… I am bit late posting these as I have in bed with a sore throat …
What a lot of fun you had using your imaginations – to get them sizzling and bouncing and popping in poems. Sometimes the poems made me laugh out loud. But imaginative poems can also be thoughtful, show you different ways of seeing the world. Invent worlds. Imagine how other people do things.
I couldn’t post all the amazing poems – so here is a selection of some I enjoyed.
I am sending a copy of The Letterbox Cat to Oscar and to the class at Greenhithe School.
Do try my last challenge of the year that I am posting tomorrow.
I posted Daniel’s poem first as I loved the way he imagined a world with no imagination!
My name is Tiffany Martínez. As a McNair Fellow and student scholar, I’ve presented at national conferences in San Francisco, San Diego, and Miami. I have crafted a critical reflection piece that was published in a peer-reviewed journal managed by the Pell Institute for the Study of Higher Education and Council for Opportunity in Education. I have consistently juggled at least two jobs and maintained the status of a full-time student and Dean’s list recipient since my first year at Suffolk University. I have used this past summer to supervise a teen girls empower program and craft a thirty page intensive research project funded by the federal government. As a first generation college student, first generation U.S. citizen, and aspiring professor I have confronted a number of obstacles in order to earn every accomplishment and award I have accumulated. In the face of struggle, I have persevered and continuously produced…
What do we want our children to learn from this election?
*content warning non-graphic references to sexual assault and racial violence*
First of all, please watch this. Michelle Obama has articulated what I have been wanting to say over the past week most clearly than I seem to be able to. (I wish she would run for president.)
Now. To anyone who thinks staying home for this election is a sign of protest against a corrupt system or a showing of solidarity with a third party candidate, please realize: Staying home on November 8th is an act of complicity. For anyone who believes abstaining from voting would send a message, you’re right. But it may not be the message you want to send. Not electing Hillary Clinton would be a message to politicians, to our children, and to the rest of the world that the majority of adult United States citizens are willing to give the most powerful position in our government to a publicly racist man who is proud of sexual assault. It would be telling our kids that as much as we say social justice, human rights, bodily autonomy, respect, and basic human decency are important values, what really matters is being a wealthy, white cis-het man who is comfortable doing whatever it takes to get himself ahead. It would be teaching our kids that the things he has said and done claiming women’s bodies as his playthings and endorsing public violence are somehow excusable. Handing this man the presidency would be telling the world that the basic rights and safety of women, people of colour, Muslims, immigrants, and children mean nothing us. His most recent comments are alarming, but not surprising. As others have said again and again, his most recent comments are exactly consistent with whom he has shown himself to be for years.
Every time there is an election with a particularly onerous candidate getting a lot of press, I get upset and discouraged, but something about this candidate, as Hillary Clinton said clearly in the last debate, is different. We do not just disagree on certain issues; he is injecting so much bigotry and fear into the public sphere that I have not been able to find the words to express myself, and as a writer at heart, that terrifies me. That said, I’ve been silent on this blog for too long as some sort of act of self-preservation, because it’s all too painful to think about for long enough to put words down, and that is not okay. If with all my cis White American privilege, I can’t even bring myself to make a public statement, then I feel like I’m just rolling over for him. We need everyone in our country shouting from the rooftops that this man does not represent us. We are not complicit.
Unfortunately, we do not have the choice of whether or not to give this man power. He already has taken it. We do have the choice of how much more power to give him. Please ask yourself what you want to tell your children, your siblings’ children, and your friends’ children when they ask you what you did to stop this man from becoming president. We are not complicit. Please vote. Please vote. Please vote. Please vote. Please vote. Please vote. I don’t know how else to plead. A missed vote for Hillary is a vote for her Republican opponent. Please vote.
Just recently, I’ve had to stop and pause in our mad rush to get everything done: the rush to bring the students up to speed in their conceptual math understanding; to read with passion, to engage in our calming, writers’ workshop flow and to kick off our new unit.
But stop and pause…There’s some authentic inquiry and action happening and I’m not listening…
My teaching partner told me in passing that the students had been complaining about the cafeteria food. In their mother tongue, Bengali, they had been thinking about how the food isn’t good and how there’s so much food thrown away. They thought maybe the cafeteria was loud because students weren’t busy eating the food. They even thought they might write a letter to see if they could take some action about it.
When I heard about it, I was in a rush. We were on our way…
During the last week of term, I introduced many of my E.S.O.L. students to “Māra,” a poem published in Issue 52 of the New Zealand Junior Journal, a journal of writing geared towards students working in level 2 of The New Zealand Curriculum. The full journals, with illustrations and audio recordings, are available here at no charge: http://literacyonline.tki.org.nz/Literacy-Online/Planning-for-my-students-needs/Instructional-Series/Junior-Journal.
In a smooth blend of English and Māori, the speaker invites us into her māra (garden) to meet all of the insects she meets there. The (free) audio recording available on the educators’ resource site highlights the poem’s magical, musical quality, capturing students’ attention in a way that simply handing them the poem as a silent reading assignment could not.
Though the poem is a great example of how students can use imagery, rhyme, and meter in their poems, I find one of the most important things this poem does is highlight the bilingualism and biculturalism that is so important to New Zealand. While I am an American citizen teaching English to non-native speakers, I feel a responsiblity to honour and lift up Te Reo wherever feasible in my teaching as well, and to set a norm in my classroom that all languages are equally precious. Of course, though the poem incorporates both languages, I don’t know if it actually tells us anything particular about Māori culture, so I should be on the lookout for more poems that do this. Learning English is never about replacing what one has grown up with but about adding something new. This is a topic for a future post, but does anyone have suggestions of other poems appropriate for young children that incorporate multiple languages fluently? I’d love to start a solid collection. Thank you!
Most of the articles in the journal come with teacher guides, but the poem does not, so I’ve written up some activities and prepared a vocab sheet for pre-teaching the Māori words and some of the Tier 2 English words that non-native English speakers would need support with. I included some questions to prompt a discussion about the concept of being “special” and what it means to consider something or someone special. My sessions with these students are each quite short, so we don’t have the opportunity for full on CoI, but as always, I’d love to hear of your students’ responses – just hit “reply” below! Adjusting for your students’ needs, I would discuss the unfamiliar words first, so that they have context. Then listen to the poem, giving each student a copy of the poem (from the journal) to have in front of them. Then proceed with the discussion and writing activity.
After a few drafts, I publish the students’ poems on the wall and give them a chance to read their poetry to each other. It gives each student a chance to showcase their own work and be publicly proud, to review what they have done vs. just turning in an assignment and never seeing it again, to recognize their own work as publish-worthy art, and to learn from and about their peers. I’d love to hear your experiences, successes, and challenges of young students writing and sharing their work!
Yesterday I hosted a little poetry lunch with my students. I brought in sandwich makings, and they shared their own writing with each other. Each student was proud to perform their own work, and we gave everyone snaps and commented on parts of the poems that resonated with us or asked about parts that made us wonder. When everyone had read their identity poems that they had written with me, I suggested they head back to the larger group to make sure they had time to play before the next class, but they all chose to stay and read more 🙂 One girl read a poem she wrote inspired by the colour blue, and her classmate wondered why she had included images of snow and ice in the poem. We talked about why that might make sense and how colours are often used to symbolise temperatures and feelings even if they don’t always actually look that way in real life.
Do different types of weather have colours?
Can you feel a colour? What does it mean to feel blue? How might that be different than feeling like green or yellow?
What makes us associate certain ideas and feelings with certain colours?
Can personalities have colours?
Could you write a poem from the point of view of a colour itself? Try it out 🙂
I have minor synaesthesia, which for me just causes me to have strong associations between certain numbers, letters, and words and certain colours. If you or your students experience colour connected to other senses too, it can inspire insightful poems and new ways of seeing the world. Fun to get different kids’ perspective on how they experience and conceptualise colour in different ways.
Do you or your students have some colour poems or questions/muses to share? Pop them in the comments. Thanks and have a beautiful weekend!