When I Was Young . . .

In my previous post I wrote about Susan Campbell Bartoletti’s visit to my middle school earlier this month. In this post, I’m sharing another lesson I taught last week that was inspired by her.

During the writer’s workshop Bartoletti conducted with some of our students, she read the children’s book When I Was Young in the Mountains written by Cynthia Rylant and illustrated by Diane Goode. On Friday I read the story to my students as an introduction to our poetry unit. The book is technically not a poem, but the style is poetic because of the imagery and the repetition of the phrase “When I was young.”

First, of course, I read the book on my own. I knew that I wanted my students to pay attention to author’s craft, particularly how she creates imagery, but I was not sure how I wanted to reach that aim. Someone once wrote (I wish I could remember where I read this.) that the 40 minute period is the death of creativity. I agree. I find that 40 minutes is just not enough time to teach anything in depth, but in the end, I achieved my goal (I think).

  1. First, I read the story aloud to the students. They all grabbed carpet squares and sat around me while I read to the elementary school style. I asked them just to listen and visualize the story as I read. The story is chocked full of imagery, even on the first page: “Grandfather came home in the evening covered with the black dust of a coal mine. Only his lips were clean, and he used them to kiss the top of my head.”
  2. Then I read the story to the students a second time. This time I asked them to record, in their writer’s notebooks, three words from each page that helped them create a mental image.
  3. After the second reading, the students worked with their seat partners to discuss their lists. I asked them to draw an x and a y axis on a page in their writer’s notebooks to create four quadrants. Each of the quadrants was labeled with a part of speech: adverbs, nouns, action verbs, and adjectives.
  4. The students then shared their lists with each other. Together they chose two or three words from each page that they thought were the most powerful. They then identified the part of speech of the word and placed it in the correct quadrant.
  5. After they had worked on this step for about ten minutes, we discussed our discoveries as a group. Of course, ten minutes is not enough time to analyze their entire lists, but they had compiled enough information to notice a pattern.
  6. All but a few groups realized after organizing Rylant’s words that the nouns and the action verbs were the words that were most effective in creating imagery, not the adjectives and adverbs, as they had suspected before doing this exercise. For nascent writers, this is a powerful realization, and it reinforces the idea that word choice is paramount in engaging your reader.
  7. I ended the lesson by asking the students to complete the following sentence: When I was young _____. As often happens, they surprised me with their answers. Some of the best ones included:
    • When I was young in America.
    • When I was young, I was free.
    • When I was young, I explored.
    • When I was young, I wore a uniform.

I love that their statements created a bit of mystery about their personal stories. On Monday, we will continue this exercise and see where it leads. I am excited to read their first poems of the year!

For those of you who were wondering: The feature image is a picture of my brother and me in our backyard in front of our swing set. I don’t remember how old I was, so take your best guess. ūüėä

Here is my version of “When I was young . . . ” that I will share with my students on Monday.

When I Was Young

When I was young

I longed to be older.

When I was young

The sky

envied my imagination,

its vastness

its colors,

and its unpredictability

When I was young

My mother could fix anything,

and my father was the best looking man I knew.

When I was young

My grandmother

baked lemon meringue pie on Saturdays,

and I thought it would be so forever.

When I was young

I knew grass

and pond

and swamp

and snow drifts

as tall as the trees.

When I was young

I had everything

but wanted everything else.

When I was young

I dreamt of you

but never believed you existed.

When I was young

I had a dog that I loved.

When I was young

I ran because it was fun.

When I was young

I soared high

and fell hard.

When I was young

I didn‚Äôt fail–

I explored.

Writers Need to Write

Every school year I make the resolution to write a blog post twice month. Every year I break it. I started this blog to reflect on my teaching practices and exercise my creativity, but I’ve dropped the proverbial ball. I reflect on my practice every day, mostly on the drives to and from work, but I know that putting my thoughts into writing leads to clarity and also discovery. I have always envied my artistic friends who can express themselves by making something like a painting, but my talent is using words, and for my own well-being, I need write more. I know this; and yet I falter.

So why do I bring up this topic today? Because Susan Campbell Bartoletti inspired me to reset myself when she visited Lower Macungie Middle School on March 3 and 4. She has written many books, but some of her most well-known are The Boy Who Dared, Down the Rabbit Hole, and Terrible Typhoid Mary. The morning of her second day she conducted a hour-long writer’s workshop with the students. During this workshop she gave the students (and teachers!) some writing techniques for sparking ideas. My favorite exercise is what she calls the “I Remember” poem, and I can’t wait to do this with my students. Here are the steps:

  1. Choose one of the five core emotions: joy, surprise, anger, sadness, or disgust. I habitually write about anger and sadness (as many writers do), but this time I decided to try something a bit different. I chose joy.
  2. List three experiences that evoke that emotion. In the few minutes allotted, I was unable to list three life events that evoked joy. I listed one, so when Mrs. Bartoletti moved on to the next step, I used this one event.
  3. Choose one of the three experiences. I had only one in my list, so I used it.
  4. Begin writing what you remember about the event or experience. Each line should begin with the phrase “I remember.”

Here is what I came up with during the few minutes she allowed us during the workshop:

I remember the sunshine, the heat.

I remember  the carriage, the cheers and well-wishes.

I remember his hand in mine. 

I remember his smile, his joy.

I remember the fountain, the red dress.

I remember remember crying and smiling.

I remember his ring and mine.

I like what I started, so I decided to continue it because the first draft ends with the turn–it felt incomplete. Here is the newer version, even though it’s still a work in progress. When I revised, I tried to use harder nouns and verbs instead  of soft ones. I also tried to include at least three of the five senses. I believe I included three: sight, sound, and touch.

The Wedding

I remember the heat, like joy and jitters baked.

I remember the carriage, where we rode like regents for an hour.

I remember your sturdy hand in mine–two budding stems growing from the same root.

I remember your smile, your delight, your wonder, your charm.

I remember the fountain, its incantation, its whisper.

I remember her red dress, her red hat, and her prayer.

I remember the tears, my tears, my surprise.

I remember our rings.

I remember, I remember, I remember, you love me.

I think this framework will create a safe place for students to work and explore. The intimidating aspect of writing is often the generation of ideas, and this exercise eliminates some of the uncertainty and consternation  that often comes with finding an idea worthy to write about. 

Another exercise that Mrs. Bartoletti modeled for us was the litany or list poem. She read Goodnight Moon, noting that the story is, of course, a litany where each line begins with the same phrase “Goodnight moon.” It’s also set in a specific geographic space. So before writing we chose a specific space. We then wrote about that space, naming or describing the objects we visualized while going to that place in our minds. In my mind, I traveled to the backyard of my childhood home. For some reason, I pictured myself lying in the grass. Here is the start to my poem:

Hello mountains.

Hello sky.

Hello trees and birds soaring by.

Hello pond.

Hello grass.

Hello memories from the past.

I don’t know yet if this one will turn into anything. The rhyme came naturally as I was writing, and I honestly don’t know if I will be able to maintain it. I’ve never been very good at writing rhyme, which is why I have always admired writers like Lord Byron, Robert Frost, and Sara Teasdale, but I’ve connected more with writers like Lucille Clifton, Adrienne Rich, and Joy Harjo because their forms, in some ways, defy convention.

Every year I look forward to exploring poetry with my students. They never fail to surprise me with their ideas. The 8th grade language arts teachers conclude the poetry unit with a poetry tea in the library. On this day, the library is turned into a coffee shop. We decorate the space with table cloths, flowers, and dim lighting, and the teachers and students bring snacks and drinks for the event. I am always astounded at the number of students who volunteer to read their original poems in front of their peers.

I will be posting more about poetry once I begin the unit later this week. Please feel free to share ideas in the comments. I am always looking to try new things!

 

 

 

Pushing Past Frustration in the Writer’s Workshop

My previous post, You Catch More Bees with Honey, was about breaking old habits and establishing new routines that limited frustration and increased productivity in the classroom.

Well, this week I became a little frustrated with the way writing workshop was going because my students were not focusing on writing, in spite of the changes I had made–they were not on task. They were talking, walking around the room, and creating a lot less than they should be with the time I was giving them. I imagined that other teachers must experience the same problem, but when I googled phrases like “writing workshop model” and “writing workshop frustrations” I wasn’t getting the results I wanted. I needed to know how to enforce the importance of focus during the writing process. And Roy Peter Clark’s prompt chart, which I had displayed prominently in the room was not working either.

Here is the prompt chart I created from Roy Peter Clark’s tweet on August 24, 2016 (in case you’d like to create one of your own).

2016-10-30-12-21-21-2

So how was I going to help my students understand the importance of focusing while they were writing? Too Noisy, a new prompt chart, and Jolly Ranchers.

Shhh! It’s Too Noisy in Here!

Too Noisy Online is a free online app for the classroom that helps teachers and students maintain a healthy noise level.

By Thursday of last week I was so tired of nagging my students about the noise level and lack of concentration on their work that I knew something had to change. In spite of my creating a news room atmosphere and reminding students of their impending deadline, they just were not using their time wisely. This app became part of the solution.

Too Noisy provides students with a visual of the noise level in the classroom. I think part of the reason I was frustrated with my students is that I did not understand that they did not realize how loud they were. This app shows them what their noise level and provided them with the proof they needed.

When the noise level is acceptable, the graphics look like this:

happy-noise-2

When the class is too noisy, the graphic looks like this:

too-noisy

This application has an invaluable feature: It allows the teacher to adjust the sensitivity according to the activity. So if you want the class to be exceptionally quiet, you can heighten the sensitivity. If you want to allow a little bit of talking and sharing, you can lower the sensitivity. To do this, click on the settings icon (a gear in the lower right hand corner of the screen).

settings

At the beginning of class, I showed the app to the students by projecting it onto the Smart Board. I asked them to whisper to each other and watch what happened on the screen. Then I asked them to shout and yell. The meter moved into the read, and the happy face changed to a frown. The students laughed but clearly understood the expectation.

Quiet Time = Focus Time

After demonstrating Too Noisy, I reiterated the protocol for writer’s workshop using a new prompt chart instead of Roy Peter Clark’s. It’s an amalgamation of different images I found when searching “writer’s workshop anchor chart” in Google Images. I modeled the format after a pin on Pinterest by Hello Literacy¬†and borrowed ideas from several different charts I found as well as adding my own expectations. I think in the future, I will create charts like this with the students, but for the sake of expediency this time, I delineated the expectations.¬†What mattered to me most, my primary goal, was to make sure the students were engaging with their writing for a concentrated period of time. After all, their deadline is ¬†approaching closer every day! My student teacher Rebecca Spangenberg, helped me create chart below. She is a nascent blogger, reflecting on¬†her student teaching experiences, and if you are interested, you can also follow her on WordPress at rebeccaspangenberg.wordpress.com.

writers-workshop

Never Underestimate the Power of Rewards!

Every single class period met my expectations on Friday, and as a result, I feel much more confident about moving forward with writing workshop. Next Wednesday, students will begin publishing their news stories using Google Sites, and many of them are excited (and some are are a bit nervous) about the fact that their work will be read by a wider audience. At the end of Friday’s class period, I gave students four Jolly Ranchers for their effort and hard work.

If you can share any strategies that you are using to create a smoother and more productive writer’s workshop, please share them with me! I am a newbie and welcome any suggestions you have!

You Catch More Bees with Honey . . .

This week has been extremely busy for many reasons, and because so much is happening, I have many topics I would like to write about. I will, however, focus on one and save the others for later. Sometimes ideas become more earthy and and fuller bodied when they brew in the mind a a bit anyway.

So this post is about breaking old habits.

1. Wrangling with Writing

Before I met the writer’s notebook, teaching writing was somewhat of a struggle between my students and me. They didn’t want to do it, but I felt like I needed to make them do it for a variety of reasons, one of them being that good writing skills are an asset in every aspect of life. Even though I worked hard and my efforts were genuine, I don’t think I I met my goal–I don’t think I sold my students on the idea that learning to write was for their benefit. They treated it like a cat treats a dose of medicine–they saw little benefit from the torture of the task. The curriculum and my style made writing were too laborious for them–I took the fun out of writing.

The writer’s notebook changed everything for me.

I started using the writer’s notebook last year in preparation for implementing Lucy Calkins’ Units of Study (Grade 8) this school year. The spirit of this idea, which I first heard of from a colleague, Sarah Lucci, who was more familiar than I with Ralph Fletcher, has changed the way I view writing and, in turn, the way I teach writing. As a result, writing became fun again, for me and my students.

How did this happen? I can give you the short answer, but if you want to know more, you need to read Ralph Fletcher’s book, A Writer’s Notebook: Unlcoking the Writer Within You. Essentially, the writer’s notebook is a safe place for students to SAFELY experiment with writing techniques and ideas without fear of censure, evaluation, or assessment. If they want feedback, they may ask for it and the teacher may provide it. It takes a while for the students to get used to the concept, but once they do, their volume increases and then so does the quality of their writing.

In my opinion, though, the best outcome from using the writer’s notebook is that students no longer utter the dreaded phrase: But I don’t know what to write about! The writers notebook becomes their bank of ideas.

i-dont-know-what-to-write-about

2. The Grammar Gauntlet

Jeff Anderson’s book Everyday Editing changed the way I view grammar lessons. I started small last year by having students notice and imitate good writing, mostly from young adult novels, novels, as Anderson recommends, that I thought the students should read. This year I began implementing some of the more extensive lessons in the second half of the book.

The short noticings and the focused lessons ask students to analyze and then writer’s craft and style as opposed to identifying grammatical components. Anderson does not completely forgo the standard language and throw grammar completely out the window. Instead, his lessons focus on inviting students to examine good writing and analyze why it works. The final step is for them to imitate the author’s style and make it their own.

I can’t tell you how happy I was when I finally received permission from the curriculum director to stop teaching students how to identify grammatical elements such as parts of speech, complements, clauses, and phrases. This kind of work was never fun. It seemed necessary for a while, but it was never enjoyable for anyone.

3. The Long Lecture

One of the most important ingredients of the writer’s workshop model is the mini-lesson. I have not come near to perfecting this art yet, but I understand it’s value. Teaching writing and grammar lessons in five to ten minute snippets is so freeing for teachers and definitely more digestible for students. No one wants to focus grammar rules for an entire class period, and frankly, talking in front of the class all day makes me tired and bored. I have found a new, more sustainable groove. And the most important part is that I am getting to know my students as individuals. Even though we are only half way through the first marking period, I feel as though I know more about this group of students in a shorter amount of time.

Today I tried something completely different for the mini-lesson. I showed a TED Ed video instead about zooming in on a moment. The title of the video is Slowing down time (in writing and film). It’s perfect because it’s less than six minutes long, it makes an effective connection between film and writing, and provides students with a distinct focus. I can honestly say that out of the 136 students I saw today, all of them wrote consistently without interruption for at least ten minutes. Now that might not seem like a long stretch, but for students who have never experienced the writer’s workshop model, it’s a true accomplishment.

4. Catching More Bees with Honey: The Unintended Results

The unintended consequences of the many shifts that have occurred this year in my building, my classroom, and me, my relationship with my students is changing.

  • I am more encouraging and appreciative of students’ efforts as young writers.
  • I am providing students with more focus, more authentic feedback.
  • I am more forgiving of students’ mistakes.
  • I am pushing past my own frustrations.
  • Most importantly, I am building personal connections with them, and these connections are making the classroom a place where learning is fun.

 

 

3 Somewhat Simple Hacks That Will Change the Classroom Environment: Making Learning Safe, Engaging, and Authentic

The new school year has given me little time to write: I’ve been busy unpacking Lucy Calkins’¬†Units of Study ¬†for 8th grade and preparing my students for the writers’ workshop model. They are not quite ready yet, but we are getting a little closer every day. In this post, I will share with you some easy-to-implement strategies that have helped me and my students prepare. These easy hacks also create a safe and engaging environment for learning.

Anchor Charts, Anchor Charts, and More Anchor Charts

I was first exposed to anchor charts when I attended my first TCRWP Saturday Reunion at Columbia University last March. I have to admit that some of the fancy artistry intimidated me a bit. I was not used to making thinking visible. I am an English teacher, so explaining comes more naturally to me. I’ve realized, though, in the past few weeks, that these visuals are extremely helpful to my students. I know . . . Some of you may be reading this and thinking ,”Well, no kidding!” but the connection was not obvious to me until I implemented the practice. The charts that are relevant to our current studies are hanging around the classroom, and the students often leave their work stations to review the material on them.

I borrowed my first design from Kate Roberts. It shows students how to zoom in on a moment in narrative writing. 

1473191614885

The example at the bottom of the image is an exact replica from Kate’s blog post on¬†A Teaching Life¬†in regards to format; I changed¬†the story to describe my summer vacation. The example on top is the design adapted by one of my students. She found this model more workable for her. It’s not much different, but my version gave her the idea to create an ameliorated visual representation of her thinking process.

I’m not sure that I’d call this next example and anchor chart per se, but I refer to it every day when the students ask me how their work is going to be graded. I’ve adopted a four point scale for classwork and quizzes. It look like this:

20160914_095028

I snagged this idea from eberopolis on blogspot. It makes grading a bit simpler and gives the students a clearer picture of their progress in meeting the standards.

Conferencing

I have not mastered this art yet–I’m still a novice, hopeful that I am on my way to understanding and managing this routine better. For the first few weeks of school, my students and I have been working on close reading and annotating texts with a focus. I’ve been monitoring their progress and evaluating their skills levels at different intervals. The short two to three minute conversations I’ve been conducting with students may be the most valuable time I have with them. When I take the time to meet with them individually, they take responsibility for their work, which in the long run, actually makes less work for me because they are holding themselves accountable for their success.

Mentor Texts

Once again, I am getting better at utilizing mentor texts, but I would probably consider myself a practitioner at this point. I have a discerning eye for good writing after all these years, but I am no Jeff Anderson! I began this practice like so many teachers do: by reading¬†Everyday Editing. When I was reading the book last year, I used the examples that Anderson includes in his book and slowly progressed to using examples that I’d found in my own reading of young adult novels. Right now I am using Gary Paulsen‘s¬†Man with the Iron Heads, which is one of the novellas in his book¬†Paintings from the Cave. The book is rich with figurative language and description; plus, the students LOVE the story. A teacher knows when she’s made a good choice when she hears students exclaim in the middle of reading, “I love this book!” and “I wish we could keep reading!” Hahahaaa! Those moments are what make teaching so savory and delightful.

paintingsfromthecave

Acknowledgments

I must say, and I would be remiss if I did not mention that Angela Stockman, the founder and executive director of the WNY Young Writers’ Studio, has been an vital resource in helping me develop my skills through the change process.¬†If you are not following her (which you can do on Facebook, Twitter, Pinterest, LinkedIn, and Google+), you are missing out. She has been one of the most valuable contacts in my professional learning network this past year.¬†She also writes a blog where she posts many valuable resources. I personally grab many of her resources and ideas from Facebook, but she is willing to connect with educators from all experience levels.

Another source that I am indebted to is the Two Writing Teachers blog. Maggie B. Roberts and Kate Roberts are doing incredible work with young writers and writing.

5 Ways to Get Kids Excited about Poetry (Part 3 of 3)

Even though this is the last installment of this series of posts, I doubt that this will be the last time I write about poetry because I absolutely love teaching it. Nothing creates a stronger fire in me than sharing my appreciation for this art form with kids.

In this post I will share a three activities that I experimented with this week. Some of them worked better than others, but all of them ask students to think about the world in a different way, experiment, and test their own limitations.

4. Imitating Structure and Form

In the past two weeks (since I wrote my last post) I asked students to imitate two different poems:¬†And the Ghosts by Graham Foust and¬†Paul Revere’s Ride by Henry Wadsworth Longfellow.¬†

And The Ghosts

I ran across Foust’s poem searching for poems to share with my 8th grade students. It’s unique because it is a one-line poem with a title. I chose it because no matter¬†the writing assignment–essay, story, or poem–they always ask the question “How long does it have to be?” Instead of giving the students a line minimum for each poem, this year I provided the following answer:

An poet is the paren of his work, so the poem is his child. Every parent does what is best for the child. (2)

  1. Take time to notice. 

    And the Ghosts

    they own everything

    Before asking the students to interpret the poem, I asked them what they noticed. Probably the most important observation they made was that the poem would not have much meaning without the title. I’ve been trying to reinforce the idea all year that the title of a work–a news article, a book, a poem, a short story, a painting–is the holy grail. It is the key to understanding the purpose and theme of a piece. This poem provides students with ann example of that truth.

  2. Look for meaning.

    ¬†After giving students time to observe the structure of the poem, I asked them to look for meaning. What does the poem mean when he states that the ghosts own everything? Some said that the ghosts symbolize the past, and your past controls controls you–it makes you who you are today. Some said that the ghosts were memories, and your memories are an integral part of your consciousness. Remember to give students time to contemplate the difficult questions. Don’t expect them to raise their hands immediately. Sometimes I find myself waiting a minute or more for students to raise their hands. When teachers give students time to think, they know the instructor is serious about the question and expects them to come up with the answer. Too often teachers give the students answers to the difficult questions if students don’t answer right away.

  3. Imitate. 

I gave students two choices. They could either:

Create a one-line poem with a title

OR

Use Foust’s poem as the start of their own.

Paul Revere’s Ride

I am not a huge fan of Paul Revere’s Ride¬†because of its historical inaccuracies, and–I’ll be honest–I don’t really understand its purpose. The poem, however, is a part of our school’s curriculum, and I am expected to teach it when the students are studying the Revolutionary War in social studies. I needed to get excited about teaching this poem to mask my indifference from my students, so I decided to create a parody. I had the students do the same. They could choose any subject matter for the poem, but I asked them to model the rhyme scheme (AABBA) and meter (four beats per line, a mix of iambs and anapests) of the poem’s first stanza:

Listen, my children, and you shall hear

Of the midnight ride of Paul Revere,

On the eighteenth of April in Seventy-five:

Hardly a man is now alive,

Who remembers that famous day and year.

I’ve only completed two stanzas of my parody, but it was enough to use as a model for my students. I did not require them to write a full-length poem–I just wanted them to experiment with Longfellow’s form and style. Some of them decided that they wanted to turn their drafts into poems for their portfolios that they will submit on Wednesday. Here is the example I wrote for my students:

The Ballad of a Samson’s Ear

Listen, my cats, and you shall hear

Of the awful tale of a bitten ear,

One one Fall morning when dawn was nigh

I saw Loopy Lester, sleek and sly

Turn the corner like a buccaneer.

He said to me, “This is my domain!

From trespassing here you shall abstain!

Or I’ll claw your eyes and bite your tail,

And chase you to the nether vale,

Where snakes abound to slither and maim.”

After this lesson, I received the best compliment a teacher can get from a student: “Miss Raub, I never liked poetry before, but I think you are converting me.” Boom! That’s my reason for showing up every day.

5. Creative Prompts

Good questions will ask students to think about the world or themselves a little differently. With middle schoolers, I like to ask them questions that invite students to look inward. Here are my two favorites that I used this year:

  1. If you had the money and the influence to buy a digital screen in Times Square, what message would you share with the world?
  2. What are the five things that you know to be true? (Another nod to Sarah Kay–In her TED Talk,¬†If I Should Have A Daughter, she mentions how she uses this prompt with her students. Her version asks students to write ten truths.)

For each of these questions, I, of course, created my own answers that I shared with the students. Sometimes I share before the students create their own; sometimes I share after. When I share depends on the class. If I find that the students are struggling with the concept, I may share my example in the beginning of the lesson. If students seem comfortable or ready to create without a model, I let them. In general, I find that students are much more creative if I let them experiment before sharing my models.

My digital screen: Listening > Speaking

Ten Things I Know To Be True:

  1. I am alive
  2. The world is small and colossal at the same time.
  3. I love my husband.
  4. Kids are fun.
  5. Birds are fascinating creatures.
  6. A leisurely breakfast is happiness.
  7. I can’t imagine a world without music or books.
  8. I love new learning.
  9. I know nearly nothing.
  10. I love my pets.

If you have ways that you’ve inspired students of any age to write and read more poetry, please let me know! I don’t know yet what the topic of my next blog post will be, but I do know that the end of the school year is drawing near. I hope you all finish the year robustly and vigorously. Stay enthusiastic to the very end–your students deserve it.

 

5 Ways to Get Kids Excited about Poetry (Part 2 of 3)

Last week I posted Part 1, which included two examples of poetry lessons that students love. This week, I am sharing two additional ideas that I hope you try in your classroom before the end of the year. Go for it! State testing is over, so now it’s time to play!

3. Love Letter Poems

I was honestly astonished at how much my students enjoyed this lesson. When a colleague of mine, JoAnn Welsko, first presented it to me. I thought, “OK. I’ll try this, but I think it’s kind of corny.” I can’t tell you how glad I am that I trusted JoAnn’s instincts. This type of poem is my all-time favorite out of all the different lessons and methods I’ve experimented with over the past 20 years. Believe me when I tell you that you, too, will be astounded–even the students who are reluctant writers had fun.

The first step is watching Sarah Kay’s¬†performance of her poem, “The Toothbrush to the Bicycle Tire.” I’m going to explain to you what she does, but trust me, you have to watch the video to understand the ingenuity of this idea.

Sarah Kay
Sarah Kay: “The Toothbrush to the Bicycle Tire”

So Sarah chooses two completely unrelated inanimate objects. One, the toothbrush, becomes the narrator, and the tire, is the one to whom the narrator speaks. Her poem is clever, witty, and fun. What the students liked most about it is that the poem sounds like it could be from one human lover to another–it carries authenticity.

When I modeled Sarah’s poem, I chose two related objects because they¬†were easier for me to conceptualize. I brainstormed a list of 14 pairs and ended up choosing the fourth idea on the list. The narrator: a raw egg. The object of the egg’s affection: the refrigerator.

 

 

Love Letter

My colleague, JoAnn Welsko, also wrote a love letter poem. I think hers is a better model because she chose to unrelated objects like Sarah did.

%22Love Letter%22

Even though my students loved this idea, some of them still had a difficult time getting started. Here is what we did together:

  1. For three minutes we brainstormed in our writer’s notebooks. We listed all the inanimate objects we could think of.
  2. We looked at our lists and chose the two objects we thought might work well together. Some students had difficulty choosing, so they asked their peers or me to help them with their choices. In this case, don’t be afraid to tell students what you think. They want assurance from you that they are on the right track. Some of them need your approval to feel comfortable about moving forward.
  3. We created T-charts in our writer’s notebooks, using the two inanimate objects as headings for each column.
  4. We made a list of adjectives to describe each item.
  5. We circled or highlighted the words that lovers would use and crossed out the ones that were not applicable. Here is an example:

Love Letter Poem T-Chart

With this little bit of prep, they were ready to go. I gave them 15-20 minutes to write a first draft, and then they each chose a classmate with whom they wanted to share. My students are currently in the middle of crafting their pieces, so I will share a student example next week. In a few days, I will also post Part 3 (the final installment) of “4 Ways to Get Kids Excited about Poetry.”

Happy writing!

Quote of the day:

“Reading maketh a full man; conference a ready man; and writing an exact man.”

–Francis Bacon