Category Archives: Poetry

Quickwrite Mentor Texts for Writer’s Notebooks

img_6062I love going back to school for so many reasons, but one of the frontrunners is definitely that “second chance new year” feeling it provides. Teachers and students have the unique opportunity to have not just one fresh start at the beginning of a calendar year, but a second shot at goal-setting, changes, and achievements that the fall offers.

We all have our back-to-school rituals, and they are sacred: fresh notebooks, pens in all the colors of the rainbow (because we haven’t lost any yet), a well-organized classroom library that will be pilfered and picked through soon enough. One of the most important parts of establishing a workshop community is the routine that comes with setting up a writer’s notebook each fall: personalizing notebooks to make them our own, modeling a notebook’s possibilities, the establishment of quickwrite practices.

But now that the year has begun, and your notebooks are ready to go…what should you begin to fill them with? The writing in the beginning of my notebook always guides and inspires me as I continue to fill it, so I never want it to be uninspired, dull, or colorless. I crave fresh, exciting, dynamic things to fill up the first several pages of my notebook every time I start a new one, which is usually in the fall.

Here are my five favorite mentor texts that give me ideas and inspiration galore for those important start-of-the-year quickwrites–the first in a routine of creativity, agency, freedom, vulnerability, and engagement as a writer.

The Artist’s Way Workbook by Julia Cameron

This workbook is full of writing prompts for real writers: short exercises that encourage reflection, fluency, and the habit of writing vulnerably often.

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I love this workbook and its series of prompts, and use them often when I start my day with the #5amwritersclub each morning. They would be wonderful prompts for students to ease into vulnerable, personal writing in September.

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I’d Rather Be Reading by Anne Bogel

I first discovered Anne Bogel thanks to her “What Should I Read Next?” podcast, but she is also a writer and blogger, and just released a beautiful book yesterday. It’s a book about our reading lives, and provides a wonderful mentor text for writing about our reading without writing about a specific text.

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In addition to the lovely writing, I am obsessed with the illustrations: they would be wonderful to recreate in students’ notebooks with scraps of old magazines or dusty dictionaries.

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I visualize this mentor text as a wonderful one for helping students find a voice for writing about their reading lives during quarterly reflections, reading ladders, and self-assessments.

The Book of Qualities by J. Ruth Gendler

Writing about our own emotions is hard for all of us, but it’s especially hard for teens. I’ve found that writing about emotions in general, rather than our own, is a wonderful gateway for personal writing.

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In addition to being an amazing lesson in personification, this book provides gorgeous mentors for doodling, metaphors, and multigenre possibilities.

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Write the Poem

Poetry can be intimidating, but a little guidance goes a long way, and this book provides just that.

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The combination of a prompt and keywords to incorporate takes some of the guesswork out of choosing a structure, a rhyme scheme, a title, and the myriad other decisions that go into crafting poetry.

Am I There Yet? by Mari Andrew

Sometimes words are hard. They just are. Those days call for doodles, and this book is full of plenty of them–in addition to pages of plain old writing. I love this text because it tells stories beyond what we see on Mari’s Instagram and Twitter feeds, giving students a mentor text not just for writing but for the thinking and living behind it.

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Mari Andrew has long been a favorite of mine, but this book shows me how to play with writing and thinking in genres I wouldn’t have considered, and is super teen-friendly.

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I hope you’ll utilize one or more of these beautiful texts–many excerpts of which you can view on the Amazon preview pages linked above–with your students this fall. Their possibilities as entry points for writing topics and genres are powerful, and will lead to composition possibilities for the duration of your school year.

Happy writing! We’d love to know how you and your students utilize these ideas, or what others help you kick off your writer’s notebooks. Please share other quickwrite possibilities and ideas in the comments, on Twitter, or on Facebook!

Shana Karnes is a mom to two daughters, a daily reader and writer, and a forever educator. Her work with teachers in West Virginia is through the National Writing Project, West Virginia University, and the West Virginia Council of Teachers of English. Connect with Shana on Twitter at @litreader. 

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Poetry Matters (and not just in April)

Screen Shot 2018-08-23 at 5.10.47 PMPoetry is alive. It surrounds us, breathing life into our Instagram feeds, popping up as videos on Facebook, nestling into our daily lives. If you follow the conversation on Twitter around #teachlivingpoets you’ve likely been introduced to poems from writers like Sarah Kay, Clint Smith, and Rupi Kaur. According to a study released from the National Endowment for the Arts, 28 million adults said they read poetry last year — a 5% increase from just four years ago. According to the market research firm The NPD Group, poetry book sales are one of the fastest growing categories in publishing. Library shelves are full of novels in verse — Jason Reynolds’ Long Way Down, Elizabeth Acevedo’s Poet X are two of my recent favorites. Poetry is not just alive; indeed, it is thriving.

Too often, though, poetry in our curriculum continues to be relegated to a unit during National Poetry Month in April, after state-testing has passed and teachers feel like we can have “fun.” We must expand the space poetry occupies in our classrooms. In fact, Nancie Atwell, in her introductory letter in Lessons That Change Writers, explains that she uses poetry as one of the first units of her year, because “my students showed me that no genre can match poetry in teaching about the writer’s craft.”

Here are some of my favorite ways to use poetry in the writing workshop throughout the year:

“Rambling Autobiography” by Linda Rief

In the pantheon of “getting-to-know-you” poems, Linda Rief’s poem “Rambling Screen Shot 2018-08-23 at 4.56.03 PM.pngAutobiography” is one of my favorites. Students are captivated (and sometimes surprised) by how Rief jumps from idea to idea, creating rhythm and flow. They like that it doesn’t have to all “make sense.” Some of our best writing all year comes from this piece. Sometimes we write the poems towards the middle of the year. Sometimes we go back and write from a sentence. Sometimes we go back and mine the poem for other writing ideas. After writing from their own perspective, students could later try to write from someone else’s perspective. (note: please create space for students to write about themselves first! It builds confidence, fluency, and buy-in.)

You can find “Rambling Autobiography” along with other quickwrite possibilities in Linda’s latest book The Quickwrite Handbook (a quick google search turns up lots of poems written by students using Linda’s as a model).

“The Truth About Why I Love Potatoes” by Mekeel McBride

Reading like a writer, as Shana wrote about yesterday, is a powerful part of the work of a writer. Poems give us wonderful touchstones for being able to do this.

One of my favorite poems to share with students as we examine author’s craft is “The Truth About Why I Love Potatoes” by Mekeel McBride. I was first introduced to this poem when teaching with Tom Romano (he wrote about it how he uses it in his book Fearless Writing).

After drafting their own poems, I often invite students to gather research about their topic and add a layer of information to the piece. It’s great practice for weaving research among your own words. I also love how Amy Ludwig VanDerwater reminds us that poems reside within the world of informational writing.

“Possibilities” by Wislawa Szymborksa

Ever since I first saw Beth Rimer, co-director at the Ohio Writing Project, share this poem with teachers a few years ago, I’ve been amazed at how effectively it can be used as a launch pad for argument writing. We examine the way each line flows together, but also stands alone. Imagine having students create a list of things they prefer, then going back and revisiting for the claims that live in their lives. We can then infuse that writing with research, or even practice adding hyperlinked citations as evidence for a line. There are so many possibilities (groan…pun!).

So here are a few ways you might add poetry to your classroom. Maybe you already use these — we’d love to hear about it. Or we’d love to know about all the other ways we know you’re using poetry. Share your ideas (be sure to tag @threeteacherstalk). Together we can fill our rooms with poetry all year long.

Angela Faulhaber lives in Loveland, Ohio and is gearing up for another year of literacy coaching and teaching pre-service educators at Miami University. A version of this post appeared in the Ohio Journal of English Language Arts Summer/Fall 2018 issue in the Editor’s Note, where Angela has just finished up as editor. 

 

 

Five Ideas that Beat the Dread

A few years ago I stopped reviewing class rules and smacking down my syllabus on the first day of school. I had been doing some research on chronic stress (mostly my own) and read extensively about the fight, flight, freeze response. One description glared at me and gave me pause:  “You have a sense of dread.”

I remembered what I had been taught as a first year teacher:  Set yourself up as the authority figure. Be kind but firm. Establish norms quickly so students know what you will and will not tolerate in your classroom.

Then, almost in the same breathe, I was told:  Develop relationships. Learn students’ names. Let them help develop class rules.

And I muddled through doing a combination of both the best I knew how. Those first few days of my first few years were rocky to say the least. And in hindsight, it’s clear:  there was dread. Lots of dread.

So when I read up on the fight, flight, and freeze response, I realized a big part of my problem:  With my seemingly simple attempt at outlining classroom expectations and detailing how ‘my class would run, chemicals danced a jig in students’ brains: fight, flight, or freeze. Now, I know my syllabus is not on the scale of major life trauma most often associated with this fff response theory, but many of my juniors and seniors didn’t want to be in school anyway. Why was I compounding it?

I learned a better way.

Wait.

Let every other teacher lay down the law. Lay out their plans. Run through the rules.

On the first day of school — maybe even the first five days of school — just write. And talk. Let students drive the discussion. Let them ask questions. Give them a chance to be seen and heard and welcomed.

“Community before curriculum” Angela wrote in her last post, and I love her thinking there. I also think we can merge the two on the first day of school and lay a firm foundation for thinking and talking every day thereafter. We can jump start community and begin our curriculum as we put pen to the page and write.

Here’s my top five sources that beg a response and invite students to write on the first day of school (or at least the first week or so):

  1. To This Day by Shane Koyczan.

Give every student a notecard and ask them to watch and listen and then respond to the poem as a whole or to a line they particularly like or relate to. (I’ve learned some pretty heavy stuff from students over the years. So many of them can relate to the themes in this poem.)

  1. How poetry can help kids turn a fear of literature into love by Jason Reynolds on PBS.

Give every student a sticky note and ask them to think about their reading lives. Then after they listen to Mr. Reynolds talk about reading, ask students to rate themselves. Are they readers eager for the pit bulls or for the puppies? Why? (I quickly find who my readers are and with whom I need to take on the challenge of helping them want to read.) Then for a little more of a challenge, on the flip side of the sticky, ask them to describe in poetic form their feelings about poetry. (You’ll learn even more.)

  1. Possibilities by Wislawa Szymborska. Or the version here where Amanda Palmer reads the poem.

Give every student a copy of the poem. Then read the poem aloud and ask students to write their own list of possibilities. Their list can be straightforward, funny, or interesting things they want the class to know. (I wrote about how I used this poem to practice imitation a couple of years ago. It’s a great lesson and a great poem to revisit.)

  1. Three poems:

“My Name Is,” an excerpt from Jason Reynolds’ book Long Way Down. (If you haven’t read this book, oh, my goodness. It’s amazing!)

My Name Is by Jason Reynolds

“Instructions” by Rudy Francisco.

Instructions by Rudy Francisco

“Like You” by Roque Dalton, translated by Jack Hirschman

Give students copies of all three poems and a notecard or piece of paper. Read them aloud. Ask students to read them again and then to write a response. They can respond to just one of the poems, a line from a poem, or anything the poems make them think or feel. There is no right or wrong. Just write your thinking. (This is always an interesting response, and it tells me a lot about how to help my students. Many of them will begin to write an analysis of one of the poems — or all three. Others understand that I am asking for a different kind of thinking, one that leads them into ideas for their own poems, stories, or essays.)

  1. Author Bios!

Give students access to books that have clever, witty, or interesting author bios. YA authors like Julie Murphy, Jeff Zentner, Chris Crutcher, Libba Bray, and Gina Damico are great ones, but there are many with a bit of quirk that will draw students in and spark their interest in reading these author’s books. Ask students to explore the author bios and then make a list of the books they think they’d like to explore this semester. Have them write the author’s names on sticky notes for you to put in your conferring notes.

If you want to take this author bio idea further — (this is my favorite):

Read several professional author bios aloud. Ask students what information is shared and make a T-chart that lists the what on the left, e.g., name, personal hobbies, awards won, where the author lives, who the author lives with, etc. Then, ask students to describe how this information is shared and add these craft moves to the right. This is the how. For example, short and sometimes incomplete sentences, lists, 3rd person, the author’s name is first, witty word choice, etc. Finally, ask students to write their own author bio while you write yours as a model. Encourage them to try to craft their bio to include ideas from both the what and the how side of the T-chart. Below are two of my students’ bios from this past year.

Stephany author bio

Tomias author bio

(The author bio idea is Lisa’s baby, and she wrote about it here after I wrote about it here. It’s still the best idea I have ever heard to begin students on their journey into developing their identities as readers and as writers. I’ve used this idea in a model lesson for every workshop I’ve facilitated this summer, so if you were there, feel free to share the author bio you wrote this summer in the comments. My newest one is below.)

I wish you happy reading and writing with your students this year. Please share your go to ideas for inviting students to write and build your community.

 

Amy Rasmussen loves books, pretending to garden, adolescents, and coconut cream pie — not necessarily in that order. She lives in North Texas with her dashing husband of 33 years, their twin-terror Shelties Mac and Des, and a not so loving love bird named Colonel Brandon. Amy spent the summer leading professional development in several districts across Texas and has grown especially fond of the Houston area. If only she could move… Follow her on Twitter @amyrass — and if you are not already, please follow this blog.

It’s better with Verse! Short and sweet book clubs encourage readers to try new format.

Student voice and student choice have been the priority this school year as we try to foster healthy, robust reading lives in our students. They have been introduced to many titles through plenty of book talks and book recommendations, so they know there are a ton of choices out there for them, but this level of choice also means we haven’t had too many shared texts.

This spring I thought it might be fun to squeeze in some shared texts and build up our reading community with deliberate talk about books. I wanted us to be able to finish in just a couple of weeks, so we are engaging in book clubs with books written in verse.

In keeping with the priorities of student voice and student choice, I provided many titles for students to choose from as they entered into this short unit. These are all books that we have multiple copies of and can be found in our classroom libraries.

Before spring break my students were given a little time to get to know a book they hadn’t seen before, and then share that book with a partner. It took just a couple of minutes for each exchange, and then both partners switched books and started again. After a few rounds of sharing books, I allowed students to flip through the remaining titles that had seemed interesting but they hadn’t had the chance to hear about yet.

 

 

They had handouts for note-taking during this activity, and when we were done, they put the notes in their readers/writers notebooks so they would have easy access after the break.

book club notes - verse

When we returned from spring break, students reviewed their notes and listed their top five choices. I assigned and handed out the books, putting between two and four students in each group.

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These are the titles students chose from.

The assignment was pretty straight-forward.Screen Shot 2018-04-17 at 3.37.17 PM

Students were directed to annotate for the fiction and/or nonfiction signposts found in Notice and Note and in Reading Nonfiction, (depending on their titles) the Book Head Heart framework and questions found in Disrupting Thinking, and some poetry vocabulary (listed below).

 

 

After they started reading, but before they were too many pages in, a few students had questions about how to annotate a book written in verse. They had annotated other texts before, but for some reason this type of text had some obstacles. IMG_7697 2

I decided to do a quick, fun example of annotating a narrative poem with a simple children’s poem by Shel Silverstein. Cloony the Clown has many of the fiction signposts, poetic devices, and we talked about the Book Head Heart framework. Finding the signposts and annotating together was fun. It took less than fifteen minutes to share the example in class, and my students seemed much more comfortable with annotating their book club books when we were done with the activity.

Students then used their annotations to spark discussion, and regularly use them during the week to practice their sustained conversation.

They will be assessed next week in the form of a video-discussion, where they will meet in their book groups. Using iPads, they will record their thoughtful discussions, referring to annotations, making connections with the text, and sustaining academic conversation for around twenty minutes.

What I’ve heard and seen so far has been encouraging. Students are sharing, referring to lines and stanzas, and feel accomplished that they have read a complete text in such a short amount of time. Some of them are on their second or third-draft reading, which I think is a great strategy and habit to reinforce. They are truly getting to know their books, and in the process learning about story, poetry, and close reading.

 

 

 

Some students were able to read their book club book in an hour or two, and then get right back to their other choice reading. Others are encouraged by the progress they are quickly making in a full-length book because it often takes them longer than a few days to read most of a book. That’s one of the many great things about books written in verse – it doesn’t take a long time to read them, but they are rich with language, story, character, and they hold student interest. With the variety of types and titles, there really is something for everyone.

 

 

 

I borrowed an idea from this amazing post from Buffy J Hamilton regarding connecting text to the world around us. Next week, as one of the finishing activities in this short unit, students will each bring in a current event article which somehow relates to their books, and use these articles to launch new conversations about their books, connecting the text to themselves and to the world around us.

I’m pleased with the way these books clubs are progressing. My students don’t seem to feel intimidated by the length or weight of the books, and they tend to agree that the books are relevant and thought-provoking. While some of them have enjoyed books written in verse before their book clubs, for others this is one of their first experiences with a book written in verse. So for some students, this unit validates and supports their reading experience, and for others, it opens a door to a new form.

I encourage others to try some “unconventional” types of text for book clubs. Graphic novels, short stories, and poetry collections are all ideas I’m kicking around for future book club units, and I’m wondering how other teachers have incorporated different types of texts in their classes, and encouraged new conversation. Please leave your ideas and experiences in the comments below!

Julie has been teaching secondary language arts for nineteen years, spending the first fifteen in rural Central Oregon, and the last four in Amman, Jordan. She’s thrilled to report that she and her family will be moving across the agua to Managua, Nicaragua next year, where a new adventure will begin.

Follow her on twitter @SwinehartJulie

Say it Ain’t So! Poetry Can’t Help Readers with Non-fiction!

I know, I know. I write about poetry ad nausem.  Poetry has been a focus for me this year I’m constantly finding ways to fold poetry into my instruction all the time. I wrote about it here.

Don’t single me out; Amy included her own poetry thoughts in this post.

I’ve noticed that my students don’t connect their emotions to non-fiction pieces as well as they do with poetry.  That’s unfortunate because real world issues should elicit an emotional response…but in most cases they just don’t.  I think its important, in literacy instruction, that we try to bridge that gap.

Recently, I found an opportunity to integrate a little poetry with some non-fiction.

One of several non-fiction pieces that I brought into the classroom was this one from the New York Times written by Carl Wilson. The piece talks about Rupi Kaur and her popularity compared to those who published poetry before the avalanche of social media.

Our focus was not only to look at these non-fiction pieces in order to see the moves that authors make, but also read with the thought that we could respond to the articles in the form of a Letter to the Editor.

I chose this response format because I saw that it might facilitate and opportunity for us to talk about citations, embedding quotes, and responding to nonfiction in a way that might appeal to my students.  Not only did the student struggle to connect to the pieces, they struggled to keep their eyes open the first time they read through.

Not coincidentally, the poem of the day was by Rupi Kaur herself.  It was about how when we let go of someone to whom we are connected, it can be cathartic. At least thats what it means to me.

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(I know its hard to read, but I hand write the poem on the board every day.)

I invited the students to respond to the poem in one of two ways: either by using the poem as a mentor text that could engage their poetic thoughts and help them write a poem of their own, or by responding to the poem about how it makes them feel or think.

We group talked our emotional reactions and shared how so many of us could relate to the poem.  Most of us connected with it in some way, but we discovered that those connection vary widely from person to person.

The next day, we came back, read the articles, began our letters to the editor, and completely failed to connect with the pieces on an emotional level.

There had to be a way to show them that we can have an emotional response to non-fiction. So, in a move stolen directly from Kelly Gallagher, I wrote a model Letter to the Editor in which I roasted the author and his article for being wrong-headed and totally missing the point of Rupi’s poetry.  The students perked up as we went through my example noticing elements like formatting, structure, embedded quotes and properly cited sources. Most importantly, they saw how I was able to show an emotional engagement with another author’s non-fiction piece.

We brainstormed some reasons that they struggled to make the same connections to non-fiction and talked about how they can have the same kind of emotional reaction across genres.

By the time we ended our discussion, they blasted off on the trajectory of writing their own letters to the editor, providing blistering commentary or thankful praise to writers they’d never even heard of before.

The writing I read was authentic, heartfelt, and emotional.  Something about weaving the poem and the article about the author of the poem allowed them to carry that connection to other pieces and release their feelings in a way that showed a real connection to something they otherwise would not have paid a second glance.

What I was reminded of once again, was that this isn’t about non-fiction texts or thoughtful poems.  It was about the students embracing their potential as writers and having the confidence to express their voice. This is a lesson that I’m sure I’ll have to learn over and over, but I won’t stop treating students as writers, even when they don’t believe that they are. 

 Charles Moore fell in love with Sing, Unburied, Sing by Jesmyn Ward and no one has seen him since.  Rumors persist of sightings out in Phoenix and even San Francisco. Please visit his hourly musings @ctcoach or visit his instagram account @mooreliteracy1.

May I have your intention please?

I am borrowing my word for 2018 from my friend Whitney who in her wisdom spoke right to my heart:  “My word for 2018 is “intentional,” and I see that manifesting as spending quality time with quality people engaging in quality pursuits…being conscious about what I choose to do. I’m tired of being spread too thin and being so stressed out and/or exhausted that I can’t enjoy the moment I’m in.”

Ever had that moment when someone says your words for you? Thanks, Whit!

My father instilled in me the habit of setting goals. He taught me how to write them down and then see them to fruition. I am pretty good at it (most of the time.) But lately, (like the past three years) I, too, have spread myself too thin, and it’s taken a long while for my inner voice to shout loud enough for me to hear it. Poor hoarse thing.

This idea of intention resonates like an echo from the canyon of my soul. This voice is serious and a little scary. See, I’ve operated intensely in the extremes for decades. How can I do this and this and this? How can I be more, do more?

But I have not always practiced intention. More is not always better. Duh.

I am reminded of a conversation I had with my friends and colleagues Amber and Mary. I had the privilege of mentoring them as pre-service teachers several years ago. They told me the best word to describe me then was intense. Of all the words in the world. . .

I get it. And these friends will agree: I have come a long way. But I’ve got miles to go.

So I am going to be a little more honest with myself. A lot more patient. A lot more sincere. I am going to set myself free. Free to explore and relax and play.

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To be able to do this more effectively, I am also going to take some advice I got from Adam and not just take a break from social media but detach from it — a lot. Maybe I will read a lot more of the books Adam recommends and make a bigger dent in my books-to-read-next pile.

I found this article 6 Simple Questions to Set 2017 Intentions, and I’ve played around with my own questions and answers in my notebook. I am a year late to the party, but I’ve got the pointy hat on now.

I also found a list of beautiful poems at the Center for Mindfulness, a place I should probably rent a room. I’ve printed them out and will paste these poems in my notebook and write around them. (I remember Penny Kittle saying one time that she does this:  pastes poems in her notebook that she can write beside while whiling away in faculty meetings.)

Poem I Said to the Wanting Creature Inside of Me

Will this intention transfer into my teaching? into my relationships with students? No question. Here’s how I rewrote those questions above to fit with my quest to be more intentional at school:

  • What are 1-3 experiences I want to have with students this spring?
  • Who are 3-6 students I want to deepen my relationships with this semester?
  • What are 1-3 things I want to try in my classroom that I’ve put off trying?
  • What are 3 way I will take care of myself more effectively during the school day?
  • Who on my campus can I get to know more meaningfully?
  • What one word do I want students to describe me?

We all know the benefit of boundaries. I don’t know why it is so hard for some of us to set boundaries for our own well being. As teachers, we take on a lot, don’t we?

My hope for myself — and for all of you — is that we can stop a spell, consider the moment, think about what matters in the long run, then, and only then, take a step toward whatever it is we want to accomplish.

There we will have a solid place for our feet. I like that.

What are your intentions for the new year? I’d love to know.

Amy Rasmussen is the mother of six grown children and two naughty Sheltie puppies. She’s married to her best friend of 32 years and teaches at an awesome senior high school in North Texas. She hopes this is the year she can stop everything else long enough to write that book. Follow Amy on Twitter @amyrass and @3TeachersTalk 

What It Means to Be an American – Student Poetry Can Change the World

Student voice is at the center of impactful, inclusive, and inspirational education. And sometimes, we are lucky enough to teach a student who embraces the power his or her voice holds. img_8361

In the case of Rameen and Isabella, I am blessed this year with two strong, passionate, driven, and now poetic, young women in my AP Language class. When they were asked what it means to be an American in their Government class, they were soon sharing and revising a poem with several members of our English department. And when I heard the final version, I knew I needed to share it with you.

Raising Student Voice is the focus of NCTE’s call for proposals for the 2018 convention in Houston. In it, Program Chair Franki Sibberson says, “Our students’ voices matter. Their voices matter in our schools, our communities, and beyond. As teachers, we want our students to discover their own voices. We want them to know the power of their voices. We want them to know the power of others’ voices, and we want them to know the power of their collective voices. Most important, we want to help them discover how their voices might impact our world and to be empowered to use their voices to speak out for equity and justice.”

 

Isabella and Rameen are prime examples of what beautiful thoughts, words, and actions can come from students raising their voices for right in this world. The fact that Isabella left class the other day saying she’s writing poetry on her own now, warms my heart beyond measure.

Please enjoy the incredible words of these two gifted young ladies. I could not be more proud of their efforts, their sentiments, or their ever-growing understanding of the power their words can have on the world they are already helping to positively change.

They speak from experience. They speak from the heart. They speak their own educated, inclusive, and compassionate truth.

What could be more valuable to promote both within, and beyond, the walls of our classrooms?


 

Isabella: Well, what does it really mean to be an American? Rameen and I decided to tackle the subject when asked this question in Mr. Belan’s government class. We both come from cultural backgrounds that are considered minority groups in the United States (I am half Mexican) and as Rameen said, it isn’t uncommon for a minority’s American-ness to be questioned. We decided to write a poem discussing the subjects of what it really means to be an American.

Being an American isn’t all about being born and raised in the U.S. but there is so much more that makes this country what it is and it’s people who they are. We often forget the history of this country. As amazing as this country is, we forget that it was built on the backs of slaves. Forget that our founding fathers included immigrants. Forget that we are a nation that worked our way up when other superpowers at the time laughed and were certain we would fail. But our success story thus far has only been with the help of every single inhabitant, no matter how big or small their role.

Rameen and I felt that we needed to remind people of our true American values and beliefs. The values and beliefs of what it means to be an American.

Rameen: Growing up, I heard questions such as “Hey Rameen, where are you from? No, no…where are you really from?” or “Hey, what are you?” more often than I care to remember. I very well know that people are intending to ask about my cultural and ethnic background, but the manner in which the question has always been asked is incorrect. I was never offended, but I wanted to educate people about the true meaning of their statements.

Asking me, where I’m from is asking where I’m born or where I’ve lived, which is and always has been the United States. I am a natural American citizen, born in Cleveland, OH. But what most people intend to ask is, “Where are your parents or your family from?” or “What’s your ethnic background?” Now this question, I would respond to with “My parents are from Pakistan,” but I always made sure to follow this with, “but they’re American citizens” because somehow my parents being born in a different country, questions my American-ness.

I, in a way, feel obligated to prove that my family and I are just as American as someone whose family has been born and raised in the States for generations. Despite my entire family being American citizens, we were often faced with the challenge of subconsciously feeling the need to prove to others that we were deserving of that label. We were always extremely cautious of what we would say and how it could be interpreted as being a brown person living in the United States. We were always careful of where we spoke Urdu, the national language of Pakistan.

Being a minority in America often feels as though there are more eyes watching what you’re doing.


Without further ado, we present to you, “What it Means to be an American”

What it Means to be an American
By Rameen Awan & Isabella Barnard

We live in a world where success equates survival.
Where every man, brother, sister, and child becomes your rival.
This is a nation propelled by our wealth.
A place where working for your family is more important than one’s health.
They say that we are a nation of dreamers.
That people flock to our borders in hopes of earning the support of the believers.

We live in an era categorized by numbers on a screen.
Where narcissists are obsessed, wanting their every move to be seen.
Crafting the perfect one-forty characters is everything they strive for,
Forgetting that when it comes to life, there is oh, so much more.
They forget the knowledge that can come from simple conversation,
And will speak with their neighbors with fierce hesitation.  

We live in a country where we are to believe that we’re protected by our rights.
But after hundreds of years, many are still fighting those same fights.
Many fail to realize the true struggles that some endure,
And how becoming united as a nation is our only hope for a cure.

We live in a nation with members still supporting the Confederacy.
Supporting the ideals and beliefs of the current U.S. presidency.
It’s as though our slow and steady progress is being completely reversed
It’s as though the change we’ve tried to make is under an inescapable curse.

*****

We live in a land where many claim that the man in office is “not their president”
However, those that concur proclaim, “He is if you’re an American resident.”
But what is one to do if we believe that statement untrue,
If we believe that “America is a place for everyone,” except for me, you, and you?

We live in minds that expand the definition of innovate
Minds that test the boundaries of what man can create
We even sent the first man to the moon so he could gravitate
Other nations try but just can’t seem to replicate

We live in bodies that have the power to shape the future
With precise hands that perform the most intricate suture
With each generation growing when valued is the teacher
With souls that are not afraid of any sort of venture

We live in a society of the best and the brightest
Are we perfect? No. Not in the slightest
But with a military named the strongest
And people that constantly work their hardest
Being an American means having the option of going on your own conquest

It means exploring things to see in which you yourself should invest
It means having the right of choosing if and how you want to be blessed
It means enduring the most in order to find success
It means no restrictions on your mind or your word when in distress

If what it means to be an American is what you are attempting to define
Go back and carefully reread and consider each and every line
You are entitled to your own thoughts but here you’ve heard mine
If you want to better America, do it. Just don’t run out of time.

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