The purpose of this study is to develop a methodology for teaching English poetry in middle and high school classrooms. English poetry is often neglected in curriculums at these levels. I suggest five advantages of incorporating English poetry in the classroom instruction. These advantages include the students’ exposure to a culture of aesthetic sentiments, the fun of rhythm and insights into culture, as well as the easiness of content and the potential for discussions about meaning in the poems. This study presents a model for teaching English poetry. I use one poem from a high school-level English textbook to demonstrate the teaching model. The model is based on Lazar’s theory. I suggest two poems from middle and high school-level English textbooks as good examples for the teaching model. I made this model using the Korean reading lesson plan. It also analyzed the students’ response. The main experimental study was conducted on 36 second-year high school students. It is more effective to use the teaching poetry models on the basis of Korean reading lesson plan.