’s amazing powers is that in words new ways of feeling can pass from one person to another, between you and me, alive at the same time, and also over a thousand years and across languages and cultures."

This, too, is the power of Dear Poet, which narrows the field of poetry—often daunting to students and educators—into a single connection between a poet and a young reader, who could be anywhere, and who has the rare opportunity to write back.

This article was originally featured in the Fall-Winter 2017 issue of American Poets.

Dear Poet: Fostering a Lifelong Engagement With Poetry

Every year during National Poetry Month, the Academy of American Poets produces Dear Poet, an education project that gives young people around the world the opportunity to engage directly with some of the award-winning poets on our Board of Chancellors. To participate, students watch videos of these poets reading their poems aloud and write letters in response to the poet of their choosing. They mail or email their letters to the Academy of American Poets office, and, after carefully reading each and every letter, we select a multitude to share on