Dramatizing Classic Poetry for Middle and High School Students (1999 ). By Louise Thistle. Smith and Kraus, Inc., P.O. Box 127, Lyme, NH 03768. 259 pages, $19.95. Reviewed by Kathleen L. Bulloch, Anaheim, CA.

This softbound text is designed to involve students in classic literature and to integrate dramatization with the study of poems as literature. It is written primarily for teachers and recreational leaders. Part one, "Getting Started," describes how to dramatize poetry in the classroom and on stage. It discusses how to integrate dramatization with the development of language and the study of poem as literature. Part one includes chapters on the principles of good acting; the basic principles of effective stage speech and other speaking techniques; the mechanics of dramatizing poetry; how to cast and direct students; how to make and use simple costumes, fabrics, props, and rhythm instruments; techniques to develop English language, including poems adapted to this purpose; a model lesson of poetry dramatization using nonsense verse warm-ups to develop speaking and gesture skills; and how to choose and adapt poems to dramatize, including organizing groups and creating original poetry performance scripts.

Part two, "Dramatizing Poetry," consists of five chapters with different types of poetry including limericks, lyrics, ballads, nonsense verse, and historical narrative poetry. The poems have been selected for their dramatic and literary value. Each poem or group includes a synopsis, ways to dramatize the poem, and grouping techniques. All poems are followed by a section on "Topics for Critical Thinking, Writing, and Art."

Part three is a 25-minute poetry performance script, which incorporates the principles and procedures described in previous chapters for classroom production.

An appendix contains glossaries of literary and drama terms as well as an index of authors, titles, and first lines; an across-the-curriculum subject index; and selected bibliography.

This is an ideal resource for speech-language pathologists who work collaboratively with middle/high school programs and have a background and/or interest in creative dramatics. The book shows teachers and students how to utilize dramatization in the school curriculum and teaches many important communication/social concepts. The text provides explicit directions that teachers and students can follow with minimal or no preparation.

In addition, many of the poem selections include self-explanatory directions that can be carried out by students (or peer tutors) with virtually no guidance by teachers. Many speech-language pathology goals and objectives can be creatively incorporated into the activities provided in this valuable text.

This text should be part of the speech-language pathologist's resource library to enhance creative dramatics and communication skills in the classroom