In her book Poem Central: Word Journeys with Readers and Writers, author and poet Shirley McPhillips shows how teachers can include poetry in the daily life of the classroom and in the lives of students. Dozens of poems throughout the book can be used as mentor texts as they serve to instruct and inspire. In her latest guest post, Shirl helps us consider the importance of getting poems out into the classroom airwaves on day one, to lay a foundation for engagement and growth throughout the year.
Poems, right from the start
By Shirley McPhillips
I became a poet because of poetry’s great mystery and partly because of a second-grade teacher I had who believed poetry was at the center of the universe.
—Naomi Shihab Nye
Here’s a story:
One steamy first day of school in eighth grade, the students, still barefoot on the beaches of their minds, sat in muted reverie. The teacher, Miss Eloise, smiled, said hello, then bravely picked up her faded blue copy of Emily Dickinson. She looked at the students for a time, to let some seriousness sink in, then “introduced” herself.
I’m nobody! Who are you?
Are you nobody, too?
Then there’s a pair of us–don’t tell!
They’d banish us, you know.
How dreary to be somebody!
How public, like a frog
To tell your name the livelong day
To an admiring bog!
Miss Eloise said hearing a poem once was never enough for her. She wondered if anyone else would like to read it to the class. She waited. Daryl’s hand went up. That got everybody’s attention. He tried to use the same expression as Miss Eloise, to the amusement of all. She smiled appreciatively and thanked Daryl for his “spirited” rendition.
That was it! No rules and regulations. Just hanging a poem in the air. This was my new class. My new teacher! A rare and strange feeling (as Dickinson said herself) came over me, as if the top of my head were taken off. I didn’t understand that poem really, nor some poems we read later, but I felt their power. And the power of a teacher who believed in words to instruct and inspire. Believed is us. Had faith that when we became friendly enough with poems, we would make connections. We would find out how they might work, on paper and in our lives.
I no longer recall what happened next that first day so long ago. I do recall we didn’t dissect the poem, or try to figure out what we thought it “meant.” I remember at the end of class Miss Eloise gave each of us a small packet of poems, as a welcome to the new year. Perhaps we might find one we liked, she said. If not, we needn’t worry. There were plenty of poems in the world for everyone. We would find what we wanted, what we needed. And leave the rest for others.
The waters parted.
Of course, as the year went on, no matter what other subject matter presented itself, there were always poems. We were building up a friendship with them. We opened up to talk about them, to consider our own connections. To consider our own questions, not just answer Miss Eloise’s. We collected poems in folders and began to write our own. That was the beginning of my discovery, with poet Mary Oliver, that poems can be a “life cherishing force.” That understanding has lasted to this day. Ever growing.
BUILDING UP A FRIENDSHIP WITH POETRY
Poems are short. It doesn’t take much time to read a poem and think about it. And that’s what our students who hope to live with poems, who hope to write poems, need to do. Day one / week one, we can get poems out into the airwaves, pin them up against the light. Give them a chance to circulate with pleasure. It works best if the habit of poetry is embedded in our experiences from day to day, where we live. Not just on special occasions.
To build up a friendship with poems that will be the foundation for going deeper over time, we need some foundational beliefs about what might support students in this goal. Once we say, “Yes, that sounds like something important for readers and writers of poems,” the next question becomes, “So what can we arrange that will give this a chance of happening?” Considering the first question, here’s my short list for now. You might want to revise and add to it.
Students need opportunities to:
•read and listen to some poems without an expectation to “do” anything.
Just breathe them in and out. Not to “analyze.” Just hear the sounds. Feel the rhythms. Experience. Get a “taste.” Crack open the door of fear to let a little light come in. Realize one can be moved by words without always knowing why. Just like we can be moved by music without knowing why. A little mystery is good. Not everything has an answer, in poems and in life.
•read poems more than once, the more often the better
Revisit poems they’re attracted to for different reasons. To be allowed time to “request” poems to listen to and read together again. To revisit and share poems they’ve collected, or that have been charted, or tagged.
•choose their own poems to enjoy, explore, talk with others about
(in addition to those the teacher will want to introduce them to).
Collecting poems, sharing with each other, reading poems consistently across time, students build up their own personal taste, an identity with poems and poets.
•write out lines and poems they like
For sounds of language, for image, for memories they evoke, because of an intimate connection. Writing (or typing) out a poem helps you know it more closely. You are doing exactly what the poet did, and what you can do any time you want.
•listen to and read different types of poems, by different authors, to broaden the field and welcome challenges.
Becoming more familiar with different ways poems can look and sound, we become more comfortable with tasting something new. Like a traveler who happily anticipates trying new cuisine instead of turning up her nose because it’s “different.” If we feel we have to do something “serious” with every poem we read, we won’t read enough of them to get a sense of what they can be, of finding those that stick with us.
•give voice by reading poems aloud, individually and in chorus with others.
To catch the sounds and tune the ear. To bring poems inside. And out again. Poetry is a “bodily art” says poet Robert Pinsky. Reading aloud, we can begin to intuit a feel for craft. Craft is partly what directs us how to read a poem.
•excuse themselves from the company of those who would beat a poem “with a hose to find out what it really means” (Collins 2001, 16).
“Meaning” is made at the point where a reader connects with the “voice”—some inner verbal music— of a poem. An immense intimacy is felt. An exchange takes place in which something new is created. This is a personal relationship. Mysterious and miraculous. We do want to get closer to some poems as we go, especially as writers learning craft. Also, to take pleasure in the challenges of the poem, in what the writer has done to delight or move us.
•respond naturally and openly to poems
To begin, simply “say something.” Or, “What do you notice?” “What does this make you think?” Noticing and thinking. Two actions we want to become habits. They can last all year, carry over to other endeavors, the responses and interactions becoming deeper and more extended. A good way for teachers to observe, listen, get to know the students: What is she noticing? What is she thinking based on that observation? From that information, notice how the ability to observe and think deepens with consistency, experience and the work of the community. This is a foundation for those who will be writing poems.
CHOOSING POEMS, RIGHT FROM THE START
In the beginning of the year (and always) I choose to read poems aloud that I delight in, that move me in some way, that show extraordinary craft. I also hope these poems will help set a tone of openness and thoughtfulness; will help build “community think.” At the same time, I want to encourage a curiosity for the limitless ways poems can be. We will revisit these poems along the way. Some of the specifics I list here may be helpful in choosing many other poems for read aloud and discussion. You’ll find your own.
A very few examples. Key:—perhaps older students, •perhaps younger students, **perhaps both
— “Blackberry Eating” by Galway Kinnell Luscious words, wonderful metaphor, September experience
— “Where I’m From” by George Ella Lyon
Anaphora (repetition of first lines), tapping into memories, things that represent a life, springboard for sharing appreciation of life’s moments, great as a model for exploring one’s own life
— “Unfolding Bud” by Naoshi Koriyama
Amazing metaphor for unfolding of a poem, for reading again and again
— “The Truth About Why I Love Potatoes” by Mekeel McBride
Different perspectives of ordinary object, touch of humor, human condition we can relate to, conversational tone, comparison to a poem
— “Deformed Finger” by Hal Sirowitz From the author’s collection of advice from his mother, funny stream-of -consciousness, identifiable, poems from the ordinary made extraordinary
** Stone Bench in an Empty Park selected by Paul Janeczko
Anthology of haiku that shows poets looking carefully at what’s around them in the city.
Intriguing images, like taking a walk and looking around.
** “Teased” from Secrets of a Smaller Brother Richard Margolis
Short, sensitive poem, few words with deep underlying emotion. Collection of typical sibling situations. Oldie but goody.
• “Dear Apples” by Takayo Noda
Speaker talks to apple, sensuous language, detail, no rhyme (the young need that too)
• “Skyscrapers” by Rachael Field
A list of all questions. Could extend to notice, ask questions of objects, standard rhyme
• “A Lazy Thought” by Eve Merriam
Strong noisy verbs, questions inside, internal rhyme not the usual, good for choral reading, provocative ending
• “Beginning on Paper” by Ruth Krauss
Jazzy rhythm, list in syncopation, repeated phrase, great images, surprise ending, nice human touch, good for choral reading. Note: Can find poem in this wonderful anthology:
And so it goes…
Shirl is Poet Laureate for Choice Literacy online. Read some of her poems and reflections at ChoiceLiteracy.
7 comments August 24th, 2016