“Ms. Harris, what are we doing for writing today?”
“Reading to be able to explain the main idea and supporting details.”
Sucks teeth. “How am I ever going to be a rapper?”
I carefully avoid teaching writing. I instruct students how to respond to texts and write informative reports. I follow the curriculum, teach grammar and syntax and word choice and synonyms. I model how authors revise time and time again, and even require that students use proofreading marks. But teaching the careful balance of art and law that makes language – I just can’t. Luckily, I only have to satisfy 11-year-olds’ sophistication.
But thanks to Bootcamp, (and a relationship crisis) I’m trying to turn some of this potential into kinetic energy. Yes, I know I’m a geek. So for my students that means a little of this, a little of that, lots of projects and a poetry unit.
I will read an occasional poem, and that’s where it stops. In class, we read a variety of poems, but writing their own is usually forbidden. I know, I’m the worst teacher ever. I just have to teach them a complete sentence first and sensible paragraphs, subject-verb agreement, etc… to meet standards that include writing well-developed pages on a topic; that’s all.
However, we did write poems after reading one of my favorite books, Inside Out and Back Again, as we were between persuasive and informational writing units (yay I’m not the worst teacher). The semi-autobiographical book tells the story of a girl feeling Vietnam in 1975, all through free verse. Students and I loved the simplicity and structure, combination of humor and heartache, and historical references the author used.
With their Wish poems, I was impressed by their skills and expression, and learned about what’s on my their minds. I’m looking forward to sharing more with them, and will develop more poetry lessons where we can learn about writing, together.