Poetry Friday -- How to Be a Poet

 

image via Unsplash

How to Be a Poet

by Wendell Berry

(to remind myself)

i  

 
Make a place to sit down.   
Sit down. Be quiet.   
You must depend upon   
affection, reading, knowledge,   
skill—more of each   
than you have—inspiration,   
work, growing older, patience,   
for patience joins time   
to eternity. Any readers   
who like your poems,   
doubt their judgment.  

    You can read the other two sections of this wise poem at the Poetry Foundation.  I'm sharing it today as a reminder to myself. Maybe you needed to hear that, too?

    Kiesha has this week's Poetry Friday roundup at Whispers From the Ridge.

Thoughts on Teaching & Learning

Over the past several weeks, I have found myself doing a lot of reflection trying to get this online teaching right.  I keep meaning to get my thoughts on paper but then get caught up in the day-to-day work of teaching in this pandemic era.  I know if I can catch my breath, there is a lot to learn and reflect on during this time. So, I decided that every day in May, I will share my thoughts on Teaching and Learning.  This is Day 7.

Early in this online/pandemic teaching, I wanted my 5th graders to have an opportunity to think and write about what was happening if that was something that would be helpful. I did not want to force an assignment to write about Covid19 and about staying home but I wanted to put an invitation out there that would let students do that if they needed to. I mentioned this in one of my first posts during this stay-at-home experience, but wanted to share a bit more.

If you don't know Six Word Memoirs, they are a great type of writing to invite kids and adults of all ages to do. If this is new to you, I'd suggest watching Larry Smith's TED Talk on Six Word Memoirs.

Writing a story in 6 words is a great experience.   I knew that if I asked students to write 6 word memoirs, they could focus on Covid19 and their stay at home experience or they could focus on anything else. I also knew that this type of writing invites art and I have lots of students who make meaning through drawing this year.  

I put the invitation out there and asked students to share their 6 Word Memoirs on a class Padlet. I was amazed at how quickly students shared 1, 2 even 6 of these pieces in a short amount of time. If you've ever tried to write one, you will find that you can't stop at just one--it's a bit addicting.

I wrote one myself first and shared it with students. 

Never imagined a world without libraries.

Some students wrote about their dogs, some wrote about staying home, some write about courage and strength in hard times. About half the students added art, while others added photographs.

As I think about the kinds of writing I am asking students to do at this point in the school year, I want to invite them to try new types of writing that helps them make sense of their worlds in some way--a type of writing that can be healing. I find 6 Word Memoirs to be that kind of writing.  6 Word Memoir writing asks writers to really think about the things that matter most right now, and to think about a way to share that story in very few words.  It is the thinking in creating that I find to be helpful.

The Power of Choice During this Online/Pandemic Learning

**Mary Lee, Franki and Julie have been talking and thinking about choice during this time of Online/Pandemic Learning.  We decided to share our current thinking about choice and writing today and would love to hear from others on what is working when it comes to choice, writing and online learning. You can find Julie's post here.


From Franki
Writing Workshop is the heart of our classrooms and we believe student choice is so important for authenticity. Typically during the school year, we do 3-4 genre-based units of study and then between those, I do other units of study that cross genres. I want my readers to know there are so many ways to study and grow as a writer and although there are specifics for particular genres, there are also skills writers have that cross genres. Learning from Other Writers, Revising, Expanding Important Ideas in a Text, and Word Choice to Improve Writing are all units we've done across the year.

With this new online/pandemic teaching, it's been a challenge to stay grounded in what we believe about writing and writers.

I thought long and hard about what this time means for writers and I realized that this stay-at-home time is a perfect time for writers to do authentic work, to commit to a project with lots of time to work, to play around and to grow, to build a stronger identity as a writer.  So I decided that choice would be the most important thing over the next few weeks.

After talking with Julie Johnson on how she was providing her 3rd graders choice, I created this board for students.  Last week, students spent time thinking about the possibilities for their writing over the next several weeks and they committed to one of the ideas on this Choice Board.

Link to Writing Choice Board for 5th Graders

Having a writing workshop with very little live time together has been tricky so I built this board with this in mind. I knew I wanted students to have choice in genre, but I also knew that my focus for teaching as they were working on their writing would span genre. I knew I wanted them to find mentor texts and I knew revision would be important.  So I built some mentor texts into the slides so that as students explored options, they could see writers who they might learn from in each project.

This week, we will have small groups meeting to share and discuss their writing. And I am thinking about how to incorporate this brilliant idea from Clare Landrigan from Tuesday's blog.  My main goal is to support writers in lots of ways, to invite those writers who have lots of time to give to this, some options to dig  (working hours each day if they'd like) in in a way that isn't possible when school is in session.  I want them to know what that feels like they have a project they love and are committed to. I also want to give writers who don't have as much time or space for this the option to create and learn something--something they want to learn. It seems like an easy time during the year to do this as routines are set, students have goals as writers, they have learned from mentors all year and they have lots of writing ideas. 

I am already amazed at the ideas kids have shared and the work they are doing.  I am hoping this choice board meets the needs of all of my writers during this challenging time.

From Mary Lee

In our first full week of online learning, we had a very successful Flipgrid Science Symposium on Friday, where students shared their learning about food chains, food webs, energy pyramids, and the biome of their choice in a short video on Flipgrid. They loved having a project to work towards, and seeing how all of their work in reading, writing, and science could come together. In our "more of this/less of that" conversation on that first Friday, they definitely wanted more projects, and one student requested work with biographies, so I made a mental note to somehow work that in for our next project.

Last week and this week we have done some activities that are building towards an in-depth opinion piece. I wanted to weave together life science, biographies, and opinion writing. This is what I will present to the students next week. I hope I built in enough choice so that every student can find an entry point.

Link to Choose Your Own Adventure Opinion Writing

Students will be able to choose by person, by the person's area of science, or by the person's action -- what they're famous for. All of the links (except Julia Hill) go to our school's subscription (via Infohio) to WorldBook Student. 

Some of my students will be able to chose a topic and run with the research and the writing, but many will need scaffolding. We will brainstorm ways to make this an opinion piece. It will be very different than a "fuzzy socks are the best" opinion piece. They will need to make a claim about the importance of the person, the area of science, or the work. While they will start in WorldBook Student, they will need to do online searches and find information in unlikely places like BrainPOP.

I am struggling to get my students to keep their commitment to the small group session they signed up for, but in my dreams, those small groups will become writing support groups where we can discuss their progress and they can share their writing for peer feedback.

I envision this project lasting several weeks, and I have my fingers crossed that my students will be up for the stamina of this. Perhaps I'll have to drastically modify my expectations, or even toss the whole thing out as a spectacular failure. Time will tell, but I think it's worth a try!

Poetry Friday -- The Power of Short Writing

I found this great article that reminded me about the power of short writing. SHORT writing seemed like just the thing for this past SHORT week and its potentially SHORT attention spans. It was also a good way to keep working on one of my main goals as a teacher of writing -- I want my students to be fluent as writers. I want them to be able to get an idea and run with it, to take risks, to get words on the page...and then go back and make those words communicate more clearly and effectively.

We started the week by writing 50 word summaries of the read aloud we finished last week, Indian No More by Charlene Willing Mcmanis.

I think JC did a great job with her summary! She is an EL who has only been in the US (from Hong Kong) for five months.

I love GP's themes, especially, "No matter what road you get, you still have to drive." I'm thinking he's heard that one at home!

This one is my favorite. HM clearly has some challenges with his writing conventions, but his thinking is SO intact. He found some sketches of butterfly chrysalises in his writer's notebook, from back in the fall when we watched caterpillars grow and change. He drew them on his paper, but I wouldn't let him get away with randomness. I told him he had to connect them to the story. And he did. He so did. The butterfly stage represents the family's happiness on the reservation. The pupa stage represents their sadness and struggles. But after the pupa stage comes another butterfly, so they WILL be happy again. And "they will always stay Indian."

After our 50 word summaries, we went on to Get Curious -- Encyclopedia Edition. I gave each child (or pair) one volume of our classroom set of encyclopedias. The assignment was to 1. Browse, 2. Get Curious, 3. Take Notes, 4. Write a haiku. Here's one by ZA about Kimchi.

Kimchi’s important
It is traditionally
Used in Korea

ZA

Next, we did Get Curious -- NewsELA Edition. JW read articles about the impeachment process (mouths of babes, my friends...mouths of babes), and JF read about the tourists who were killed by a volcano in New Zealand.

Donald Trump is bad.
Donald Trump should be Impeached.
Donald Trump is bad.

JW

14 die on New Zealand’s White Island During Volcanic Eruption

December 9th
The blast left 30 people hurt
Words were things like help

JF

Here's to SHORT WRITING on almost the SHORTEST DAY of the year! Buffy is hosting the "Almost Solstice" edition of the Poetry Friday Roundup today.

Nothing Gold -- After Robert Frost

Nothing Gold
after Nothing Gold Can Stay by Robert Frost

Nature's first green is gold
or, in the case of that bush
with its six inches of new growth,
red.

Or, in the case of that forsythia
on the south-facing side of the house,
an unbelievable shade of bright
yellow.

Or, in the case of those new shoots
knifing up from exposed iris bulbs,
a simultaneously fragile but violent
green.

All these early hues
in leaf, in flower
hard to hold as the earth moves
along its path
hour by hour
by day by day
by season by season,

not so much subsiding
as being subsumed
in the golden Eden
of Life.


©Mary Lee Hahn, 2019


The first draft of this poem happened in one of our five-minute quick-writes in writing workshop this week. Another reminder that these small rituals are powerful not just for our student writers, but for our own writing lives.

I have a love-hate relationship with Nothing Gold Can Stay by Robert Frost. I landed in the honors program at the University of Denver based on good grades in a sub-standard rural high school. I was over my head in so many ways. There was so much I didn't even know I didn't know. A professor attempted to teach me how to craft a critical essay by humiliating me -- by showing me the work of a classmate who was already clearly on the path to his fame as a writer. Then he asked me if this poem by Robert Frost was hopeful or hopeless. My humiliation had turned to stubborn anger, and I argued that the poem was hopeful. And then I figured out on my own how to be the kind of writer I wanted to be.

It was that experience more than any other that taught me how to teach the writer, not the writing. Every writer can move to the next level, but you can only begin from where they are the moment they show you their own work.


Rebecca has the Poetry Friday Roundup at Sloth Reads, and how perfect is that? Tomorrow is National Goof Off Day, when our spring break begins!

Poetry Friday -- Mentor Texts

You've heard about it, you've marked it "To Read" in GoodReads, maybe you've even ordered it and have it on your stack. Move it to the top of your stack, make some time, and dig in! Once I started reading, I was hooked. I wanted to keep reading, but more than that, I was anxious to start writing and try some of her ideas with my classroom of writers.

With a short week this week, I decided to ease my writers into informational writing with some of the strategies from Poems are Teachers, and definitely by using the mentor text poems (one from a professional poet and two from students accompany each section). My goal was for them to develop fluency in generating ideas and drafts, and to show them that a minimal amount of "research" is needed in order to jot a draft. I was also hoping that all of our work thus far in the year with "Unpacking Poems" (hat tip to Tara for the idea) would evidence itself in the students' poems...and it DID! Alliteration, similes, thoughtful stanzas, repetition, and more! Finally, a future goal is that my students will transfer both the fluency of ideas and drafting, as well as the use of rich and creative language to their informational writing. Once you dig in and start reading Amy's book, you'll see how your students' work writing poetry will do what the subtitle says and "Strengthen Writing in All Genres."

On the first day, I spread my "Activists and Trail Blazers" shelf of picture book biographies on the meeting area carpet. We browsed the books, jotting notes about what we read, about what we noticed in the illustrations, or about connections we were making. Midway through our time, we looked at the mentor poems in the section "Listen to History" (p. 18 and 21) and I sent students off to try a draft. Here are a couple of the more polished first draft poems and the book that inspired each poem:

"In America, You Can Achieve Anything"

Discrimination is "whites only."
Discrimination is no prom.
Discrimination is closed doors.
Discrimination is skin deep.

Honor is head held high.
Honor is good grades.
Honor is medical school.
Honor is Olympic gold.

©Mary Lee Hahn, 2017

Try Hard

Two trainers one passion

Try hard

Train hard

Stolen bike

Fight for rights

Try hard

Try to fight

Rare in light

Try hard

©M., 2017

MLK's Dream Day

Not everyone is treated the same.
Not everyone had the same things we have now.
Who is to blame?

One man stepped forward.
On August 18, 1963,
he said his famous speech
"I have a dream."

©J., 2017



On the second day, we tried the same thing, but I put out a shelf full of animal books from my nature nonfiction section. The mentor poems in Amy's book were from the "Find Ideas in Science" section (p. 32 and 35). Here are a few more first drafts and the books that inspired them. You can probably tell that writing a mask poem was one of the suggestions!

Creepy Crawlers

I have 8 eyes
I can be small
I can be big

I can crawl
Jump and bite

I love bugs
I have more than
One leg or two or three

What can I be?
What am I?

(jumping spider)

©A., 2017

Hello, my little prey!
I see you came to the luminous light.

But you shouldn't have.

As the people say,
"Don't go to the light."

I can be 1 or 2 or 3, *
but can you guess me?

Who am I?

(Anglerfish)

©M., 2017

*"Smaller males join their bodies to mine, latching on with their teeth until their skin fuses into mine. I eat for all of us, sharing the nutrients from my bloodstream."

Mr. Tree

I, Mr. Tree, have been here
longer than you, I've been here longer
than your mother and father.

I, Mr. Tree, give you oxygen
and in return you give me water and food.
I will help you until I go TIMBER!!

I, Mr. Tree, live in your back yard
with Miss Flower and Sir Grass.

I, Mr. Tree, am still here as a seedling
after I pass on.

©H., 2017


(H's poem shows that your writing might wind up taking you in a very different direction than you expected!)



Brenda has the Poetry Friday Roundup this week at Friendly Fairy Tales.

Change

There's that one thing that you did that one year and it was magical, so you decided you would do that same thing every year in exactly the same way so you could replicate that magic, except you neglected to remember that each year is different and magic does not replicate and so you almost threw the whole thing out.

Yup. That was me and classroom blogging.

Instead of throwing it out, I changed my entire approach. In the magical year, we did a 15-minute free-write, then spent some time reading and commenting. That year (and only that year), it worked not to have rules and boundaries.

This year, we've been talking about our passions -- the things in life we care most about. My students had a week-long homework assignment to write a handwritten page about their passion(s) before they ever knew that that writing would/could be their introductory blog post. This year, the students' blogs have a theme, or topic, the way most blogs do in real life. They will be (mostly) exploring their topic/passion in a new way each time they write a blog post.

The biggest change for this year is in the settings. Every blog post and every comment must be approved by me before they go live. I've realized that in order for students to understand and learn to use good online etiquette, their practice needs to be closely monitored and controlled. Comments will be thoughtfully written complete sentences, and blog posts will be on topic and carefully edited.

So far, so good. It looks like perhaps the magic hadn't gone completely away, it was just hanging around waiting for me to be responsive and flexible about the way it would show its face.

Two Great Books for Writing Workshop

Also an Octopus

by Maggie Tokuda-Hall

illustrated by Benji Davies

Candlewick Press, 2016

"Every story starts the same way...with nothing."

Maggie Tokuda-Hall takes us through the process of starting with nothing, then finding our characters (not a little girl, not a bunny...an OCTOPUS!) and figuring out what our character wants and how they're going to have to work to get it.

Just like in the stories we'll write and tell, things don't exactly go the way the octopus plans, even when it has help. "So the octopus plays the ukulele, because music is good for the heart," and things start to change. 

When the reader is on the brink of being given a satisfactory ending, Tokuda-Hall leaves it up to the reader to decide what happens, and she reminds us, "When one story ends, it's just making room for another story to begin." 

The illustrations in this book go with and go beyond the written text in wonderfully priceless ways. You really have to see it for yourself to get a sense of its awesomeness! I can't wait to use this book to launch writing workshop next fall.

How This Book Was Made

by Mac Barnett

illustrated by Adam Rex

Disney*Hyperion, 2016

This book is not just about the process of writing a story, it gives the reader insight into the steps a story or manuscript goes through in order to become a book. Early in the book is my favorite part, in which we learn about the role of editors: "An editor tells you what parts of your story are good and what parts you need to fix. She is like a teacher, only she works in a skyscraper and is always eating fancy lunches."

This book pairs perfectly with Also an Octopus in the way the illustrations work with (and go way way beyond) the text, making this book also all kinds of awesome. You've read books by Mac Barnett and Adam Rex, haven't you? Then you know why I'm not even going to try to describe and explain the elaborate silliness that ensues as the book in the story goes through the publication process. There is a tiger all the way through the book (including tiger-fur end papers), and there are astronauts. Also dogs playing poker. 

The best part is the end, "Because a book can have words and pictures and paper and tigers, but a book still isn't a book, not really, until it has a reader."

Another fabulous book you will want for your writers, your writing workshop, AND your readers!

#DigiLitSunday -- Conferring

My fifth graders did lots and lots of work on their narratives of "imagined experiences or events" in their writer's notebooks before we ever brought a draft into their Google Apps for Education account. While we were in the notebooks phase of these pieces, I conferred with writers on an as-needed basis. When we were planning, I could listen in on small group conversations or I could take a pulse during share time to get a sense of who was struggling and needed one-on-one help. I could borrow all of the notebooks for an evening and do a quick read-through of their possible leads to sift for those who needed help and those I could use for minilessons under the document camera.

When it came time for a handwritten draft outside their notebook, I didn't give my students much time to pull together all the bits and pieces of planning, leads, and snippets of dialogue. They had a tight deadline and I was brutal -- meet the deadline or forego Genius Hour. I wanted these drafts to be rough because I wanted them to understand that their work on the computer would be to create a new and better draft, not just type up what they had written on paper and call it good. By having every draft on paper, I could easily carry them all home, read carefully through each draft, and make +/- notes for each child on my clipboard chart. Once they began their drafts on the computer, I would gain the ability to have a quick conference with each student by leaving digital comments on their work.

I made sure the initial session on the computer was a short one. All they had time to do was log into their Google account, go to Drive, open a new Doc, name it with the conventions I gave them, and share it with me.

After that first quick computer session, I used my notes from their handwritten draft and left a comment for each student that might guide their work on this next draft.

Every day or two, I read through each student's work, taking notes on what they've improved and what they still need to work on. I have a little digital conference with every student in the comments, and I know exactly which students need my personal attention, and for what. I can group students who have the same needs and do small group work, and I have digital examples of exemplary writing, along with pieces that (with student permission) I can use in minilessons for craft, revision, and editing.

Conferring is the heart of writing instruction. It's what makes the teaching personal to the words the writer has put on paper or screen. Technology has given us another very powerful way to confer with our student writers.

The Power of Story

I Am a Story
by Dan Yaccarino
HarperCollins, 2016
review copy provided by the publisher

We've been looking closely at picture book dust jackets (inside and out), covers, and endpapers, thanks to #classroombookaday. I'm hoping the endpapers of this book will inspire thoughtful inferences about what we'll find between the covers. Will there be text that we can quote explicitly to support our thinking?

What will my fifth graders make of a book that chronicles the history of human story telling, from ancient oral story tellers around a fire under the stars to modern story tellers around a campfire under the very same stars?

Will they be in awe of their place in the course of human history as writers and tellers of stories?

What will they make of the little red bird who flies through all the places and times?





This book is making me think again about the TED Radio Hour episode I listened to recently, "The Act of Listening." Especially the parts about the power of Story Corps, and the man who invented it. Because what good is a story without a listener or reader?

Poetry Friday -- Gratitude List

Gratitude List

Praise be this morning for waking early,
tree crickets buzzing, the humid air,
the puffy clouds lined with pink first light.
Praise be my morning tea, steaming hot,
the cat underneath my feet,
the caterpillar on the sprig of dill
in a juice glass on the kitchen table.
Praise be these blueberries from Michigan,
this yogurt, thick and creamy,
from a local farm co-op. Praise be the basil,
sturdy and fragrant in the morning light,
and for the tall purple ironweed and the
goldenrod, both on the verge of blooming.


©Mary Lee Hahn, 2016




When the poem Gratitude List by Laura Foley showed up in my inbox via The Writer's Almanac, I knew I wanted to use it as a mentor text and paint a picture of a midwestern morning to mirror her ocean beach morning. It was a fun exercise and a good reminder that borrowing from another writer sometimes makes my own writing not just better, but possible on a day when I'm not sure I have anything to write about! Yes, this will for sure be a writing workshop minilesson in my 5th grade classroom!


Gratitude List

Praise be this morning for sleeping late,
the sandy sheets, the ocean air,
the midnight storm that blew its waters in.
Praise be the morning swim, mid-tide,
the clear sands underneath our feet,
the dogs who leap into the waves,
their fur, sticky with salt,
the ball we throw again and again.
Praise be the green tea with honey,
the bread we dip in finest olive oil,
the eggs we fry. Praise be the reeds,
gold and pink in the summer light,
the sand between our toes,
our swimsuits, flapping in the breeze.


by Laura Foley (used with permission of the author)



Tara has today's Poetry Friday roundup at A Teaching Life.

PSA -- For Teachers Who Are Writers

Creative Nonfiction is working on a project to recognize the work that teachers do. They are hosting an essay contest -- "We're looking for stories from the widest possible variety of perspectives and experiences with the theme 'How We Teach.' "

The winning essay will receive $1,000, and the runner up receives $500; all essays will be considered for publication in a special "How We Teach" issue of the magazine in spring 2017. The deadline for submissions is August 29, 2016

Details of what they're looking for are below. You can find the complete guidelines on their website, here.

How We Teach

For the spring 2017 issue of Creative Nonfiction magazine, we’re looking for original essays about teaching—whether in a traditional classroom or online; in summer camp or college; in preschool or in a prison; in the woods or in a workshop.  

We welcome personal stories as well as profiles, and we’re open to a very wide range of experiences and circumstances. Above all, we are looking for narratives—true stories, rich with scene, character, detail, and a distinctive voice—that give insight into what it means to teach.

{DIY Literacy} #cyberPD

Better late than never, right?

#cyberPD nearly passed me by this summer, but in the spirit of Tuesday's Big Gulp-O-Reading, I read the whole book in one day.

Because I haven't kept up with all of the conversations for the past several weeks, my big take-away is likely redundant:

THIS BOOK IS BRILLIANT.

Summer is winding down. The IDEA of being a teacher again in a few weeks is switching back over to being a REALITY. This book cushioned me as I fell from Summer Mode back into Teacher Mode.

Even though I've been at this gig for decades now, what I love+hate most about it is that every year is new. I never feel like I've got this down pat, like I know where I'll start and exactly how I'll proceed through the year, or like I'm the expert I should be after all this time and practice.

But this book makes me feel like I'm going to do a better job this year than I've ever done before.

At the same time they make me realize that I haven't been doing enough to support learners by even more finely slicing and layering my lessons than I ever thought possible, Kate and Maggie never make me feel like a failure. Instead, their book does for me what my work with it will do for my students -- it will lift me/us to the next level (and the next and the next and the next).

As Franki said in the foreword,  "The ideas are sophisticated, but Kate and Maggie make teachers feel like "we can do this!"" They believe that teachers who are readers and writers themselves have at their fingertips the steps and moves that become the strategies that will help each child learn at his/her level. I love this focus on turning inward and accessing what I already know as the expert reader and writer in the classroom. And this book has given me the ways to make my years of experience into clear and concise tools that will bring my learners along with me.

The Gift of a Writing Retreat

I just came back from a Choice Literacy Writing Retreat. I am always amazed at the whole idea of a retreat. I never come back feeling like I wrote as much as I could have but I realize that a retreat doesn't mean you write the full 72 hours!  I learned a lot about myself as a writer this week and how I work.  I tend to work in chunks but having long periods of time to write, without any distractions take more discipline than I usually have so it was good for me to write in a different way.

Brenda creates retreats that have everything you need as a writer. It is a gift to have time dedicated to writing. And there are some other things that make the retreats extra perfect.  Here are some things I loved about this year's retreat:

The best thing about the retreat is always the people!  I loved chatting and learning with old friends and I loved making new friends!

Location matters. We had the retreat in a little town a bit away from home.  The town does have a fabulous lake and walking trails so we started one morning on a walk.  As you know I am not a huge nature fan, but even I enjoyed the walk and the view!  A morning walk does help kick off a good day of writing.

Brenda had a yoga instructor come out one morning and we had yoga outside. Another great way to kick off a day of writing!

No writing retreat is complete without a Starbucks!  

We stayed at a great Bed and Breakfast. The meals were delicious and talking to everyone during mealtime was great fun!

There were lots of great, quiet spaces for writing!

Informational Writing

For all those classrooms where students are working hard on their informational writing: may your students' work blow you out of the water!

Making Nonfiction From Scratch by Ralph Fletcher

Making Nonfiction From Scratch
by Ralph Fletcher
Stenhouse, available late November 2015

When I got the Stenhouse Publishers Newslink email last week (sign up now if you don't get them -- they always contain juicy tidbits) and saw that Ralph Fletcher has a new book coming out soon...AND Stenhouse is offering a free online preview of the entire text...AND we are just starting our unit of study on nonfiction writing...well, it felt like the universe was aligning.

There's so much to love about this new book. Of particular note:

Chapter One -- fun parable, then check out those headings -- minilessons, here we come!
Chapter Three -- interview with Louise Borden
Chapter Six -- NF read aloud
Chapter Eleven, page 94 -- what a final draft could look like

If you preorder this book by Wednesday of this week with the code NLDH, you'll get $10 off. What are you waiting for? I know you'll want your own copy to mark up and flag with stickies!

In honor of this book and our unit of study on nonfiction writing, tomorrow and Wednesday I'll have two more nonfiction posts.

Poetry Friday -- Parched

Flickr Creative Commons Photo by Nic McPhee

PARCHED

It's not that the well
of creativity has
run dry

it's that those lovely
crystal spring-fed waters have
been channelized.

Groundwater runs deep.
And aquifers can be
recharged.

©Mary Lee Hahn, 2015



Robyn has the Poetry Friday roundup today at Life on the Deckle Edge.

Poetry Friday -- The Writer's Wish

Flickr Creative Commons Photo by see like click

The Writer's Wish

Come, words.

Pour down like rain in the night,
with or without the thunder.

Sit on my shoulder like the wren on the fence.
Sing to me; sing through me.

Rise dependably, like sun behind clouds.
Glow with promise and purpose.

Follow me down the pine-scented forest path.
Follow me, or perhaps lead me. Better yet, walk with me.

©Mary Lee Hahn, 2014



My theme for my poems this summer seems to be "Wishes." Two have been sent out to Summer Poem Swap recipients, another is ready, and I'll keep this one for myself, and for my fellow writers at the Choice Literacy Writing retreat.

Buffy has the Poetry Friday roundup this week at Buffy's Blog.

The Poetry Friday roundup schedule for July-December 2014 is complete! THANKS! I'll get the dates and links on the Yahoo calendar and the Kidlitosphere Central Website by the end of the week.

Nonfiction: Writing Great Leads

We are finishing up a unit of study on nonfiction writing.  In the midst of our study, it became clear that my students needed help learning to write well-crafted introductions.  As 3rd graders, they don't yet have much experience with this so many of their drafts began with sentences such as "I am going to tell you about..."  So I started to share some great nonfiction leads and we studied those. But it wasn't until I discovered the introductions in the National Geographic Kids Everything books that things started to fall into place.  

I have purchased several National Geographic Kids Everything (National Geographic Kids Everything Rocks and Minerals: Dazzling gems of photos and info that will rock your world) books this year. They are really well done and all focus on topics kids love.  The text is challenging but accessible and they immediately draw kids in.  So, as I was looking for good leads to share with kids, I pulled on from the shelf to see what type of intros they had as I hadn't paid much attention before.  Well, I was thrilled with what I read. The lead in every single one of these books is incredible!

For example, here is the lead to the book about Rocks and Minerals.  Take a minute to read it.

A pretty solid introduction into the topic.  Clear and well crafted. And then it ends with a little humor.  As we read on, we realized that each and every introduction does a little content-specific wordplay in the introduction as a way to transition into the story.

Over 2 days, we studied 6 introductions from this series and kids played with all they were learning. These were the perfect pieces to study and they helped kids really understand that a lead was not necessarily a first sentence, that it needed to be organized and set up the piece, and that it could use humor to do so. 

I have to say, I didn't really expect to use this series as mentors for writing but these intros are amazing.   haven't discovered many other introductions for my 3rd graders to study, that are as strong as these.  

GUY-WRITE by Ralph Fletcher

As many of you know, I received a copy of Ralph Fletchers book, GUY-WRITE:  WHAT EVERY GUY WRITER NEEDS TO KNOW a little bit early. If you must know, he actually handed it to me at the All Write dinner.  I felt terribly guilty about getting a copy when my good friends did not. (I am sure you can see the guilt and worry on my face in the photo above.) Anyway,  I was thrilled to get a copy before its release date and started reading right away. (The book is available this week-I would not be so mean as to review it before you could actually get your hands on a copy:-)

Ralph Fletcher has a knack for writing books about writing for kids. I have always loved his books and my students have learned so much from his wisdom.  One of my favorites to use with kids has always been A WRITER'S NOTEBOOK: UNLOCKING THE WRITER WITHIN YOU.  But I think after finishing GUY-WRITE, it might now be a tie.

GUY-WRITE is directed at middle grade/middle school boys. It is chapter book length with chapter titles like:  "Riding the Vomit Comet: Writing About Disgusting Stuff", "Sports Writing", and "Draw First and Write Later".  The book will definitely appeal to boy writers, and it has lots of wisdom for teachers as well.

Ralph Fletcher talks directly to boys in this book. He talks with honesty and purpose.  Readers will sense this right away. Not only does he talk with honesty but he includes a lot of humor.  Ralph talks to boys about writing "disgusting stuff",  when and how to include bloody scenes, the importance of drawing for some writers, and how to improve your sports writing. The booked is packed with tips on how to improve your writing--how to get better as a writer--focusing specifically on things like this.

The thing I maybe like best about this book is the balance Ralph finds between understanding the needs of boys as writers and understanding the limitations teachers/schools often put on them.  He knows that many schools don't allow any writing about weapons and he talks honestly to readers about this. He gives them advice on ways to talk to teachers about the importance of some of these things to their stories and he also talks to them about how to know what works for school writing.  In the process, he also teaches kids the when and how of writing "gross" or "battles". He pushes the point that there needs to be a point to including these and shows readers lots of examples of ways in which the writing is done well and in context of a good piece. And he is very honest when talking to readers about stories he's read by boys that are just episodes of grossness or violence without a plot or purpose.  He makes strong points throughout the book about the place of these things.

Another thing I love about this book is the set of Author Interviews sprinkled throughout the book.
 Ralph interviews some great authors who are pros at the kinds of writing Ralph writes about. Jon Scieszka's interview focuses on writing about disgusting stuff.  Greg Trine talks about superhero writing.  Five author interviews are included and each will be interesting to writers.

There are some good lessons here for teachers too. I feel like Ralph is writing to boy writers, but he is also writing to the adults in these writers' lives.  Ralph reminds us how important it is for some boys to draw before they write. He reminds us that there is good writing that includes bloodshed and that sometimes gross stuff does belong in a story. And since most of us (teachers) don't include this kind of thing in our own writing, he gives us ways to support kids who do include it.  His work helped me see that there is a craft to all of this writing and learning to do it well will help writers grow in all areas of their writing. He is an advocate for boy writers and is sometimes working to help adults better understand the ways in which we can support them.

The first book I read written by Ralph Fletchers was WHAT A WRITER NEEDS. It is still one of my favorite books on the teaching of writing. It was this book that defined for me what was meant by mentor text and how to use great text to teach students the craft of good writing within a good Writing Workshop. I thought of this book again when I was reading GUY-WRITE.  Ralph embeds mentor pieces throughout the book--letting young writers and teachers see all that is possible.  He focuses on boy writers and issues that seem to be more common with this gender, but as always, Ralph is speaking to all writers--reminding them about the qualities of good writing and helping them to grow.

My book has about 30 sticky notes stuck throughout. I tabbed so many pages that would make for a good minilesson. This book has huge possibilities. It provides me with a great resource to use not only for minilesson work, but in writing conferences. It will certainly be read cover to cover by many writers this year, I'm sure. And it will be a book I go back to for my own understanding.  I am pretty sure I'll need several copies of this one in the classroom this year and one that is just for me!

(Patrick Allen has another review of this book up on his blog. All-en-A-Day's Work.