This article describes an instructional lesson the author developed to help students use parody to read and write original poetry. The author begins this article with an introduction to parody and a rationale for using it as an instructional strategy. Then, he describes materials and procedures he used and he shares samples of student writing. He ends with lessons learned and a final thought. Although the author used this strategy with graduate students, middle school and high school teachers can also use it in their classrooms to help their students engage in meaningful reading and writing experiences. (Contains 1 figure.)