Wordless News. If you don't subscribe and use this resource in your classroom, now's the time to start. Creator Maria Fabrizio has been away for a few months, busy with a newborn and a toddler, but she's back with an image at least once a week.
The images she creates are perfect for "notice and wonder." I noticed that the shadow was actually hands, and I wondered about the lines, but I didn't notice one key thing about the lines until I read the related article. I hadn't heard about this interactive art installation, so when I read the article, I had a huge WOW! moment. I'm saving this one to share with my students even though it will be old news in a couple of weeks. I want to open their eyes/minds to art as a response to current and historical events.
Earlier this week, at the Columbus Museum of Art, I saw this installation and had another WOW! moment:
What looked like a huge barrel balanced on a rope took on layers of deep meaning when I read the explanation outside the room:
We study the indigenous people of the Americas, including the effects of colonialism. So this image will be a great starting point for those studies, and another example of the way art can help us to think about our world.
My brother and I just spent three days going through the last of the boxes of Mom and Family back home in Colorado. Among other treasures, we found a stack of clippings Mom had pinned on the bulletin board in the kitchen -- pithy quotes, comics, phone numbers...and this poem, printed from the blog eleven years ago.
* * * * *
This is a chant for the landscape of my growing up years -- the wide, flat, empty, semi-arid short grass prairie of eastern Colorado. The chant is comprised of images, authors, and, in italics, book titles.
The Solace of Open Places or It's Not the End of the Earth,But You Can See it From Here
High, Wide and Lonesome unbroken sod, O Pioneers! and my Uncle Bob.
Great Plains: jackrabbits antelope and Deere, wagon ruts, meadowlarks and tumbleweeds found here.
Kent Haruf, Hal Borland, Ian Frazier, Gretel Ehrlich, Willa Cather, Wallace Stegner.
Eventide, Plainsong A Sense of Place, Wolf Willow, My Antonia Nothing To Do But Stay.
Lark buntings, windmills towering thunderheads, grasshoppers, feedlots the family homestead.
I picked up a few poetry toys at nErDCampMI last week.
With Instant Poetry, poetry forms meet multiple choice. You might want to try a nursery rhyme, a poem in the style of William Carlos Williams or Emily Dickinson, an ode, free verse, or more.
click image to enlarge
I've been wanting to try writing a sonnet, so I chose the Shakespearean Sonnet (bottom left in the collage above).
Before the Fates (b) cut in this checkout line
Let all who (a) brought some queso dip please stay
And find our (c) kids out back making green slime.
Neither king nor fool (a) returns their lunch tray.
Though time (b) cares not when chickens come to roost,
We hear the (a) band at least will take the stage.
Ok. I'm going to stop there. There are others that have options that string together with more sense. Let's try the Nursery Rhyme (top right).
scribble-out poetry (aka blackout poetry) has a lot more poet-ential. This spiral-bound book has 45 bits of text ready for you to modify by scribbling-out the words you don't want with your permanent marker and leaving behind your poem. The text comes in different shapes (see top of collage) and amounts (see bottom of collage). Sources for the text bits include Frankenstein, The Count of Monte Cristo, War and Peace, and Pride and Prejudice, just to name a few. Each page is perforated and includes "to" and "from" lines and the attribution for the original text on the back so that you can gift your poetic creations!
click image to enlarge
I scribbled-out a bit from Autobiography of Benjamin Franklin (top right in the collage). This poem goes out to all the teachers who are enjoying their last weeks of living-and-learning-at-a-relaxing-pace.
Great
fortune
if you teach.
You contribute to the happiness of
life,
consume the
daily
pleasure of being
a good
instrument.
Scribbled-out by Mary Lee Hahn, 2019
Carol, at Carol's Corner, is just one of those teachers for whom this poem was written! She's got the Poetry Friday roundup this week.
Journal Sparks helped me with my poems for this week. I used bits and pieces of ideas from the book. First, I made some watercolor boxes and cut them out when they had dried. Then I randomly chose the numbers 3, 6, 9 and 12. From a list of prompts in the book, I chose four words -- tree, lines, buildings, and cake. I wrote the numbers and the words on little scraps of paper and shuffled them up, then paired each number scrap with a word scrap. The number told me how many words I could use in each poem, and the word became the topic of the poem.
Click on the image to enlarge it.
Cli
Tabatha gave Jone a creative way to compose poems -- a poetry fortune teller! Check out Tabatha's triolet and all of the other Poetry Friday offerings at Jone's Deowriter.
The photos tell the story of our neighbor's fence built the wrong way out, and my artistic response. Those are polished rocks, slices of rock, geodes, and fossils that our rockhound friends gave me. Murals might be next, who knows?
Tricia has the Poetry Friday roundup today at a blog named after a book that would pair nicely with my post -- The Miss Rumphius Effect.
I can't tell you how badly my ten year-old self wants to get out the scissors and start building this theme park! Hopefully, I'll have some detail-oriented students who want to work on this during Genius Hour this year! I'll pair it with This is My Dollhouse by Giselle Potter.
Even though Amy Wu can do lots of things, making the perfect bao eludes her. Amy and her parents and grandmother are making bao together. Amy's dad preps the dough, while Amy's mom makes the filling. As they work making the bao, the adults always create perfect bao and give Amy advice that doesn't work. Just when all seems lost, Amy realizes that she has been using an adult-sized ball of dough in her kid-sized hands. Once she has a smaller amount of dough to work with, she, too, creates perfect bao -- enough to share with her classmates. There's a recipe included so you can make them, too!
Now I need to go back and read Raymie Nightingale and Louisiana's Way Home. But I'm pretty sure Beverly will still be my favorite. She and Iola and Elmer and Doris and Charles (and Nod, and the seagull at the back door of the restaurant) have found their way into my heart. Oh, Beverly. How much do I love that you saw into Elmer's heart and cared about what was there and not what you could see on the outside?
This book is so full of all the hard parts about life -- age, loss, death, the amount of crap in convenience stores -- but it is also full of all that makes life meaningful -- art, music, poetry, friendship, believing in and finding the goodness in others.
I saw this book in Maria Popova's Brain Pickings newsletter last weekend and immediately reserved a copy from the library. Take a minute to follow the newsletter link. Gorgeous, right? I just picked it up yesterday, and I wasn't at all prepared for the size and heft of the book. It's 15" x 11" and weighs about 3 lbs. Every poem I've read so far is amazing -- I will learn lots from Robert Macfarlane about the art of the acrostic poem. Every illustration is amazing -- begging to be pored over. Yup. I'll probably need to buy my own copy of this book!
The introduction to The Lost Words is what inspired my poem for Karen Boss' challenge at Today's Little Ditty to "write a poem in second person, speaking directly to a kid or kids about something that you think is important for them to know."
"Once upon a time, words began to vanish from the language of children. they disappeared so quietly that at first almost no one noticed -- fading away like water on stone. The words were those that children used to name the natural world around them: acorn, adder, bluebell, bramble, conker -- gone! Fern, heather, kingfisher, otter, raven, willow, wren...all of them gone! The words were becoming lost: no longer vivid in children's voices, no longer alive in their stories."
How can we expect these words to remain in children's language if children spend no time outdoors, or if all the wild places are tamed or removed?
Over the years, we've written about/reviewed lots of graphic novels here at A Year of Reading. When the Cybils were brand new, I chose to judge graphic novels so that I could learn more about the format. Perhaps my love of graphic novels was fueled by a childhood reading diet of comic books. Stacks and stacks of comic books. (There were also shelves and shelves of books, the Weekly Reader Book Club books, mandatory purchases at the shopping mall bookstores when we drove the 3 hours to Denver, and the regular trips to the local library. But there were also always stacks and stacks of comic books.)
I've tagged 148 books "adult" in Goodreads, and three of them are graphic novels. But get this...all three of them are also memoir. I have no idea what that means. It just made me go, "Hmm..."
This is the most recent adult memoir in graphic novel format that I've read, and I think you should read it, too:
Mira Jacobs is East Indian and her husband is Jewish. With a combination of drawings and photographs, the book is built around Jacob's conversations with her six year-old biracial son about Michael Jackson, brown and white skin, Trump's election, and police violence. Jacobs also allows readers to "listen in" on her conversations with her own parents, brother, and grandmother about how her family discriminates against her because her skin is a (tragically) dark brown, and with her mother in-law about how people at a party she throws assume Mira's the help because she's not white. There are conversations between Jacobs and her white friend about parenting, and conversations between Jacobs and her husband about dealing with white men who hold all the power without even being aware that they do.
This book, for me, was a window.* Perhaps for you it will be a mirror.* If we're going to repair the race issues that continue to divide our nation, we're going to have to use books like this as sliding glass doors* so that we can have conversations like these not just in our imaginations as we read, but in real life with the people around us -- other adults, our students and children, co-workers, politicians, family members, publishers, etc., etc., etc.
*Dr. Rudine Simms Bishop coined these terms in 1990. "Books are sometimes windows,
offering views of worlds that may
be real or imagined, familiar or
strange. These windows are also
sliding glass doors, and readers have only to walk through in
imagination to become part of
whatever world has been created and recreated by the author.
When lighting conditions are
just right, however, a window
can also be a mirror. Literature
transforms human experience
and reflects it back to us, and in
that reflection we can see our
own lives and experiences as part
of the larger human experience.
Reading, then, becomes a means
of self-affirmation, and readers
often seek their mirrors in books." (1990, p. ix)
The required reading for the book was White Fragility. I had read the book but was glad to have the opportunity to reread it and have conversations with others who had read it. Laura Jiminez did a brilliant job at leading this discussion and talking to others with a facilitator like Laura made the reading experience transformational. If you have not read White Fragility, I'd highly recommend it.
I've been working to read and study issues of equity over the past year. I created this Padlet of resources as I read, adding posts and articles that I knew I'd want to return to--that were important to my learning. I've shared this a few times on Twitter as there are great resources if you are thinking about this and are just not sure where to start. I love Debby Irving's idea for a 21-Day Racial Equity Habit Building Challenge--"For 21 days, do one action to further your understanding of power, privilege, oppression and equity." I would say from my own experience, 21 days is not enough--it is a great starting point but then keep going--I try to read or listen to something each day that builds my understanding in some way. Hopefully this Padlet helps others who are also trying to learn.
I bought a Highlights mug while at the Symposium. I find that if I use a mug from an event, it reminds me of the thinking and work I did while there so the mug is a nice reminder of the thinking that happened at the symposium. I also ordered this shirt from Laura Jiminez because this work is not so easy and the shirt will remind me of that when I wear it:-) (I ordered a purple v-neck and can't wait until it arrives! Proceeds from this shirt go to Grace Lin's #KidlitWomen and We Need Diverse Books.
Hooray for our new Poet Laureate, Joy Harjo, a registered member of the Mvskoke Creek Nation! She is our first Native American Poet Laureate, and now non-Native U.S. citizens have an excellent opportunity for learning.
Here's one of my big take-aways from Debbie's talk -- what we casually call "tribes" are actually Sovereign Native Nations, and we should name the nation to which a Native person belongs, rather than generically say Native American. There were thousands of these nations, each distinct in language, location, religion, story, systems of writing, and governance. (Note to self, when I am teaching my fifth graders about forms of government, I need to move beyond Democracy, Monarchy and Dictatorship and include Native governance.) Understanding that Native people belong to sovereign nations is important because the treaties of the past were made between heads of state. (Some references Debbie suggest we explore are Nation to Nation at the Smithsonian, the National Congress of American Indians, and the young people's version of An Indigenous Peoples' History of the United States, which Debbie revised from Roxanne Dunbar-Ortiz's adult version, along with Jean Mendoza, and which is set for publication at the end of July.)
Here's some bonus music that celebrates Native culture and language. The first is an adaptation of the Beetles' "Blackbird" sung in Mi'kmaq, an Algonquian language spoken by the Mi'kmaq, the indigenous people of Nova Scotia. This was produced for the 2019 United Nations International Year of Indigenous Languages. Here's a CBC post about this production, and a WBUR radio spot featuring Emma Stevens.
"My Unama'ki," sung by the same 17 year-old high school student who sang the above version of "Blackbird," is a love song for the island of Cape Breton written by students and staff at Allison Bernard Memorial High School in Eskasoni, Cape Breton (Unama'ki), Nova Scotia, Canada.
I'm sure (I HOPE) there will be lots of posts about our new Poet Laureate in the Poetry Friday roundup this week. I look forward to learning from and with you! Linda has this week's roundup at A Word Edgewise.
Disclaimer: All blog posts, opinions, grammatical errors, and spelling mistakes are our own.
Franki and Mary Lee are both teachers, and have been for more than 20 years.
Franki is a fifth grade teacher. She is the author of Beyond Leveled Books (Stenhouse), Still Learning to Read (Stenhouse), and Day-to-Day Assessment in the Reading Workshop (Scholastic).
Mary Lee is a fifth grade teacher. She is the author of Reconsidering Read-Aloud (Stenhouse) and has poems in the Poetry Friday Anthology, the Poetry Friday Anthology for Middle School, the Poetry Friday Anthology for Science, the Poetry Friday Anthology for Celebrations (Pomelo Books), Dear Tomato: An International Crop of Food and Agriculture Poems, National Geographic Books of Nature Poems, The Best of Today's Little Ditty (2014-15 and 2016), Amy Ludwig VanDerwater's Poems are Teachers, National Geographic's The Poetry of US, and IMPERFECT: Poems About Mistakes.
