“A poet’s work is to name the unnameable, to point at frauds, to take sides, start arguments, shape the world, and stop it going to sleep.” Salman Rushdie
It’s April. Time to update last year’s Igniting National Poetry Month post (whoohoo, all the links still work!) with a few new resources:
Addition #1 – 30 Poems You Can Write for National Poetry Month – From Thinkfinity, poetry ideas for each day of the month.
Addition #2 – Celebrate Math, Poetry, and Humor in April – Also from Thinkfinity, here’s an opportunity to bring poetry into your math classes.
Addition #3 – Drop Me Off in Harlem – Faces of the Harlem Renaissance – For a starter, listen to Langston Hughes reading his poem “The Negro Speaks of Rivers.” ArtsEdge’s (Kennedy Center) has assembled an amazing collection of the many voices of the Harlem Renaissance.
Addition #4 – National Poetry Month – Read, Write, Think continues to add to their outstanding collection of poetry lessons and resources.
Addition #5 – #NPM2012 – Let’s Begin Again, Again – National Writing Project colleague and mentor Bud Hunt (Bud the Teacher) invites teachers to join in his 3rd annual celebration of National poetry month. Each day of the month, Bud “posts a new picture, and perhaps a sentence or two,” to encourage us to write a poem.
Addition #6 – The Golden Shovel Anthology: Honoring the Continuing Legacy and Influence of Gwendolyn Brooks – Oak Park/River High School teacher Peter Kahn contacted me about this publishing opportunity for students ages 13-18 to submit poetry. The Golden Shovel Poetry Anthology is a poetry anthology that honors former U.S. Poet Laureate, Gwendolyn Brooks, and will include student poems alongside those of professional poets, including Pulitzer Prize winners, National Book Award winners and U.S. Poet Laureates. Students may submit ONE poem by May 31st, 2012, in accordance with the poetry style and submission guidelines to be considered for inclusion.
If you have resources to add, please jump in with a comment!
“It’s good to play with words. It’s good to read and think about poems.” Bud Hunt
How do you ignite in your students a love for words? From basic interpersonal skills (BICS) to cognitive academic language proficiency (CALP), students feel empowered when they can recognize/recall/distinguish/apply the right word for the right context. (Maybe we all do.) I came across a few resources this week I think just might help promote discussions around the power of words:
What resources are you using to promote a love of words, the building blocks of language?
It’s April. Time to update last year’s Igniting National Poetry Month post with some wonderful new resources:
Update #1 -A year ago the New York Times Learning Network titled its poetry page as 11 Ways to Celebrate National Poetry Month. They too have done some updating! This year you’ll find double the number of activities listed on their Ways to Celebrate National Poetry Month with the NY Times.
Be sure to checkout the Learning Network’s Second Annual Found Poem Challenge. What a great activity for kick-starting the week! The challenge includes links to samples and tools for scaffolding students through the process of building powerful “found poems,” such as NCTE’s Found and Headlines Poems article.
Update# 2 - Poets. org – Last year I linked only to Poets.org’s home page and the Poem in Your Pocket link. This year, I’d like to direct readers to a few more great pages on this site, such as the Teaching Poetry Curriculum and Lesson Plans and the Tips for Teachers (on making poetry a more important part of the school day).
Update #3 – National Writing Project – If you’re looking for links sure to inspire, encourage, and support you in your efforts to nurture a love for poetry in your students, the NWP’s National Poetry page will not disappoint you. Their continually expanding resources include categories that range from Spotlight Poetry Programs for Teachers to Teachers as Poets, Poets as Teacher. It’s the voices of teachers sharing their challenges, successes, and strategies for bringing poetry into their students’ lives that makes this site so unique, so valuable. It’s the depth and breadth of articles from Writing Project teachers like Lesley Roessing, for example, sharing what she has learned about Creating Empathetic Connections to Literature that makes visible the power of “teachers teaching teachers.”
Addition #1 – Poetry Foundation – Their growing bank of resources includes a poetry tool, learning lab, glossary, audio and podcasts, children’s poetry, along with Poetry Outloud. Plus, you can download a free app with hundreds of poems.
Addition #2 - PBS NewsHour Extra: Poetry includes lesson plans, links, rules and tools, teacher favorites, student poems, poetry submission and more. Links to Minstrel Man and and I’m Nobody provide windows into the power of poetry to impact our students’ lives.
Addition #3 – Interested in poetry as a tool for teaching for social justice? Check out the Voices from the Fields website. I bought a copy of the book, which pairs poetry with personal narratives/oral histories, about 9 years ago, before there was an accompanying website. If you are looking for additional first-hand accounts of the migrant farm worker experience, here’s a link to a project I did eight years ago to connect elementary students with college students who spent their childhoods working the fields of California.
Addition #4 – And just for fun, how about the exuberance and humor of poet Carlos Andres Gomez, whose style might serve as a call to high students who thought they were not into poetry:
It was my good fortune this weekend to attend the National Writing Project’s 2010 Urban Sites Network conference, Writing Across the Margins: Illuminating Urban Voices. The Friday morning kick-off was pretty amazing:
By Any Medium Necessary – Oakland Leaf Youth Roots‘ interactive session on poetry is one I will remember for a long time to come. As I watched this articulate team of four students from the flat lands of Oakland – along side their teacher G. Reyes – make visible how new literacies were empowering them to challenge the long-standing acceptance in their community of “it is what it is,” it was clear to me that “passion” is the opposite of – and antidote for – becoming “inured.”
The decades of racism, poverty, and crime in the Oakland, California (where I was born), that have “inured” (SAT prep word of choice by the Youth Roots team: “transitive verb to make somebody used to something unpleasant over a period of time, so that he or she no longer is bothered or upset by it) its residents of color into accepting ‘what it is,’ is now being challenged by these young “word warriors” and “ARTivists,” who thanks to the passion ignited by G. Reyes, now believe that Oakland can become something better.
The evening entertainment of poets from Portland’s Jefferson high school and the samba drummers and dancers from a local middle school also stemmed from the passion of two teachers, committed to empowering the youth of their school communities to challenge “what it is.”
I realize that the opposite of any verb should also be a verb; however, the opposite of “inure” is “passion.”
The only problem
with Haiku is that you just
get started and then
Poetry has the tendency to promote literacy skills in ways that can have a life-long impact on students.
As a 6th grade humanities teacher, I regularly shared favorite or timely poems. Every year in March, prior to our annual week at science camp, I would introduce haiku. Students immediately bought in to the format because “Hey, we only have to write three lines – and there’s a syllable limit!”
Something close to magical always happened as they began drafting, discovering on their own that with the line and syllable limits, “every word needs to count.” And the challenge was on to find the perfect word, which might have to be re-thought if the syllable count didn’t work for that line. They were hooked.
As we headed down the California coast towards science camp, at any given stopping point, such as the tide pools, I could see students, against the backdrop of sand and surf, silently counting on their fingers…counting syllables for the haiku they were composing in their heads. Each year, they returned from camp with notebooks a bit worn from the journey, but containing literary gems – just in time for April’s National Poetry Month. And each year I witnessed the power of poetry to inspire students to imagine more, to read more, and to write more.
In my current position as a technology integration specialist, I visit many school sites. Often, particularly at the elementary level, student poetry is boldly displayed on the classroom walls…just begging for a broader audience. New technologies, such as VoiceThread, for instance, make it increasingly easy for students to take their poetry beyond the classroom, out into the world. If you browse the VoiceThread gallery using “poetry” as a search term, you will quickly find hundreds of samples. To restrict your search to K12 samples only, switch to ed.voicethread. The VoiceThread Library has short articles to help you imagine the possibilities for combining images with power of the human voice.
Poetry, maybe more than any other genre, lends itself to multimedia writing and innovation. Phoetry (photograph + poetry), for example, is making its way into our language and into teachers’ toolkits. The samples shown on Flickr.com or on teacher educator Arnie Abrams‘ workshop handout (scroll to find Fog) will provide you with a window into this emerging genre. Blogger/teacher Bud Hunt invites you into his second annual NPM 2010. Throughout the month, he will post the daily photo “as a way to generate some prompts for folks who maybe wanted to write poetry, but needed a little push.“
If I could time-travel my former 6th grade students (mentioned above) into the present, it’s fun to think about how free tools, and step-by-step instructions – such as teacher Joyce Masongsong-Ray‘s Planning, Writing, and Animating Haiku PDF – and resources – such as Kevin Hodgson‘s Making Stopmotion site – for animating their poetry could transform their words from static notebook pages to dynamic stopmotion pieces, such as those produced by 5th grade students at Northside Elementary School.
There are many ways to take a poem beyond paper and pencil – and, in the process, to build on students’ reading, fluency, vocabulary, comprehension, and self-confidence as writers. Sometimes community collaboration, a bit of technology, and a shared belief that all students are entitled to poetry can rock students’ worlds, pushing them to academic levels they had not dreamed possible. Teen Salinas Speaks, for example, illustrates the empowerment that comes from this synergy.
This project stems from the vision of middle school teacher Natalie Bernasconi, who explains the steps: “Start with the support of the Central California Writing Project, then mix together a group of middle and high school teachers and students, add one very cool journalist / slam poet guest speaker to light a fire under them, then give them a community space at the local Salinas Public Library to meet in, and you’ve got Teen Salinas Speaks.” The upcoming Spring Slam will be captured electronically in both video and podcast form and shared via Teen Salinas Slam’s Facebook page as a social networking opportunity to extend the power of the spoken word to a virtual audience as well.
If you have been looking for lessons, new ideas and resources, and maybe a little inspiration to ignite your celebration of National Poetry Month, check out the ten sites I’ve listed below. I’m betting you’ll find at least one activity you can use tomorrow!
Whether you weave poetry into your year-long English/Language Arts curriculum (as a number of state content standards currently mandate), use it for making cross-curricular connections (how about a Periodic Table Poems), or save it as a treat for “when testing is done,” please join the conversation and share your questions, ideas, and best practices for igniting a love of poetry.