This paper focuses on “activity” as a methodology to design learning for “Practicing Literature” in the category of attitudes, and proposes poetry recitation as a reading activity for “Practicing Literature” learning. First, this study examines the appropriateness of “activity” as a method of learning design for the attitude categories, and based on this, the components of learning activities for “Practicing Literature” were identified. Next, a critical analysis of the activities in the “Practicing Literature” unit of Literature textbooks composed of poems as texts was conducted. This process confirms the need for activities that can address the limitations of existing activities, assuming that “Practicing Literature” learning should not only bring literature “closer” but also “introduce literary culture.” Consequently, the study proposes poetry recitation as a reading activity for “Practicing Literature” learning and examines its validity.