I’m always looking for ways that my students can experience the play of poetry, encouraging them to take some risks and express those surprises deep in their imaginations. I have a few tried and true practices that I use year to year like poetry dice and poetry comics. But like my students, I love a bit of novelty, so when I come across a promising new tool or practice, I’m all over it.
One of my colleagues recently introduced me to Ouisi Nature, a set of 210 stunning photo cards of plants, animals, and other natural formations. cropped in interesting ways. Some are extreme close ups, some are super cute animals, some are patterns that leave you guessing. The cards are meant to encourage connections between cards, allowing people to establish categories to sort the photos into.
I introduced my first grade students to these cards as an opportunity to play. In small groups they examined cards, talked about the cards, noticed details, and started sorting them into categories. They enjoyed the photos and puzzled over what some of the photos represented. The next day, I brought the cards out again. This time, I asked students to pick three photos and use them as inspiration for a poem.
Some students were worried at first. I left lots of room–and sometimes all that room just feels scary. I encouraged them to use their imaginations and not worry if the photo was actually what they thought of when they looked at the image. And after a few false starts, poems began to emerge.
S wrote about flowers and also began experimenting with line breaks.
Small Flowers but Mighty
Small purple flowers growing like pople
waking up in the morning with a yawn
flowers will get pollinated by bees and insects
Some flowers might be small but
a lot of them are mighty
P struggled a bit, feeling frustrated by feeling like instead of writing a poem it was story that appeared on the page. But perseverance paid off with this beauty.
Glittering eyes like a black sun
shining in the sky with reflections
from down below
H went in the science direction with maximum energy.
Blue energy dots like the sun
charging us all up so blue so read powerful
like waves CRASHING on to the ocean
L’s poem took me back to my recent Hawaii trip.
Hawaii
Hawaiian flowers dance like hula dancers bringing joy
and happiness to others making more and more people
happy
And yes, of course I wrote with my students! I’m not sure I got finished, but I love that the photos took me in a direction I don’t think I would have found on my own.
How do you encourage playfulness with poetry and writing with your students or with yourself? Feel free to share lessons, ideas, and resources in the comments!
On this first day of spring (or is actually the 4th day of summer?), I shared Raymond Souster’s poem aptly titled, “Spring” with the first graders in my class. I could hear them murmuring…that’s not a poem, it’t too short! This poem, made up of two short sentences, was perfect for this last day of parent conference week.
Our typical process with a weekly poem is that I read it aloud first, then students repeat the lines of the poem after me, and then they contribute what they have noticed. Today with this lovely short poem (maybe as short as our winter), I invited students to volunteer to read the poem aloud. So many volunteer readers at this time of the year, we heard the poem in voice after voice. (It’s about rain and roots meeting in a flower). Students noticed the two stanzas, the two sentences, a few even counted out the words. They recognized the science in the first stanza and the metaphor in the second. They even pointed out some phonics-related vowel patterns in the words. They illustrated the poem and added it to their ever growing poetry anthology.
After recess I asked them to write a description of spring using metaphorical thinking. Actually, we had practiced some of these orally earlier in the day, and they were so confident then that I asked them to write three metaphors for spring (on the hopes that they would be varied and more interesting as they pushed past their first attempt). I handed them each a large index card and asked them to write their metaphors. A calm settled, and of course a few students asked if they could write more than three.
I’m counting this as a success when not a single student expressed doubt or mystery about what I was asking them to do…and that everyone easily wrote more than one spring-inspired metaphor. I collected their metaphors and picked one from each child to produce a collaborative Spring Is… metaphor poem.
And on yesterday’s neighborhood walk I couldn’t resist stopping to take a photo of this flower beginning to unfurl–a metaphor of spring in a photo for me!
What would you contribute to this collaborative metaphorical collection about spring?
Yesterday I wrote about my moist and cool foggy walk on the beach, today was like whiplash. Clear and twenty degrees warmer meant the beach felt like summer. At almost 7pm it is still in the low 80s! (Thinking of all my friends not on the west coast who are dealing with storms and cold temperatures!). None of this is normal or expected. While spring breakers are loving it, I’m not convinced this is a good thing.
As we meandered along the shore I noticed a grasshopper perched on an abandoned piece of surfboard leash. What? Grasshoppers are not usual beach inhabitants. I leaned in close, trying to get a grasshopper portrait without making it leap away. I wanted to get close enough to see details and not capture that blur that happens when the focus and distance don’t line up. After a few tries, I got this unexpected shot.
I was feeling a bit uncertain about how this St. Patrick’s Day would go, especially when my students greeted me this morning with tales of leprechaun escapades that happened in their homes overnight. Glitter in the toilet, messes in the kitchen–and kids so excited they could barely contain themselves. But somehow, all that excitement channeled into a pretty calm classroom–that was unexpected (and felt like a St. Patrick’s Day gift).
We did some folding and cutting to create some lucky 4-leaf clovers–after we talked about their magical qualities (many of the first graders said they had experienced finding these rare and magical items). Most students were successful right away, and those who weren’t got theirs to come out whole on their second attempt. Then we turned them into some fun math. They wrote the number 17 in the middle (after all, it is March 17th) and then wrote math problems that equaled 17. Another unexpectedly fun and successful activity.
I like when the unexpected makes my day easier and more interesting. I also like paying attention to what is unexpected and why I identify it that way. Is it too much to wish for the rest of the week to be as pleasingly unexpected?
Earlier this week I read the book, Be a Treeby Maria Gianferrari to my first grade students. I’m so fortunate to have an amazing librarian at my school who seems to know just what books I’d love to read before I’ve ever heard of them! Anyway, Be a Tree is a gorgeous book that is a blending of factual information about trees and metaphorical thinking and comparisons of humans and their communities to trees and their ecosystems. And the illustrations by Felicita Sala are worth just sitting and poring over.
I mentioned last week that I had taught my students some photography techniques, one of which was the bug’s eye view. So after reading and examining the photos in Be a Tree, we took out our sketch books and practiced drawing a forest (okay, 2 or three trees) from a bug’s eye view…with a real focus on the trunk, looking up like a bug would from the ground. Then we also took some times to think and write a list of all the ways we need and use trees.
The next day we sketched our forest again, this time on larger watercolor paper and then used oil pastels to blend colors to create texture and depth on the trunks and branches. Today we pulled out our watercolor trays to paint in the backgrounds. Honestly, the results have exceeded my expectations.
First graders also tried their hand at writing some tree metaphors. Here’s a few:
The roots can be the tentacles of an octopus.
Trees shake their branches like hands waving.
Pine trees are as sharp as mountain tops.
Tree bark is as brown as chocolate ice cream.
I love watching students grasp a new technique and/or way of thinking. Their ability to identify a metaphor is currently much stronger than their ability to generate one of their own. But that’s all part of the learning process. and the beauty of giving space to try on new ideas.
And there’s nothing better than wrapping all this learning in an appreciation of nature and all that it offers. There’s so much to learn from trees…and kids.
For nearly 14 years I have been taking a photo (nearly) every day and posting it to social media, specifically to Instagram (you can find me @kd0602. In many ways it is a part of my writing practice. The camera helps me pay attention and when I pay attention words begin to flow. (I also started my blog at about the same time)
I’ve also gotten in the habit of sharing my photography practice with my students, specifically teaching them some techniques to try on in their photography. Last week I showed first graders examples of photos taken from a bug’s eye view, a bird’s a view, and using the rule of thirds. They were excited to try this out! We headed out to our school garden where students were to take three photos using each technique. (And to try not to all take the same photos!). We returned to the classroom to take a close look at the 9 photos and select the one that would then become the basis of the writing we would do.
I was pleased with these first grade photos. I can see the bug’s eye view, the rule of thirds, and the bird’s eye view (and my students were eager to explain their perspective to me!).
When I woke up this morning I discovered that today is World Kindness Day. I don’t teach on Thursdays, so I didn’t have any plans to engage students today–and to be honest, I didn’t even know it was World Kindness Day until I saw it pop up on social media.
The irony is that we have been celebrating kindness in our classroom–both last week and this week. Last week, after reading Brett Vogelsinger’s blog post on Moving Writers titled Poetry Pauses for Peace Day 2 I couldn’t wait to share the mentor poem, Peace: A Recipe, with my young students. My students have a sense of recipe–they make cookies and muffins with their parents–but making a recipe for something abstract like peace was new for them.
Even before reading Anna Grossnickle Hines’ poem, I had asked my students what ingredients they might include if they were making a recipe for kindness (Brett had suggested having students write a recipe for hope, but kindness felt like a concept my first grade students would have more ideas for). There was no hesitation as hands began to raise. Honesty was the first ingredient mentioned. How much would you include, I asked? A pound was the answer. Then students contributed other ideas: caring, sharing, and including others. Every time I asked for an amount, the response came back in pounds! Even when I suggested maybe a teaspoon or a pinch–the answer was no, 5 pounds or 3 pounds or some other number of pounds. Clearly students thought we needed a extra large batch of kindness!
Studying Hines’ poem, we noticed words that were about cooking, expanding their understanding of recipe components. We underlined those words and drew illustrations for the poem before heading out for lunch. Time got away before we had time to write–but I kept my plan for writing in the back of my head to come back to when I had time.
Monday was a strange day this week. We had school followed by a holiday on Tuesday (Veterans Day)–my students had two special classes on Monday, so my time with them was limited. But…I did have time to come back to the idea of writing a recipe for kindness. Before we began we brainstormed a variety of cooking words and then students got to the writing. They started with ingredients (that expanded past the ideas we had last week)…and they wanted to be done. But, I reminded them, you have to say what to do with the ingredients. And they did.
There was so much success, even from my more reluctant writers. In celebration of World Kindness Day, here’s one example:
Kindness: A Recipe
To make kindness
you put a pinch of honesty
And a spoonful of helping
And a handful of respect
And you mix it
And you spread it around the world
And that’s it.
Thanks Brett for the nudge and Anna for the inspiration. And to all the first graders in my class, I’m excited that you are the ones cooking up kindness to spread around the world!
I love children’s picture books. I might even fancy myself a connoisseur of sorts. I have old favorites, but I am always on the look out for new titles. Apparently I have a “type” when it comes to books. Our school librarian can pick a book for me…and most of the time, it is a perfect book for me.
One Day This Tree Will Fall by Leslie Barnard Booth appeared in my book bag a week or so ago…and before I even opened the cover, I was pretty sure it was a book for me. When I opened it and read through it, I nodded to myself. Yes, I’ll be reading this to my students, I said to myself. But of course, the true test is reading it aloud to kids.
Ah…the language flowed. Rhymes mingled with repetition, questions jumped in creating a refrain like a long lost friend. And wrapped in this gorgeous package was an appreciation of nature and an acknowledgement of the resilience and fragility of this ecosystem along with the introduction of important concepts like drought and decomposition (we had quite a discussion about drought–something we deal with regularly in our Southern California community).
Honoring the value of scars and hardship is a river that runs along the story of the tree. It’s a story of ecology and of acceptance and inclusion. When I finished reading it I told my students I knew I would read it again.
And I did. Later that same day, before we headed into some writing under the influence of acorns, I read the book to my students again. They didn’t complain. They noticed more…and so did I. I’ll be reading this one again…probably even buying my own copy. If you love great non-fiction for children, written with attention to the beauty and purposefulness of language…you’ll love this book. I’ll probably read this book to my students again before the school year ends! It really is that good.
In my first grade classroom, we started #writeout way back in August. Our school garden is a perfect place for observation and writing. By the second week of school we were out in the garden with our clipboards looking closely, sketching carefully, and adding captions as well as considering what the object they were examining (a passion fruit, a ladybug, a yellow cherry tomato) reminded them of. (I start planting that seed of figurative language very early in the school year!). We continue to venture outside, at least monthly, with our sketchbooks in hand, sometimes on a color walk, sometimes in search of questions… You can check out a variety of past explorations through this year’s #WriteOut choice board. Let’s Take a Wonder Walk is my offering.
While sharing information about #WriteOut at a recent San Diego Area Writing Project conference, I overheard someone mention the book, Through Georgia’s Eyes, which reminded me of the powerful connection of Georgia O’Keeffe’s art and close observation in nature. I returned to my classroom, pulled that old favorite picture book out along with another Georgia O’Keeffe picture book, Georgia’s Bones and created a plan for introducing my students to this incredible artist, encouraging close observation, carefully enlarged sketching, and descriptive writing.
We’d been on a Wonder Walk the previous week, using nature collectors to pay attention to small natural items around our schoolyard. Students picked one and sketched it. They were small drawings, nicely done, and the perfect prelude to this introduction to Georgia O’Keeffe and her attention to detail. Knowing I had a bin of seashells stashed in a cabinet in my classroom, I pulled them out and picked out a selection of some of the most interesting–enough that every student would have variety to choose from and varied enough that the shells were mostly different from one another.
After reading Through Georgia’s Eyes, we talked about the way that O’Keeffe loved to make her paintings large, bringing attention to things others might otherwise miss. Students each picked a shell from my collection and studied it carefully. We took out our sketchpads. Students were encouraged to sketch the shell, filling the page with every detail they could. Drawing big is hard for young students, so practicing this technique is important. Then I gave them a larger piece of watercolor paper and a sharpie marker and asked them to draw their shell again, even larger!
The following day, after reading the second picture book about Georgia O’Keeffe, we pulled out the trusty trays of crayola watercolor paints, mixing colors in the lids to capture the details of the shells. They looked carefully again, noticing nuance in coloring and shading, figuring out how to best capture the beauty of their shell. They also painted a background color to help their shell stand out. The results were stunning! (I decided to photograph them with the shell to show how much their study of the shell influenced the paintings.)
I was already excited about the work students were doing. These 6-year-olds were impressive with their attention to detail and care using watercolor paint–which can be unforgiving! My next request of them was something they initially found perplexing. I told them now we were going to paint our shells with words. What?!? I explained that our words were going to be the paint that helped others “see” the shell through our eyes. As is typical, I pulled my writer’s notebook out, took a close look at my teeny tiny shell, and started to think aloud about my shell. I wrote a few sentences, continuing to talk through my decisions. And then it was their turn.
You know that magic is happening when that hush falls over the room. First graders are not quiet writers so I get glimpses of their thinking as they work through words, help each other with spelling, ask questions about sounds, and speak the words they are putting on the page. I also knew something special was happening when no one was “done,” even when we had to stop for our reading groups and lunch. While my students were out of the classroom I walked around the room reading their words. Every single student was truly painting with words!
After lunch I gave students a few minutes to read through their writing and finish what they were working on. Then I pulled out the highlighters (first time this year!). I explained how I wanted them to use the highlighter–but first they had to pick a “golden line,” their favorite idea they had written about their shell. After highlighting we had a whip around where every student read their golden line out loud. My heart was full.
T wrote seriously, using all the time available to describe the shell.
My shell has a swirl in its window. Beige is the color that is the starting color but then white takes over. It has a pattern it goes purple to white. My shell has lines that curve to the end. My shell is very flat. In the inside there is white. If you touch its tip you would get poked on the finger. My shell has some green. It reminds me of a whale tail flaming in the ocean. My shell’s window is by the tip. It reminds me of a bucket of water filled. It’s my favorite shell.
M is an emergent reader and writer, working hard to capture sounds in words. This took effort and great perseverence to produce independently.
My shell has a triangle. My shell has a spiral inside. My shell has a window. My shell has pink.
Thinking Through My Lens 