One of the responses submitted for each student must be to a printed literary text. The other response must be to a text in a non-print medium of any genre. The medium in which this text is presented may be film, audio recording, staged production, or any other non-print medium. Teachers describe the goals for their teaching, the teaching context or assignment that led to the students responses, and an analysis of each student s development as someone who can interact with a variety of texts. They must also write a reflective essay explaining how the entire entry, taken together, is indicative of their teaching of literature and other texts.
Poetry is one of the aspects of literature studied in the ninth grade.
The ninth-grade canon is sorted by genre and may be taught in sequence as such or thematically in units determined by literary message. Consequently, it has been my practice in the past and my intention at this time to integrate the study of popular song with the study of poetry for ninth grade classes. To guide students in their written and oral responses to poetry and its incarnation in popular song. I selected these goals because of the misconception of most students that literature, and poetry specifically, applies only to literature class. Literature, in its expression of human nature, is enduring and always applicable because human nature is enduring even though the expression of that nature may vary from age to age.