Category Archives: Mentor Texts

Mentor Texts: Lifting Lines and Elevating Self

When working with mentor texts in notebooks, lifting a line–pulling a line or phrase or sentence for its aesthetics and using it as a launching point to generate writing–remains such an important strategy, as Ralph Fletcher notes here. Of course, we want our writers to work with parts of a text that will help them learn to not just write their ideas but to craft.  But I think these lines, these (where appropriate writer-selected) lines, can also elevate the writer somehow. These lines just might move writers in ways where they’re compelled to study themselves just as closely as the craft.  These lines can tug writers into the stratosphere. 

I felt myself lifted as I read Sara K. Ahmed’s Being the Change this summer (This book about how to teach social comprehension offers numerous mentor texts.). One line in particular heightened my summer reflection: “Understand that everyone’s identity is at stake.” Whoa. 

The urgency of this challenged me to think and write and think and write and ultimately create; the best lines to lift should compel writers to create! In this case, my co-coach and I worked to plan professional development for our returning teachers. In Ahmed’s words, we wanted to “make way for the voices, emotions, and experiences of others,” so we centered our time on identity–individual and the staff’s, the students’, the building’s. And then, in our efforts to use story to promote digital literacy, we used America Ferrera’s Ted Talk My Identity Is a Superpower Not an Obstacle. As staff watched, we encouraged them to respond in their notebooks, ultimately suggesting that they choose a line and reflect on how they can carry it into the year with them. 

My hope is that as staff scans their notebooks during our next professional development, they will see this line. They will consider themselves and others, identities at stake. And this line will lift them toward possibility. 

Kristin Jeschke is an English teacher turned Instructional Coach in Waukee, Iowa. After nineteen years as an English teacher, she’s currently re-imagining her identity. But she’s excited for all that’s possible.  Follow her on twitter @kajeschke.

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Guest Post: I’ve been thinking about Ghosts or What I’ve learned about the power of mentors…and time by Elizabeth Oosterheert

“That version of the story–that version of my life without my husband in it–is a ghost I carry around with me. It’s always there, beneath the surface of my real life. I feel…so grateful that this big, messy, joyous life isn’t a ghost life, but mine…”
Kate Hope Day for The New York Times
Joe and Toby

Joe & Toby after a performance of the 2018 play, Merlin’s Fire

If you’re like me, when the end of the school year arrives, you entertain the ghosts of what might have been. These lingering ghosts are questions like:  What if I had spent more time conferencing with that student? What if I had found this mentor text a little sooner? What if I had done more mini-lessons about . . .

And the list goes on.

I learned a few lessons during this past year I hope will have a positive impact on EVERY facet of my readers’ and writers’ workshop for next year. My teacher’s soul already knew this, but I recognized more powerfully than ever before that the right mentor texts at the right time, combined with enough space to explore craft moves and to write about things that matter, makes all the difference.

My students love what I call food literature (thanks to @KarlaHilliard for this amazing idea!),  a writing study we do after Christmas composed entirely of reflections about food. This takes the form of food narratives, poetry, listicles, or critical reviews.

We study mentor texts, and then students choose a direction based on the ideas they’ve developed in both handwritten and digital notebooks.  After discussing many mentors, and highlighting craft observations, students list powerful descriptive words, make notes about the writer’s voice,  and practice composing complex sentences based on passages in the mentor pieces.

I encouraged my students to consider food in the context of specific flavors and seasons. 

Childhood and adolescence have unique tastes. December has a far different flavor than July. What we quickly noticed is that food literature is about so much more than what is on our plates. It’s about savoring cherished memories.

Another frame that worked well for food narrative that is also very effective for other kinds of autobiographical writing is an idea adapted from Penny Kittle that I call Then and Now:

Then I thought, but now I know. . .

When we write Then and Now snapshots, we admit that our understanding of everything from food, to sports, to relationships evolves as we age and learn how difficult it is to be a human being.

Three new mentor texts spoke powerfully to my students. One was “Carrying the Ghosts of Lives Unlived,” published in the Ties section of The New York Times, written by Kate Hope Day. While this piece is NOT about food, it is about how, in Day’s words, “There are hinge points in time when life could be one thing, or another.” My students applied  this mentor to our food study, writing about different life seasons, and how sometimes seemingly small decisions have a BIG impact.

Another New York Times piece that was very helpful to us  was “Christmas Fudge and Misremembered Snow Cream” by Rhiannon Giles.  I composed a piece for my students based on this mentor about the flavors of my childhood.  An excerpt is linked here.  Students then wrote about their own life flavors, recipes, or memorable meals.

Finally, we studied “Ode to Cheese Fries” by Jose Olivarez. What I love is that my discerning, sensitive, wondering students used that poem to create beautiful reflections on some of their fears about adolescence and daily pressures assailing them. In his poem, “Pack of Ranch Sunflower Seeds,” Toby, one of my eighth grade authors, wrote:

 

What if I’m the small seed

With a big shell

Waiting in the bag

Pleading not to be eaten up

By the mouth

Called life

And my inner seed gets revealed

And my outer shell is thrown out and trampled

By reality

 

Maybe I should chew more bubble gum

 

The rest of Toby’s poem is linked here. 

Our food study is a ghost that haunts me, because I hope that I can continue to make it more authentic. For now, though, I have to remember to be grateful for the time and the writing that was — and in the words of Mary Oliver, give thanks for my “one wild and precious life” and the students’ lives that intersect with mine every day.

 

Elizabeth Oosterheert is a middle school language arts teacher and theatre troupe director at Pella Christian Grade School in Pella, Iowa. She loves writing, and sharing the stage with seventh and eighth graders. Her favorite stories are Peter Pan, The Outsiders, & Our Town. You can find her on Twitter @oosterheerte

I’ve Been Thinking…About Heroes (Or What I’ve Learned from Eighth Graders This Year) Guest Post by Elizabeth Oosterheert

Theater1

Eighth Grade Theatre Troupe members rehearse a scene from Peter Pan

Every great story has a beginning, middle, and end, not necessarily in that order.

We are all great stories…Phil Kaye

As the first days of June open like flowers, I’m thinking about the courage, complexity, and vulnerability of the eighth graders I taught this year…and all that I learned as we wrote together, and spent time on stage.

My students suffered. They experienced everything from abuse, to the death of a parent and coach, to Stage IV cancer. It was heartrending. And it was glorious, because they used tragedy to craft some of the most beautiful, honest writing I’ve ever read from middle school students, and their wounds gave them authenticity on stage, as many of them joined my theatre troupe.

What were our favorite mentor texts?

TheaterIn  writing workshop, my students’ favorite things to compose were Spoken Word poetry and film analysis. When I asked students what their favorite mentor text was at the end of the year, most of them chose “Tony Steinberg: Brave Seventh Grade Viking Warrior” by Taylor Mali.

In a poem that Mali says took him three years to write, he recounts what it was like to lose a seventh grade student to cancer, and also incorporates some of his best teaching memories.

Mali masterfully employs the metaphor of the Viking ship,  their belief in Valhalla, and the importance of dying valiantly in battle.

Students selected a captivating line or  image from the poem, and wrote from that. Not surprisingly, in a year when cancer was impacting so many of my students’ families, this poem resonated with them.

Following is an excerpt from a co-authored poem written by Trevan and Hayden, after listening to and writing beside the “Tony Steinberg” mentor text:

We’ve seen cancer take more than hair.

We’ve seen it take joy,  peace, and life.

Cancer has stolen our coach’s joy,

and torn the heart of his son like a gift ripped away from a child.

Cancer

/kansər/

A disease caused by an uncontrolled division of abnormal cells in a part of the body sometimes causing death.

Cancer can be battled, beaten like a knight in shining armor overcoming an army.

We watched it advance…

 

The Outsiders DallasIn addition to being inspired by Spoken Word poets, particularly Taylor Mali and Phil Kaye, my students enjoyed the autonomy of writing about memorable characters when we studied book and  film analysis. Our favorite mentor text for character study was “Katniss Everdeen is my Hero” by Sabaa Tahir, published in the New York Times.

In using this mentor text, students had the opportunity to borrow many excellent craft moves, such as the way that Tahir opened her commentary by explaining how she first “met” Katniss Everdeen.

Writing in front of my students, I imitated this craft move by sharing my first encounter with Dallas Winston, the toughest member of Pony’s gang, in S.E. Hinton’s The Outsiders.

Dallas Winston and I met on a summer’s day in 2002.

Countless colleagues had urged me to read The Outsiders, yet for some reason the book and I had never crossed paths. At the time, I wondered how a story written so many years ago could still resonate with teenagers. Days away from the birth of my first child, I decided to embrace stillness long enough to give the gold-dusted pages a try, reasoning that my advanced pregnancy made everything other than reading–from tying my shoes to my habit of  swimming a mile every morning–a challenge.

Resting beneath the branches of an ancient pine tree in my front yard, with only a few persistent sparrows for company, I read the book in one afternoon, ignoring everything but the words on the pages as the characters’ lives entranced me as deeply as any magic spell.

Of all the characters in Pony’s gang, it was Dallas Winston who hooked me from his first appearance. Dallas is a character of contradictions, claiming a stone cold heart,  yet lending his gun to two desperate boys and helping to shelter them in Windrixville. Scorning love, but ultimately dying for it. Dallas’ character stayed with me long after I read Pony’s last words about him. I wondered about the tough but broken hearted boy who died under a streetlight with an unloaded gun and Two Bit’s jet handled switchblade.. To some, he died a nameless hoodlum, but Pony knew the truth.  Dallas died young, reckless, and gallant, a true gentleman in a blood soaked jacket who got what he wanted.

So I could write much more about the  eighth grade heroes I taught this year. Like Dallas, they are gallant. They have broken hearts that are healing as they leave eighth grade and look forward to their high school chapters. They’ve reminded me that one is never too young to harness the healing power of the written word.

Elizabeth Oosterheert is a middle school language arts teacher and theatre troupe director at Pella Christian Grade School in Pella, Iowa. She loves writing, and sharing the stage with seventh and eighth graders. Her favorite stories are Peter Pan, The Outsiders, & Our Town. You can find her on Twitter @oosterheerte.

Q & A: Where do you find mentor texts for informational reading and writing? #3TTworkshop

Questions AnsweredHere’s the thing:  Finding engaging mentor texts, whether to integrate current events into lesson plans or use them to teach reading and writing skills, requires us to be readers of the world.

“I don’t have time,” I hear some thinking. Yeah, well, finding the time to read ourselves is the best professional development available.

Want to engage students more in independent reading? Read a wide variety of engaging and inclusive YA literature. Want to shake up literature studies? Read more diverse and award-winning literature. Want to bring real world events into the classroom for some critical discussion? Read a whole bunch of news.

There’s no secret to finding mentors that will work. We just have to do the work to find them.

We can rely on others to help. Kelly Gallagher posts the articles of the week he uses with his students — a good resource. Moving Writers has a mentor text dropbox — also good. However, what works for some students may not work for others. We know this.

We also know our students. We know the instructional goals we have for them, and we know what they need from us in terms of interest and ability (at least we should.)

So — read more. Read with a lens that will best meet your needs and the needs of your students. Sometimes we find treasure.

For me treasured mentors, particularly for informational texts — because they often get a bad rep — are those that are not boring. (In my experience, most students think info texts are boring.) Voice, format, and style = engaging real world informational writing.

I’m sure there’s more out there, but here’s three sources I read regularly. Sometimes I pull long excerpts, sometimes paragraphs, sometimes sentences to use as mentors.

The Hustle. “Your smart, good looking friend that sends you an email each morning with all the tech and business news you need to know for the day.” You can sign up for the newsletter here. Here’s a sampling of a great piece with imbedded graphs and data: How teenage hackers became tech’s go-to bounty hunters. This is a mentor I would love to use with high school classes.

The Skimm. (I’ve shared this before.) “Making it easier for you to live smarter.” Sign up for the newsletter here. The women who started this site are all about promoting and advocating for women. I like that. Their podcast is interesting, too.

Robinhood Snacks. “Your daily dose of financial news.” I’ve been teaching myself about investing for the past couple of years, so this one just made sense to me — the newbie-tentative investor. What I like is how the writers make the information so accessible — and they post a “Snack fact of the day,” which will often work as an interesting quickwrite prompt. Sign up for the newsletter here.

What about you? Do you have favorite resources to stay in the loop of the news or to find treasured mentors for informational reading and writing? Please share in the comments.

 

Amy Rasmussen spends a little too much time reading daily newsletters and checking her most recent stock purchases. Her favorite investing apps:  Robinhood, Stash, and Acorns. Really, if she can do it, you can, too. Amy lives, writes, and loves her family in North Texas. Follow her @amyrass

A “Quality” Mentor Text

We all know the value of a really effective mentor text: media reviews from A/V Club, The Player’s Tribune for authentic narrative, The Ethicist (credit Penny & Kelly) for opinion or argument, TED Talks (ala Moving Writers) for writing that “speaks” to an audience, Humans of New York for whatever you want it to be. And in a workday that allows little time for “browsing” of any kind, the more adaptable the mentor text, the better.

Shana has written about the use of Ruth Gendler’s Book of Qualities for QuickWrites. I wrote about this mentor text as part of a multi-genre project. (Like most good ideas used in my classroom, this one was bestowed upon me by my teaching partner, Mariana). And we’re using it again with seniors as part of their author study in Advanced Writing. Students are tasked with identifying themes and abstract concepts that feature in their author’s work and personifying one of these in a prose poem after Ruth Gendler’s qualitiescover“Qualities.” This year, I’m also using this mentor text to “assess” independent reading in RWW for sophomores.

First, I give them a copy of the Table of Contents and samples from Gendler’s Book of Qualities and ask them to choose one that connects to their book. Now if I were more efficient (ha!), I would have a copy of each page available, but no. So, that afternoon, I scan the pages necessary for each student to have a hard copy of Gendler’s take on the quality they matched with their own book. In theory, I’ll eventually have all of them scanned and organized in a properly labeled folder, right? Again, ha!

Anyway, the next day or so, they get a copy of Gendler’s prose-poem personification of the quality they identified. Their writing task is to revise Gendler’s piece to make it macbeth's robesspecific to their author’s work. Scaffolding is kind of built in: less confident writers can make more extensive use of Gendler’s structure; stronger writers can even start from scratch. Either way, this task requires VERY explicit modeling, so I model with a quality that links to a text we all read together. This year, the model quality is power, arising out of our film-and-soliloquy study of Macbeth (although I think it would work with any shared text, even a poem or short story or article). Essentially, I build in specific details that are specifically text-related. For example, Macbeth’s power is “dressed in borrowed robes,” at least at first. It doesn’t walk but rather “vaults” across an entire continent with a dagger in its hand. Power’s hands never get clean, so why not just drench them in more blood? Even students who persisted in their claim that they just don’t “get” Shakespeare had their “Aha!” moment in this discussion.

albatrossGendler’s clothing motif in her discussion of power is convenient, as clothing is a motif in the play as well. I just got lucky there. But students are still doing a version of literary analysis of theme and turning to the text for evidence. And it’s way more fun than that albatross of high school English classrooms, the Literary Analysis Essay.

What I love about this mentor text is its adaptability. It would work with any text, and students certainly don’t have to be limited to the “qualities” Gendler explores. They can CHOOSE to invent their own. Depending on how this goes with my sophomores, I might collect them and bind them into a class booklet, our own version of The Book of Qualities. 

Revising and Editing with Jeff Anderson Part III

Grouped around a big table in the library, seven students looked at me as if they knew the next hour of their life would set the record for engaged boredom.  These were students who volunteered their time to get one last push towards success on our state assessment. Like dental surgery, they assumed going in, that it would be painful.

None of these students were on my rosters, thus, they had no idea who I was or of the learning vortex we were about to descend into.

We picked up an excerpt from Unwind by Neil Shusterman and jumped in with both feet, after reviewing the guidelines for sentence building. Our stated goal was to review the piece with an eye towards sentence structure, alas, what we found was much more meaningful.

I wrote about Jeff Anderson’s book Everyday Editing here and hereCheck out those posts for Anderson’s first six tenets in editing instruction.

The last three parts of this book are:

  • Invitation to Edit
  • Extending the Invitation
  • Open Invitations

Invitation to Edit:

Anderson, in this section, writes about seeking authenticity and meaning in their editing practices: developing an editor’s eye.  He shares with us an activity he calls, “How’d they do that?”  This is an exact move we practiced in my STAAR prep group Thursday afternoon. We stumbled upon a sentence that blew us away and we dissected it with a thoroughness that I’m not sure I’ve ever explored with high school students.  We looked at the way the Schusterman wove words and punctuation together to create magical meaning.

Cast your gaze on this beauty:

unwind

Consider this Anderson gem:

“It hit me as the exact way education gets editing instruction wrong. We make it about identifying what’s missing or there, and students haven’t ever met the concept or become familiar with it.  If they don’t know of it’s existence, they can’t notice its absence” (p. 43).

Extending the Invitation:

What are we supposed to do when we see an amazing sentence sitting there, minding its own business, nestled quietly in a mentor text? The answer is, we stop what we are doing and ogle it. We poke and prod it , using our editing scalpels to peel back its layers and reveal the secrets where-in.  Don’t ever be afraid to pause a reading or writing lesson that has nothing to do with sentence structure to talk about a particularly well structured sentence.  I mean, really, all reading and writing lessons connect a text’s internal and external structures.  Amirite?

Open Invitation:

This section is about removing the idea that editing lessons are their own separate learning task.  Anderson argues that they should be the basis of all writing instruction and that these lessons should creep over into all the others that we use to help our students grow in their literacy.

One more time:

“I want those boundaries muddied so that the rest of the writing and editing lessons I do, besides those start-of-class, blastoff point invitations, are mixed with mini-lessons, writing, and sharing time in writer’s workshop” (p. 46).

All this reminds me how important one-on-one instruction is to literacy instruction and I think back to the absolute necessity that is self-selected independent reading. Consider the wisdom of Penny Kittle quoting Kylene Beers:

PK2

And then what she tweeted next:

pK1

I think this “nudge” can be about craft and not just content.  This is a place into which we can extend invitations.

With you-know-what looming, a lot of what we’ve studied with our reading and writing should, hopefully, help the kids out, but more importantly, set them up for success in their literacy lives.


Charles Moore is so excited to share the last six weeks, or so, of the year with his freshman. He’s looking forward to experimenting with collaborative groups, exploring new ways for students to publish, and, of course, talking to kids about books.  If you want to reach out to him about teaching reading and writing, shoot him an email. Check out his twitter if you want to see the latest episode in dad themed humor.

A Happy Little Lesson

Screen Shot 2019-03-11 at 2.12.33 PMOkay, I stole the inspiration for this post’s title from the late, great Bob Ross, but if the tree (or daffodil) fits, then I’m good with sappy wordplay. AP Literature can feel dark at times because many of the texts we read deal with death, loss, and desire. That’s why I look forward to the beauty and humor found in our texts and with each other in our class. The Romantic literary era provides wonderfully rich, dark, gothic themes, but it also provides opportunities for students to think about how they connect with nature and beauty. Often, it reminds them that they’re not taking time to relax, reflect on beauty, or enjoy some downtime away from small screens.

  1. We began by reading William Wordsworth’s “I Wandered Lonely as a Cloud” – a wonderful poem for traditional analysis. More importantly, it serves as a great mentor text to think about those places upon which we reflect when we’re feeling down. Here’s Wordsworth’s poem:

I Wandered Lonely as a Cloud,” by William Wordsworth:

I wandered lonely as a cloud

That floats on high o’er vales and hills,

When all at once I saw a crowd,

A host, of golden daffodils;

Beside the lake, beneath the trees,

Fluttering and dancing in the breeze.

Continuous as the stars that shine

And twinkle on the milky way,

They stretched in never-ending line

Along the margin of a bay:

Ten thousand saw I at a glance,

Tossing their heads in sprightly dance.

The waves beside them danced; but they

Out-did the sparkling waves in glee:

A poet could not but be gay,

In such a jocund company:

I gazed—and gazed—but little thought

What wealth the show to me had brought:

For oft, when on my couch I lie

In vacant or in pensive mood,

They flash upon that inward eye

Which is the bliss of solitude;

And then my heart with pleasure fills,

And dances with the daffodils.

  1. We analyzed the poem together, noting its craft and themes. We discussed a variety of ideas: the few visible stars in our city’s night sky compared the multitude of stars that can be seen in the country, how the simple experiences in life can be the most profound, and the importance of having a “happy” or safe place.
  2. We talked about the genre of poetry as a vessel for this beautiful message, and we discussed how we might capture the same beauty in prose. The word “prose” still scares many of my students, so we talked about what that meant. One student asked if prose is similar to the personal narratives they wrote for standardized tests when they were younger, so we also talked about the test-genre and its relationship to more authentic writing. (Incidentally, there’s an idea for a whole other blog post!)
  3. I shared two prose pieces about happy places of my own, and the students analyzed the craft in those. We discussed the literary devices present and their effects in the piece. They talked about the song lyrics woven into “Funkytown” and how the diction becomes darker as I leave my “happy place” – the roller rink. They talked about the sibilance in “Whither Thou Goest” that correlates with the river that winds like a snake below the mountain, the color imagery, and biblical allusions. It is always magical when we write with our students, and the fact that I shared myself with them made them feel more comfortable to write honest pieces of their own.
  4. Ultimately, I challenged them to write about a literal or figurative “happy place” of their own. It could be a physical place or a state of mind. I challenged them to play with language. There was no length requirement, but they were to label 5 different literary devices they employed.
  5. Just as I weaved song lyrics through one of my pieces, some students incorporated poetry, lyrics from a musical, and even lines from a movie into theirs. Others preferred more straight-forward, concise prose. Some wrote very poetic prose. In every case, however, their voices shone! The results were some of the best writing I’ve read from them all semester.
  6. The next step is to discuss how they can use their voice and their writing strengths in their academic writing. I once heard an AP Literature teacher say that there was “no time to have students write their own poetry in the course” and that worse yet, he’d “have to read it.” I have always felt sorry for that man. In my experience, it is the best way for students to find and hone their writing voices, learn about literary devices in an authentic way, and for teachers to foster a love of writing in their students. With the next mentor-inspired text, I will have them analyze their own writing.

Here are a couple of student samples from this assignment, unaltered by me, used with their consent:

By Jake (3/3/2019)

            I do not feel at home in Texas. The land is flat, the weather is tourettic; these gargantuan skies transmogrify from benevolent baker to dekiltered, frenetic assailant mile by mile, hour by hour, even. I take it back: I appreciate the tumult above the flats of Texas. It compensates for the, well, flatness. I could go on and on about how I would rather adore the rapturous peaks of my birth state, Colorado, how each and every inch stirs within a kindred connection that I experience nowhere else in the country. I could go on and on about how the saltine winds along the coasts of Washington corrode my worries into a whelming paste, yet these are, regrettably, far away places. I frequent these happy places, sure, but my memories elapse more time than that which I have spent in these places. Music allows me to carry these places around with me, wherever I may roam.

          “Bat Out Of Hell” by Meat Loaf forever holds a motorcycle to Colorado, as I was truly deafened by Meat’s foghorn vocals and personality for the first time in a balmy summer night’s drive through some valley whose name escapes me. Led Zeppelin’s “D’yer Mak’er” speaks to me of foot-slicing clamshell beachfronts, Dad trying his damndest to deafen me with Led Zeppelin in the rental car, and whiling hours drowned on that driftwood deck. I find the King in me whenever I pick up that there hairbrush in the bathroom and belt, belt as freely as the mighty Mississippi River flows. “Patch It Up,” “Blue Suede Shoes,” “Steamroller Blues,” and “Fever” purr and yelp around the room, terminally ill with suave, when I’m feeling up. “If I Can Dream,” “Bridge Over Troubled Water,” “American Trilogy,” and “You’ve Lost That Lovin’ Feelin’” croon and boom through the hallways when I’m feeling like the sky above. I am as much myself while belting Elvis to pictures on the wall and motes of dust as I am writing poetry to no one in particular.

            However, if my musical mind is a mountain, Elvis Presley makes up little more than the babbling brook rushing between the rocks that I scrub off my worries in. Meat Loaf is the foothills, the base upon which rests my musical perspective. Sturgill Simpson is the renegade wind that whistles through the hills, tossing me hither and thither as I make my merry way up the mountain path. In the forest of rock n’ roll, the wind takes on more of a Led Zeppelin flavor, rustling the Beatle pine needles. The rocks upon which I scrape my hiking boots are the bones of the bands that built the tastes I enjoy today. Bands like Nirvana, Styx, and Deep Purple, which once shone me the colors with which I view the forest today, yet get trampled nowadays in my search for the more exotic indie elixirs. If my musical mind is truly a mountain, then surely for every stone this metaphor turns over lie another taunting ten.

            Then music, unlike any physical happy place, must surely forever evolve, must be at the whim of the beholder and drive the behest of the spirit, must sculpt the mountains of the mind and scythe paths for one to meander, to sprint, to cower, praise, sleep upon, to stray from. Well, it holds this precedent to me, at least. Music has also upheld the standard upon which I interact with other people. What sets music apart from any happy place is that music builds the places into the palaces of peace that they are in my mind.

By Lung (3/4/2019) *Lung is an English-language Learner!

          On Jan. 20th, 2019, I experienced a phenomenon when the world stopped spinning, and the universe halted to a finite. I have had many perfect memories in my life, but not as unrivaled as this one. I’ve never felt more desperate for time to stand still and for picture-perfect moments to last. I lived only in that moment: cherished and content and peaceful.

            It was my two year anniversary with my boyfriend who is more like my partner in crime than a lover. He took me to Gussie Field Watterworth Park in Farmers Branch, Texas to share a “treasure” that he found. Although I was skeptical about going to a park on an evening when the weather dropped as low as 32 degrees, I still followed him, ready for an adventure. When we arrived at our destination, I opened the passenger door only for the harsh wintry breeze to slap me into regret. I scanned the scenery to recognize that we were the only people insane enough to occupy a park when the weather could freeze a person whole. The flowers have wilted into brown garments, and even sheets of ice were floating lazily on the pond. I was soon disrupted of my thoughts, when he grabbed my hand and pulled me into the middle of one of the many trails toward what looked like a box from afar. As he stopped and let go of my hand, I was face to face with a tiny wooden cabinet covered in a peeling paint of baby blue. It contained many books of different genres on its mini shelves, and I looked up at him in surprise. Knowing he wasn’t one to read but to kick soccer balls, I was even more astonished when I saw how his eyes twinkled like stars by the sight of books. After we both grabbed a book, we sat down on one of the wooden benches to enjoy each other’s presence and read silently as I drowned in peace.

            Soon after, when the sun began to set, the sky was tinted with an array of pink, orange, and yellow. The clouds boasted with mystical colors and the pale glow of the moon was beginning to show. Hand in hand, we walked back to the wooden box to return the books to their shelter. As we placed them onto a shelf, he pulled my shivering body into his jacket and wrapped his arms around me. As I placed my head onto his chest, from deep inside my chest, through every cell of my body, the warmth welcomed me like an old friend. There we stood, under the glorious paint, two kids ready to face the world. Then I realized, it really was a treasure.

Polysyndeton

Personification

Hyperbole

Imagery

Simile

Amber Counts teaches AP English Literature & Composition and Academic Decathlon at Lewisville High School. She believes in the power of choice and promotes thinking at every opportunity. She is married to her high school sweetheart and knows love is what makes the world go around. Someday she will write her story. Follow Amber @mrscounts.

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