The focus of this project is on the use of the reader-response orientation in the development of a poetry unit for grade seven. The reader-response orientation is a literary theory which suggests that the meaning of any literary work is the result of the interaction between the text and the reader. In this project, the emphasis is on providing a bridge between this theory and the practice of teaching poetry. To implement the reader-response orientation into teaching practices, it is important for teachers to understand how theory affects classroom activities. If the theory behind the reader-response orientation is understood, then teachers may be better able to change their teaching approaches. In the classroom, reader-response activities involve students in ways that encourage interest and personal response to poetry. Understanding the reader-response critical theory can help teachers plan their poetry lessons and develop more effective teaching practices. This project begins with a survey of the literature of the reader-response criticism and provides a summary of the theory. The link between theory and practice is demonstrated with a review of a current curriculum project that uses the reader-response orientation. Chapter Five is a poetry unit, for grade seven, designed to embody the reader-response theory in actual classroom practices. In my conclusion I briefly highlight some concerns and give suggestions for further research direction.

Master of Arts in Teaching (MAT)

Thesis