Poetry Is Everywhere: Strategies for Teaching Poetry through Music, Murals and More
Using poetry to sharpen students' claims for argument writing
'Keep those diaries': Strategies for centering student voices and improving reflection habits
'Who Will Clean Out The Desks' — A Crowdsourced Poem in Praise of Teachers
How Teaching the Work of Living Poets Can Make English Class More Exciting and Inclusive
How Hip-Hop Can Bring Shakespeare to Life
Language Unleashed: The Powerful Poetry of Multilingual Students
For Digital Natives, Appreciating Shakespeare's Words with Performances
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But as a young person, Smith felt that poetry “was something that wasn’t for people like [him].” In a recent interview with KQED Forum, Smith said that poetry can feel intimidating when presented as if it’s a “geometric proof” or “a code that [students] are supposed to unlock.” He recommended that teachers instead emphasize that no interpretation is wrong. Online resources, too, can show young learners “that there are poets who are alive” and “reflect the diversity and plurality of the human experience of our society.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“You don’t have to be published to write a poem,” said Smith. “Poetry is in all of us.” He said it’s important for educators to “make poetry feel like an invitation rather than intimidation.” Below, three poetry teachers from around the country shared how they expand the boundaries of poetry in the classroom.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Music and murals\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In \u003ca href=\"https://twitter.com/CMattern21\" target=\"_blank\" rel=\"noopener\">Carrie Mattern\u003c/a>’s high school classroom in Flint, Michigan, students are introduced to poetry through Tupac’s book, “The Rose That Grew From Concrete.” She also includes rapper, poet and activist Akala’s video lecture, \u003c/span>\u003ca href=\"https://www.youtube.com/watch?v=DSbtkLA3GrY\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">“Hip Hop and Shakespeare,”\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in her lesson plan. In the lecture, Akala quizzes listeners on whether a line is from hip hop or Shakespeare. Students quickly recognize rhyme, sentence structure and diction, Mattern said. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Mattern’s “Is it poetry?” activity prompts students, in small groups, to move from station to station and identify different pieces of writing as poetic or not. This promotes collaboration and movement in the classroom, but also according to Mattern, “illustrates all the things poetry could be.”\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Mattern recommended Melissa Alter Smith’s \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/57806/how-teaching-the-work-of-living-poets-can-make-english-class-more-exciting-and-inclusive\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">#TeachingLivingPoets movement\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and pointed to Clint Smith, Jose Olivarez, Fatimah Asghar, Danez Smith, Nate Marshall and Idris Goodwin as some of the contemporary poets who her students read in class. Mattern’s students also participate in a project \u003c/span>\u003ca href=\"https://www.mlive.com/news/flint/2023/04/poetry-writing-about-flint-murals-allows-for-creative-freedom-in-this-high-school-classroom.html\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">interacting with murals in the Flint community\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Mattern said that connecting with your \u003c/span>\u003ca href=\"https://poets.org/text/current-us-and-state-poets-laureate\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">local poet laureate\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> is another excellent way to engage with poetry within your community. Here’s what some of Mattern’s high school seniors said when asked what inspires them to be poets: \u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">“I really enjoy writing stories and weaving tales; poetry is another way for me to do that.” – Dream\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">“Poetry allows me to be more expressive. It is my creative outlet.” – Ashley\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">“I like to express my ideas anywhere I can; whether it be poetry, art, or anything really.” – Jailen\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cb>Pocket poems and temporary tattoos\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003ca href=\"https://twitter.com/ChristinaLinsin\" target=\"_blank\" rel=\"noopener\">Christina Linsin\u003c/a>, a poet, teacher and librarian in Virginia, has used music as an introduction to poetry for younger students. “It’s something that [students] are so familiar with and it does connect so well with the origins of poetry,” she said. When she worked at a middle school, Linsin would pick songs that were relevant to her students. After listening, students analyzed each song and identified literary elements.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Two years ago, as a high school teacher, Linsin had a new idea while contemplating a poetry tattoo of her own. Why not create temporary poetry tattoos for her students? Linsin customized and ordered the temporary tattoos online and brought them to class for her students to wear during National Poetry Month.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">She also participates in \u003c/span>\u003ca href=\"https://poets.org/national-poetry-month/poem-your-pocket-day\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">National Poem in Your Pocket day\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, printing and handing out poems for students to carry in their pockets and ask one another to read aloud. Through \u003c/span>\u003cspan style=\"font-weight: 400\">the Academ\u003c/span>\u003cspan style=\"font-weight: 400\">y\u003c/span>\u003cspan style=\"font-weight: 400\"> of American Poets’ \u003ca href=\"https://poets.org/national-poetry-month/dear-poet-2023\" target=\"_blank\" rel=\"noopener\">Dear Poet\u003c/a> project\u003c/span>\u003cspan style=\"font-weight: 400\">, students write a letter to a poet in response to one of their works. “There’s no better way to make poetry alive for these kids,” Linsin said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As someone whose love of reading was modeled by her mother, Linsin was drawn to the emotion and concision of poetry at a young age. One day in class, a teacher saw that she was reading Sylvia Plath and recommended that she pick up \u003c/span>\u003ca href=\"https://www.poetryfoundation.org/poems/55993/renascence\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">“Renascence”\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> by Edna St. Vincent Millay. “I was hooked forever,” she said.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Countless possibilities\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For Anthony Fangary, poetry is about vulnerability and honesty. Fangary has taught poetry to students of all ages in schools and community settings. (Editor’s note: Fangary works in a non-editorial role at KQED. He is not part of the MindShift team.) To avoid teaching inaccessible poetry, such as works that are hundreds of years old and use unrecognizable language, he introduces contemporary poets as well as non-traditional poetry, like an \u003ca href=\"https://www.npr.org/series/tiny-desk-concerts/\">NPR Tiny Desk Concert\u003c/a>. He aims to facilitate discussion by asking students questions like, “Where is the art?” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Emphasizing that there are “countless possibilities” in poetry, Fangary has utilized different styles of poetry to get students excited about the subject. From \u003c/span>\u003ca href=\"https://poets.org/glossary/epistolary-poem\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">epistolary poetry\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, writing a letter to someone, to \u003c/span>\u003ca href=\"https://poets.org/glossary/ekphrasis\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">ekphrastic poetry\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a poetic reaction to a painting, to \u003c/span>\u003ca href=\"https://poets.org/glossary/erasure\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">erasure poems\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, identifying and erasing the most significant parts of a poem, Fangary says that “the absence of language can be more powerful than the presence of language.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Student check-ins are also an important part of poetry education for Fangary. Taking the time to ask questions like, “Based on how you feel today, what kind of animal are you?” allows students to think about themselves and their lives through a creative lens.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The common thread? These educators all find ways to help students connect with poetry in their everyday lives and communities. “The pedagogy has to reflect what the kids are dealing with today,” said Fangary. As Smith said on Forum, “poetry is everywhere,” and students “have an opportunity to be participants in that.”\u003c/span>\u003c/p>\n\n","blocks":[],"excerpt":"Poetry can feel intimidating and impenetrable for students. Teachers can help students find a way into poetry by seeing the poetry in other art forms and by contemporary writers.","status":"publish","parent":0,"modified":1713290679,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":19,"wordCount":997},"headData":{"title":"Poetry Is Everywhere: Strategies for Teaching Poetry through Music, Murals and More | KQED","description":"Poetry can sometimes feel impenetrable for students, but teachers can help them find a way in by seeing poetry in other art forms and from contemporary writers.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"Poetry can sometimes feel impenetrable for students, but teachers can help them find a way in by seeing poetry in other art forms and from contemporary writers."},"sticky":false,"templateType":"standard","featuredImageType":"standard","excludeFromSiteSearch":"Include","showOnAuthorArchivePages":"No","articleAge":"0","path":"/mindshift/61608/poetry-is-everywhere-strategies-for-teaching-poetry-through-music-murals-and-more","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">Poetry is a mindfulness practice for award-winning author and poet \u003ca href=\"https://www.clintsmithiii.com/\" target=\"_blank\" rel=\"noopener\">Clint Smith\u003c/a>. But as a young person, Smith felt that poetry “was something that wasn’t for people like [him].” In a recent interview with KQED Forum, Smith said that poetry can feel intimidating when presented as if it’s a “geometric proof” or “a code that [students] are supposed to unlock.” He recommended that teachers instead emphasize that no interpretation is wrong. Online resources, too, can show young learners “that there are poets who are alive” and “reflect the diversity and plurality of the human experience of our society.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“You don’t have to be published to write a poem,” said Smith. “Poetry is in all of us.” He said it’s important for educators to “make poetry feel like an invitation rather than intimidation.” Below, three poetry teachers from around the country shared how they expand the boundaries of poetry in the classroom.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Music and murals\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In \u003ca href=\"https://twitter.com/CMattern21\" target=\"_blank\" rel=\"noopener\">Carrie Mattern\u003c/a>’s high school classroom in Flint, Michigan, students are introduced to poetry through Tupac’s book, “The Rose That Grew From Concrete.” She also includes rapper, poet and activist Akala’s video lecture, \u003c/span>\u003ca href=\"https://www.youtube.com/watch?v=DSbtkLA3GrY\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">“Hip Hop and Shakespeare,”\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in her lesson plan. In the lecture, Akala quizzes listeners on whether a line is from hip hop or Shakespeare. Students quickly recognize rhyme, sentence structure and diction, Mattern said. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Mattern’s “Is it poetry?” activity prompts students, in small groups, to move from station to station and identify different pieces of writing as poetic or not. This promotes collaboration and movement in the classroom, but also according to Mattern, “illustrates all the things poetry could be.”\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Mattern recommended Melissa Alter Smith’s \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/57806/how-teaching-the-work-of-living-poets-can-make-english-class-more-exciting-and-inclusive\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">#TeachingLivingPoets movement\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and pointed to Clint Smith, Jose Olivarez, Fatimah Asghar, Danez Smith, Nate Marshall and Idris Goodwin as some of the contemporary poets who her students read in class. Mattern’s students also participate in a project \u003c/span>\u003ca href=\"https://www.mlive.com/news/flint/2023/04/poetry-writing-about-flint-murals-allows-for-creative-freedom-in-this-high-school-classroom.html\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">interacting with murals in the Flint community\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Mattern said that connecting with your \u003c/span>\u003ca href=\"https://poets.org/text/current-us-and-state-poets-laureate\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">local poet laureate\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> is another excellent way to engage with poetry within your community. Here’s what some of Mattern’s high school seniors said when asked what inspires them to be poets: \u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">“I really enjoy writing stories and weaving tales; poetry is another way for me to do that.” – Dream\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">“Poetry allows me to be more expressive. It is my creative outlet.” – Ashley\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">“I like to express my ideas anywhere I can; whether it be poetry, art, or anything really.” – Jailen\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cb>Pocket poems and temporary tattoos\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003ca href=\"https://twitter.com/ChristinaLinsin\" target=\"_blank\" rel=\"noopener\">Christina Linsin\u003c/a>, a poet, teacher and librarian in Virginia, has used music as an introduction to poetry for younger students. “It’s something that [students] are so familiar with and it does connect so well with the origins of poetry,” she said. When she worked at a middle school, Linsin would pick songs that were relevant to her students. After listening, students analyzed each song and identified literary elements.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Two years ago, as a high school teacher, Linsin had a new idea while contemplating a poetry tattoo of her own. Why not create temporary poetry tattoos for her students? Linsin customized and ordered the temporary tattoos online and brought them to class for her students to wear during National Poetry Month.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">She also participates in \u003c/span>\u003ca href=\"https://poets.org/national-poetry-month/poem-your-pocket-day\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">National Poem in Your Pocket day\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, printing and handing out poems for students to carry in their pockets and ask one another to read aloud. Through \u003c/span>\u003cspan style=\"font-weight: 400\">the Academ\u003c/span>\u003cspan style=\"font-weight: 400\">y\u003c/span>\u003cspan style=\"font-weight: 400\"> of American Poets’ \u003ca href=\"https://poets.org/national-poetry-month/dear-poet-2023\" target=\"_blank\" rel=\"noopener\">Dear Poet\u003c/a> project\u003c/span>\u003cspan style=\"font-weight: 400\">, students write a letter to a poet in response to one of their works. “There’s no better way to make poetry alive for these kids,” Linsin said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As someone whose love of reading was modeled by her mother, Linsin was drawn to the emotion and concision of poetry at a young age. One day in class, a teacher saw that she was reading Sylvia Plath and recommended that she pick up \u003c/span>\u003ca href=\"https://www.poetryfoundation.org/poems/55993/renascence\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">“Renascence”\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> by Edna St. Vincent Millay. “I was hooked forever,” she said.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Countless possibilities\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For Anthony Fangary, poetry is about vulnerability and honesty. Fangary has taught poetry to students of all ages in schools and community settings. (Editor’s note: Fangary works in a non-editorial role at KQED. He is not part of the MindShift team.) To avoid teaching inaccessible poetry, such as works that are hundreds of years old and use unrecognizable language, he introduces contemporary poets as well as non-traditional poetry, like an \u003ca href=\"https://www.npr.org/series/tiny-desk-concerts/\">NPR Tiny Desk Concert\u003c/a>. He aims to facilitate discussion by asking students questions like, “Where is the art?” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Emphasizing that there are “countless possibilities” in poetry, Fangary has utilized different styles of poetry to get students excited about the subject. From \u003c/span>\u003ca href=\"https://poets.org/glossary/epistolary-poem\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">epistolary poetry\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, writing a letter to someone, to \u003c/span>\u003ca href=\"https://poets.org/glossary/ekphrasis\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">ekphrastic poetry\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a poetic reaction to a painting, to \u003c/span>\u003ca href=\"https://poets.org/glossary/erasure\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">erasure poems\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, identifying and erasing the most significant parts of a poem, Fangary says that “the absence of language can be more powerful than the presence of language.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Student check-ins are also an important part of poetry education for Fangary. Taking the time to ask questions like, “Based on how you feel today, what kind of animal are you?” allows students to think about themselves and their lives through a creative lens.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The common thread? These educators all find ways to help students connect with poetry in their everyday lives and communities. “The pedagogy has to reflect what the kids are dealing with today,” said Fangary. As Smith said on Forum, “poetry is everywhere,” and students “have an opportunity to be participants in that.”\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/61608/poetry-is-everywhere-strategies-for-teaching-poetry-through-music-murals-and-more","authors":["11759"],"categories":["mindshift_193"],"tags":["mindshift_21619","mindshift_21620","mindshift_364","mindshift_21583","mindshift_21016"],"featImg":"mindshift_61610","label":"mindshift"},"mindshift_61361":{"type":"posts","id":"mindshift_61361","meta":{"index":"posts_1591205157","site":"mindshift","id":"61361","score":null,"sort":[1681092052000]},"guestAuthors":[],"slug":"using-poetry-to-sharpen-students-claims-for-argument-writing","title":"Using poetry to sharpen students' claims for argument writing","publishDate":1681092052,"format":"standard","headTitle":"Using poetry to sharpen students’ claims for argument writing | KQED","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cem>Excerpted from “Poetry Pauses: Teaching With Poems to Elevate Student Writing in All Genres” by Brett Vogelsinger. Copyright © 2023 by Corwin Press, Inc. All rights reserved.\u003c/em>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Sometimes I hear teachers and students talk about poetry as if the only purpose for writing a poem is to bare your soul, to go deep and dark; this illuminates another reason why poetry can be such an uncomfortable genre for teachers and students to approach in class. “I just feel funny asking kids to write poems because some of them feel awkward sharing that much of themselves with the world,” a teacher told me once.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"alignright wp-image-61365\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/04/poetry-pauses-800x1143.jpg\" alt=\"\" width=\"250\" height=\"357\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/04/poetry-pauses-800x1143.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/04/poetry-pauses-1020x1457.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2023/04/poetry-pauses-160x229.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/04/poetry-pauses-768x1097.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2023/04/poetry-pauses-1075x1536.jpg 1075w, https://ww2.kqed.org/app/uploads/sites/23/2023/04/poetry-pauses-1434x2048.jpg 1434w, https://ww2.kqed.org/app/uploads/sites/23/2023/04/poetry-pauses-1920x2743.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/23/2023/04/poetry-pauses-scaled.jpg 1792w\" sizes=\"(max-width: 250px) 100vw, 250px\">This view, however, inappropriately confines what poetry can do. … Argument embedded in poems is nothing new. Consider the work of 19th-century Black poet Frances Ellen Watkins Harper and her poem “Songs for the People”:\u003c/span>\u003c/p>\n\u003cblockquote>\u003cp>\u003cspan style=\"font-weight: 400\">SONGS FOR THE PEOPLE\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">by Frances Ellen Watkins Harper\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Let me make the songs for the people, Songs for the old and young;\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Songs to stir like a battle-cry Wherever they are sung.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Not for the clashing of sabres, For carnage nor for strife;\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But songs to thrill the hearts of men With more abundant life.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Let me make the songs for the weary, Amid life’s fever and fret,\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Till hearts shall relax their tension, And careworn brows forget.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Let me sing for little children, Before their footsteps stray,\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Sweet anthems of love and duty, To float o’er life’s highway.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I would sing for the poor and aged, When shadows dim their sight;\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Of the bright and restful mansions, Where there shall be no night.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Our world, so worn and weary, Needs music, pure and strong,\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">To hush the jangle and discords Of sorrow, pain, and wrong.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Music to soothe all its sorrow, Till war and crime shall cease;\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">And the hearts of men grown tender Girdle the world with peace.\u003c/span>\u003c/p>\u003c/blockquote>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">“Songs for the People” by Frances Ellen Watkins Harper. Originally appeared in Poems, George S. Ferguson Company, 1896. Public domain.\u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">After reading this as our poem of the day, I might ask students one or several questions to get them thinking about argument:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">What is she arguing here?\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">What need does she identify?\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">What stand does she take?\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">That second-to-last stanza sums it up nicely: “Our world, so worn and weary,/ Needs music, pure and strong.” If I do not get a response to my initial questions, I might ask students to identify which stanza contains the main “point” of the poem.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I share that this poet was an abolitionist and a temperance and women’s suffrage activist, yet here she pauses to argue that the world needs music. This is a poem of hope, a poem that argues it is important to confront present suffering while also envisioning better things beyond it. It calls for making the music that will help usher in that brighter future. We can certainly read the word music figuratively here too: creating harmony, making noise, stirring the heart to action. This is a resonant argument even today.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">While argument writing in its other forms — editorial, essay, comic, photojournalism or speech — must be grounded in fact and reason and 18th-century Enlightenment logos, the very best arguments, whatever form they take, also help us to feel deeply alongside the writer, to unsettle our complacency or open space for empathy. Poetry lets us bring a little bit of extra pathos, the more 19th-century notion of the “wild west wind” that Percy Shelley famously conjures. He begs of that wind, “Drive my dead thoughts over the universe/ Like wither’d leaves to quicken a new birth!” Argument, whether published as a poem or embedded as a bit of verse in the writer’s process for another genre, has kinetic energy. It drives away dead thoughts and clears a place for new ones.\u003c/span>\u003c/p>\n\u003ch2>\u003cspan style=\"font-weight: 400\">Poetry Pause: Sharpening a Claim\u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">My favorite classroom anecdote about the power of poetic claims begins with a bit of poetry from 13th-century Persian poet Rumi.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I needed a super short Poem of the Day to share so we could move along with a lengthier lesson, and I chose this little snippet of verse:\u003c/span>\u003c/p>\n\u003cblockquote>\u003cp>\u003cem>\u003cspan style=\"font-weight: 400\">Raise your words\u003c/span>\u003c/em>\u003c/p>\n\u003cp>\u003cem>\u003cspan style=\"font-weight: 400\">not your voice.\u003c/span>\u003c/em>\u003c/p>\n\u003cp>\u003cem>\u003cspan style=\"font-weight: 400\">It’s rain that grows flowers,\u003c/span>\u003c/em>\u003c/p>\n\u003cp>\u003cem>\u003cspan style=\"font-weight: 400\">not thunder.\u003c/span>\u003c/em>\u003c/p>\u003c/blockquote>\n\u003cp>\u003cem>\u003cspan style=\"font-weight: 400\">Public domain.\u003c/span>\u003c/em>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">My student, whom I will call Mike to preserve his privacy, angled his tall torso back in his chair and abruptly said, “Wow! I love that one!”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Mike was not a student known to do this. He was a caring friend to his peers with a reputation for being polite. He was also known for a casual attitude toward academic work and often viewed deadlines, even entire assignments, as optional. So his sudden engagement caught my interest even more when he said, “Can I write it down to keep?”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Sure, Mike!” I said and carried on with our planned brief discussion about what the poet means and how the metaphor enhances that meaning.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">A week later came the real shock. The door flew open, shaking our modular classroom a little bit, and Mike entered, just before the bell as the rest of the class was settling in. “I have to tell you something!” he announced, loud enough for everyone to hear. “I used a poem yesterday!”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“That’s great . . .” I said, half distracted with attendance-taking. “Have a seat and you can tell us about it.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">He began, “So my mom and dad were getting mad at each other about something last night, and they were starting to argue, you know getting louder and angrier. And that poem we did a few days ago popped in my head, about the rain and the thunder.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Suddenly I felt my eyes widen just a little bit as I began to fast-forward. Uh oh! Where is this story going? Did he quote this poem to his parents mid-argument??? Because my first thought here is that this is a good way to get both parents to turn on a kid, right? I mean, who wants to hear Rumi when you’re fighting with your spouse?\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“So I said to them,” he continued, “Mom, Dad: ‘Raise your words not your voice. It’s rain that grows flowers, not thunder.’ And it worked. They stopped and we all sort of talked about it.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I paused, tentative. “About the poem?”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Yeah! And how it means you get farther talking about things calmly like rain instead of loudly like thunder.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I should stop here to say that I still think the more common outcome of quoting poetry to an angry parent would be far less positive, so this story will stick with me for my entire career. A succinct argument in verse written centuries ago had instantaneous relevance in a household dispute, and a 14-year-old knew it could. It presented an argument that stopped the other kind of argument, the more painful kind, in its tracks. Wow. Just, wow.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Of course, not all argument writing negotiates family peace. Some is meant to stir us up, to motivate readers, to poke at our conscience and provoke action. Willie Perdomo (2020) refers to the “lyrical machete” a poem can wield (p. 1). There is a sharpness to a good argument, an edge, a ferocity, a danger. And like a machete, it can open a new path through our viny, wild, confusing world. We want students to feel this as they craft argument pieces, but too often they end up recycling opinions they have already heard in words others have used to make the same point. They may shy away from taking a stand, sometimes because they lack a thorough understanding of a topic, sometimes because they lack a real passion for it, and sometimes because they want to avoid being divisive.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">A simple poem like Rumi’s verse can provide a mentor for sharpening a claim into a few words and a single figurative image. Look at how the poem moves.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Line 1: Do this (Raise your words)\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Line 2: Not this (not your voice).\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Lines 3–4: Here’s a metaphor to make that point visual (It’s rain that grows flowers,/ not thunder).\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This format could be used to write about any topic. Instead of just using this particular poem when I need something quick, I now use it to help us sharpen our claims.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“So think about that format,” I tell my students. “Let’s see how this pattern could work for your topic. Tell someone what to do and what not to do. Maybe it’s replacing an old \u003c/span>\u003cspan style=\"font-weight: 400\">habit with a better one, like this poem. Maybe it’s choosing the tougher-but-better path instead of the easy-but-problematic one.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I continue, “Then comes the trickier part. Can you make this visual with a metaphor? See how it’s that last twist that makes Rumi’s poem so memorable and enduring? If you disagree with his point at first, the imagery in that metaphor makes it clear . . . yeah, gentleness can coax good results, whereas loud thunder doesn’t really make anything grow or make anything better. It just thunders, making lots of noise. Try to imagine a quick, simple scenario that fits your topic and does the same.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Once students have had a few minutes to give this a try, ask them to share in a group of four so that they hear three other variations on this model written around three other topics.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Of course, this is not going to work directly as a claim for your essay,” I continue. “But there are some bits we can use here. The poem is short but potent and it gets its point across without muddying it up with lots of words. In fact, it states the main point in just a few words. Let’s see if we can do that with our claims.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">After students draft a claim to develop, we address the other part of the poem. “The second half is really just a metaphor. But metaphors work just as well in essays as they do in poems. Look at your metaphor. Would you see this as something you could use in the beginning of your essay to pique a reader’s appetite for your ideas? Or does it develop a point so well that it belongs in the heart of the essay to make some key evidence stand out? Or is this metaphor so close to your main point that it really needs to be in the last line or two, that final, memorable image to lock the point in your reader’s mind? Jot the idea for where this might go in your writer’s notebook. And remember, it’s OK to change your mind later.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Writing a claim does not have to be intimidating, and it is not too early to consider what imagery or figurative language might complement that claim right from the outset of an argument writing project. Students may leave this activity with the sense that they have uncovered something clear and beautiful, which can give them energy for the work ahead: developing support for their claim.\u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"alignleft wp-image-61364\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/04/Vogelsinger-Brett_cmyk_08_22-800x1025.jpg\" alt=\"\" width=\"250\" height=\"320\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/04/Vogelsinger-Brett_cmyk_08_22-800x1025.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/04/Vogelsinger-Brett_cmyk_08_22-1020x1306.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2023/04/Vogelsinger-Brett_cmyk_08_22-160x205.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/04/Vogelsinger-Brett_cmyk_08_22-768x984.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2023/04/Vogelsinger-Brett_cmyk_08_22-1199x1536.jpg 1199w, https://ww2.kqed.org/app/uploads/sites/23/2023/04/Vogelsinger-Brett_cmyk_08_22-1599x2048.jpg 1599w, https://ww2.kqed.org/app/uploads/sites/23/2023/04/Vogelsinger-Brett_cmyk_08_22.jpg 1874w\" sizes=\"(max-width: 250px) 100vw, 250px\">Brett Vogelsinger has been teaching English for 20 years and currently teaches ninth-grade students at Holicong Middle School in Bucks County, PA. He is a regular contributor at the Moving Writers blog (www.movingwriters.org) and has written about teaching and learning for Edutopia, NCTE Verse, and The New York Times Learning Network. When not teaching, grading or writing about such things, you will likely find him spending time with his family, his garden or his Jenga tower of books he plans to read. You can find him on Twitter \u003ca href=\"https://twitter.com/theVogelman\" target=\"_blank\" rel=\"noopener\">@theVogelman\u003c/a> or at his website, \u003c/span>\u003c/i>\u003ca href=\"http://www.brettvogelsinger.com\">\u003ci>\u003cspan style=\"font-weight: 400\">www.brettvogelsinger.com\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/i>\u003c/p>\n\n","blocks":[],"excerpt":"While argument writing in its other forms must be grounded in logos, the very best arguments also help us to feel deeply. Poetry can help students sharpen their ideas and bring in a little bit of extra pathos.","status":"publish","parent":0,"modified":1681089365,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":57,"wordCount":2044},"headData":{"title":"Using poetry to sharpen students' claims for argument writing | KQED","description":"Sometimes we talk about poetry as if the only purpose for writing a poem is to bare your soul, but this view inappropriately confines what poetry can do.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"excludeFromSiteSearch":"Include","articleAge":"0","path":"/mindshift/61361/using-poetry-to-sharpen-students-claims-for-argument-writing","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>Excerpted from “Poetry Pauses: Teaching With Poems to Elevate Student Writing in All Genres” by Brett Vogelsinger. Copyright © 2023 by Corwin Press, Inc. All rights reserved.\u003c/em>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Sometimes I hear teachers and students talk about poetry as if the only purpose for writing a poem is to bare your soul, to go deep and dark; this illuminates another reason why poetry can be such an uncomfortable genre for teachers and students to approach in class. “I just feel funny asking kids to write poems because some of them feel awkward sharing that much of themselves with the world,” a teacher told me once.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"alignright wp-image-61365\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/04/poetry-pauses-800x1143.jpg\" alt=\"\" width=\"250\" height=\"357\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/04/poetry-pauses-800x1143.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/04/poetry-pauses-1020x1457.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2023/04/poetry-pauses-160x229.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/04/poetry-pauses-768x1097.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2023/04/poetry-pauses-1075x1536.jpg 1075w, https://ww2.kqed.org/app/uploads/sites/23/2023/04/poetry-pauses-1434x2048.jpg 1434w, https://ww2.kqed.org/app/uploads/sites/23/2023/04/poetry-pauses-1920x2743.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/23/2023/04/poetry-pauses-scaled.jpg 1792w\" sizes=\"(max-width: 250px) 100vw, 250px\">This view, however, inappropriately confines what poetry can do. … Argument embedded in poems is nothing new. Consider the work of 19th-century Black poet Frances Ellen Watkins Harper and her poem “Songs for the People”:\u003c/span>\u003c/p>\n\u003cblockquote>\u003cp>\u003cspan style=\"font-weight: 400\">SONGS FOR THE PEOPLE\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">by Frances Ellen Watkins Harper\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Let me make the songs for the people, Songs for the old and young;\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Songs to stir like a battle-cry Wherever they are sung.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Not for the clashing of sabres, For carnage nor for strife;\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But songs to thrill the hearts of men With more abundant life.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Let me make the songs for the weary, Amid life’s fever and fret,\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Till hearts shall relax their tension, And careworn brows forget.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Let me sing for little children, Before their footsteps stray,\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Sweet anthems of love and duty, To float o’er life’s highway.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I would sing for the poor and aged, When shadows dim their sight;\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Of the bright and restful mansions, Where there shall be no night.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Our world, so worn and weary, Needs music, pure and strong,\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">To hush the jangle and discords Of sorrow, pain, and wrong.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Music to soothe all its sorrow, Till war and crime shall cease;\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">And the hearts of men grown tender Girdle the world with peace.\u003c/span>\u003c/p>\u003c/blockquote>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">“Songs for the People” by Frances Ellen Watkins Harper. Originally appeared in Poems, George S. Ferguson Company, 1896. Public domain.\u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">After reading this as our poem of the day, I might ask students one or several questions to get them thinking about argument:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">What is she arguing here?\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">What need does she identify?\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">What stand does she take?\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">That second-to-last stanza sums it up nicely: “Our world, so worn and weary,/ Needs music, pure and strong.” If I do not get a response to my initial questions, I might ask students to identify which stanza contains the main “point” of the poem.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I share that this poet was an abolitionist and a temperance and women’s suffrage activist, yet here she pauses to argue that the world needs music. This is a poem of hope, a poem that argues it is important to confront present suffering while also envisioning better things beyond it. It calls for making the music that will help usher in that brighter future. We can certainly read the word music figuratively here too: creating harmony, making noise, stirring the heart to action. This is a resonant argument even today.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">While argument writing in its other forms — editorial, essay, comic, photojournalism or speech — must be grounded in fact and reason and 18th-century Enlightenment logos, the very best arguments, whatever form they take, also help us to feel deeply alongside the writer, to unsettle our complacency or open space for empathy. Poetry lets us bring a little bit of extra pathos, the more 19th-century notion of the “wild west wind” that Percy Shelley famously conjures. He begs of that wind, “Drive my dead thoughts over the universe/ Like wither’d leaves to quicken a new birth!” Argument, whether published as a poem or embedded as a bit of verse in the writer’s process for another genre, has kinetic energy. It drives away dead thoughts and clears a place for new ones.\u003c/span>\u003c/p>\n\u003ch2>\u003cspan style=\"font-weight: 400\">Poetry Pause: Sharpening a Claim\u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">My favorite classroom anecdote about the power of poetic claims begins with a bit of poetry from 13th-century Persian poet Rumi.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I needed a super short Poem of the Day to share so we could move along with a lengthier lesson, and I chose this little snippet of verse:\u003c/span>\u003c/p>\n\u003cblockquote>\u003cp>\u003cem>\u003cspan style=\"font-weight: 400\">Raise your words\u003c/span>\u003c/em>\u003c/p>\n\u003cp>\u003cem>\u003cspan style=\"font-weight: 400\">not your voice.\u003c/span>\u003c/em>\u003c/p>\n\u003cp>\u003cem>\u003cspan style=\"font-weight: 400\">It’s rain that grows flowers,\u003c/span>\u003c/em>\u003c/p>\n\u003cp>\u003cem>\u003cspan style=\"font-weight: 400\">not thunder.\u003c/span>\u003c/em>\u003c/p>\u003c/blockquote>\n\u003cp>\u003cem>\u003cspan style=\"font-weight: 400\">Public domain.\u003c/span>\u003c/em>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">My student, whom I will call Mike to preserve his privacy, angled his tall torso back in his chair and abruptly said, “Wow! I love that one!”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Mike was not a student known to do this. He was a caring friend to his peers with a reputation for being polite. He was also known for a casual attitude toward academic work and often viewed deadlines, even entire assignments, as optional. So his sudden engagement caught my interest even more when he said, “Can I write it down to keep?”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Sure, Mike!” I said and carried on with our planned brief discussion about what the poet means and how the metaphor enhances that meaning.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">A week later came the real shock. The door flew open, shaking our modular classroom a little bit, and Mike entered, just before the bell as the rest of the class was settling in. “I have to tell you something!” he announced, loud enough for everyone to hear. “I used a poem yesterday!”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“That’s great . . .” I said, half distracted with attendance-taking. “Have a seat and you can tell us about it.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">He began, “So my mom and dad were getting mad at each other about something last night, and they were starting to argue, you know getting louder and angrier. And that poem we did a few days ago popped in my head, about the rain and the thunder.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Suddenly I felt my eyes widen just a little bit as I began to fast-forward. Uh oh! Where is this story going? Did he quote this poem to his parents mid-argument??? Because my first thought here is that this is a good way to get both parents to turn on a kid, right? I mean, who wants to hear Rumi when you’re fighting with your spouse?\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“So I said to them,” he continued, “Mom, Dad: ‘Raise your words not your voice. It’s rain that grows flowers, not thunder.’ And it worked. They stopped and we all sort of talked about it.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I paused, tentative. “About the poem?”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Yeah! And how it means you get farther talking about things calmly like rain instead of loudly like thunder.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I should stop here to say that I still think the more common outcome of quoting poetry to an angry parent would be far less positive, so this story will stick with me for my entire career. A succinct argument in verse written centuries ago had instantaneous relevance in a household dispute, and a 14-year-old knew it could. It presented an argument that stopped the other kind of argument, the more painful kind, in its tracks. Wow. Just, wow.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Of course, not all argument writing negotiates family peace. Some is meant to stir us up, to motivate readers, to poke at our conscience and provoke action. Willie Perdomo (2020) refers to the “lyrical machete” a poem can wield (p. 1). There is a sharpness to a good argument, an edge, a ferocity, a danger. And like a machete, it can open a new path through our viny, wild, confusing world. We want students to feel this as they craft argument pieces, but too often they end up recycling opinions they have already heard in words others have used to make the same point. They may shy away from taking a stand, sometimes because they lack a thorough understanding of a topic, sometimes because they lack a real passion for it, and sometimes because they want to avoid being divisive.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">A simple poem like Rumi’s verse can provide a mentor for sharpening a claim into a few words and a single figurative image. Look at how the poem moves.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Line 1: Do this (Raise your words)\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Line 2: Not this (not your voice).\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Lines 3–4: Here’s a metaphor to make that point visual (It’s rain that grows flowers,/ not thunder).\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This format could be used to write about any topic. Instead of just using this particular poem when I need something quick, I now use it to help us sharpen our claims.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“So think about that format,” I tell my students. “Let’s see how this pattern could work for your topic. Tell someone what to do and what not to do. Maybe it’s replacing an old \u003c/span>\u003cspan style=\"font-weight: 400\">habit with a better one, like this poem. Maybe it’s choosing the tougher-but-better path instead of the easy-but-problematic one.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I continue, “Then comes the trickier part. Can you make this visual with a metaphor? See how it’s that last twist that makes Rumi’s poem so memorable and enduring? If you disagree with his point at first, the imagery in that metaphor makes it clear . . . yeah, gentleness can coax good results, whereas loud thunder doesn’t really make anything grow or make anything better. It just thunders, making lots of noise. Try to imagine a quick, simple scenario that fits your topic and does the same.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Once students have had a few minutes to give this a try, ask them to share in a group of four so that they hear three other variations on this model written around three other topics.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Of course, this is not going to work directly as a claim for your essay,” I continue. “But there are some bits we can use here. The poem is short but potent and it gets its point across without muddying it up with lots of words. In fact, it states the main point in just a few words. Let’s see if we can do that with our claims.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">After students draft a claim to develop, we address the other part of the poem. “The second half is really just a metaphor. But metaphors work just as well in essays as they do in poems. Look at your metaphor. Would you see this as something you could use in the beginning of your essay to pique a reader’s appetite for your ideas? Or does it develop a point so well that it belongs in the heart of the essay to make some key evidence stand out? Or is this metaphor so close to your main point that it really needs to be in the last line or two, that final, memorable image to lock the point in your reader’s mind? Jot the idea for where this might go in your writer’s notebook. And remember, it’s OK to change your mind later.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Writing a claim does not have to be intimidating, and it is not too early to consider what imagery or figurative language might complement that claim right from the outset of an argument writing project. Students may leave this activity with the sense that they have uncovered something clear and beautiful, which can give them energy for the work ahead: developing support for their claim.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"alignleft wp-image-61364\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/04/Vogelsinger-Brett_cmyk_08_22-800x1025.jpg\" alt=\"\" width=\"250\" height=\"320\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/04/Vogelsinger-Brett_cmyk_08_22-800x1025.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/04/Vogelsinger-Brett_cmyk_08_22-1020x1306.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2023/04/Vogelsinger-Brett_cmyk_08_22-160x205.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/04/Vogelsinger-Brett_cmyk_08_22-768x984.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2023/04/Vogelsinger-Brett_cmyk_08_22-1199x1536.jpg 1199w, https://ww2.kqed.org/app/uploads/sites/23/2023/04/Vogelsinger-Brett_cmyk_08_22-1599x2048.jpg 1599w, https://ww2.kqed.org/app/uploads/sites/23/2023/04/Vogelsinger-Brett_cmyk_08_22.jpg 1874w\" sizes=\"(max-width: 250px) 100vw, 250px\">Brett Vogelsinger has been teaching English for 20 years and currently teaches ninth-grade students at Holicong Middle School in Bucks County, PA. He is a regular contributor at the Moving Writers blog (www.movingwriters.org) and has written about teaching and learning for Edutopia, NCTE Verse, and The New York Times Learning Network. When not teaching, grading or writing about such things, you will likely find him spending time with his family, his garden or his Jenga tower of books he plans to read. You can find him on Twitter \u003ca href=\"https://twitter.com/theVogelman\" target=\"_blank\" rel=\"noopener\">@theVogelman\u003c/a> or at his website, \u003c/span>\u003c/i>\u003ca href=\"http://www.brettvogelsinger.com\">\u003ci>\u003cspan style=\"font-weight: 400\">www.brettvogelsinger.com\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/i>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/61361/using-poetry-to-sharpen-students-claims-for-argument-writing","authors":["4354"],"categories":["mindshift_193"],"tags":["mindshift_21584","mindshift_20646","mindshift_120","mindshift_21583","mindshift_21016"],"featImg":"mindshift_61382","label":"mindshift"},"mindshift_60009":{"type":"posts","id":"mindshift_60009","meta":{"index":"posts_1591205157","site":"mindshift","id":"60009","score":null,"sort":[1667892215000]},"guestAuthors":[],"slug":"keep-those-diaries-strategies-for-centering-student-voices-and-improving-reflection-habits","title":"'Keep those diaries': Strategies for centering student voices and improving reflection habits","publishDate":1667892215,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cspan style=\"font-weight: 400\">Seventeen-year-old Astrid Utting makes an effort to get to know her peers. When she walks down her school’s hallways, she waves at classmates and takes time for conversations before class starts. Utting revels in getting to know the people she is learning with.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Those were all things that I took for granted before the pandemic,” says Utting, a senior in high school. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The reason why she had such a reversal in person was because remote learning was lonely and isolating. In 2020, she wrote a personal essay about being one of the few students who turned on her camera during Zoom class when no one else but the \u003ca href=\"https://www.today.com/news/students-go-viral-surprising-teacher-gesture-zoom-t203627\">teacher\u003c/a> would. She wrote about how it felt to have her sister’s unmade bed and stuffies visible to classmates on Zoom. Eventually, one other student turned on their camera at the very end of the week. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Utting’s essay is one of 245 finalists in The New York Times Learning Center’s student contest about teenage life during the pandemic that’s now published in a book, \u003ca href=\"https://wwnorton.com/books/9781324019442\">“Coming of Age in 2020: Teenagers on the Year that Changed Everything.”\u003c/a>\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I never would have thought I would have been doing school from my room and that everyone would see my bedroom in the background,” says Utting, who started distance learning after her school shut down at the end of freshman year. “I wanted to [share] a very specific moment of what it was like logging on to Zoom and finding out that everyone else had their cameras off.”\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_60010\" class=\"wp-caption aligncenter\" style=\"max-width: 1184px\">\u003cimg class=\"wp-image-60010 size-full\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/10/Utting-excerpt.jpg\" alt=\"ESSAY EXCERPT FROM ASTRID UTTING//But when everyone has their videos off, we can’t share a knowing smile when our eccentric substitute says something weird. When the teacher asks a question and the class remains silent, she can’t see that I’m listening, I just don’t know the correct answer. When class ends and I unmute to say goodbye, I wonder if my teacher even knows who’s talking to them. “On or Off?” by Astrid Utting, 15, San Francisco\" width=\"1184\" height=\"707\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/10/Utting-excerpt.jpg 1184w, https://ww2.kqed.org/app/uploads/sites/23/2022/10/Utting-excerpt-800x478.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2022/10/Utting-excerpt-1020x609.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2022/10/Utting-excerpt-160x96.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2022/10/Utting-excerpt-768x459.jpg 768w\" sizes=\"(max-width: 1184px) 100vw, 1184px\">\u003cfigcaption class=\"wp-caption-text\">An excerpt from Astrid Utting's personal essay “On or Off?” Reprinted from Coming of Age in 2020: Teenagers on the Year that Changed Everything edited by Katherine Schulten. Copyright © 2022 by The New York Times Company. Used with permission of the publisher, W. W. Norton & Company, Inc. All rights reserved.\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">With students back to in-person learning and mask mandates dropping, it is becoming more common to refer to the pandemic in past tense. Even with the lasting effects of coronavirus, the year 2020 can feel like a distant time with hard-to-reach memories of what it was like to navigate school and relationships.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Preserving memories is important because things that were new and significant eventually become normalized and it’s easier to forget about them altogether, according to Katherine Schulten, an editor at The New York Times Learning Network and former educator. Students' experiences, whether it’s during COVID or any other period of their life, can have historical significance.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Museums all over the world were saying, ‘\u003c/span>\u003ca href=\"https://www.nytimes.com/2020/07/14/style/museums-coronavirus-protests-2020.html\">\u003cspan style=\"font-weight: 400\">Hold on to artifacts\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">,’” says Schulten. “Hold onto your screenshots. Hold on to what's on your camera roll. Keep those diaries.” The Learning Network’s student contest provides a useful roadmap for centering youth voices and teaching young people to document their lives. Teachers already use student essays as \u003c/span>\u003ca href=\"https://www.edutopia.org/blog/8-tips-teaching-mentor-texts-christina-gil\">\u003cspan style=\"font-weight: 400\">mentor texts\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in addition to the Times'\u003c/span>\u003ca href=\"https://www.nytimes.com/2020/09/09/learning/documenting-your-life-in-extraordinary-times.html\">\u003cspan style=\"font-weight: 400\"> Learning Network\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003ca href=\"https://www.nytimes.com/2020/09/09/learning/documenting-your-life-in-extraordinary-times.html\">\u003cspan style=\"font-weight: 400\">curriculum\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">An added benefit of these assignments is that \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/56933/when-everything-is-a-bit-much-writing-in-a-journal-can-help\">\u003cspan style=\"font-weight: 400\">reflective practices like journaling\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, especially about emotional experiences, \u003c/span>\u003cspan style=\"font-weight: 400\">can improve \u003c/span>\u003cspan style=\"font-weight: 400\">mental health.\u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/49569/how-making-art-helps-teens-better-understand-their-mental-health\">\u003cspan style=\"font-weight: 400\"> Assignments that focus on self-reflection\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and documentation can be a way to interpret one's feelings at any point during the teenage years. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It could be everyday life, but just get it down on the page before it goes away. Youth is precious,” says Schulten.\u003c/span>\u003c/p>\n\u003ch2>Make space for student voice\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">About ten years ago, the Learning Network started inviting students to send in submissions to participate in contests. Winners earned a chance to be featured on the The New York Times website. Prior student contests have asked students to write about an important issue or a meaningful life experience.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For the 2020 contest, Schulten and others at the Learning Network wanted to support students in reflecting on their experiences during the first year of the pandemic with schools closing, Black Lives Matter protests and divisive elections.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">To make it easier for young people to tell their stories, the 2020 student contest had fewer restrictions than previous contests. They expanded the criteria to allow submissions in any format, not just writing. They received over 5,500 submissions, including comics, recipes, poems, drawings, Lego sculptures, essays and photos.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_60043\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg class=\"wp-image-60043 size-medium\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/10/ComingOfAgeIn2020_PG64-1-800x600.jpg\" alt=\"\" width=\"800\" height=\"600\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/10/ComingOfAgeIn2020_PG64-1-800x600.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2022/10/ComingOfAgeIn2020_PG64-1-1020x765.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2022/10/ComingOfAgeIn2020_PG64-1-160x120.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2022/10/ComingOfAgeIn2020_PG64-1-768x576.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2022/10/ComingOfAgeIn2020_PG64-1.jpg 1530w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">\"This snapshot represents everything that changed between my sophomore and junior year of high school. Coming of age during Covid- 19, I experienced the worry, the stress and the pride of having a parent working and risking his life on the front lines,\" writes Jessica Wang, 16, in her artist statement. Courtesy of The New York Times Learning Network.\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">While 2020 is renowned as a difficult and trauma-filled year, 18-year-old finalist Anushka Chakravarthi’s photo collage about cutting her bangs captures playfulness during the pandemic shutdown.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I have all these pictures of me cutting my bangs, which is the quintessential quarantine experience. And I think it speaks to this sort of ridiculous or silly aspect of being a teenager and especially being a teenager in lockdown,” says Chakravarthi, who found out about the contest online. “I just decided to put these pictures together and make a funny little diagram.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">She had been feeling stuck, sad and unproductive, so when she got the opportunity to make something that excited her she was relieved. “I was able to turn my experiences into something meaningful,” she says. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Now a freshman at University of Texas, Dallas, Chakravarthi hasn’t yet settled on a major. She liked the way the student contest engaged her interests and creativity, so she is considering getting a teaching certification so she can create similarly generative assignments for her students.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_60044\" class=\"wp-caption alignnone\" style=\"max-width: 1079px\">\u003cimg class=\"wp-image-60044 size-full\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/10/Anushka-crop.jpg\" alt=\"\" width=\"1079\" height=\"776\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/10/Anushka-crop.jpg 1079w, https://ww2.kqed.org/app/uploads/sites/23/2022/10/Anushka-crop-800x575.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2022/10/Anushka-crop-1020x734.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2022/10/Anushka-crop-160x115.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2022/10/Anushka-crop-768x552.jpg 768w\" sizes=\"(max-width: 1079px) 100vw, 1079px\">\u003cfigcaption class=\"wp-caption-text\">An image from Anushka Chakravarthi's \"The Five Stages of Grief: Quarantine Bangs Edition.\"\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I love when in school I could work on a project that was still about the material that was being taught but incorporated some of my own abilities,” says Chakravarthi. “That's something that I would transfer over to the classroom. Students who otherwise may not feel connected to the material for whatever reason, or even just school in general, [I’d find] a way to hook them in through something that they're already interested in.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Participating in the student contest was a class assignment for 19-year-old Edith Gollub, a finalist based in California. Her submission, a poem and a \u003c/span>\u003ca href=\"https://www.youtube.com/watch?v=fNoIRjwBG9s\">\u003cspan style=\"font-weight: 400\">video\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> of her reciting the poem, expresses how surreal it felt to witness the events during the first year of the pandemic from her “berry blue desk.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan class=\"embed-youtube\" style=\"text-align:center; display: block;\">\u003ciframe class=\"youtube-player\" type=\"text/html\" width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/fNoIRjwBG9s?version=3&rel=1&fs=1&autohide=2&showsearch=0&showinfo=1&iv_load_policy=1&wmode=transparent\" allowfullscreen=\"true\" style=\"border:0;\">\u003c/iframe>\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It was such a different experience as a teenager than as an adult. Your world is the people you see and the things you do outside your house when you're that age. I wanted people to see what it was like for all of that to just stop,” says Gollub, who was constantly journaling and drawing during lockdown. She felt it was necessary to document what was happening around her and how she was feeling at the time. “This was a really cool snapshot for me. I’m really glad I have that,” she says about her poem.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_60015\" class=\"wp-caption alignright\" style=\"max-width: 250px\">\u003cimg class=\"wp-image-60015\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/10/Gollub-prom-dress-800x1200.jpeg\" alt=\"\" width=\"250\" height=\"375\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/10/Gollub-prom-dress-800x1200.jpeg 800w, https://ww2.kqed.org/app/uploads/sites/23/2022/10/Gollub-prom-dress-1020x1530.jpeg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2022/10/Gollub-prom-dress-160x240.jpeg 160w, https://ww2.kqed.org/app/uploads/sites/23/2022/10/Gollub-prom-dress-768x1152.jpeg 768w, https://ww2.kqed.org/app/uploads/sites/23/2022/10/Gollub-prom-dress-1024x1536.jpeg 1024w, https://ww2.kqed.org/app/uploads/sites/23/2022/10/Gollub-prom-dress.jpeg 1365w\" sizes=\"(max-width: 250px) 100vw, 250px\">\u003cfigcaption class=\"wp-caption-text\">In Edith Gollub's poem “Seven Months at This Berry Blue Desk” she writes: \u003cbr>\"I sit in my emerald prom dress at my desk,\u003cbr>Laughing with friends over a call.\u003cbr>'At least we still have senior year,'\u003cbr>A reassurance that dies as the months pass by.\"\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">Even though pandemic-related disruptions during her junior year made it hard for her to get all the information she needed for college applications, Gollub is suddenly a sophomore majoring in chemistry at University of California, Merced. This year, she is sharing an apartment with friends and interning at a research lab. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It feels like life is moving very quickly,” says Gollub.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Reflection and documentation improves learning\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Schulten says that some teachers who want to do an assignment similar to Coming of Age in 2020 may add parameters so it’s easier to do with limited class time. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For example, some teachers may have students look through the photos on their phone, pick out one image that they feel represents their year or week, and then write an artist statement about why they chose that particular image. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“The artist statement is key,” advises Schulten. “No matter how you scale it up or down, don't get rid of that.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Amanda Kingsley Malo, a teacher based in Ontario, Canada, assigned a similar “Coming of Age” project to her 8th grade students in December 2020 so they could reflect before the new year. She has made it a practice to assign a reflection activity at the end of each calendar year. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Malo starts off the unit with a discussion about museums as well as physical and digital artifacts. Students respond to prompts like “Some images that will stay with me from this year are…” and “What people don’t understand about my life this year is …” with writing, recorded audio or drawings. Malo invites students to make a \u003c/span>\u003ca href=\"https://www.facinghistory.org/resource-library/identity-charts-1\">\u003cspan style=\"font-weight: 400\">starburst chart\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> so they are more likely to think deeply about what stories they can tell from their unique perspective. Students also submit an artifact that encapsulates their year with an artist statement.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It's such an important thing for us to reflect on all the years that have gone by and or the year that has gone by and – particularly when you're that age – to kind of take stock of who you are and what your goals are,” says Malo. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This activity is helpful to eighth graders who will be transitioning to high school next year. Malo uses the activity to help her students start to think about who they are, what they have been through and how their experiences can help them make “choices that feel big”. \u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When students finished their projects, they had a virtual gallery walk with links to work from all of their peers. “We took an hour, just clicked on all those links and then got to know each other in a way that we had not had the opportunity to yet,” says Malo. \u003c/span>\u003c/p>\n\n","blocks":[],"excerpt":"Katherine Schulten’s book “Coming of Age in 2020” provides a roadmap for teachers who want to help students document their stories and reflect on their experiences.","status":"publish","parent":0,"modified":1667925453,"stats":{"hasAudio":false,"hasVideo":true,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":33,"wordCount":1758},"headData":{"title":"'Keep those diaries': Strategies for centering student voices and improving reflection habits - MindShift","description":"Katherine Schulten’s book “Coming of Age in 2020” provides a roadmap for teachers who want to help students document their stories and reflect on their experiences.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"60009 https://ww2.kqed.org/mindshift/?p=60009","disqusUrl":"https://ww2.kqed.org/mindshift/2022/11/07/keep-those-diaries-strategies-for-centering-student-voices-and-improving-reflection-habits/","disqusTitle":"'Keep those diaries': Strategies for centering student voices and improving reflection habits","excludeFromSiteSearch":"Include","path":"/mindshift/60009/keep-those-diaries-strategies-for-centering-student-voices-and-improving-reflection-habits","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">Seventeen-year-old Astrid Utting makes an effort to get to know her peers. When she walks down her school’s hallways, she waves at classmates and takes time for conversations before class starts. Utting revels in getting to know the people she is learning with.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Those were all things that I took for granted before the pandemic,” says Utting, a senior in high school. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The reason why she had such a reversal in person was because remote learning was lonely and isolating. In 2020, she wrote a personal essay about being one of the few students who turned on her camera during Zoom class when no one else but the \u003ca href=\"https://www.today.com/news/students-go-viral-surprising-teacher-gesture-zoom-t203627\">teacher\u003c/a> would. She wrote about how it felt to have her sister’s unmade bed and stuffies visible to classmates on Zoom. Eventually, one other student turned on their camera at the very end of the week. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Utting’s essay is one of 245 finalists in The New York Times Learning Center’s student contest about teenage life during the pandemic that’s now published in a book, \u003ca href=\"https://wwnorton.com/books/9781324019442\">“Coming of Age in 2020: Teenagers on the Year that Changed Everything.”\u003c/a>\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I never would have thought I would have been doing school from my room and that everyone would see my bedroom in the background,” says Utting, who started distance learning after her school shut down at the end of freshman year. “I wanted to [share] a very specific moment of what it was like logging on to Zoom and finding out that everyone else had their cameras off.”\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_60010\" class=\"wp-caption aligncenter\" style=\"max-width: 1184px\">\u003cimg class=\"wp-image-60010 size-full\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/10/Utting-excerpt.jpg\" alt=\"ESSAY EXCERPT FROM ASTRID UTTING//But when everyone has their videos off, we can’t share a knowing smile when our eccentric substitute says something weird. When the teacher asks a question and the class remains silent, she can’t see that I’m listening, I just don’t know the correct answer. When class ends and I unmute to say goodbye, I wonder if my teacher even knows who’s talking to them. “On or Off?” by Astrid Utting, 15, San Francisco\" width=\"1184\" height=\"707\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/10/Utting-excerpt.jpg 1184w, https://ww2.kqed.org/app/uploads/sites/23/2022/10/Utting-excerpt-800x478.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2022/10/Utting-excerpt-1020x609.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2022/10/Utting-excerpt-160x96.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2022/10/Utting-excerpt-768x459.jpg 768w\" sizes=\"(max-width: 1184px) 100vw, 1184px\">\u003cfigcaption class=\"wp-caption-text\">An excerpt from Astrid Utting's personal essay “On or Off?” Reprinted from Coming of Age in 2020: Teenagers on the Year that Changed Everything edited by Katherine Schulten. Copyright © 2022 by The New York Times Company. Used with permission of the publisher, W. W. Norton & Company, Inc. All rights reserved.\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">With students back to in-person learning and mask mandates dropping, it is becoming more common to refer to the pandemic in past tense. Even with the lasting effects of coronavirus, the year 2020 can feel like a distant time with hard-to-reach memories of what it was like to navigate school and relationships.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Preserving memories is important because things that were new and significant eventually become normalized and it’s easier to forget about them altogether, according to Katherine Schulten, an editor at The New York Times Learning Network and former educator. Students' experiences, whether it’s during COVID or any other period of their life, can have historical significance.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Museums all over the world were saying, ‘\u003c/span>\u003ca href=\"https://www.nytimes.com/2020/07/14/style/museums-coronavirus-protests-2020.html\">\u003cspan style=\"font-weight: 400\">Hold on to artifacts\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">,’” says Schulten. “Hold onto your screenshots. Hold on to what's on your camera roll. Keep those diaries.” The Learning Network’s student contest provides a useful roadmap for centering youth voices and teaching young people to document their lives. Teachers already use student essays as \u003c/span>\u003ca href=\"https://www.edutopia.org/blog/8-tips-teaching-mentor-texts-christina-gil\">\u003cspan style=\"font-weight: 400\">mentor texts\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in addition to the Times'\u003c/span>\u003ca href=\"https://www.nytimes.com/2020/09/09/learning/documenting-your-life-in-extraordinary-times.html\">\u003cspan style=\"font-weight: 400\"> Learning Network\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003ca href=\"https://www.nytimes.com/2020/09/09/learning/documenting-your-life-in-extraordinary-times.html\">\u003cspan style=\"font-weight: 400\">curriculum\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">An added benefit of these assignments is that \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/56933/when-everything-is-a-bit-much-writing-in-a-journal-can-help\">\u003cspan style=\"font-weight: 400\">reflective practices like journaling\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, especially about emotional experiences, \u003c/span>\u003cspan style=\"font-weight: 400\">can improve \u003c/span>\u003cspan style=\"font-weight: 400\">mental health.\u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/49569/how-making-art-helps-teens-better-understand-their-mental-health\">\u003cspan style=\"font-weight: 400\"> Assignments that focus on self-reflection\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and documentation can be a way to interpret one's feelings at any point during the teenage years. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It could be everyday life, but just get it down on the page before it goes away. Youth is precious,” says Schulten.\u003c/span>\u003c/p>\n\u003ch2>Make space for student voice\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">About ten years ago, the Learning Network started inviting students to send in submissions to participate in contests. Winners earned a chance to be featured on the The New York Times website. Prior student contests have asked students to write about an important issue or a meaningful life experience.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For the 2020 contest, Schulten and others at the Learning Network wanted to support students in reflecting on their experiences during the first year of the pandemic with schools closing, Black Lives Matter protests and divisive elections.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">To make it easier for young people to tell their stories, the 2020 student contest had fewer restrictions than previous contests. They expanded the criteria to allow submissions in any format, not just writing. They received over 5,500 submissions, including comics, recipes, poems, drawings, Lego sculptures, essays and photos.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_60043\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg class=\"wp-image-60043 size-medium\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/10/ComingOfAgeIn2020_PG64-1-800x600.jpg\" alt=\"\" width=\"800\" height=\"600\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/10/ComingOfAgeIn2020_PG64-1-800x600.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2022/10/ComingOfAgeIn2020_PG64-1-1020x765.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2022/10/ComingOfAgeIn2020_PG64-1-160x120.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2022/10/ComingOfAgeIn2020_PG64-1-768x576.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2022/10/ComingOfAgeIn2020_PG64-1.jpg 1530w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">\"This snapshot represents everything that changed between my sophomore and junior year of high school. Coming of age during Covid- 19, I experienced the worry, the stress and the pride of having a parent working and risking his life on the front lines,\" writes Jessica Wang, 16, in her artist statement. Courtesy of The New York Times Learning Network.\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">While 2020 is renowned as a difficult and trauma-filled year, 18-year-old finalist Anushka Chakravarthi’s photo collage about cutting her bangs captures playfulness during the pandemic shutdown.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I have all these pictures of me cutting my bangs, which is the quintessential quarantine experience. And I think it speaks to this sort of ridiculous or silly aspect of being a teenager and especially being a teenager in lockdown,” says Chakravarthi, who found out about the contest online. “I just decided to put these pictures together and make a funny little diagram.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">She had been feeling stuck, sad and unproductive, so when she got the opportunity to make something that excited her she was relieved. “I was able to turn my experiences into something meaningful,” she says. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Now a freshman at University of Texas, Dallas, Chakravarthi hasn’t yet settled on a major. She liked the way the student contest engaged her interests and creativity, so she is considering getting a teaching certification so she can create similarly generative assignments for her students.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_60044\" class=\"wp-caption alignnone\" style=\"max-width: 1079px\">\u003cimg class=\"wp-image-60044 size-full\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/10/Anushka-crop.jpg\" alt=\"\" width=\"1079\" height=\"776\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/10/Anushka-crop.jpg 1079w, https://ww2.kqed.org/app/uploads/sites/23/2022/10/Anushka-crop-800x575.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2022/10/Anushka-crop-1020x734.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2022/10/Anushka-crop-160x115.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2022/10/Anushka-crop-768x552.jpg 768w\" sizes=\"(max-width: 1079px) 100vw, 1079px\">\u003cfigcaption class=\"wp-caption-text\">An image from Anushka Chakravarthi's \"The Five Stages of Grief: Quarantine Bangs Edition.\"\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I love when in school I could work on a project that was still about the material that was being taught but incorporated some of my own abilities,” says Chakravarthi. “That's something that I would transfer over to the classroom. Students who otherwise may not feel connected to the material for whatever reason, or even just school in general, [I’d find] a way to hook them in through something that they're already interested in.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Participating in the student contest was a class assignment for 19-year-old Edith Gollub, a finalist based in California. Her submission, a poem and a \u003c/span>\u003ca href=\"https://www.youtube.com/watch?v=fNoIRjwBG9s\">\u003cspan style=\"font-weight: 400\">video\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> of her reciting the poem, expresses how surreal it felt to witness the events during the first year of the pandemic from her “berry blue desk.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan class=\"embed-youtube\" style=\"text-align:center; display: block;\">\u003ciframe class=\"youtube-player\" type=\"text/html\" width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/fNoIRjwBG9s?version=3&rel=1&fs=1&autohide=2&showsearch=0&showinfo=1&iv_load_policy=1&wmode=transparent\" allowfullscreen=\"true\" style=\"border:0;\">\u003c/iframe>\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It was such a different experience as a teenager than as an adult. Your world is the people you see and the things you do outside your house when you're that age. I wanted people to see what it was like for all of that to just stop,” says Gollub, who was constantly journaling and drawing during lockdown. She felt it was necessary to document what was happening around her and how she was feeling at the time. “This was a really cool snapshot for me. I’m really glad I have that,” she says about her poem.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_60015\" class=\"wp-caption alignright\" style=\"max-width: 250px\">\u003cimg class=\"wp-image-60015\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/10/Gollub-prom-dress-800x1200.jpeg\" alt=\"\" width=\"250\" height=\"375\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/10/Gollub-prom-dress-800x1200.jpeg 800w, https://ww2.kqed.org/app/uploads/sites/23/2022/10/Gollub-prom-dress-1020x1530.jpeg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2022/10/Gollub-prom-dress-160x240.jpeg 160w, https://ww2.kqed.org/app/uploads/sites/23/2022/10/Gollub-prom-dress-768x1152.jpeg 768w, https://ww2.kqed.org/app/uploads/sites/23/2022/10/Gollub-prom-dress-1024x1536.jpeg 1024w, https://ww2.kqed.org/app/uploads/sites/23/2022/10/Gollub-prom-dress.jpeg 1365w\" sizes=\"(max-width: 250px) 100vw, 250px\">\u003cfigcaption class=\"wp-caption-text\">In Edith Gollub's poem “Seven Months at This Berry Blue Desk” she writes: \u003cbr>\"I sit in my emerald prom dress at my desk,\u003cbr>Laughing with friends over a call.\u003cbr>'At least we still have senior year,'\u003cbr>A reassurance that dies as the months pass by.\"\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">Even though pandemic-related disruptions during her junior year made it hard for her to get all the information she needed for college applications, Gollub is suddenly a sophomore majoring in chemistry at University of California, Merced. This year, she is sharing an apartment with friends and interning at a research lab. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It feels like life is moving very quickly,” says Gollub.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Reflection and documentation improves learning\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Schulten says that some teachers who want to do an assignment similar to Coming of Age in 2020 may add parameters so it’s easier to do with limited class time. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For example, some teachers may have students look through the photos on their phone, pick out one image that they feel represents their year or week, and then write an artist statement about why they chose that particular image. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“The artist statement is key,” advises Schulten. “No matter how you scale it up or down, don't get rid of that.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Amanda Kingsley Malo, a teacher based in Ontario, Canada, assigned a similar “Coming of Age” project to her 8th grade students in December 2020 so they could reflect before the new year. She has made it a practice to assign a reflection activity at the end of each calendar year. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Malo starts off the unit with a discussion about museums as well as physical and digital artifacts. Students respond to prompts like “Some images that will stay with me from this year are…” and “What people don’t understand about my life this year is …” with writing, recorded audio or drawings. Malo invites students to make a \u003c/span>\u003ca href=\"https://www.facinghistory.org/resource-library/identity-charts-1\">\u003cspan style=\"font-weight: 400\">starburst chart\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> so they are more likely to think deeply about what stories they can tell from their unique perspective. Students also submit an artifact that encapsulates their year with an artist statement.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It's such an important thing for us to reflect on all the years that have gone by and or the year that has gone by and – particularly when you're that age – to kind of take stock of who you are and what your goals are,” says Malo. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This activity is helpful to eighth graders who will be transitioning to high school next year. Malo uses the activity to help her students start to think about who they are, what they have been through and how their experiences can help them make “choices that feel big”. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When students finished their projects, they had a virtual gallery walk with links to work from all of their peers. “We took an hour, just clicked on all those links and then got to know each other in a way that we had not had the opportunity to yet,” says Malo. \u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/60009/keep-those-diaries-strategies-for-centering-student-voices-and-improving-reflection-habits","authors":["11721"],"categories":["mindshift_193"],"tags":["mindshift_21343","mindshift_21181","mindshift_20865","mindshift_21016","mindshift_21033","mindshift_851"],"featImg":"mindshift_60042","label":"mindshift"},"mindshift_59447":{"type":"posts","id":"mindshift_59447","meta":{"index":"posts_1591205157","site":"mindshift","id":"59447","score":null,"sort":[1654064600000]},"guestAuthors":[],"slug":"who-will-clean-out-the-desks-a-crowdsourced-poem-in-praise-of-teachers","title":"'Who Will Clean Out The Desks' — A Crowdsourced Poem in Praise of Teachers","publishDate":1654064600,"format":"standard","headTitle":"‘Who Will Clean Out The Desks’ — A Crowdsourced Poem in Praise of Teachers | KQED","labelTerm":{"site":"mindshift"},"content":"\u003cp>As part of teacher appreciation month, \u003cem>Morning Edition \u003c/em>\u003ca href=\"https://www.npr.org/2022/05/17/1098747603/in-appreciation-of-teachers-share-a-poem\">asked NPR’s audience\u003c/a> to write a poem about teachers who have had an impact on their lives.\u003c/p>\n\u003cp>We put out this call a week before the mass shooting in Uvalde, Texas, so the majority of contributors are not reflecting on that horrific day but a late addition did reflect that loss.\u003c/p>\n\u003cp>We received over 300 responses, and NPR’s poet in residence Kwame Alexander took lines from submissions to create a community poem.\u003c/p>\n\u003cp>This poem is dedicated to all teachers, but especially to Irma Garcia and Eva Mireles, fourth grade teachers who lost their lives at Robb Elementary School in Uvalde.\u003c/p>\n\u003cp>\u003cstrong>Who Will Clean Out The Desks\u003c/strong>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Teachers make a dent.\u003c/p>\n\u003cp>A soft curve in the gray matter\u003c/p>\n\u003cp>A crevice where light shines in\u003c/p>\n\u003cp>a seed to germinate.\u003c/p>\n\u003cp>They open eyes\u003c/p>\n\u003cp>kick open Imagination\u003c/p>\n\u003cp>Make us see\u003c/p>\n\u003cp>encourage change of mind\u003c/p>\n\u003cp>and change of heart\u003c/p>\n\u003cp>NOT to force the walking of a single path\u003c/p>\n\u003cp>But the revelation of many.\u003c/p>\n\u003cp>Teachers make and shape\u003c/p>\n\u003cp>They weave through the constraints on their vision\u003c/p>\n\u003cp>creating and molding the students.\u003c/p>\n\u003cp>Teachers celebrate\u003c/p>\n\u003cp>Teachers conquer hate and foster expectation\u003c/p>\n\u003cp>teachers make light go\u003c/p>\n\u003cp>where darkness has resided\u003c/p>\n\u003cp>make chrysanthemums of wildflower seeds,\u003c/p>\n\u003cp>tall stems and fragile blossoms exploding in their reach.\u003c/p>\n\u003cp>They make statements that linger long after the lessons have been absorbed. Like Mrs. Tucker who wrote, “Amy is like a ray of sunshine on a cloudy day” on my first-grade report card,\u003c/p>\n\u003cp>Teachers bring forth dreamers and thinkers.\u003c/p>\n\u003cp>They make us Stretch\u003c/p>\n\u003cp>make us Wake up\u003c/p>\n\u003cp>Make us Realize compassion\u003c/p>\n\u003cp>Make us feel\u003c/p>\n\u003cp>Make us Cry\u003c/p>\n\u003cp>Make us Laugh\u003c/p>\n\u003cp>make us understand our Connection\u003c/p>\n\u003cp>make us grateful.\u003c/p>\n\u003cp>This is for Mr. Wilke\u003c/p>\n\u003cp>who taught Vocational Electronics\u003c/p>\n\u003cp>at Romeo High School in Michigan.\u003c/p>\n\u003cp>He helped make a creative mind\u003c/p>\n\u003cp>Crafted, molded and helped find\u003c/p>\n\u003cp>New interests and ideas, refined\u003c/p>\n\u003cp>To create new words, undefined.\u003c/p>\n\u003cp>Trips like Sisyphus each year,\u003c/p>\n\u003cp>Another journey up the hill,\u003c/p>\n\u003cp>Another class to teach,\u003c/p>\n\u003cp>Another state test to endure and stress over,\u003c/p>\n\u003cp>Another prom, graduation, homecoming,\u003c/p>\n\u003cp>Another break to look forward to.\u003c/p>\n\u003cp>Teachers are there despite it all\u003c/p>\n\u003cp>Even when the world makes you feel small.\u003c/p>\n\u003cp>Mrs. Hunney didn’t do it for the money.\u003c/p>\n\u003cp>She saw I had potential,\u003c/p>\n\u003cp>even with dyslexia I could be Presidential.\u003c/p>\n\u003cp>You see, Teachers make bad days into good\u003c/p>\n\u003cp>Make the journey as meaningful as the destination\u003c/p>\n\u003cp>Make reading rewarding\u003c/p>\n\u003cp>make good trouble.\u003c/p>\n\u003cp>Teachers make decisions.\u003c/p>\n\u003cp>Around 1,500 per day.\u003c/p>\n\u003cp>What to say, how to say it, and when\u003c/p>\n\u003cp>Teachers make love\u003c/p>\n\u003cp>out of everything.\u003c/p>\n\u003cp>Teachers make me feel like I am special\u003c/p>\n\u003cp>like I am safe\u003c/p>\n\u003cp>Teachers make Sense\u003c/p>\n\u003cp>Of a jumble of eighth notes and\u003c/p>\n\u003cp>Then quarter notes\u003c/p>\n\u003cp>And a smear of dark chords\u003c/p>\n\u003cp>They make music.\u003c/p>\n\u003cp>On the day that he died, not just me but the whole school cried, ” he’s the reason I graduated” ” he’s the reason I ate lunch” “When my own dad ran out, he helped me so much” They’d honk as they passed by our house day and night , a constant reminder of his touch on their life\u003c/p>\n\u003cp>A teacher is nothing without a student\u003c/p>\n\u003cp>As is a farmer without a field\u003c/p>\n\u003cp>A mind rich with knowledge\u003c/p>\n\u003cp>A teacher is nothing when stripped of their power\u003c/p>\n\u003cp>As is a train when emptied of fuel\u003c/p>\n\u003cp>Censored and idle\u003c/p>\n\u003cp>We are here because teachers make students\u003c/p>\n\u003cp>From saplings to majestic Trees of potential.\u003c/p>\n\u003cp>They make us whole.\u003c/p>\n\u003cp>They make impressions\u003c/p>\n\u003cp>subtle hands that make themselves available\u003c/p>\n\u003cp>to guide us on this trail of woe\u003c/p>\n\u003cp>and wonder\u003c/p>\n\u003cp>Teachers leave the door open for us to walk through\u003c/p>\n\u003cp>but when the last bell rings\u003c/p>\n\u003cp>when the classroom is locked down\u003c/p>\n\u003cp>who will clean out all the desks?\u003c/p>\n\u003cp>The math worksheets\u003c/p>\n\u003cp>The missing LEGO,\u003c/p>\n\u003cp>the one goldfish cracker\u003c/p>\n\u003cp>the paper clips and crumpled post-its that say “I love you!”\u003c/p>\n\u003cp>the Pencil boxes and old erasers,\u003c/p>\n\u003cp>the one Pokemon card (Cramorant)\u003c/p>\n\u003cp>the empty glue stick,\u003c/p>\n\u003cp>the dusty Harry Potter mask.\u003c/p>\n\u003cp>the dirt-smudged backpacks?\u003c/p>\n\u003cp>At the end of the day\u003c/p>\n\u003cp>Who will help the teachers prepare for the next\u003c/p>\n\u003cp>Who will make a home for the heavy hearts,\u003c/p>\n\u003cp>for The sacred ones who can’t stop thinking about those 19 desks,\u003c/p>\n\u003cp>those 19 backpacks\u003c/p>\n\u003cp>those 19 summer vacations,\u003c/p>\n\u003cp>those 19 new pairs of sandals.\u003c/p>\n\u003cp>those 19 next school years and school years after that\u003c/p>\n\u003cp>and after that and after that.\u003c/p>\n\u003cp>Teachers don’t let us give up on the words\u003c/p>\n\u003cp>They help us find them\u003c/p>\n\u003cp>They help us find ourselves\u003c/p>\n\u003cp>Just breathe and keep being kind to children\u003c/p>\n\u003cp>is their mantra –\u003c/p>\n\u003cp>Who will hold them in kind and caring arms\u003c/p>\n\u003cp>when the world is not so beautiful\u003c/p>\n\u003cp>when the summer burns red\u003c/p>\n\u003cp>when there are no more children\u003c/p>\n\u003cp>to be kind to.\u003c/p>\n\u003cp>I say, Let it be us.\u003c/p>\n\u003cp>Because teachers matter.\u003c/p>\n\u003cp>\u003cstrong>This community poem was created using submissions by:\u003c/strong>\u003c/p>\n\u003cp>Meg Frost, Mapleton, UT\u003c/p>\n\u003cp>Patricia Stevenson, Shaker Heights, OH\u003c/p>\n\u003cp>Matthew Monte, Houghton, MI\u003c/p>\n\u003cp>James From, Dunwoody, GA\u003c/p>\n\u003cp>Amy Walter-Peterson, Victor, NY\u003c/p>\n\u003cp>Ben Ark, Louisville, KY\u003c/p>\n\u003cp>Alexander Simanovsky, Charleston, SC\u003c/p>\n\u003cp>Lacey Reach, Macon, GA\u003c/p>\n\u003cp>Sarah Colerick, Seattle, WA\u003c/p>\n\u003cp>Carol Sadewasser, Parma, OH\u003c/p>\n\u003cp>John Douglas, Saint Louis, MO\u003c/p>\n\u003cp>Eileen Hennessy, Joelton, TN\u003c/p>\n\u003cp>Aaron Bowen, Morristown, TN\u003c/p>\n\u003cp>Shelley Sollars, Bloomfield, MI\u003c/p>\n\u003cp>Ron Meyers, New York, NY\u003c/p>\n\u003cp>Bhavya Reddy, Green Brook NJ\u003c/p>\n\u003cp>Maddie Radcliff, Omaha, NE\u003c/p>\n\u003cp>John Linder, Jr, Brooklyn, NY\u003c/p>\n\u003cp>Tim Josephs, Greensboro, NC\u003c/p>\n\u003cp>Karen Sherlock, Boulder, CO\u003c/p>\n\u003cp>Jeet Chadha, Saint Louis, MO\u003c/p>\n\u003cp>Beverly Peterson, Williamsburg, VA\u003c/p>\n\u003cp>Robert Warden, Bryan, TX\u003c/p>\n\u003cp>Chelsea Quam, Sonora, CA\u003c/p>\n\u003cp>Matthew Friday, Bend, OR\u003c/p>\n\u003cp>Marina Roytman, Fresno, CA\u003c/p>\n\u003cp>Morgan Deane, Outer Banks NC\u003c/p>\n\u003cp>George Asdel, Atascadero, CA\u003c/p>\n\u003cp>Sonya Jaworski, St Paul, MN\u003c/p>\n\u003cp>Cheryl WhiteDear, Peabody, MA\u003c/p>\n\u003cp>Sarah Kirn, Cumberland, ME\u003c/p>\n\u003cp>Richard Taylor-Kenny, Sherwood, OR\u003c/p>\n\u003cp>Jen Nails, Las Vegas, NV\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>Jeevika Verma and Reena Advani produced and edited the audio story. Reena Advani and Rina Torchinsky adapted it for the web.\u003c/em>\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2022 NPR. To see more, visit https://www.npr.org.\u003cimg decoding=\"async\" src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=%27Who+Will+Clean+Out+The+Desks%27+%E2%80%94+A+crowdsourced+poem+in+praise+of+teachers&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n","blocks":[],"excerpt":"As part of teacher appreciation month\u003cstrong>, \u003c/strong>\u003cem>Morning Edition\u003c/em> asked NPR's audience to write a poem about teachers who have had an impact on their lives.","status":"publish","parent":0,"modified":1713448134,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":154,"wordCount":1017},"headData":{"title":"'Who Will Clean Out The Desks' — A Crowdsourced Poem in Praise of Teachers | KQED","description":"As part of teacher appreciation month, Morning Edition asked NPR's audience to write a poem about teachers who have had an impact on their lives.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"sticky":false,"nprImageCredit":"John Locher","nprByline":"Rachel Martin","nprImageAgency":"AP","nprStoryId":"1102065218","nprApiLink":"http://api.npr.org/query?id=1102065218&apiKey=MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004","nprHtmlLink":"https://www.npr.org/2022/05/31/1102065218/crowdsourced-poem-teachers-kwame-alexander?ft=nprml&f=1102065218","nprRetrievedStory":"1","nprPubDate":"Tue, 31 May 2022 11:37:00 -0400","nprStoryDate":"Tue, 31 May 2022 05:50:56 -0400","nprLastModifiedDate":"Tue, 31 May 2022 05:50:56 -0400","nprAudio":"https://ondemand.npr.org/anon.npr-mp3/npr/me/2022/05/20220531_me_who_will_clean_out_the_desks_a_crowdsourced_poem_in_praise_of_teachers.mp3?orgId=1&topicId=1008&d=435&p=3&story=1102065218&ft=nprml&f=1102065218","nprAudioM3u":"http://api.npr.org/m3u/11102097147-9168e0.m3u?orgId=1&topicId=1008&d=435&p=3&story=1102065218&ft=nprml&f=1102065218","excludeFromSiteSearch":"Include","showOnAuthorArchivePages":"No","articleAge":"0","path":"/mindshift/59447/who-will-clean-out-the-desks-a-crowdsourced-poem-in-praise-of-teachers","audioUrl":"https://ondemand.npr.org/anon.npr-mp3/npr/me/2022/05/20220531_me_who_will_clean_out_the_desks_a_crowdsourced_poem_in_praise_of_teachers.mp3?orgId=1&topicId=1008&d=435&p=3&story=1102065218&ft=nprml&f=1102065218","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>As part of teacher appreciation month, \u003cem>Morning Edition \u003c/em>\u003ca href=\"https://www.npr.org/2022/05/17/1098747603/in-appreciation-of-teachers-share-a-poem\">asked NPR’s audience\u003c/a> to write a poem about teachers who have had an impact on their lives.\u003c/p>\n\u003cp>We put out this call a week before the mass shooting in Uvalde, Texas, so the majority of contributors are not reflecting on that horrific day but a late addition did reflect that loss.\u003c/p>\n\u003cp>We received over 300 responses, and NPR’s poet in residence Kwame Alexander took lines from submissions to create a community poem.\u003c/p>\n\u003cp>This poem is dedicated to all teachers, but especially to Irma Garcia and Eva Mireles, fourth grade teachers who lost their lives at Robb Elementary School in Uvalde.\u003c/p>\n\u003cp>\u003cstrong>Who Will Clean Out The Desks\u003c/strong>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Teachers make a dent.\u003c/p>\n\u003cp>A soft curve in the gray matter\u003c/p>\n\u003cp>A crevice where light shines in\u003c/p>\n\u003cp>a seed to germinate.\u003c/p>\n\u003cp>They open eyes\u003c/p>\n\u003cp>kick open Imagination\u003c/p>\n\u003cp>Make us see\u003c/p>\n\u003cp>encourage change of mind\u003c/p>\n\u003cp>and change of heart\u003c/p>\n\u003cp>NOT to force the walking of a single path\u003c/p>\n\u003cp>But the revelation of many.\u003c/p>\n\u003cp>Teachers make and shape\u003c/p>\n\u003cp>They weave through the constraints on their vision\u003c/p>\n\u003cp>creating and molding the students.\u003c/p>\n\u003cp>Teachers celebrate\u003c/p>\n\u003cp>Teachers conquer hate and foster expectation\u003c/p>\n\u003cp>teachers make light go\u003c/p>\n\u003cp>where darkness has resided\u003c/p>\n\u003cp>make chrysanthemums of wildflower seeds,\u003c/p>\n\u003cp>tall stems and fragile blossoms exploding in their reach.\u003c/p>\n\u003cp>They make statements that linger long after the lessons have been absorbed. Like Mrs. Tucker who wrote, “Amy is like a ray of sunshine on a cloudy day” on my first-grade report card,\u003c/p>\n\u003cp>Teachers bring forth dreamers and thinkers.\u003c/p>\n\u003cp>They make us Stretch\u003c/p>\n\u003cp>make us Wake up\u003c/p>\n\u003cp>Make us Realize compassion\u003c/p>\n\u003cp>Make us feel\u003c/p>\n\u003cp>Make us Cry\u003c/p>\n\u003cp>Make us Laugh\u003c/p>\n\u003cp>make us understand our Connection\u003c/p>\n\u003cp>make us grateful.\u003c/p>\n\u003cp>This is for Mr. Wilke\u003c/p>\n\u003cp>who taught Vocational Electronics\u003c/p>\n\u003cp>at Romeo High School in Michigan.\u003c/p>\n\u003cp>He helped make a creative mind\u003c/p>\n\u003cp>Crafted, molded and helped find\u003c/p>\n\u003cp>New interests and ideas, refined\u003c/p>\n\u003cp>To create new words, undefined.\u003c/p>\n\u003cp>Trips like Sisyphus each year,\u003c/p>\n\u003cp>Another journey up the hill,\u003c/p>\n\u003cp>Another class to teach,\u003c/p>\n\u003cp>Another state test to endure and stress over,\u003c/p>\n\u003cp>Another prom, graduation, homecoming,\u003c/p>\n\u003cp>Another break to look forward to.\u003c/p>\n\u003cp>Teachers are there despite it all\u003c/p>\n\u003cp>Even when the world makes you feel small.\u003c/p>\n\u003cp>Mrs. Hunney didn’t do it for the money.\u003c/p>\n\u003cp>She saw I had potential,\u003c/p>\n\u003cp>even with dyslexia I could be Presidential.\u003c/p>\n\u003cp>You see, Teachers make bad days into good\u003c/p>\n\u003cp>Make the journey as meaningful as the destination\u003c/p>\n\u003cp>Make reading rewarding\u003c/p>\n\u003cp>make good trouble.\u003c/p>\n\u003cp>Teachers make decisions.\u003c/p>\n\u003cp>Around 1,500 per day.\u003c/p>\n\u003cp>What to say, how to say it, and when\u003c/p>\n\u003cp>Teachers make love\u003c/p>\n\u003cp>out of everything.\u003c/p>\n\u003cp>Teachers make me feel like I am special\u003c/p>\n\u003cp>like I am safe\u003c/p>\n\u003cp>Teachers make Sense\u003c/p>\n\u003cp>Of a jumble of eighth notes and\u003c/p>\n\u003cp>Then quarter notes\u003c/p>\n\u003cp>And a smear of dark chords\u003c/p>\n\u003cp>They make music.\u003c/p>\n\u003cp>On the day that he died, not just me but the whole school cried, ” he’s the reason I graduated” ” he’s the reason I ate lunch” “When my own dad ran out, he helped me so much” They’d honk as they passed by our house day and night , a constant reminder of his touch on their life\u003c/p>\n\u003cp>A teacher is nothing without a student\u003c/p>\n\u003cp>As is a farmer without a field\u003c/p>\n\u003cp>A mind rich with knowledge\u003c/p>\n\u003cp>A teacher is nothing when stripped of their power\u003c/p>\n\u003cp>As is a train when emptied of fuel\u003c/p>\n\u003cp>Censored and idle\u003c/p>\n\u003cp>We are here because teachers make students\u003c/p>\n\u003cp>From saplings to majestic Trees of potential.\u003c/p>\n\u003cp>They make us whole.\u003c/p>\n\u003cp>They make impressions\u003c/p>\n\u003cp>subtle hands that make themselves available\u003c/p>\n\u003cp>to guide us on this trail of woe\u003c/p>\n\u003cp>and wonder\u003c/p>\n\u003cp>Teachers leave the door open for us to walk through\u003c/p>\n\u003cp>but when the last bell rings\u003c/p>\n\u003cp>when the classroom is locked down\u003c/p>\n\u003cp>who will clean out all the desks?\u003c/p>\n\u003cp>The math worksheets\u003c/p>\n\u003cp>The missing LEGO,\u003c/p>\n\u003cp>the one goldfish cracker\u003c/p>\n\u003cp>the paper clips and crumpled post-its that say “I love you!”\u003c/p>\n\u003cp>the Pencil boxes and old erasers,\u003c/p>\n\u003cp>the one Pokemon card (Cramorant)\u003c/p>\n\u003cp>the empty glue stick,\u003c/p>\n\u003cp>the dusty Harry Potter mask.\u003c/p>\n\u003cp>the dirt-smudged backpacks?\u003c/p>\n\u003cp>At the end of the day\u003c/p>\n\u003cp>Who will help the teachers prepare for the next\u003c/p>\n\u003cp>Who will make a home for the heavy hearts,\u003c/p>\n\u003cp>for The sacred ones who can’t stop thinking about those 19 desks,\u003c/p>\n\u003cp>those 19 backpacks\u003c/p>\n\u003cp>those 19 summer vacations,\u003c/p>\n\u003cp>those 19 new pairs of sandals.\u003c/p>\n\u003cp>those 19 next school years and school years after that\u003c/p>\n\u003cp>and after that and after that.\u003c/p>\n\u003cp>Teachers don’t let us give up on the words\u003c/p>\n\u003cp>They help us find them\u003c/p>\n\u003cp>They help us find ourselves\u003c/p>\n\u003cp>Just breathe and keep being kind to children\u003c/p>\n\u003cp>is their mantra –\u003c/p>\n\u003cp>Who will hold them in kind and caring arms\u003c/p>\n\u003cp>when the world is not so beautiful\u003c/p>\n\u003cp>when the summer burns red\u003c/p>\n\u003cp>when there are no more children\u003c/p>\n\u003cp>to be kind to.\u003c/p>\n\u003cp>I say, Let it be us.\u003c/p>\n\u003cp>Because teachers matter.\u003c/p>\n\u003cp>\u003cstrong>This community poem was created using submissions by:\u003c/strong>\u003c/p>\n\u003cp>Meg Frost, Mapleton, UT\u003c/p>\n\u003cp>Patricia Stevenson, Shaker Heights, OH\u003c/p>\n\u003cp>Matthew Monte, Houghton, MI\u003c/p>\n\u003cp>James From, Dunwoody, GA\u003c/p>\n\u003cp>Amy Walter-Peterson, Victor, NY\u003c/p>\n\u003cp>Ben Ark, Louisville, KY\u003c/p>\n\u003cp>Alexander Simanovsky, Charleston, SC\u003c/p>\n\u003cp>Lacey Reach, Macon, GA\u003c/p>\n\u003cp>Sarah Colerick, Seattle, WA\u003c/p>\n\u003cp>Carol Sadewasser, Parma, OH\u003c/p>\n\u003cp>John Douglas, Saint Louis, MO\u003c/p>\n\u003cp>Eileen Hennessy, Joelton, TN\u003c/p>\n\u003cp>Aaron Bowen, Morristown, TN\u003c/p>\n\u003cp>Shelley Sollars, Bloomfield, MI\u003c/p>\n\u003cp>Ron Meyers, New York, NY\u003c/p>\n\u003cp>Bhavya Reddy, Green Brook NJ\u003c/p>\n\u003cp>Maddie Radcliff, Omaha, NE\u003c/p>\n\u003cp>John Linder, Jr, Brooklyn, NY\u003c/p>\n\u003cp>Tim Josephs, Greensboro, NC\u003c/p>\n\u003cp>Karen Sherlock, Boulder, CO\u003c/p>\n\u003cp>Jeet Chadha, Saint Louis, MO\u003c/p>\n\u003cp>Beverly Peterson, Williamsburg, VA\u003c/p>\n\u003cp>Robert Warden, Bryan, TX\u003c/p>\n\u003cp>Chelsea Quam, Sonora, CA\u003c/p>\n\u003cp>Matthew Friday, Bend, OR\u003c/p>\n\u003cp>Marina Roytman, Fresno, CA\u003c/p>\n\u003cp>Morgan Deane, Outer Banks NC\u003c/p>\n\u003cp>George Asdel, Atascadero, CA\u003c/p>\n\u003cp>Sonya Jaworski, St Paul, MN\u003c/p>\n\u003cp>Cheryl WhiteDear, Peabody, MA\u003c/p>\n\u003cp>Sarah Kirn, Cumberland, ME\u003c/p>\n\u003cp>Richard Taylor-Kenny, Sherwood, OR\u003c/p>\n\u003cp>Jen Nails, Las Vegas, NV\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>Jeevika Verma and Reena Advani produced and edited the audio story. Reena Advani and Rina Torchinsky adapted it for the web.\u003c/em>\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2022 NPR. To see more, visit https://www.npr.org.\u003cimg decoding=\"async\" src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=%27Who+Will+Clean+Out+The+Desks%27+%E2%80%94+A+crowdsourced+poem+in+praise+of+teachers&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/59447/who-will-clean-out-the-desks-a-crowdsourced-poem-in-praise-of-teachers","authors":["byline_mindshift_59447"],"categories":["mindshift_192"],"tags":["mindshift_21016","mindshift_21239"],"featImg":"mindshift_59448","label":"mindshift"},"mindshift_57806":{"type":"posts","id":"mindshift_57806","meta":{"index":"posts_1591205157","site":"mindshift","id":"57806","score":null,"sort":[1620026745000]},"guestAuthors":[],"slug":"how-teaching-the-work-of-living-poets-can-make-english-class-more-exciting-and-inclusive","title":"How Teaching the Work of Living Poets Can Make English Class More Exciting and Inclusive","publishDate":1620026745,"format":"standard","headTitle":"How Teaching the Work of Living Poets Can Make English Class More Exciting and Inclusive | KQED","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cspan style=\"font-weight: 400\">When a young Black poet in a canary yellow coat dazzled audiences at President Joe Biden’s inauguration, high school teacher \u003c/span>\u003ca href=\"https://twitter.com/MelAlterSmith\">\u003cspan style=\"font-weight: 400\">Melissa Alter Smith\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> was ready. Using a lesson plan from a friend and fellow teacher, she’d prepared her students to watch Amanda Gorman’s performance and analyze her words. Other teachers took notice, too, and additional \u003c/span>\u003ca href=\"https://larryferlazzo.edublogs.org/2021/01/20/here-are-three-lesson-plans-about-amanda-gormans-share-others/\">\u003cspan style=\"font-weight: 400\">lesson plans\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> about “The Hill We Climb” circulated online in the following days.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Smith was glad to see it. “I love what Amanda Gorman did right now for poetry. She just brought it and made it into this huge thing that kids are excited about,” she said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Smith, who teaches at a public charter school in Huntersville, North Carolina, wants educators to expand their curriculum to include other contemporary poets, too. A few years ago, she started a hashtag, \u003c/span>\u003ca href=\"https://twitter.com/search?q=%23teachlivingpoets&src=typed_query&f=live\">\u003cspan style=\"font-weight: 400\">#TeachLivingPoets\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, to encourage the practice. She organizes a monthly \u003c/span>\u003ca href=\"https://twitter.com/search?q=%23teachlivingpoets&src=typed_query&f=live\">\u003cspan style=\"font-weight: 400\">Twitter chat\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for teachers to exchange ideas. She runs a website, \u003c/span>\u003ca href=\"https://teachlivingpoets.com/\">\u003cspan style=\"font-weight: 400\">TeachLivingPoets.com, \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">and she recently co-authored a \u003ca href=\"https://teachlivingpoets.com/2020/10/16/pre-order-teachlivingpoets-book/\">book\u003c/a> on the subject. A teacher of 16 years, Smith said teaching living poets can bring new voices to the literary canon and change the dynamics of a classroom. \u003c/span>\u003c/p>\n\u003cp>\u003cb>How did your students respond to Gorman’s poem?\u003c/b>\u003c/p>\n\u003cp>\u003cb>Smith: \u003c/b>\u003cspan style=\"font-weight: 400\">Oh, my gosh, they loved it. We were all in anticipation for it, and I kind of built it up as like a big deal. And yeah, her poem was so hopeful and also the craft of it, too. Being able to notice the allusions and the metaphors and all those things that we love looking at in English class with poetry. It was such a perfect unison of all the things to enjoy about poetry.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cb>Why is it important to teach living poets?\u003c/b>\u003c/p>\n\u003cp>\u003cb>Smith: \u003c/b>\u003cspan style=\"font-weight: 400\">Not only does it help teachers rejuvenate their passion for \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/tag/poetry\">\u003cspan style=\"font-weight: 400\">teaching poetry\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, it helps the students in so many different ways. Back when, pre-#TeachLivingPoets, I admit I was one of the teachers who stuck pretty much to canonical poetry: Frost, Whitman, Dickinson. And not to say we should not teach those; I think we absolutely should. #TeachLivingPoets is not about closing the door on the canon whatsoever. It’s just about \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/55039/how-the-disrupttexts-movement-can-help-english-teachers-be-more-inclusive\">\u003cspan style=\"font-weight: 400\">opening the door wider\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for more voices, more contemporary voices to come into our classroom space.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It finally offers a lot of students a chance to not only \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/57026/diversifying-your-classroom-book-collections-avoid-these-7-pitfalls\">\u003cspan style=\"font-weight: 400\">see themselves reflected in the work that they read\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, but to learn, too, often about others who are different than us. Because one of the main focuses of #TeachLivingPoets is to center Black poets, indigenous poets, poets with disabilities, poets in the LGBTQ+ community and these voices that have often just been missing from the canon.\u003c/span>\u003c/p>\n\u003cp>\u003cb>What does that look like in practice in your classroom?\u003c/b>\u003c/p>\n\u003cp>\u003cb>Smith: \u003c/b>\u003cspan style=\"font-weight: 400\">I used to be a teacher who would be up in the front of the room, sage-on-the-stage kind of deal and have students identify what is happening in a line, find the simile in the poem, and ask, ‘What do you think it all means?’ And really what that was doing was making my students not discover the poem for themselves, but to just try to identify the answer that they thought I wanted to hear. What has happened since I started teaching living poets is that I’ve really tried to focus the learning and \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/tag/student-centered-learning\">\u003cspan style=\"font-weight: 400\">make it student-centered\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cb>What’s an example of that?\u003c/b>\u003c/p>\n\u003cp>\u003cb>Smith:\u003c/b>\u003cspan style=\"font-weight: 400\"> This teacher, Tia Miller, so kindly shared \u003c/span>\u003ca href=\"https://teachlivingpoets.com/2019/01/04/get-your-students-engaged-with-poetry-collections-with-this-hands-on-hexagon-activity/\">\u003cspan style=\"font-weight: 400\">one of my favorite lessons\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, and you could do it in various different ways. But the way that I do it is you cut out all these hexagons and on each hexagon there’s a title of a poem. So say I teach a full collection, like \u003c/span>\u003ca href=\"https://twitter.com/rblancopoet\">\u003cspan style=\"font-weight: 400\">Richard Blanco’s\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> “How to Love a Country” or \u003c/span>\u003ca href=\"https://twitter.com/_joseolivarez\">\u003cspan style=\"font-weight: 400\">José Olivarez’s\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> “Citizen Illegal” or \u003c/span>\u003ca href=\"https://twitter.com/ClintSmithIII\">\u003cspan style=\"font-weight: 400\">Clint Smith\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">‘s “Counting Descent.” So we have this whole collection of poems, and students have to put the hexagons together so that the sides that are touching indicate a connection that they see between those two poems.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">And the discussions that they have when they do this — I’m not doing anything but walking around and just listening with my little teacher heart going gaga over what they’re saying.\u003c/span>\u003c/p>\n\u003cp>\u003cb>I’d love to hear some of the memorable moments that have happened through those activities or other activities.\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cb>Smith:\u003c/b> I had a student whose father died the summer before I had him in my senior year AP literature class. It was a really, really, really \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/57511/why-helping-grieving-students-heal-matters-so-much\">\u003cspan style=\"font-weight: 400\">rough year\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Then he got assigned a poem by \u003c/span>\u003ca href=\"http://kavehakbar.com/#/\">\u003cspan style=\"font-weight: 400\">Kaveh Akbar\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for this big project that they do for class. My student just felt a connection to Kaveh’s work and it felt like he read it, not with his eyes or his heart, but like, with his spirit, with his soul. I know this sounds so weird, but I’m telling you, this is what poetry can do. Right? It’s the power of poetry.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But the cool part was at the end of the year when Kaveh Akbar actually \u003c/span>\u003ca href=\"https://teachlivingpoets.com/2018/04/23/school-visit-with-ra-villanueva-kaveh-akbar/\">\u003cspan style=\"font-weight: 400\">came to class for a poetry workshop visit\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and the student got to meet Kaveh and thank him in person just for his work and everything that his work did for him. Since meeting Kaveh, the student has gone on to college and is now a creative writing major and is writing all the time and performing at slams. You can’t do that with Emily Dickinson.\u003c/span>\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=hlKmNWHKmUk&t=15s\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003cb>You also have a book now, “\u003ca href=\"https://teachlivingpoets.com/2020/10/16/pre-order-teachlivingpoets-book/\">Teach Living Poets\u003c/a>,” co-written by Lindsay Illich. And that’s also geared toward educators, right?\u003c/b>\u003c/p>\n\u003cp>\u003cb>Smith: \u003c/b>\u003cspan style=\"font-weight: 400\">Yes, so it’s another resource that lays out the philosophy of why we teach living poets, and why we think it’s so important to teach living poets. But then the book does move into teaching specifically two different collections and lots of ideas for teaching individual poems, ideas for connecting with poets, whether that be through social media or through classroom visits, and becoming a connected educator into the world of poetry.\u003c/span>\u003c/p>\n\u003cp>\u003cb>What challenges or hesitations have you noticed among other teachers who are incorporating living poets in their curriculum for the first time?\u003c/b>\u003c/p>\n\u003cp>\u003cb>Smith: \u003c/b>\u003cspan style=\"font-weight: 400\">Trying something new is very hard and there aren’t a lot of resources out there. So that’s also why I started the website. It’s my favorite when teachers reach out to me and are just so excited about something that they tried. That’s the best. That’s what keeps me going and keeping up with this website is how it’s \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/56836/how-teachers-are-leaning-on-each-other-to-stay-resilient-during-covid-19\">\u003cspan style=\"font-weight: 400\">helping teachers\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">This interview was edited for length and clarity.\u003c/span>\u003c/i>\u003c/p>\n\n","blocks":[],"excerpt":"Teaching poems by living poets can help bring more contemporary perspectives to English class, especially if the student can see themselves reflected in the author. ","status":"publish","parent":0,"modified":1711034416,"stats":{"hasAudio":false,"hasVideo":true,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":23,"wordCount":1165},"headData":{"title":"How Teaching the Work of Living Poets Can Make English Class More Exciting and Inclusive | KQED","description":"Teaching poems by living poets can help bring more contemporary perspectives to English class, especially if the student can see themselves reflected in the author.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"Teaching poems by living poets can help bring more contemporary perspectives to English class, especially if the student can see themselves reflected in the author."},"sticky":false,"excludeFromSiteSearch":"Include","articleAge":"0","path":"/mindshift/57806/how-teaching-the-work-of-living-poets-can-make-english-class-more-exciting-and-inclusive","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">When a young Black poet in a canary yellow coat dazzled audiences at President Joe Biden’s inauguration, high school teacher \u003c/span>\u003ca href=\"https://twitter.com/MelAlterSmith\">\u003cspan style=\"font-weight: 400\">Melissa Alter Smith\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> was ready. Using a lesson plan from a friend and fellow teacher, she’d prepared her students to watch Amanda Gorman’s performance and analyze her words. Other teachers took notice, too, and additional \u003c/span>\u003ca href=\"https://larryferlazzo.edublogs.org/2021/01/20/here-are-three-lesson-plans-about-amanda-gormans-share-others/\">\u003cspan style=\"font-weight: 400\">lesson plans\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> about “The Hill We Climb” circulated online in the following days.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Smith was glad to see it. “I love what Amanda Gorman did right now for poetry. She just brought it and made it into this huge thing that kids are excited about,” she said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Smith, who teaches at a public charter school in Huntersville, North Carolina, wants educators to expand their curriculum to include other contemporary poets, too. A few years ago, she started a hashtag, \u003c/span>\u003ca href=\"https://twitter.com/search?q=%23teachlivingpoets&src=typed_query&f=live\">\u003cspan style=\"font-weight: 400\">#TeachLivingPoets\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, to encourage the practice. She organizes a monthly \u003c/span>\u003ca href=\"https://twitter.com/search?q=%23teachlivingpoets&src=typed_query&f=live\">\u003cspan style=\"font-weight: 400\">Twitter chat\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for teachers to exchange ideas. She runs a website, \u003c/span>\u003ca href=\"https://teachlivingpoets.com/\">\u003cspan style=\"font-weight: 400\">TeachLivingPoets.com, \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">and she recently co-authored a \u003ca href=\"https://teachlivingpoets.com/2020/10/16/pre-order-teachlivingpoets-book/\">book\u003c/a> on the subject. A teacher of 16 years, Smith said teaching living poets can bring new voices to the literary canon and change the dynamics of a classroom. \u003c/span>\u003c/p>\n\u003cp>\u003cb>How did your students respond to Gorman’s poem?\u003c/b>\u003c/p>\n\u003cp>\u003cb>Smith: \u003c/b>\u003cspan style=\"font-weight: 400\">Oh, my gosh, they loved it. We were all in anticipation for it, and I kind of built it up as like a big deal. And yeah, her poem was so hopeful and also the craft of it, too. Being able to notice the allusions and the metaphors and all those things that we love looking at in English class with poetry. It was such a perfect unison of all the things to enjoy about poetry.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cb>Why is it important to teach living poets?\u003c/b>\u003c/p>\n\u003cp>\u003cb>Smith: \u003c/b>\u003cspan style=\"font-weight: 400\">Not only does it help teachers rejuvenate their passion for \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/tag/poetry\">\u003cspan style=\"font-weight: 400\">teaching poetry\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, it helps the students in so many different ways. Back when, pre-#TeachLivingPoets, I admit I was one of the teachers who stuck pretty much to canonical poetry: Frost, Whitman, Dickinson. And not to say we should not teach those; I think we absolutely should. #TeachLivingPoets is not about closing the door on the canon whatsoever. It’s just about \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/55039/how-the-disrupttexts-movement-can-help-english-teachers-be-more-inclusive\">\u003cspan style=\"font-weight: 400\">opening the door wider\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for more voices, more contemporary voices to come into our classroom space.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It finally offers a lot of students a chance to not only \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/57026/diversifying-your-classroom-book-collections-avoid-these-7-pitfalls\">\u003cspan style=\"font-weight: 400\">see themselves reflected in the work that they read\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, but to learn, too, often about others who are different than us. Because one of the main focuses of #TeachLivingPoets is to center Black poets, indigenous poets, poets with disabilities, poets in the LGBTQ+ community and these voices that have often just been missing from the canon.\u003c/span>\u003c/p>\n\u003cp>\u003cb>What does that look like in practice in your classroom?\u003c/b>\u003c/p>\n\u003cp>\u003cb>Smith: \u003c/b>\u003cspan style=\"font-weight: 400\">I used to be a teacher who would be up in the front of the room, sage-on-the-stage kind of deal and have students identify what is happening in a line, find the simile in the poem, and ask, ‘What do you think it all means?’ And really what that was doing was making my students not discover the poem for themselves, but to just try to identify the answer that they thought I wanted to hear. What has happened since I started teaching living poets is that I’ve really tried to focus the learning and \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/tag/student-centered-learning\">\u003cspan style=\"font-weight: 400\">make it student-centered\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cb>What’s an example of that?\u003c/b>\u003c/p>\n\u003cp>\u003cb>Smith:\u003c/b>\u003cspan style=\"font-weight: 400\"> This teacher, Tia Miller, so kindly shared \u003c/span>\u003ca href=\"https://teachlivingpoets.com/2019/01/04/get-your-students-engaged-with-poetry-collections-with-this-hands-on-hexagon-activity/\">\u003cspan style=\"font-weight: 400\">one of my favorite lessons\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, and you could do it in various different ways. But the way that I do it is you cut out all these hexagons and on each hexagon there’s a title of a poem. So say I teach a full collection, like \u003c/span>\u003ca href=\"https://twitter.com/rblancopoet\">\u003cspan style=\"font-weight: 400\">Richard Blanco’s\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> “How to Love a Country” or \u003c/span>\u003ca href=\"https://twitter.com/_joseolivarez\">\u003cspan style=\"font-weight: 400\">José Olivarez’s\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> “Citizen Illegal” or \u003c/span>\u003ca href=\"https://twitter.com/ClintSmithIII\">\u003cspan style=\"font-weight: 400\">Clint Smith\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">‘s “Counting Descent.” So we have this whole collection of poems, and students have to put the hexagons together so that the sides that are touching indicate a connection that they see between those two poems.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">And the discussions that they have when they do this — I’m not doing anything but walking around and just listening with my little teacher heart going gaga over what they’re saying.\u003c/span>\u003c/p>\n\u003cp>\u003cb>I’d love to hear some of the memorable moments that have happened through those activities or other activities.\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cb>Smith:\u003c/b> I had a student whose father died the summer before I had him in my senior year AP literature class. It was a really, really, really \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/57511/why-helping-grieving-students-heal-matters-so-much\">\u003cspan style=\"font-weight: 400\">rough year\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Then he got assigned a poem by \u003c/span>\u003ca href=\"http://kavehakbar.com/#/\">\u003cspan style=\"font-weight: 400\">Kaveh Akbar\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for this big project that they do for class. My student just felt a connection to Kaveh’s work and it felt like he read it, not with his eyes or his heart, but like, with his spirit, with his soul. I know this sounds so weird, but I’m telling you, this is what poetry can do. Right? It’s the power of poetry.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But the cool part was at the end of the year when Kaveh Akbar actually \u003c/span>\u003ca href=\"https://teachlivingpoets.com/2018/04/23/school-visit-with-ra-villanueva-kaveh-akbar/\">\u003cspan style=\"font-weight: 400\">came to class for a poetry workshop visit\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and the student got to meet Kaveh and thank him in person just for his work and everything that his work did for him. Since meeting Kaveh, the student has gone on to college and is now a creative writing major and is writing all the time and performing at slams. You can’t do that with Emily Dickinson.\u003c/span>\u003c/p>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/hlKmNWHKmUk'\n title='//www.youtube.com/embed/hlKmNWHKmUk'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp> \u003c/p>\n\u003cp>\u003cb>You also have a book now, “\u003ca href=\"https://teachlivingpoets.com/2020/10/16/pre-order-teachlivingpoets-book/\">Teach Living Poets\u003c/a>,” co-written by Lindsay Illich. And that’s also geared toward educators, right?\u003c/b>\u003c/p>\n\u003cp>\u003cb>Smith: \u003c/b>\u003cspan style=\"font-weight: 400\">Yes, so it’s another resource that lays out the philosophy of why we teach living poets, and why we think it’s so important to teach living poets. But then the book does move into teaching specifically two different collections and lots of ideas for teaching individual poems, ideas for connecting with poets, whether that be through social media or through classroom visits, and becoming a connected educator into the world of poetry.\u003c/span>\u003c/p>\n\u003cp>\u003cb>What challenges or hesitations have you noticed among other teachers who are incorporating living poets in their curriculum for the first time?\u003c/b>\u003c/p>\n\u003cp>\u003cb>Smith: \u003c/b>\u003cspan style=\"font-weight: 400\">Trying something new is very hard and there aren’t a lot of resources out there. So that’s also why I started the website. It’s my favorite when teachers reach out to me and are just so excited about something that they tried. That’s the best. That’s what keeps me going and keeping up with this website is how it’s \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/56836/how-teachers-are-leaning-on-each-other-to-stay-resilient-during-covid-19\">\u003cspan style=\"font-weight: 400\">helping teachers\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">This interview was edited for length and clarity.\u003c/span>\u003c/i>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/57806/how-teaching-the-work-of-living-poets-can-make-english-class-more-exciting-and-inclusive","authors":["11487"],"categories":["mindshift_192"],"tags":["mindshift_972","mindshift_20610","mindshift_20701","mindshift_21583","mindshift_21016","mindshift_21431"],"featImg":"mindshift_57809","label":"mindshift"},"mindshift_46215":{"type":"posts","id":"mindshift_46215","meta":{"index":"posts_1591205157","site":"mindshift","id":"46215","score":null,"sort":[1472735035000]},"guestAuthors":[],"slug":"how-hip-hop-can-bring-shakespeare-to-life","title":"How Hip-Hop Can Bring Shakespeare to Life","publishDate":1472735035,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>Artistic director Michael Kelly had been bringing Shakespeare to schools in the greater Toronto area since 1987 with his company \u003ca href=\"http://www.shakespeareinaction.org/\">Shakespeare in Action\u003c/a>, creating presentations and workshops for ages kindergarten through high school. Though the programs had changed and morphed over the years, the students remained enthusiastic and receptive to their style, which was first teaching kids about Shakespeare’s life and the times in which he lived and wrote, followed by getting kids up on their feet and speaking Shakespeare.\u003c/p>\n\u003cp>“The axiom I go by is, you learn Shakespeare by doing Shakespeare,” he said. “And the idea [of the workshops] was to get kids up on their feet and speak Shakespeare aloud.”\u003c/p>\n\u003cp class=\"p1\">Then two years ago, at the suggestion of a fellow actor, Kelly decided to take a different tack: Incorporate music, specifically hip-hop, into a typical workshop. He pulled apart one of his traditional presentations featuring Shakespearean speeches from different plays, and revamped it with hip-hop beats and music. They focused on the rhythm and poetry of both art forms, and even designed a rap version of the \"To be or not to be\" soliloquy from \u003ci>Hamlet\u003c/i>, comparing it with the themes of some present-day hip-hop songs. “We will say [to the students], ‘Oh, isn’t that interesting? 400 years ago this guy was talking about this [suicide, indecision], so really, nothing has changed, has it?”\u003c/p>\n\u003cp class=\"p1\">When they brought it to high schools, “Shakespeare Meets Hip-Hop” was an instant success. “The presentation itself, they loved,” Kelly said. “They’d go bananas when we would do it, and they loved all the musical stuff we put in there.”\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=tvVg2O0q0rQ\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp class=\"p1\">No one has championed the connection between the centuries-old literature of Shakespeare and hip-hop music more than MOBO Award-winning UK rapper Akala, born Kingslee Daley, who was so moved by the similarities between the two that he founded \u003ca href=\"http://www.hiphopshakespeare.com/\">The Hip-Hop Shakespeare Company\u003c/a> (THSC) in London. Focusing on productions that meld the two styles in experimental ways, THSC also provides workshops aimed at students to expand their understanding of what Shakespeare is, and what it could be.\u003c/p>\n\u003cp class=\"p1\">Akala said he’d first seen Shakespeare’s genius and “subversive potential” when he was a teenager, for which he credits good English and drama teachers at his inner-city London high school. “I grew up listening to Chuck D and Jimi Hendrix and Bob Marley, and all kinds of really deep, political social commentary forms of music,” he said. “So when I encountered Shakespeare in school, I immediately recognized the kind of genius in his work -- elaborate characterization and the rhythm, particularly.”\u003c/p>\n\u003cp class=\"p1\">Part of the unofficial mission of THSC is to knock Shakespeare off its “high art” pedestal, which it certainly wasn’t considered in its time. Akala said that Shakespeare was viewed by Elizabethans the way hip-hop is viewed today by middle-class Americans or British: “It was considered a little bit risky, a little bit naughty and dangerous.”\u003c/p>\n\u003cp class=\"p1\">Both art forms also feature some raw human behaviors and emotions — sex, jealousy, plotting and killing, to name just a few. But when first approaching it in high school, that’s a side that students don’t often see.\u003c/p>\n\u003cp class=\"p1\">“Shakespeare, like all great poetry, deals with what it means to be human: love, tragedy, war, violence,” Akala said. “Think of \u003ci>Titus Andronicus -- \u003c/i>one guy doesn’t like some other guys, so he cuts them up and puts them in a pie and feeds them to the other guys’ parents. If Biggie Smalls told that same story, people would say, ‘Why is Biggie promoting violence?’ ”\u003c/p>\n\u003cp class=\"p1\">Both Shakespeare and hip-hop stretch and shape the usage of the English language, using imagery and especially rhythm to tell the story in a powerful way. In a recent \u003ca href=\"https://www.youtube.com/watch?v=DSbtkLA3GrY\">TEDx Talk\u003c/a>, Akala gave multiple examples of hip-hop songs that mimic the iambic rhythm (de-DUM de-DUM) that Shakespeare used for the vast majority of his verse -- the language and rhythm fused together in a style so similar that the audience had difficulty deciphering which verse was Shakespeare and which was hip-hop. Watch Akala perform \u003cem>Sonnet 18\u003c/em> at 5:20 here:\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=DSbtkLA3GrY\u003c/p>\n\u003cp class=\"p1\">Peggy O’Brien, director of education at the \u003ca href=\"http://www.folger.edu/\">Folger Shakespeare Library\u003c/a> in Washington, D.C., said often the study of Shakespeare can focus too much on what the words mean and not enough on what they sound and feel like.\u003c/p>\n\u003cp class=\"p1\">“[Shakespeare] is the only book that we give to students that has footnotes everywhere, footnotes and glossaries, where we tell kids practically what every word means,” she said. “And so what happens is, we focus only on the meaning, and we forget that a ton of what Shakespeare is about is what it sounds like with the language, the meter and the rhyme. But hip-hop and freestyle and beatbox, which is all about meter and rhyme, is a fabulous way to enter that world. And you can get to meaning after that.”\u003c/p>\n\u003cp class=\"p1\">O’Brien said that Shakespeare has been adapted to different times in history since nearly the moment he wrote the plays, and calls the trend to bring hip-hop and Shakespeare together a great one. When asked if teachers can use hip-hop to connect students to Shakespeare, she said, “Students can use hip-hop to connect \u003cem>themselves\u003c/em> to Shakespeare. If Shakespeare were around today, he’d be doing what Lin-Manuel Miranda has done.” Miranda used hip-hop to tell the story of the \"$10 founding father,\" Alexander Hamilton in this year’s smash Broadway musical, \u003ci>Hamilton\u003c/i>.\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=WNFf7nMIGnE\u003c/p>\n\u003cp class=\"p1\">But beyond finding the rhyming parallels between Jay-Z and the Bard, Akala seems to be on a broader mission, and that’s to bring a message to students that Shakespeare, or what many consider any “great” art, doesn’t belong to any one group. Growing up in London as the grandson of Jamaican immigrants, Akala felt commonalities with the roots of American hip-hop, which was born in the tumultuous neighborhoods of the Bronx in the 1970s.\u003c/p>\n\u003cp class=\"p1\">“Coming from a socioeconomically privileged background doesn’t make you more intelligent than anyone else. You just have more access,” he said. “In the sense of, if you’re not white and you don’t speak in a particular way and you don’t have money, then you’re not a 'legitimate' custodian of the knowledge. For people from my background -- children of working-class, immigrant populations -- we were inspired by Wu-Tang Clan, from the projects of Staten Island. Listen to the words that Wu Tang had the audacity to use: words like \u003ci>cometh\u003c/i> and \u003ci>benevolent\u003c/i>. They talked about Socrates. And for me, growing up thousands of miles away from New York in London, it gave me a sense at 13 years old that intelligence was sexy, that it was interesting and attractive.”\u003c/p>\n\u003cp class=\"p1\">In Kelly’s experience performing \"Shakespeare Meets Hip-Hop\" in schools, students get the connection. “Both rappers and Shakespeare, they’re talking about the struggle of humanity. That’s what’s interesting about the two art forms,” he said.\u003c/p>\n\u003cp class=\"p1\">O’Brien is eager to incorporate hip-hop into the programs at the Folger, and said she’s actively looking for musicians and hip-hop artists to work with.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp class=\"p1\">“It’s a captive audience because kids have to take Shakespeare in school,” she said. “So if we can get that first intro to Shakespeare [through hip-hop], not even the language adapted, but just the way he wrote it through the meter and the rhyme -- that’s a great way to open that door.”\u003c/p>\n\n","blocks":[],"excerpt":"Performing Shakespeare through the lens of hip hop and youth culture is helping the bard's words and messages find relevance among students.","status":"publish","parent":0,"modified":1472735415,"stats":{"hasAudio":false,"hasVideo":true,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":4,"wordCount":1365},"headData":{"title":"How Hip-Hop Can Bring Shakespeare to Life | KQED","description":"Performing Shakespeare through the lens of hip hop and youth culture is helping the bard's words and messages find relevance among students.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"46215 http://ww2.kqed.org/mindshift/?p=46215","disqusUrl":"https://ww2.kqed.org/mindshift/2016/09/01/how-hip-hop-can-bring-shakespeare-to-life/","disqusTitle":"How Hip-Hop Can Bring Shakespeare to Life","path":"/mindshift/46215/how-hip-hop-can-bring-shakespeare-to-life","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Artistic director Michael Kelly had been bringing Shakespeare to schools in the greater Toronto area since 1987 with his company \u003ca href=\"http://www.shakespeareinaction.org/\">Shakespeare in Action\u003c/a>, creating presentations and workshops for ages kindergarten through high school. Though the programs had changed and morphed over the years, the students remained enthusiastic and receptive to their style, which was first teaching kids about Shakespeare’s life and the times in which he lived and wrote, followed by getting kids up on their feet and speaking Shakespeare.\u003c/p>\n\u003cp>“The axiom I go by is, you learn Shakespeare by doing Shakespeare,” he said. “And the idea [of the workshops] was to get kids up on their feet and speak Shakespeare aloud.”\u003c/p>\n\u003cp class=\"p1\">Then two years ago, at the suggestion of a fellow actor, Kelly decided to take a different tack: Incorporate music, specifically hip-hop, into a typical workshop. He pulled apart one of his traditional presentations featuring Shakespearean speeches from different plays, and revamped it with hip-hop beats and music. They focused on the rhythm and poetry of both art forms, and even designed a rap version of the \"To be or not to be\" soliloquy from \u003ci>Hamlet\u003c/i>, comparing it with the themes of some present-day hip-hop songs. “We will say [to the students], ‘Oh, isn’t that interesting? 400 years ago this guy was talking about this [suicide, indecision], so really, nothing has changed, has it?”\u003c/p>\n\u003cp class=\"p1\">When they brought it to high schools, “Shakespeare Meets Hip-Hop” was an instant success. “The presentation itself, they loved,” Kelly said. “They’d go bananas when we would do it, and they loved all the musical stuff we put in there.”\u003c/p>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/tvVg2O0q0rQ'\n title='//www.youtube.com/embed/tvVg2O0q0rQ'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp class=\"p1\">No one has championed the connection between the centuries-old literature of Shakespeare and hip-hop music more than MOBO Award-winning UK rapper Akala, born Kingslee Daley, who was so moved by the similarities between the two that he founded \u003ca href=\"http://www.hiphopshakespeare.com/\">The Hip-Hop Shakespeare Company\u003c/a> (THSC) in London. Focusing on productions that meld the two styles in experimental ways, THSC also provides workshops aimed at students to expand their understanding of what Shakespeare is, and what it could be.\u003c/p>\n\u003cp class=\"p1\">Akala said he’d first seen Shakespeare’s genius and “subversive potential” when he was a teenager, for which he credits good English and drama teachers at his inner-city London high school. “I grew up listening to Chuck D and Jimi Hendrix and Bob Marley, and all kinds of really deep, political social commentary forms of music,” he said. “So when I encountered Shakespeare in school, I immediately recognized the kind of genius in his work -- elaborate characterization and the rhythm, particularly.”\u003c/p>\n\u003cp class=\"p1\">Part of the unofficial mission of THSC is to knock Shakespeare off its “high art” pedestal, which it certainly wasn’t considered in its time. Akala said that Shakespeare was viewed by Elizabethans the way hip-hop is viewed today by middle-class Americans or British: “It was considered a little bit risky, a little bit naughty and dangerous.”\u003c/p>\n\u003cp class=\"p1\">Both art forms also feature some raw human behaviors and emotions — sex, jealousy, plotting and killing, to name just a few. But when first approaching it in high school, that’s a side that students don’t often see.\u003c/p>\n\u003cp class=\"p1\">“Shakespeare, like all great poetry, deals with what it means to be human: love, tragedy, war, violence,” Akala said. “Think of \u003ci>Titus Andronicus -- \u003c/i>one guy doesn’t like some other guys, so he cuts them up and puts them in a pie and feeds them to the other guys’ parents. If Biggie Smalls told that same story, people would say, ‘Why is Biggie promoting violence?’ ”\u003c/p>\n\u003cp class=\"p1\">Both Shakespeare and hip-hop stretch and shape the usage of the English language, using imagery and especially rhythm to tell the story in a powerful way. In a recent \u003ca href=\"https://www.youtube.com/watch?v=DSbtkLA3GrY\">TEDx Talk\u003c/a>, Akala gave multiple examples of hip-hop songs that mimic the iambic rhythm (de-DUM de-DUM) that Shakespeare used for the vast majority of his verse -- the language and rhythm fused together in a style so similar that the audience had difficulty deciphering which verse was Shakespeare and which was hip-hop. Watch Akala perform \u003cem>Sonnet 18\u003c/em> at 5:20 here:\u003c/p>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/DSbtkLA3GrY'\n title='//www.youtube.com/embed/DSbtkLA3GrY'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp class=\"p1\">Peggy O’Brien, director of education at the \u003ca href=\"http://www.folger.edu/\">Folger Shakespeare Library\u003c/a> in Washington, D.C., said often the study of Shakespeare can focus too much on what the words mean and not enough on what they sound and feel like.\u003c/p>\n\u003cp class=\"p1\">“[Shakespeare] is the only book that we give to students that has footnotes everywhere, footnotes and glossaries, where we tell kids practically what every word means,” she said. “And so what happens is, we focus only on the meaning, and we forget that a ton of what Shakespeare is about is what it sounds like with the language, the meter and the rhyme. But hip-hop and freestyle and beatbox, which is all about meter and rhyme, is a fabulous way to enter that world. And you can get to meaning after that.”\u003c/p>\n\u003cp class=\"p1\">O’Brien said that Shakespeare has been adapted to different times in history since nearly the moment he wrote the plays, and calls the trend to bring hip-hop and Shakespeare together a great one. When asked if teachers can use hip-hop to connect students to Shakespeare, she said, “Students can use hip-hop to connect \u003cem>themselves\u003c/em> to Shakespeare. If Shakespeare were around today, he’d be doing what Lin-Manuel Miranda has done.” Miranda used hip-hop to tell the story of the \"$10 founding father,\" Alexander Hamilton in this year’s smash Broadway musical, \u003ci>Hamilton\u003c/i>.\u003c/p>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/WNFf7nMIGnE'\n title='//www.youtube.com/embed/WNFf7nMIGnE'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp class=\"p1\">But beyond finding the rhyming parallels between Jay-Z and the Bard, Akala seems to be on a broader mission, and that’s to bring a message to students that Shakespeare, or what many consider any “great” art, doesn’t belong to any one group. Growing up in London as the grandson of Jamaican immigrants, Akala felt commonalities with the roots of American hip-hop, which was born in the tumultuous neighborhoods of the Bronx in the 1970s.\u003c/p>\n\u003cp class=\"p1\">“Coming from a socioeconomically privileged background doesn’t make you more intelligent than anyone else. You just have more access,” he said. “In the sense of, if you’re not white and you don’t speak in a particular way and you don’t have money, then you’re not a 'legitimate' custodian of the knowledge. For people from my background -- children of working-class, immigrant populations -- we were inspired by Wu-Tang Clan, from the projects of Staten Island. Listen to the words that Wu Tang had the audacity to use: words like \u003ci>cometh\u003c/i> and \u003ci>benevolent\u003c/i>. They talked about Socrates. And for me, growing up thousands of miles away from New York in London, it gave me a sense at 13 years old that intelligence was sexy, that it was interesting and attractive.”\u003c/p>\n\u003cp class=\"p1\">In Kelly’s experience performing \"Shakespeare Meets Hip-Hop\" in schools, students get the connection. “Both rappers and Shakespeare, they’re talking about the struggle of humanity. That’s what’s interesting about the two art forms,” he said.\u003c/p>\n\u003cp class=\"p1\">O’Brien is eager to incorporate hip-hop into the programs at the Folger, and said she’s actively looking for musicians and hip-hop artists to work with.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp class=\"p1\">“It’s a captive audience because kids have to take Shakespeare in school,” she said. “So if we can get that first intro to Shakespeare [through hip-hop], not even the language adapted, but just the way he wrote it through the meter and the rhyme -- that’s a great way to open that door.”\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/46215/how-hip-hop-can-bring-shakespeare-to-life","authors":["4445"],"categories":["mindshift_192"],"tags":["mindshift_20646","mindshift_20784","mindshift_1040","mindshift_20976","mindshift_20682","mindshift_364","mindshift_21016","mindshift_978"],"featImg":"mindshift_46256","label":"mindshift"},"mindshift_45819":{"type":"posts","id":"mindshift_45819","meta":{"index":"posts_1591205157","site":"mindshift","id":"45819","score":null,"sort":[1469601597000]},"guestAuthors":[],"slug":"language-unleashed-the-powerful-poetry-of-multilingual-students","title":"Language Unleashed: The Powerful Poetry of Multilingual Students","publishDate":1469601597,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>Knowing what's going on in the life of a quiet student can be a difficult challenge for educators, and getting to know that child can be further complicated by language barriers. If the student came from another country as a refugee, there is the added layer of trauma. These factors may create a challenging academic environment, but for one educator, poetry was a transformative outlet for immigrant kids who are struggling with issues of language, identity and trauma.\u003c/p>\n\u003cp>In \u003ca href=\"https://www.theguardian.com/society/2016/jul/14/very-quiet-foreign-girls-poetry-foyle-young-poets-kate-clanchy\" target=\"_blank\">an article for \u003cem>The Guardian\u003c/em>\u003c/a>, Kate Clanchy chronicles her experience teaching poetry to students who have recently immigrated to England from all over the world. Some of her students' families fled poverty, others war zones, and many still struggled with English. But through poetry her students were able to express themselves in English on deeply personal themes like the scents of home and the struggles of arriving in a new place. Clanchy writes:\u003c/p>\n\u003cblockquote>\u003cp>Miss B had sent me off with a small group to work on Carol Ann Duffy’s poem Originally (“the city, / the street, the house, the vacant rooms / where we didn’t live any more”), and we were remaking and breaking the line-breaks on a computer screen, finding out how they worked. In the cheerful noise, Priya was silent, and it was not till the end of the lesson that I leaned over and saw what she was working on:\u003c/p>\n\u003cp>\u003cem>There is that strange smell again, the tang of\u003cbr>\nthe cars on the road screeching, not like\u003cbr>\nthe laborious rickshaw in Bangladesh\u003c/em>\u003c/p>\n\u003cp>Look ahead, jump, skip and hop. Hide the fact\u003cbr>\nyou are alienated. Chew on the candy floss.\u003cbr>\nIt melts in your mouth. Such foreign stuff!\u003c/p>\n\u003cp>She typed it in front of me, exactly like that, audacious line breaks, eccentric vocabulary, disturbing punctuation – the lot. The echo of Duffy was precise, but the original force of the poem even stronger. Priya was in the lower set because her critical skills were, at best, ragged, yet when it came to poetry it was as if she were listening, with extra ears, as much to the sounds of the words as their sense. I thought it might be to do with the loss of a language: Priya moved from Bangladesh when she was six. If that was the case, there might be more students like her in our school. In fact, we might have a wealth of them. Poets.\u003c/p>\u003c/blockquote>\n\u003cp>Clanchy's article is a meditation on the strengths that can come with being a dual-language speaker and the power a creative outlet like poetry can have on students who have experienced trauma and are trying to find stability.\u003c/p>\n\u003cp>https://www.theguardian.com/society/2016/jul/14/very-quiet-foreign-girls-poetry-foyle-young-poets-kate-clanchy\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n","blocks":[],"excerpt":"English teachers are required to focus more on non-fiction texts now. But what is lost when students no longer express their voices in poetry?","status":"publish","parent":0,"modified":1469601597,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":9,"wordCount":473},"headData":{"title":"Language Unleashed: The Powerful Poetry of Multilingual Students | KQED","description":"English teachers are required to focus more on non-fiction texts now. But what is lost when students no longer express their voices in poetry?","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"45819 http://ww2.kqed.org/mindshift/?p=45819","disqusUrl":"https://ww2.kqed.org/mindshift/2016/07/26/language-unleashed-the-powerful-poetry-of-multilingual-students/","disqusTitle":"Language Unleashed: The Powerful Poetry of Multilingual Students","path":"/mindshift/45819/language-unleashed-the-powerful-poetry-of-multilingual-students","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Knowing what's going on in the life of a quiet student can be a difficult challenge for educators, and getting to know that child can be further complicated by language barriers. If the student came from another country as a refugee, there is the added layer of trauma. These factors may create a challenging academic environment, but for one educator, poetry was a transformative outlet for immigrant kids who are struggling with issues of language, identity and trauma.\u003c/p>\n\u003cp>In \u003ca href=\"https://www.theguardian.com/society/2016/jul/14/very-quiet-foreign-girls-poetry-foyle-young-poets-kate-clanchy\" target=\"_blank\">an article for \u003cem>The Guardian\u003c/em>\u003c/a>, Kate Clanchy chronicles her experience teaching poetry to students who have recently immigrated to England from all over the world. Some of her students' families fled poverty, others war zones, and many still struggled with English. But through poetry her students were able to express themselves in English on deeply personal themes like the scents of home and the struggles of arriving in a new place. Clanchy writes:\u003c/p>\n\u003cblockquote>\u003cp>Miss B had sent me off with a small group to work on Carol Ann Duffy’s poem Originally (“the city, / the street, the house, the vacant rooms / where we didn’t live any more”), and we were remaking and breaking the line-breaks on a computer screen, finding out how they worked. In the cheerful noise, Priya was silent, and it was not till the end of the lesson that I leaned over and saw what she was working on:\u003c/p>\n\u003cp>\u003cem>There is that strange smell again, the tang of\u003cbr>\nthe cars on the road screeching, not like\u003cbr>\nthe laborious rickshaw in Bangladesh\u003c/em>\u003c/p>\n\u003cp>Look ahead, jump, skip and hop. Hide the fact\u003cbr>\nyou are alienated. Chew on the candy floss.\u003cbr>\nIt melts in your mouth. Such foreign stuff!\u003c/p>\n\u003cp>She typed it in front of me, exactly like that, audacious line breaks, eccentric vocabulary, disturbing punctuation – the lot. The echo of Duffy was precise, but the original force of the poem even stronger. Priya was in the lower set because her critical skills were, at best, ragged, yet when it came to poetry it was as if she were listening, with extra ears, as much to the sounds of the words as their sense. I thought it might be to do with the loss of a language: Priya moved from Bangladesh when she was six. If that was the case, there might be more students like her in our school. In fact, we might have a wealth of them. Poets.\u003c/p>\u003c/blockquote>\n\u003cp>Clanchy's article is a meditation on the strengths that can come with being a dual-language speaker and the power a creative outlet like poetry can have on students who have experienced trauma and are trying to find stability.\u003c/p>\n\u003cp>https://www.theguardian.com/society/2016/jul/14/very-quiet-foreign-girls-poetry-foyle-young-poets-kate-clanchy\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/45819/language-unleashed-the-powerful-poetry-of-multilingual-students","authors":["4354"],"categories":["mindshift_20579"],"tags":["mindshift_862","mindshift_20646","mindshift_20784","mindshift_1040","mindshift_21016","mindshift_20779","mindshift_851"],"featImg":"mindshift_45846","label":"mindshift"},"mindshift_45761":{"type":"posts","id":"mindshift_45761","meta":{"index":"posts_1591205157","site":"mindshift","id":"45761","score":null,"sort":[1469433894000]},"guestAuthors":[],"slug":"for-digital-natives-appreciating-shakespeares-words-with-performances","title":"For Digital Natives, Appreciating Shakespeare's Words with Performances","publishDate":1469433894,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>While we may not exactly know all the ways Shakespeare was taught to classrooms 200 or even 100 years ago, we do know that many of today’s high schoolers, increasingly engaged in the more visual communications of the digital world and the language of texting, find Shakespeare difficult to read and even more difficult to comprehend.\u003c/p>\n\u003cp>And while today’s teens have become more tethered to visual and digital means of communication, the teaching of Shakespeare in US classrooms hasn’t changed much, according to secondary English Language Arts curriculum specialist Kristen Nance, who facilitates resource use for one of the largest school districts in Texas.\u003c/p>\n\u003cp>“A lot of very traditional instruction goes along with teaching Shakespeare,\" she said, such as reading the plays, showing movie clips to help with visualizing, or reading parts in class to read out loud. \"Getting it new and fresh sometimes is a struggle.”\u003c/p>\n\u003cp class=\"p1\">Nance also said keeping kids engaged in the text can also be demanding; between understanding the archaic language and deciphering the vocabulary, and teachers trying to fill in the gaps as best they can, some kids find it a challenge to keep up.\u003c/p>\n\u003cp class=\"p1\">Then last year, Nance’s superior brought in Alexander Parker, who had developed a digital product for teaching Shakespeare that appeared to bring the best of two worlds together. Parker’s invention, a series of web-based ebooks called \u003ca href=\"http://thenewbookpress.com/TNBP/Home.html\">WordPlay Shakespeare\u003c/a>, offered something Nance had never seen before: Shakespearean text alongside a performance of the play. Instead of just studying the text or watching the performance, the ebook provided a way for students to do both at the same time side-by-side, which enhanced both the reading and the watching. The performances were simple and stripped down, so as not to distract from the text, and the text had some helpful features built in to help students, like a built in dictionary, scene-by-scene synopsis, on-page annotations, and even a modern translation.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=LjCsNcfcZeA\u003c/p>\n\u003cp class=\"p1\">Parker, who had once been an English teacher, got his Masters from Harvard in the Technology in Education Program, and after graduation worked building large-scale websites for the school. But it was post-graduate work, helping faculty in the humanities department figure out how to use technology in their research, where the idea for WordPlay first occurred to him.\u003c/p>\n\u003cp class=\"p1\">“I spent a lot of time talking to people who were working on the history of the book,” Parker said. “I adore books, I’m surrounded by them, and I still by and large do read paper books. My general interest being in technology and its role in education, books are something that are the symbol of education, and the carrier of knowledge. And it’s obvious to me that’s changing or expanding.”\u003c/p>\n\u003cp class=\"p1\">He hired all the actors and a director to stage the three plays on video—\u003ci>MacBeth\u003c/i>, \u003ci>Romeo and Juliet, and A Midsummer Night’s Dream\u003c/i>—and then worked on making sure that both performance and text weren’t competing, but complimenting one another. “We didn’t want this to be a primarily visual or filmic performance. It is trying to blend text and performance in a way that each informs the other without overwhelming the other,” Parker said.\u003c/p>\n\u003cp class=\"p1\">Nance’s team chose three high schools of varying student populations and socio-economic backgrounds to pilot WordPlay, to see how teachers and students used the ebooks. From focus groups, Nance learned that both teachers and students overall enjoyed the ebook. Teachers liked it because embedded in the plays were links to Wikipedia and visual links, so, for example, students could get an idea of what a described weapon looked like. They also had control to turn certain features on or off based on their preferences, like the modern translation.\u003c/p>\n\u003cp class=\"p1\">One frustration among teachers that Nance found was not with the product itself, but the district’s infrastructure. Even using the campus’s lightning-fast new wifi, with 2,500 students in the building, students sometimes would get kicked off the wifi and lose their focus. In addition, their district’s schools aren’t 1:1, so teachers sometimes had to cobble together the devices for students to use.\u003c/p>\n\u003cp class=\"p1\">Together, Nance and Parker created a blind study to see if WordPlay was effective for students: they split a focus group into two, and gave one group of students a page of \u003cem>A Midsummer Night’s Dream\u003c/em> that they’d never seen before, and five questions to answer; the other group got the same page of text and questions, only they were reading it on WordPlay. Both groups were given the same simple instructions: read the text, then answer the questions.\u003c/p>\n\u003cp class=\"p1\">“That’s where we went, 'whoa, this is something special,'” Nance said. “The kids who were on the computer not only interacted with the text in multiple ways, they went in and out multiple times, which is something [in class] we often begged them to do. They went to the text, then the video, then back. And they collaborated with each other naturally, they would talk to each other about the text before they answered [the questions], and spent more time, at least double, sometimes triple, the time with the text that the kids with paper and pen did.”\u003c/p>\n\u003cp class=\"p1\">With the success of the pilot, Nance cautiously hopes to slowly grow WordPlay into all her district schools. “It’s almost automatic differentiation,” she said.\u003c/p>\n\u003cp class=\"p1\">Parker is hoping to gain funding to produce even more plays in the ebook format, maybe even expand his reach to other archaic classics like \u003ci>Beowulf\u003c/i>. “I’m just over 50,” he said, “and my contemporaries always say, slightly wistful, ‘I wish I’d had this when I was reading Shakespeare for the first time.’”\u003c/p>\n\u003cp>\u003c/p>\n\u003cp class=\"p1\">\n\u003c/p>\n","blocks":[],"excerpt":"WordPlay Shakespeare presents the bard's words alongside stripped down performances in an ebook to help students with comprehension. ","status":"publish","parent":0,"modified":1469456027,"stats":{"hasAudio":false,"hasVideo":true,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":5,"wordCount":1016},"headData":{"title":"For Digital Natives, Appreciating Shakespeare's Words with Performances | KQED","description":"WordPlay Shakespeare presents the bard's words alongside stripped down performances in an ebook to help students with comprehension. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"45761 http://ww2.kqed.org/mindshift/?p=45761","disqusUrl":"https://ww2.kqed.org/mindshift/2016/07/25/for-digital-natives-appreciating-shakespeares-words-with-performances/","disqusTitle":"For Digital Natives, Appreciating Shakespeare's Words with Performances","path":"/mindshift/45761/for-digital-natives-appreciating-shakespeares-words-with-performances","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>While we may not exactly know all the ways Shakespeare was taught to classrooms 200 or even 100 years ago, we do know that many of today’s high schoolers, increasingly engaged in the more visual communications of the digital world and the language of texting, find Shakespeare difficult to read and even more difficult to comprehend.\u003c/p>\n\u003cp>And while today’s teens have become more tethered to visual and digital means of communication, the teaching of Shakespeare in US classrooms hasn’t changed much, according to secondary English Language Arts curriculum specialist Kristen Nance, who facilitates resource use for one of the largest school districts in Texas.\u003c/p>\n\u003cp>“A lot of very traditional instruction goes along with teaching Shakespeare,\" she said, such as reading the plays, showing movie clips to help with visualizing, or reading parts in class to read out loud. \"Getting it new and fresh sometimes is a struggle.”\u003c/p>\n\u003cp class=\"p1\">Nance also said keeping kids engaged in the text can also be demanding; between understanding the archaic language and deciphering the vocabulary, and teachers trying to fill in the gaps as best they can, some kids find it a challenge to keep up.\u003c/p>\n\u003cp class=\"p1\">Then last year, Nance’s superior brought in Alexander Parker, who had developed a digital product for teaching Shakespeare that appeared to bring the best of two worlds together. Parker’s invention, a series of web-based ebooks called \u003ca href=\"http://thenewbookpress.com/TNBP/Home.html\">WordPlay Shakespeare\u003c/a>, offered something Nance had never seen before: Shakespearean text alongside a performance of the play. Instead of just studying the text or watching the performance, the ebook provided a way for students to do both at the same time side-by-side, which enhanced both the reading and the watching. The performances were simple and stripped down, so as not to distract from the text, and the text had some helpful features built in to help students, like a built in dictionary, scene-by-scene synopsis, on-page annotations, and even a modern translation.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/LjCsNcfcZeA'\n title='//www.youtube.com/embed/LjCsNcfcZeA'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp class=\"p1\">Parker, who had once been an English teacher, got his Masters from Harvard in the Technology in Education Program, and after graduation worked building large-scale websites for the school. But it was post-graduate work, helping faculty in the humanities department figure out how to use technology in their research, where the idea for WordPlay first occurred to him.\u003c/p>\n\u003cp class=\"p1\">“I spent a lot of time talking to people who were working on the history of the book,” Parker said. “I adore books, I’m surrounded by them, and I still by and large do read paper books. My general interest being in technology and its role in education, books are something that are the symbol of education, and the carrier of knowledge. And it’s obvious to me that’s changing or expanding.”\u003c/p>\n\u003cp class=\"p1\">He hired all the actors and a director to stage the three plays on video—\u003ci>MacBeth\u003c/i>, \u003ci>Romeo and Juliet, and A Midsummer Night’s Dream\u003c/i>—and then worked on making sure that both performance and text weren’t competing, but complimenting one another. “We didn’t want this to be a primarily visual or filmic performance. It is trying to blend text and performance in a way that each informs the other without overwhelming the other,” Parker said.\u003c/p>\n\u003cp class=\"p1\">Nance’s team chose three high schools of varying student populations and socio-economic backgrounds to pilot WordPlay, to see how teachers and students used the ebooks. From focus groups, Nance learned that both teachers and students overall enjoyed the ebook. Teachers liked it because embedded in the plays were links to Wikipedia and visual links, so, for example, students could get an idea of what a described weapon looked like. They also had control to turn certain features on or off based on their preferences, like the modern translation.\u003c/p>\n\u003cp class=\"p1\">One frustration among teachers that Nance found was not with the product itself, but the district’s infrastructure. Even using the campus’s lightning-fast new wifi, with 2,500 students in the building, students sometimes would get kicked off the wifi and lose their focus. In addition, their district’s schools aren’t 1:1, so teachers sometimes had to cobble together the devices for students to use.\u003c/p>\n\u003cp class=\"p1\">Together, Nance and Parker created a blind study to see if WordPlay was effective for students: they split a focus group into two, and gave one group of students a page of \u003cem>A Midsummer Night’s Dream\u003c/em> that they’d never seen before, and five questions to answer; the other group got the same page of text and questions, only they were reading it on WordPlay. Both groups were given the same simple instructions: read the text, then answer the questions.\u003c/p>\n\u003cp class=\"p1\">“That’s where we went, 'whoa, this is something special,'” Nance said. “The kids who were on the computer not only interacted with the text in multiple ways, they went in and out multiple times, which is something [in class] we often begged them to do. They went to the text, then the video, then back. And they collaborated with each other naturally, they would talk to each other about the text before they answered [the questions], and spent more time, at least double, sometimes triple, the time with the text that the kids with paper and pen did.”\u003c/p>\n\u003cp class=\"p1\">With the success of the pilot, Nance cautiously hopes to slowly grow WordPlay into all her district schools. “It’s almost automatic differentiation,” she said.\u003c/p>\n\u003cp class=\"p1\">Parker is hoping to gain funding to produce even more plays in the ebook format, maybe even expand his reach to other archaic classics like \u003ci>Beowulf\u003c/i>. “I’m just over 50,” he said, “and my contemporaries always say, slightly wistful, ‘I wish I’d had this when I was reading Shakespeare for the first time.’”\u003c/p>\n\u003cp>\u003c/p>\n\u003cp class=\"p1\">\n\u003c/p>\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/45761/for-digital-natives-appreciating-shakespeares-words-with-performances","authors":["4445"],"categories":["mindshift_195"],"tags":["mindshift_950","mindshift_20991","mindshift_20646","mindshift_20784","mindshift_1040","mindshift_21016","mindshift_978"],"featImg":"mindshift_45911","label":"mindshift"}},"programsReducer":{"possible":{"id":"possible","title":"Possible","info":"Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. 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And you join us on the journey to find the answers.","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Bay-Curious-Podcast-Tile-703x703-1.jpg","imageAlt":"\"KQED Bay Curious","officialWebsiteLink":"/news/series/baycurious","meta":{"site":"news","source":"kqed","order":"4"},"link":"/podcasts/baycurious","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/bay-curious/id1172473406","npr":"https://www.npr.org/podcasts/500557090/bay-curious","rss":"https://ww2.kqed.org/news/category/bay-curious-podcast/feed/podcast","google":"https://podcasts.google.com/feed/aHR0cHM6Ly93dzIua3FlZC5vcmcvbmV3cy9jYXRlZ29yeS9iYXktY3VyaW91cy1wb2RjYXN0L2ZlZWQvcG9kY2FzdA","stitcher":"https://www.stitcher.com/podcast/kqed/bay-curious","spotify":"https://open.spotify.com/show/6O76IdmhixfijmhTZLIJ8k"}},"bbc-world-service":{"id":"bbc-world-service","title":"BBC World Service","info":"The day's top stories from BBC News compiled twice daily in the week, once at weekends.","airtime":"MON-FRI 9pm-10pm, TUE-FRI 1am-2am","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/BBC-World-Service-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.bbc.co.uk/sounds/play/live:bbc_world_service","meta":{"site":"news","source":"BBC World Service"},"link":"/radio/program/bbc-world-service","subscribe":{"apple":"https://itunes.apple.com/us/podcast/global-news-podcast/id135067274?mt=2","tuneIn":"https://tunein.com/radio/BBC-World-Service-p455581/","rss":"https://podcasts.files.bbci.co.uk/p02nq0gn.rss"}},"code-switch-life-kit":{"id":"code-switch-life-kit","title":"Code Switch / Life Kit","info":"\u003cem>Code Switch\u003c/em>, which listeners will hear in the first part of the hour, has fearless and much-needed conversations about race. Hosted by journalists of color, the show tackles the subject of race head-on, exploring how it impacts every part of society — from politics and pop culture to history, sports and more.\u003cbr />\u003cbr />\u003cem>Life Kit\u003c/em>, which will be in the second part of the hour, guides you through spaces and feelings no one prepares you for — from finances to mental health, from workplace microaggressions to imposter syndrome, from relationships to parenting. The show features experts with real world experience and shares their knowledge. Because everyone needs a little help being human.\u003cbr />\u003cbr />\u003ca href=\"https://www.npr.org/podcasts/510312/codeswitch\">\u003cem>Code Switch\u003c/em> offical site and podcast\u003c/a>\u003cbr />\u003ca href=\"https://www.npr.org/lifekit\">\u003cem>Life Kit\u003c/em> offical site and podcast\u003c/a>\u003cbr />","airtime":"SUN 9pm-10pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Code-Switch-Life-Kit-Podcast-Tile-360x360-1.jpg","meta":{"site":"radio","source":"npr"},"link":"/radio/program/code-switch-life-kit","subscribe":{"apple":"https://podcasts.apple.com/podcast/1112190608?mt=2&at=11l79Y&ct=nprdirectory","google":"https://podcasts.google.com/feed/aHR0cHM6Ly93d3cubnByLm9yZy9yc3MvcG9kY2FzdC5waHA_aWQ9NTEwMzEy","spotify":"https://open.spotify.com/show/3bExJ9JQpkwNhoHvaIIuyV","rss":"https://feeds.npr.org/510312/podcast.xml"}},"commonwealth-club":{"id":"commonwealth-club","title":"Commonwealth Club of California Podcast","info":"The Commonwealth Club of California is the nation's oldest and largest public affairs forum. 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