In this study, poetry pieces of 343 students were analyzed and considered with a focus on dialogue. The purpose of this study is to clarify and theorize the "story" in the classroom, connecting the knowledge situated in individual practice with the characteristics and functions of the Japanese language. I consider dialogue in teaching the creation of children's poetry as follows; Dialogue is the interaction with the object, the self-interaction or the interaction with a teacher and students, in the form of questions, answers, and tweets. In other words, teaching poetry writing consists of the conditioning of three types of relationships: between writer and object, between writer and self, and between writer and others. This paper reports on giving titles in poetry writing. It also seeks to clarify that a teacher of dialogue can enhance the world of words for students through five types of dialogue: (1) supplementary material, (2) praise, (3) images, (4) questions, and (5) devices.
