From the Scraps: NPM20 Day 26

These last couple of days have felt like summer.  Temps rising into the high 80s, cloudless deep blue skies, lengthening days and so much time at home–it’s hard to believe we are still in April.  And we came home from the grocery store with an artichoke yesterday; a huge, round, green globe that ended up as part of our dinner tonight…and the subject of today’s poem.

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In the Artichoke Scraps…

In the purple papery leaves

summer emerges

and I remember racing through the sprinklers

screaming as the cold droplets landed on warm skin

laughing with my sister

as we ran back and forth across the lawn

 

In the salty butter

I taste home

dinner like clockwork at 5

our family of 4 gathered around the dinner table

to eat and argue

mediated by dad and the dictionary

 

In the sharp spines

a fortress is present

circle the wagons

with our hearts, soft and tender, at the center

guarded carefully

closing tightly when necessary

 

In the leaves, the curves, the smells, and the taste

of an artichoke

lives

my childhood

home

comfort

and love

all wrapped up in a thistle

®Douillard

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Ordinary: NPM20 Day 25

Yesterday my students used Valerie Worth’s poem Safety Pin as their mentor text.  This is a poem we had studied earlier in the school year–when I discovered that many of my students didn’t know what a safety pin was!  Luckily, I had some safety pins in the classroom to show them.

With this poem in our remote learning environment, students were invited to craft a poem about an ordinary object–as defined by each individual.  I am absolutely loving watching my young poets find their poetic voices!

D chose a spoon as the ordinary object:

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E took on the power of paper:

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And M–although I wouldn’t use ordinary to describe a clam, chose a clam as the ordinary object:

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And I decided to write about my mask.

Mask

Cotton covering

keeping my respirations close

breathing in and out

my own air

warmed by each breath

unrelieved by the breeze

 

straps

rubber band

stretch

pulling

distorting sore ears

to hold the cotton close

 

only eyes peering above

can you smile with your eyes?

I’m learning how.

®Douillard

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Slant: NPM20 Day 24

Slant

It’s all on the slant

slippery and sliding

out of balance

out of whack

 

Vision limited

window views

front door views

only in the neighborhood views

 

Living small

the world in a box

screen eyes, screens eyed

encircled by a 6 foot bubble

 

Waiting to connect

reconnect, person-to-person

straightening slowly

until the slant

tips upright

into place

and balance

is restored.

 

®Douillard

 

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Haiku for Healing: NPM20 Day 23

My students and I are 23 days into our poem-a-day challenge.  While not all have stayed caught up…many have.  It’s such fun to watch their knowledge and skills with poetry and writing grow as they engage with written language  and ideas every day.

Yesterday I invited students to create some Haiku focused on gratitude–something I had experienced through #haikuforhealing a while back.  This seemed like a good time for some healing Haiku.

It was such fun to see what my student came up with.  They posted their Haiku along with a photo on our class padlet.  Here is a small collection of just the poetry–and notice how many students focused on family members as the subject of their poems.

And my own:

Neighborhood Nature
wind brushing my face
dappled light bouncing off trees
nature brings me peace
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With a Repeated Refrain: NPM20 Day 22

Today we used a poem by Julie Fogliano called When Green Becomes Tomatoes, from a book by the same name, as our mentor for poetry writing in our virtual classroom.  Two defining features of the poem are the repeated refrain of when green becomes tomatoes” and the use of parentheses to bring in some extra information.

My students came at this poem from some different directions, some picking up on the structural refrain, others on the description of a season or time, while others played with the use of parentheses.  Here are a couple of examples.

Max created this gorgeous piece of digital art and composed a science poem with the repeated refrain:

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E’s poem captures his (and our) sense of this moment when solitude and staying home are our current reality and “busy’ness” is starting to sound good!

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My own poem was inspired by watching some small birds on the tree in my front yard…and then borrowing from Julie Fogliano’s structure to make sense of my thoughts.

Spring’s Song

When chirps become spring’s song

sunlight will flood the sky

and energy will sprout

like greet shoots emerging from rich, damp soil

when chirps become spring’s song

days will stretch

and we will itch

for beaches, parks, and winding mountain paths

when chirps become spring’s song

gentle breezes

will tickle the tree tops

and leaves will dance with the colorful blossoms

when chirps become spring’s song

birds will perch

watching over nests of wide-open mouths

singing songs of promise:

there will be tomorrows

(more happy than sad)

(more future than past)

when the world reopens (even just a tiny bit)

and chirps become spring’s song

 

®Douillard

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Poet-Tree: NPM20 Day 21

My daily walk to the mailbox is generally uneventful.  I follow the sidewalk down the hill, past the five or six houses that look similar to my own.  I notice the groomed lawns, the xeriscaped designs where lawns once grew, those miniature citrus trees.  And today, I noticed the tall thin palm dancing in the breeze.

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Inspired by the National Writing Project post, Writing In with #WriteOut, I wrote a Poet-Tree #smallpoem today.

Tree Dance

 

Against the azure sky

the lone palm dances

solo

slowly swaying

graceful fronds stretched wide

brushing the clouds

to the shush

of spring’s song

 

®Douillard

 

Question Poems: NPM20 Day 20

Have you written a question poem?  What questions do you have about them?  Can you compose a poem made entirely of questions?

I figured my students, who tend to have a million questions every day–both in person and virtually–would be experts at this poetry form.  To inspire and mentor them, I offered them Yellow Weed by Lilian Moore along with a guiding sheet (in lieu of face-to-face instruction) encouraging them to brainstorm possible questions, to include sensory details and imagery, and to thoughtfully arrange the questions they came up with.

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And their early drafts show promise.  I’m still wishing for more detail, more elaboration, more figurative language, but these 8 and 9 year olds poets are becoming more and more confident writers.

And then I ended up writing my own question poem about a yellow weed–one that I like to describe as a wildflower.  Wild mustard is not native to these parts, but it grows as if it is.  Wild mustard in the spring–with a little water and sunshine–grows lush and tall and is a riot of yellow!

Here’s my question poem–and I might have cheated since I ended with a sentence rather than a question.

Wildflowers

 

Who plants you by the side of the road?

Is it the wind as it picks up your wispy seeds and slings them wide?

How do you grow tall, so far over my head?

Do rain and sun grab hands and circle you with hope?

Where do you go when the sun is too hot, the ground too dry?

Can you melt back into the soil like an abandoned ice cream cone?

What keeps you coming back?

Do bees and butterflies remember your generosity and return to visit?

Why do I love you?

Tall yellow blossoms wave and sway

reminding me that after the dark and gray of winter, light and warmth will come.

 

®Douillard

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What question poem will you write?

 

 

Just Walk: NPM20 Day 19

A couple of days ago, one of our team members posted an invitation to write a “waterfall” poem on our SDAWPoetry padlet.  And then I read a piece written by a fellow blogger, Margaret Simon, about writing a poem using only one syllable words.  Somehow those two different approaches merged in my brain as I thought about the many, many walks I have taken around my neighborhood.  I thought about how those walks do not flow. I thought about the staccato steps taken over and over again.  For my eyes and brain, it is like watching an endless loop with the same view repeated over and over again.

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So I tried to capture my walks in a single syllable waterfall poem…the waterfall, I fear, has slowed to a trickle…dripping over the edge, syllable by syllable.

Just Walk

Walk

one foot

in front

of the next

up

the street

down

the street

same

steps

don’t stop

just step

look

step

watch

wave

nod

stay there

six feet

not

too close

don’t cough

or

sneeze

mask up

just walk

breathe

in

and out

find joy

in the small

live small

stay close

stay safe

keep

sane

just

walk

 

®Douillard

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I do try to mix things up from time to time, walk my route in reverse, try a new street, walk on the other side of the street…and of course search for new photography possibilities.  If only these lizards would stay still and pose!

Pandemic Shelter (a Dandelion Poem): NPM 20 Day 18

Today we held our SDAWP Summer Institute pre-institute day…virtually.  And as part of our time together, we wrote some poetry.  And yeah…another dandelion poem emerged from my pen.  But honestly, I’m putting this out as today’s poem-a-day entry.  I’m just too tired from an over-the-top busy week to write another tonight.

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What kinds of poetry pours from your pen these days?

Science Poems: NPM20 Day 17

Today my students revisited the poem, Go Fly a Kite by Laura Purdie Salas.  The poem combines kite flying and some science of flight.  After reading and studying the poem, students were challenged to write their own science-based poem.  And they did!

Here’s a couple of student examples.  The first is D’s poem about the egg drop experience that kids were working on before school closed.  They ended up completing this experiment at home.

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And I’m not surprised that P managed to get basketball into his science poem!  (Everything is about basketball in P’s mind!)

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You may notice that the mentor poem was both a rhyming poem and a concrete (shape) poem–and there is evidence of the concrete shape in D’s poem and the rhyme (even when it’s a stretch) in P’s.  It’s a good reminder to me to think those aspects through when I am selecting mentor poems for writing.

My own poem was inspired by the sky when I headed out for my walk this morning and was immediately drawn to look up at the sky.

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Read the Future

 

Look up

and read the future

in that freckled sky

 

blue skies veiled

by layers of stratus

where water molecules

gather and condense

 

will they release

the promised precipitation?

will raindrops

race down our already saturated hills?

 

Apply pressure

to keep the sky blue

pushing back against clouds

pressing

the rain away

 

Look up

that freckled sky

might be a crystal ball

predicting

weekend rain

 

®Douillard

What science concepts might you include in a poem today?