ABSTRACT
This article describes results from a research project in which graduate education students from multiple content areas used an instructional strategy, centered on poetry, to integrate reading, and writing across the curriculum. It discusses the importance of integrated curriculum and highlights the metaphorical tug-of-war between interdisciplinary and disciplinary views of curriculum. Next, it provides the theoretical lens used in this research project and discusses how integrated curriculum benefits middle-level students and teachers in numerous and complex ways. Third, it describes the research project and instructional strategy and shares samples of and reflections on poems that resulted from this strategy. It ends with lessons learned and poses next steps.
