Where I'm From: New Year, New Understanding Using Poetry

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courtesy epikardia.com

I remember watching "Gremlins" in the 80's.  When Randall is sold the Mogwai he is given three specific instructions: never expose it to bright light,  never get it wet and never, ever feed it after midnight.  Accidents happen, life continues with the normal stress it brings, the rules are not always followed and havoc breaks loose.  But, Mogwai came with instructions.  The family knew what needed to be done.  They had a guide.

In the classroom we have 20 plus individuals with their own rules.  Rules we are not given a guide for.  As educators, we know about classroom management and child development.  We understand pedagogy and teaching methods.  But each child is unique and should be respected as such.  If we take the time to learn about our kids as individuals we will better understand their specific instructions.  This will help decrease havoc in the classroom and help when stress, life, and accidents happen.

In a professional development activity last month we read "Where I'm From" by George Ella Lyon.  This poem tells the history of the writer, the things that have happened and memory she has that make her who she is today.  We listed our own memories and created poems of our own.  I am from generations of  family and love.  Those are the things I circled back to.  It helped me understand myself at a new level.  "What power this would have in a classroom!", I thought.  "What a wonderful way to start the new year."

Start with memories.  This activity could easily be done from Kindergarten through high school level.  Have students use pictures, words, phrases, or sentences to list memories in these areas: PEOPLE (family, friends, classmates, teachers), PLACES, TRADITIONS (holidays and celebrations), SENSES (food, smells), WORDS (sayings, phrases).  Encourage students to work quietly and list as many things as they can remember.  Memories will bring about other memories.  After a quiet time for working, invite volunteers to share anything they have done.  This may spark more memories for others.  They should continue to add to their list.

Then share the poem"Where I'm From"  by Geroge Ella Lyon or your own personal copy with your students.  The next step if for them to use the format to write a free form poem about themselves.  It is about their memories.  It should include what is important to them.  This will give them insight into what makes them the person they are.  Younger kids can be given a fill in the blank format:

Where I"m From

I am from ________________________ (PERSON).

From _____________ and __________________.

I am from ________________________ (PLACE).

From _____________ and __________________.

I am from ________________________ (TRADITION).

From _____________ and __________________.

I am from ________________________ (SENSE).

From _____________ and __________________.

I am from ________________________ (SAYING).

From _____________ and __________________.

Allow students to edit and work through the process of writing with this piece.  For upper grades, students could categorize their brainstorm list before they start.  What are the most important memories and least important.  How can the memories be categorized together?  Encourage students to look for similarities as they begin writing so they can form stanzas build around these connections.

When I wrote my poem I found myself organizing by big ideas.  Many memories overlapped in each category and became stanzas together.  There was a common theme which I used to create my final copy.

Where I'm From by Lori Rice 

I am from family, From only child to big sister.

I am from siblings and stompers, banana seat bikes and music.

Singing to the piano and playing records.

Bickering and laughing and love.

I am from Grandma's kitchen.

Homemade noodles and pie crust cookies.

Rolling everything out on the table,

Sprinkle with cinnamon and sugar,

Cookie dough on a spoon, warmth of baking.

I am from togetherness.

Hog roast reunions, cousins, frogs, dirt and sleepovers.

Melted chocolate in the stockings, waiting, the angel on top, Christmas.

Milk carton baskets, penny eggs, and a grand prize dollar.

I am from unconditional love.  Passed around, along, through me.

Working through the process and discovering who they are is the important part for students.  Learning what they value and how students see themselves is the important part for you.  Students may feel comfortable sharing, invite them to read their poem.  Listen to what they find important and where they are from.  This information gives you insight to motivation, interests, connections, and building relationships that will take you through the remainder of the school year.  

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