Poetry Friday -- Rita Dove via NCTE

 

From the NCTE Inbox Newsletter, a poetry event that is free and open to the public:

Join NCTE and the Library of Congress for A Conversation with Rita Dove

Join NCTE and the Library of Congress on Wednesday, February 24, at 4:00 p.m. ET for a conversation with former US Poet Laureate Rita Dove and NCTE member Melissa Alter Smith. Dove will discuss her own approach to writing, share and discuss specific poems, and dedicate ample time for Q&A. This event is free and open to the public. Rita Dove won the Pulitzer Prize in 1987 for her third book of poetry, Thomas and Beulah, and was US Poet Laureate from 1993 to 1995. She received the National Humanities Medal from President Clinton and the National Medal of Arts from President Obama—the only poet ever to receive both. Her many honors include a 2017 NAACP Image Award (for Collected Poems: 1974–2004), the Heinz Award in the Arts and Humanities, and the Academy of American Poets’ Wallace Stevens Award. She is the Henry Hoyns Professor of Creative Writing at the University of Virginia. Her eleventh collection of poetry, Playlist for the Apocalypse, is forthcoming from W. W. Norton in the summer of 2021. Melissa Alter Smith is the creator of the #TeachLivingPoets hashtag and teachlivingpoets.com. She is a National Board Certified high school English teacher in Charlotte, NC. She is the 2017 District Teacher of the Year, an AP Reader, and an NCETA Executive Board member. Smith is also the coauthor, with Lindsay Illich, of Teach Living Poets. This text opens up the flourishing world of contemporary poetry to secondary teachers, giving advice on discovering new poets and reading contemporary poetry, as well as sharing sample lessons, writing prompts, and ways to become an engaged member of a professional learning community.

Franki's Weekly Text Set--Informational Writing: Strong Introductions

 This week, I started a new Instagram account (@TextSets). Each week, I'll share a set of 5 books (one each day) that go together in some way and can be used for literacy learning.  This week, I shared 5 informational books that had strong introductions that young writers could learn from.

I think it's important that young writers study strong text, name what they see and give things a try. These five books can help writers pay closer attention to strong introductions and invite them to try something new when drafting or revising.

If you'd like a downloadable version of this list, you can find it here. 

The books in this list are either nonfiction or based on a true story--so they share information in some way.  They are on a variety of topics and use a variety of strategies to engage readers right away. Each book brings some unique craft to the conversation but there are also things that several writers in the text set do (set of 3, strong word choice, etc.).  This text set is designed to give young writers five or more new things to notice and try when studying introductions.

All Thirteen: The Incredible Cave Rescue of the Thai Boys' Soccer Team is an award-winning nonfiction book that has so much to teach young writers. Author, Christina Soontornvat sets the scene on the first page of this book in a way that puts readers right on the soccer field as she introduces us to the story and to Thailand simultaneously.

Young writers will love trying out an introduction like the one in Swish: the Slam-Dunking, Alley-Ooping, High-Flying Harlem Globetrotters by Suzanne Slade. The "It all started with..." is something everyone can have fun with. Listing in threes is a strategy this writer uses effectively twice in this short introduction. Writers may also use this introduction to learn to play with the rhythm of their words or onomatopoeia as part of their writing.

Sound: Shhh...Bang...POP...BOOM! by Romana Romanyshyn is a fun book that shares a great deal of information.  The contrast the first sentence of this book sets up is brilliant. The white space on the page can help writers actually see the contrast and how it works to engage readers. This sentence sets the stage for what is to come in the book in an engaging way. This book can invite writers to play with a strong one sentence introduction in which a contrasting idea engages readers with the topic. 

The Cat Man of Aleppo by Irene Latham and Karim-Shamsi-Basha is based on a true story and writers can learn so much from it.  Even though it isn't a nonfiction text, writers of nonfiction can learn so much from this lead. In the first few sentences of this book, the author shares all of the things to love about Aleppo. By using this repeated language, the reader is able to get to know the setting quickly Writers may want to try to set the scenes for their informational writing.

Adelita: A Sea Turtle's Journey by Jenny Goebel is another well crafted informational book. This book gives writers a perfect mentor for using strong adjectives and adverbs effectively.  The author chooses words carefully to give readers a powerful image while sharing important information.  

Poetry Friday -- An Egg for Breakfast

 

image via Unsplash

What I'm pondering as I eat my humble breakfast:

A Quiet Life
by Baron Wormser

What a person desires in life
is a properly boiled egg.
This isn’t as easy as it seems.

(read the rest here)

Poetry Friday -- Time Traveler

 

For the Poetry Sisters' monthly challenge, I searched up my birth year on Merriam Webster's Time Traveler site.

From the list of words that appeared in print for the first time that year, I chose a handful that all relate to food: tzatziki, arugula, crudités, chicken of the woods, cordon bleu, and soul food.

There is no poem yet, but there is a scribbly draft in my notebook, jotted while waiting on camera between small group reading conferences yesterday afternoon.

This morning I'm thinking about the phrase, "Time Traveler." It was fun to be whisked back all those decades in just a few clicks and poke around leisurely in the linguistic past. 

The time I'm traveling through right now, though, feels like a river in spate and I'm barely clinging to the edges of a raft I'm constructing even as I plummet through the rapids, between the boulders, and under the overhanging branches that appear without warning. I'm struggling, but still afloat. Barely. 

Poetry Friday -- Just This One Thing

 

Amanda Gorman

That is all, because she is all that.

Laura Shovan has this week's Poetry Friday roundup at her blog, Laura Shovan.

Poetry Friday -- A Poem for The Week After

 

Photo via Unsplash

A List of Things That Will Set You Free

– Joyce Sidman

Feet.

Wheels.

Wind.

Sunshine.

Words.

Music.

A voice.

A touch.

Caring.

Not caring.

Saying to yourself:

I am too old to do this.

I am too young to do this.

I am too smart to do this.

It’s not my fault.

It is my fault, and I will fix it.

I can do this.

(poem used in its entirety with Joyce Sidman's permission)

This is the poem I chose for our weekly poem this week. It was a poem that I needed in The Week After (which turned out to be another Week Of), and I was curious to see what my students would take from it.

On the first day, we dug into reactions and noticings, and they were stumped initially by the two halves of the poem. They noticed that the pairs in the first half seem to go together (except for caring/not caring), while the second half tells how to react to things. 

On the next day, when we read for meaning and craft, one student argued that the pairs of words in the first half in fact don't go together. I suggested that perhaps we could let the title of the poem help us think about the pairs, and that unlocked their thinking. Feet/wheels set us free by letting us go places; wind/sun set us free with happiness; words/music set us free with the ability to create; voice/touch set us free by making us feel better; caring/not caring set us free by giving us the choice to help. In the second half, each of the statements also set us free to choose, and that last one..."accepting that it's your fault frees you from guilt, and when you fix it, you are truly free."

As for Joyce Sidman's craft moves, they noticed the uniqueness of the spacing and the pairs of single words ("there are no unnecessary words"), and "the way it looks forces you to read it in a certain way."

For myself, I keep going back to those last three lines. Everything that's happened in our country recently...as a white liberal woman, what is my fault (or complicity)? How will I help to fix this rift in our country? And oh that last line, which exudes the confidence I don't really have, but into which I must lean.

Margaret has this week's Poetry Friday roundup at Reflections on the Teche.

The Reality of Living in Historic Moments

Last Thursday, my students weren't ready to talk about the takeover of the Capitol. So we got on with our day.

Truth be told, I wasn't ready either. I had too many big emotions and I wasn't sure how to keep myself objective. I didn't want to cause more harm. (Plus lots of other head-in-the-sand excuses. I won't list them all.)

But, as a trusted and valued colleague pointed out to me, I hadn't explored exactly WHY my students were reluctant to talk. So on Friday, I asked them, and between their answers and the information I've been gathering, I'm ready. 

It's my responsibility to help my students develop the skills to understand and process whatever Historic Moments come their way in the next weeks or years, and I'm ready.

Here's my plan for now:

I made time for these conversations. I found 15 minutes each day I could label "Reading the World." Now that there's a small chunk of time ready, we can take on these Big Ideas a little at a time. I don't feel pressured to do everything all at once.

Using a three-column chart, we'll explore the variety of Historic Moments in which we've been living (BLM, police brutality, the election, the take-over of the Capitol, pandemic, online learning, etc.), what makes it easier/safe to talk/think about these moments (based on their comments last Friday, a strong classroom community), and what makes it harder/scarier to talk/think about these moments (my family supports the other candidate, personal connections to the moments).

Dig into fact vs. opinion, objective vs. biased.

Look at kid-appropriate sources for current events: 

CNN10
Newsforkids.net
DOGO news
NewsELA
Time for Kids

Consider this question deeply: Why is history important? (Understanding the response of white police to white rioters vs. white police to peaceful Black protesters, understanding the implications behind the Confederate flag in the halls of the U.S. Capitol, etc.)

Think about: What can we do?

Here are a couple of helpful resources I've found:

Spot the Difference on Woke Kindergarten

Educator's Playbook from University of Pennsylvania Graduate School of Education

Pear Deck blog post and free template

What is your plan moving forward in discussing the reality of living in historic moments?

Poetry Saturday -- The Week in Poetry

What a week. But also -- what a week in poetry.

On Tuesday, as I drove towards the beginning of the second half of the grand experiment known as Remote Learning Academy, I listened to Pádraig Ó Tuama on Poetry Unbound. I had finished listening to King and the Dragonflies that morning while I exercised and I hadn't chosen my next audiobook. Podcast time! I was a little behind on Poetry Unbound episodes. I chose Ellen Bass -- Bone of My Bones and Flesh of My Flesh. I'll wait while you go listen, if you haven't already.

At the end of his commentary, Ó Tuama says,

"I think this poem invites us to think about the power of language and how language can serve to silence or to eradicate or to erase or deny, or to elevate and acknowledge. And even within those denials, people survive with defiance, and they can raise language to an even better level of acknowledgement and public celebration about what love looks like, especially when that love and that dignity has been denied."

The words in bold/italics are what lifted me up on that drive to school, and as I wrote my welcome back message on Google Classroom, I referred to my students as "my lovelies."

In the comments to that post, AP expressed delight at being referred to as "my lovelies." So on Wednesday, I addressed them as an "Amazing Rainbow of Awesomeness." AP was nearly giddy. Would I do it again on Thursday? she asked. How could I not? On Thursday, they were "my sweet babboos" and on Friday, "Dear Ones." 

Thank you, Pádraig Ó Tuama, for inspiring me to find and create terms of endearment that infuse more expressions of love into my classroom. This is another one of those seeds that I plant, having no way of knowing if/how it will later sprout in these children's lives. But it's a seed worth planting.

Also this week, I started my Poem-A-Week project. After realizing that there are 20 weeks left in the school year, and therefore the opportunity for the close study of (just!) 20 poems, I asked the world (via Twitter) for suggestions of poems I might include. I made my choices, but then promptly chose something for the first week that wasn't part of the original plan. And it turned out perfectly. As we began a new routine of choosing reading goals and logging reading and evidence for our goals in a new and simplified digital reader's notebook (aka BOB, which stands for Book of Books, hat tip to Monica Edinger for the original idea of BOB and Maria Caplin for the digital BOB), and as I reminded myself to START SLOWLY, I chose Lee Bennett Hopkins' "Good Books, Good Times!" 

Each day we read the poem (I encourage them to read along behind their muted microphones) and then do just a little bit of unpacking together (hat tip to Tara Smith for the idea of unpacking poems). I have created a slide show for the poems and for documentation of the unpacking work. Here's the plan: on the first day, I just read the poem (projected so they can read along); day two, after reading the poem, I invite reactions/noticing; day three is meaning/craft; day four is respond/connect; day five (I haven't had one yet) might be a guest reader who will also give their thoughts about the poem. I'm making this a routine, but keeping the poem choice flexible on my end so I can be responsive to my learners and the events of the world. 

In light of 1/6/21, my choice for next week's poem might be " 'Hope' is the thing with feathers" by Emily Dickinson, or "The Peace of Wild Things" by Wendell Berry. (I think "Let America Be America Again" by Langston Hughes is too much for fifth grade, but it's the poem in MY heart right now.) Whatever I choose, it will be a way in for us to talk about the events of 1/6/21. My students weren't ready to talk on Thursday, and yesterday I invited them to give me feedback on why they were hesitant to talk about the news. I got some valuable insight. But that's another post for another day...or week. Stay tuned.

Poetry. Another seed worth planting.

Sorry to be a day late for Poetry Friday. This may be my new normal moving forward. Sylvia has the Poetry Friday Roundup at Poetry for Children. 

(If you've had trouble with your comments disappearing from our blog, I think it's because the site takes a LONG time to load. That's what happens when you have 15 years worth of content (happy belated blog anniversary to A Year of Reading)! Here's the hack: stop the page from loading before you type/submit your comment.)

Poetry Friday -- Inspired By

The poem of the day today from Poets.org is Day 29 (2020) by Jamila Woods. Her poem was inspired by Things I Didn't Know I Loved by Nazim Hikmet.

My poem-draft is inspired by both of them.

image via Unsplash

Things I Didn't Know I Loved

it's January 1st 2021

i'm sitting at the kitchen table

my hands are cold

but the space heater warms my feet

i never knew i liked

being warm and cold at the same time

it's like

winter lap swimming

the steamy heat of the natatorium

the shocking cold of the water

the satisfaction of having swum

it's also like sweet and salty

i've always known i liked

sweet and salty

pancakes with bacon

chocolate pretzels

icing on crackers

it's nothing like clutter and order

or is it

i used to hate the clutter in my mother's house

my apartment was clean and empty

i was young

now i'm sitting at the kitchen table

my hands are cold

i'm crowded by books lists mugs 

pencil case glasses case stacks of mail

pens in a cup headphones cat toys and

only the words on this page

have any semblance of order

at least my feet are warm

©Mary Lee Hahn, 2021 (draft)

Ruth has the first Poetry Friday Roundup of 2021 at There is no such thing as a God-forsaken town.

Poetry Friday -- Wistful

photo via Unsplash

It's the Poetry Sisters' last challenge for 2020: to write to the theme of "Wish I'd Been There," or to an historical event that incites wistfulness. Here's my draft.

Wistful

We live at the corner of Lincoln and Forest.

What I wouldn't give to stand here

and turn the dial of time backward,

rewind the threads of now

onto the spool of eternity,

pavement evaporating,

divisive moments in human history blurring, retreating, disappearing

as the beech-oak-hickory canopy

closes in

concealing a sky that has never known contrails.

©Mary Lee Hahn, 2020 (draft)

Irene has today's Poetry Friday Roundup at Live Your Poem. 

Poetry Friday -- Live Your Poem

Irene Latham's blog name is my inspiration this week: Live Your Poem.

This week's poem began by planting seeds for my students' "If Kids Ran the World" projects in 2021. On Monday, our guest speaker was Imran Nuri, my former student who is the founder and CEO of the charity nonprofit The 52 Million Project. Then, on Tuesday, we heard from Dash Yeatts-Lonske, son of Tabatha/The Opposite of Indifference, and co-founder of the advocacy nonprofit Schools Not Jails.

On the home front, I was baking cookies and preparing boxes for delivery. On Wednesday, hubby and I delivered 25 boxes containing 2 big gingerbread cookies, a "pastry bag" of icing, and three little containers of decorations to my Remote Learning Academy students. The boxes were tied with red ribbon and labeled "Do not open until the 9:00 meeting on Thursday!" Yesterday, the boxes were opened and year 37 of my cookie decorating tradition took place through the screen. 

Now I need to go iron my PJs and gather my pillows and blankets for my fort. Today we'll do all of our learning/teaching in our PJs inside our pillow forts (or, in my case, my under-the-standing-table fort).

This is my poem, and I'm living it to the fullest.

Happy Friday! Happy Poetry! Happy LIFE!

Michelle Kogan has the Poetry Friday Roundup, and it's dusted in stardust!

Poetry Friday -- Spark!

In the podcast Poetry Unbound, Pádraig Ó Tuama always begins with something like "One of the things I love most about poetry is..." and that thing he loves leads to the encapsulation of the poem he's featuring. With that small bit in mind, we listen to the poem, then he zooms in and deconstructs the meanings and the craft moves in the poem. After he takes you deep inside a poem, you get to hear him read it one more time, and it's almost like hearing a new poem.

Let's try it.

One of the things I love most about poetry is the way it sometimes works like postcards or snapshots from another time. With just a few words, the poet moves us through time and space with their words and images.

SIX WEEKS ONE SUMMER

1985
After the first job,
before the second degree.
Between.

Blue Highways
South -- tobacco fields
West -- Navajo Nation
North -- regal mountains

Soundtrack
box of cassette tapes
meadowlark on a fencepost
AM radio

Souvenirs
single finger wave
small town hospitality
sense of direction

The longer I've written poetry and read poetry, I realize how often poems are about journeys of one kind or another. One thing that stands out for me about this poem is the stanza titles, which seem almost like notes scrawled on the backs of photos that have been tucked in an album. They also give each stanza a particular job within the poem, first letting the reader know the setting in time and place, then giving sensory details, and ending with a list.

In each of the stanzas, the details are concrete and vivid. Each of the places in the second stanza are iconic to the region, yet one can imagine that experienced from the "Blue Highways" of the stanza's title, they were more than simply stereotypical. The cassette tapes are a reminder that this is 1985, and the meadowlark and AM radio give a sense of the isolation of the journey. In the last stanza, the alliteration serves to stitch the three images together.

The title of the poem, "Six Weeks One Summer," gives one version of the time frame for the poem, while the first stanza pans out to the big picture of the speaker's life trajectory. The second stanza gives a sense of the scope of the journey in the poem. The final stanza brings the reader and the speaker back full circle with the list of souvenirs from the trip. The last line returns the reader's attention to the beginning, where the speaker is in a place "between," and lets the reader know that after six weeks of circling the country, the speaker has gained perspective and a sense of direction.

SIX WEEKS ONE SUMMER

1985
After the first job,
before the second degree.
Between.

Blue Highways
South -- tobacco fields
West -- Navajo Nation
North -- regal mountains

Soundtrack
box of cassette tapes
meadowlark on a fencepost
AM radio

Souvenirs
single finger wave
small town hospitality
sense of direction

©Mary Lee Hahn, 2020

Thank you for "listening" to my Pádraig Ó Tuama-style "podcast" about my poem. Here is the inspiration piece via Amy Souza's Spark project that I was provided for my writing:

"Finding Your Way" by Victoria Nessen

Buffy has this week's Poetry Friday Roundup at her blog Buffy Silverman, and there's ONE spot left on the roundup schedule for the next 6 months.

Happy Poetry! Happy Friday!

Poetry Friday -- Roundup and D-39 Cover Reveal

Novelist and poet Irene Latham has never shied away from hard topics. With Charles Waters, she has tackled race and racism head on (pun intended), and given readers definitions that will pave the way into a brighter future. She has introduced us to heroic characters who lived through difficult times in the past.

And now she's turning her attention to the future.

Arriving in bookstores on May 18, 2021 is D-39: A Robodog's Journey (Charlesbridge). This middle grade dystopian future verse novel is told in tidy rectangular prose poems that are strung together like beads, with the last word or phrase of one becoming the title of the next. The language is rich and innovative, with a glossary full of newly-minted compound words.

For a taste of the look and sound of the poems, here is the very first poem in the book, to whet your appetite:

And yes, you read that description of the book correctly: D-39: A Robodog's Journey is a middle grade dystopian future verse novel.

I asked Irene why she chose to write a dystopian novel for middle grade readers: 

"When circumstances are dire, all the stuff that doesn't matter kind of falls away, and you discover what's most important to you— and maybe even who you really are. As a reader and as a writer, I enjoy exploring that white-hot space."

Although D-39 is a dystopian future novel based loosely on the timeline of diminishing freedoms the Syrians experienced during the Syrian War, it is primarily the story of a child and a dog, a journey, family relationships, home, heroism, and self-determination.

Irene knows the love of a dog. Her Rosie, a 2 year-old Australian shepherd, loves socks as much as D-39 loves gloves.

The landscape of D-39 is similar to that of North Dakota. Here's Irene on a research trip for the book:

Jamie Green is the artist who created the cover for D-39. Jamie is an illustrator/curious person based in Greenville, SC and recent graduate of Ringling College of Art and Design. When they aren't working they can be found climbing rocks, venturing through the woods or scouring the ground for mushrooms to study and catalogue.

This is what they had to say about creating the cover image for D-39:

As an artist, or in this case I will say "visual communicator," it is something special when you read through the manuscript and have the desire to do fanart of the characters. That's essentially what creating the cover for D-39 felt like to me. I was taking the Klynt and D-39 that I had been imagining in this cluttered shed and presenting them outward--how fun for me! My goal was to portray a sense of connection and determination in our main duo, while engulfed in a smattering of items that are seen in their journey together.

And now...

Drumroll...

Here is the cover reveal of D-39: A Robodog's Journey

Join me in congratulating Irene on this newest amazing project! If you'd like to read a galley of the book, contact her at Irene@IreneLatham.com with your request.

And now, on to the Poetry Friday Roundup! Let's see what other wonders the Poetry Friday community has to share today! Leave your link with Mr. Linky.

You are invited to the Inlinkz link party!

Click here to enter

While we're on the subject of the roundup, we're gathering roundup hosts for January-June 2020. Check out the calendar and pick your date here.

Happy Poetry! Happy Friday!

Poetry Friday -- Call for Roundup Hosts

It's that time again. Six months have passed since last we queued up to host the Poetry Friday roundups.

If you'd like to host a roundup between January and June 2021, leave your choice(s) of date(s) in the comments. I'll update regularly to make it easier to see which dates have been claimed.

What is the Poetry Friday roundup? A gathering of links to posts featuring original or shared poems, or reviews of poetry books. A carnival of poetry posts. Here is an explanation that Rene LaTulippe shared on her blog, No Water River, and here is an article Susan Thomsen wrote for the Poetry Foundation.

Who can do the Poetry Friday roundup? Anyone who is willing to gather the links in some way, shape, or form (Mr. Linky, "old school" in the comments-->annotated in the post, or ???) on the Friday of your choice. If you are new to the Poetry Friday community, jump right in, but perhaps choose a date later on so that we can spend some time getting to know each other.

How do you do a Poetry Friday roundup? If you're not sure, stick around for a couple of weeks and watch...and learn! One thing we're finding out is that folks who schedule their posts, or who live in a different time zone than you, appreciate it when the roundup post goes live sometime on Thursday.

How do I get the code for the PF Roundup Schedule for the sidebar of my blog? You can grab the list from the sidebar here at A Year of Reading, or I'd be happy to send it to you if you leave me your email address. 

Why would I do a Poetry Friday Roundup? Community, community, community. It's like hosting a poetry party on your blog!

And now for the where and when:

January

1    Ruth at There is no such thing as a God-forsaken town

8    Sylvia at Poetry for Children

15  Margaret at Reflections on the Teche 

22  Laura at Laura Shovan

29  Jan at Bookseedstudio Optional theme: Sing!

February

5    Jone at Jone Rush MacCulloch

12  Molly Hogan at Nix the Comfort Zone

19  Ruth at There is no such thing as a God-forsaken town

26  Karen at Karen Edmisten*

March

5   Kat at Kathryn Apel

12 Heidi at my juicy little universe

19 Linda at TeacherDance

26 Susan at Soul Blossom Living

April

2  Mary Lee at A Year of Reading

9  Tabatha at The Opposite of Indifference

16 Jama at Jama's Alphabet Soup

23 Catherine at Reading to the Core

30 Matt at Radio, Rhythm & Rhyme

May

7   Bridget at wee words for wee ones

14 Irene at Live Your Poem

21 Christie at Wondering and Wandering

28 Michelle at Michelle Kogan

June

4   Margaret at Reflections on the Teche

11 Carol at Carol's Corner

18 Buffy at Buffy Silverman

25 Linda at A Word Edgewise

Poetry Friday

I joined Spark for the first time. Spark 46, the last round for 2020. A creativity challenged seemed like good way to end this wackadoodle year. 

Here is a poem I'm NOT submitting for the piece of art I can't show you yet:

MEANDER (an “In One Word” poem)

Amend
your dream
of reaching that destination. Rename
this aspiration “journey.” Endear
yourself to this dare.
When you find yourself near
fulfillment, read
the landscape, know what you need,
veer toward a new end.

Wandering is a pleasure earned.
Ramble your amen.

©Mary Lee Hahn, 2020

Here are some celebrations from #NCTE2020 last weekend, not the least of which is the recipient of the Excellence in Poetry for Children Award, Janet Wong!

Carol W. has the Thanksgiving Edition Poetry Friday Roundup at Carol's Corner.

NCTE 2020 -- So Much to Celebrate!

 

Janet Wong, recipient of the 2021 Excellence in Poetry for Children Award

I Am Every Good Thing, winner of the 2021 Charlotte Huck Award 

for Outstanding Fiction for Children (along with all of the honor and recommended books)

Above the Rim: How Elgin Baylor Changed Basketball, winner of the 2021 Orbis Pictus Award

for Outstanding Nonfiction for Children (along with all of the honor and recommended books)

Good thing conference attendees have 60 days to continue to access the archives! What are some sessions that were too fabulous to miss?

Poetry Friday -- Messages From the Universe

 This morning, between this page (which I've already seen) in my Everyday Offerings book...

...and this page (which I've already seen)...

I found this new message for the day:

And I flipped over the next card in my meditation deck...

WOW. 

I looked up, and the vase of flowers on my table said this:

Wednesday night, listening to the Scholastic Independent Reading Panel, I heard Peter H. Reynolds say this:

a gentle rebel

leans outside the box

as far as they can

(without being fired)

Earlier on Wednesday, one of my students shot an observation straight into my heart: "This is so hard. This way of learning." What she was missing the most were the times of collaboration and conversation students have while working side by side in a physical classroom. Our remote learning independent work times are solitary, and my learners have been isolated during these work times.

The words of Peter H. Reynolds nudged me to reconsider our daily schedule. Could I make time for my students to virtually sit side by side, working together, helping each other (and certainly chatting a bit)? 

Yes. And when I previewed our new schedule with the class, they were SO appreciative that I'd listened and responded. 

The Scholastic Independent Reading Panel speakers helped me to reimagine my daily message to my students about their 30 minute independent reading time:

• How are the books you’re choosing helping you to become the person you want to be?
• How are the books you’re choosing helping you to understand the lives and feelings of others?
• How are the books you’re reading bringing you joy?
• How are the books you’re reading helping you to understand your own identity?
• How are the books you’re reading helping you to understand the way the world works so that you can make it a better place for everyone?

And those first messages in my Everyday Offerings book? They have helped me lean further out of my box than I ever thought possible as I plan for a study of what happens in a democracy AFTER an election. About the work regular citizens do to keep our nation running.

we make some noise

we split open and sparkle

then put the pieces together

become a magnet for miracles

and bloom with wild abandon

Thank you, Universe.

Happy Friday, friends! Happy Poetry Friday!

Linda B. has graciously rescued this week's Poetry Friday roundup at TeacherDance. 2020 strikes again!

Everyday Advocacy: Teachers Who Change the Literacy Narrative

Today, the book Everyday Advocacy: Teachers Who Change the Literacy Narrative by Cathy Fleischer and Antero Garcia is available! This is an important book for all educators who want to work to change the narrative about literacy and education. This is a must-read for educators. It would be a great book to read with a group of colleagues--local or beyond--to think about how you can make a difference as part of your everyday work.

We had the chance to ask Cathy and Antero some questions about their book and the ideas behind it. We hope you learn from all they have to say and the resources they share. 

Franki: Why do you think it is important for teachers to have advocacy skills?

Cathy and Antero: The public narrative surrounding teachers is too often dismissive, demeaning, and just plain wrong--based on “what it was like when I went to school” or on years of one-dimensional media depictions of either the hero teacher (who works 80 hours a week to save kids) or the uncaring teacher who doesn’t take the work seriously. Neither of these depictions fit the teachers we know, the teachers who are committed to professional learning and thoughtful curriculum development, who care deeply about students, who continually work to improve their own teaching, and who make meaningful decisions about what to teach and what not to teach.

But sadly, so many decisions about how and what we teach have been taken away from teachers and placed in the hands of people who are not regularly in schools and who quite simply don’t have the knowledge or expertise to decide how and what we should teach.

This is why teachers need advocacy skills--to share their voices, their stories, their expertise in order to shift the public narrative around teaching in order to help others (colleagues, administrators, legislators and community members) see teachers and teaching differently.

Franki: You’ve really worked to redefine advocacy for educators and to broaden the ways in which we, as teachers can see ourselves doing this work. I imagine that has been very intentional. Can you talk about that journey?

Cathy: For me it began twenty years ago when my husband (an environmental advocate) and I would talk over the dinner table about our work, and I learned how he uses advocacy measures to create campaigns on specific environmental issues. His super-smart thinking on things like cutting an issue, identifying decision-makers, and finding allies led me to start studying community organizing and advocacy, interviewing organizers in multiple fields, and thinking hard about how what they do could be adapted for teachers. I began writing about what I was learning and then offering workshops for teachers so I see how they thought advocacy might work for them, how it could be a part of their already overly busy lives rather than an add-on. This led to co-creating the Everyday Advocacy website with former NCTE Communications Director Jenna Fournel, which features hands-on approaches to advocacy and teacher stories from these workshops. Truly, every single day I learn more and more from the amazing teachers who do this work: how they continue to advocate for ways of teaching and learning they know are important in their specific contexts.

Antero: Before learning about Everyday Advocacy from Cathy and her work with Jenna, my work with teachers tended to focus on what we refer to in the book as “big A” Advocacy. My scholarship and my experiences in classrooms often emphasized activist stances toward justice that, admittedly, can get in the way of some teachers seeing themselves as advocates. Part of what’s appealed to me about the work that Cathy leads is that every teacher can see themselves in this work, it builds on what they know, it encourages them to center student learning needs, and it is focused on results for the here and now. I think getting every teacher to see themselves as an advocate and building capacity with this skill set is an imperative for classroom teachers right now; that it still connects to bigger issues around democracy, labor, and freedom is an added bonus.

Franki: Can you talk about the importance of the word “everyday” in your title and idea about advocacy?

Cathy and Antero: Advocacy seems like a big scary word—it’s what those paid community organizers or lobbyists do to get bills passed or to organize marches with thousands of people in the street. But there are a ton of examples in the world of folks who use their voices and tell their stories as part of their day to day lives—and that’s what we mean when we use the term everyday advocacy--part-of rather than add-on.

The word also reminds us that the regularity of advocacy in the lives of teachers makes it feel less scary. Like going to the gym (in the times when it was safe to do so!), advocacy is a muscle that develops or atrophies through everyday use.

Franki: Everyone has ideas about education and it seems that teachers are no longer the people trusted when it comes to decision-making. But you have a strong belief in teachers and you have ideas about how we can change the narrative. What can teachers do locally and beyond to change that?

Cathy and Antero: It’s true--we do believe in teachers! As we say in the introduction to the book, “We believe in their power to inspire, challenge, support, and care for the students with whom they work--day-in and day-out, in often challenging circumstances, and with intelligence and grace. Teachers, we know, are contemporary superheroes, and we believe they should be honored as such, each and every day.”

But teachers are not always trusted to make decisions about curriculum and pedagogy and assessment and a host of other issues. And the narrative that we mentioned above--one that is too often dismissive and demeaning--has become even stronger during this pandemic. We’ve been amazed at the ways some people are dismissing the herculean effort that teachers are putting forth and disheartened that teacher voices were too often absent from discussions of how to do school this year.

We believe that teachers can change that narrative and bring their voices into the discussion--and the book is filled with ideas about how to do that. Specifically, teachers can focus on a particular issue that impacts them in their local setting, learn as much as they can about that issue (by carefully observing students in their own classrooms, working to understand the context of their own communities, and immersing themselves in what others have written and said about the issue); seek like-minded colleagues and community members to become allies; and set out a plan to help others understand the issue differently. It’s not always easy, but as the examples in the book show, teachers are doing this work in all kinds of ways.

Franki: With limited time, what are some quick tips for how teachers might do move advocacy work?

Cathy and Antero: We think working proactively is the first big step. What can you do as a teacher to help other teachers, administrators, parents, and community members understand why you teach in the ways you do? You can host a parent night in which you ask these adults to share memories of reading and writing in their lives and then connect their memories to why you use choice reading and writing workshops. Or you might begin a children’s or young adult book club for students and parents that focuses on diverse books so parents can both up their own knowledge and watch how their students respond. Or you might share student work regularly with your families and administrators so they can see the great work that emerges when you teach in a particular way.

This proactive advocacy leads to you developing more allies as others understand your thinking and your teaching. And once they understand, we’ve found they are more willing to have your back if questions or concerns arise down the road.

Franki: Who are some people (other than the authors in your book) who educators can follow as models for their own advocacy work?

Cathy and Antero: We love the blog Teachers, Profs, Parents: Writers Who Care as an example of how you can write for the public. Check out their Tips for Writing for Parents as one resource.

We also love Jessyca Matthew’s articles for Teaching Tolerance and her interview for NEA’s Social Justice Advocate of the Year.

The ELATE Commission on Social Justice has a ton of useful resources on their easy to remember site: https://justice.education/

As a professional learning community, the Marginal Syllabus project has been a years-running effort to bridge the theories described in NCTE journals into dialogue and practice; the ideas and connections here are useful and rejuvenating.

Lastly, getting to read about the big and small forms of advocacy happening in the lives of teachers and teacher educators is always illuminating. Literacy scholar Betina Hsieh and math teacher Jose Vilson’s blogs are both wonderful.

Poetry Friday: Haiku Diary

 I got way behind posting my daily haiku on Twitter with #haikudiary and #poeticdiversion, but I kept at it in my notebook. Here are the week's snippets:

Friday, 11/6

Poetry Friday

digital, virtual

still magical

Saturday, 11/7

everywhere I look

red and blue harmonize

naturally

Sunday, 11/8

unseasonable heat

restacking the woodpile

Monday, 11/9

midday walk at the farm

no blue birds, but a monarch

don't dawdle

Tuesday, 11/10

rollercoaster

almost tears at lunchtime

almost

Wednesday, 11/11

Oh, to go fishing --

rippling water, leaping trout --

instead...more work.

Thursday, 11/12

Google My Maps

Where do you want to visit?
Dreaming our futures.

Robyn Hood Black (Queen of the Haiku) has this week's Poetry Friday roundup at Life on the Deckle Edge.