2016 Poem In Your Pocket Day 2

Today we wrapped up our 2016 Poem In Your Pocket poetry cafe with 13 more classes reading poetry into our open microphone. It was another day of many special moments.

5th graders wrote many original and powerful poems.

 

Students read poems written by other students.

It's always special when students share poems by other students. #barrowpoems

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Memorized Sylvia Plath

Memorized Sylvia Plath poetry. Impressive! #barrowpoems

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Awesome costumes were worn.

So many awesome props and costumes in Ms Tesler's class. #barrowpoems #pocketpoem

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Teachers and families helped us document the day.

 

Take a moment to watch today’s archives.  You can still Tweet about our poems using the hashtag #barrowpoems

 

Here’s a collection of scenes from today:

Until next year…

The Magic of Poetry

I love reading poetry and creating poetry with kids. I’m always amazed at the freedom that many kids feel when they express themselves through poetry and give themselves permission to abandon some of the “rules” we must follow when we write in other forms.  While there are many “rules” in poetry too, I’ve noticed that many kids aren’t intimidated by writing a poem when they realize that poetry is painting a picture with words and not necessarily writing in a complete sentence.

Getting some decorations in place for poem in your pocket. #barrowpoems #barrowbuddies #librariesofinstagram #poetry #poetryreading

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I’m happy to work with students on poetry all year round, but we of course do our fair share of lessons in April for poetry month. Recently, Ms. Lauren’s Kindergarten class came to the library for an introduction to poetry leading up to our annual Poem In Your Pocket poetry cafe.

Recycled vases ready for poetry flowers #barrowpoems

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Rather than read a bunch of poetry, I chose to read one poem that is a full length book called Black Magic by Dinah Johnson and illustrated by R. Gregory Christie.  The text is filled with vivid similes about the color black such as “black is loud like my best tap shoes making happy noise with every move.”

Inspiring text for color poetry #barrowpoems #barrowbuddies #librariesofinstagram #poetry #poetrymonth

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Prior to reading the book, I wrote “Green Magic” on the board and asked students to think of a list of things that they thought of when they thought of the color green.  Their list looked like this:

  • green flags
  • green leaves
  • green books
  • green beans
  • green stickers
  • green turtles

Then, we read the book.  We paused along the way and paid attention to the language.  I wasn’t specifically focusing on similes with them but instead just noticing the unusual descriptions or the vivid descriptions.

Following the book, we revisited our list.  I asked them, “How can we take each of these things in our list and make it more vivid or unusual?”  Students took turns offering suggestions.  Sometimes we went with the first thing a student said, and other times we listened to several suggestions before deciding what to add.  I let the students come up with the words, and I wrote them for us on the board.

To close our time, we read the poem twice. First, I read it aloud, and then we did a choral reading.

Green Magic

By Ms. Lauren’s Kindergarten Class

Green flags waving in the sky

Green leaves falling from the trees

Green books sitting in the library

Green beans dancing in my mouth

Green stickers sleeping on my hand

Green turtles minding their own business

Now, many of these students want to go back into the classroom and try writing their own color poetry modeled after this one. This time of writing really seems like magic to me.  Students come in with a blank screen in front of them and we unite our minds and voices to create something together as a community that just seems to spark when it is spoken into the air. We did this without any fancy technology or bells and whistles.  It was just us, our imaginations, an inspiring text, and a dry erase board and marker.

What poetry magic have you created this month?

Celebrate Poem In Your Pocket Day with Us!

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Poem in Your Pocket Day is a national celebration of poetry where everyone is encouraged to carry an original or a favorite poem in their pocket and share the poem with friends, family, and even strangers during the day. The official day is April 21 this year, but due to state testing we celebrate early and use this celebration to kickoff Poetry Month and National School Library Month.

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On April 7th and 8th, every class in the school will come to the library for a special poetry cafe. We’ll have special seating, special lighting, an open microphone, and a poet’s stool.  Students and teachers are welcome to come to the open microphone during their time slot and share poetry until time runs out.  No one is forced to come to the microphone, but what we’ve found is that almost every students and teacher in the school shares a poem on this special day.

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Family and community are welcome to attend in person, but we know that not everyone can join us in person.  For the past several years, we have broadcast our poetry readings live and encouraged people to leave comments for the poets.  Last year, we tried Google Hangouts for our event and encouraged people to tweet comments to our poets using a hashtag.

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This year, we are once again broadcasting our poetry and we would love for it to be the best year yet.  We would love for you to tune in to any of our poetry readings taking place throughout the day on April 7 and 8.  You can even tune in late by watching the archives.  Everything you need to know is housed on a special Smore page.

Everything you need to know about our event is here!

During the event, I will have a special “wall of social” displayed on our projection screen so that students can see any comments that you leave for them on social media such as Twitter and Instagram.  Be sure to use the hashtag #barrowpoems so that we see your comments.

Happy Poetry Month and School Library Month!  We hope to see you online!

Schedule:

Thursday April 7, 2016

9:40 2nd grade- Brink

10:00 2nd grade – Yawn

10:20 2nd grade- VanderWall

10:40 2nd grade- Hutcherson

11:00 Lunch

11:20 PreK-Trina

11:40 PreK-Wisz

12:00 Kindergarten-Hocking

12:20 Kindergarten – Sandifer

12:40 Boyle

1:00 1st grade Skinner

1:20 1st grade Wyatt

1:40 1st grade Stuckey

2:00 1st grade Cunningham

2:20 1st grade Seeling

Friday April 8, 2016

8:00 2nd grade Ramseyer

8:30 5th grade language arts

9:00 3rd grade- Clarke

9:30 5th grade language arts

10:00 3rd grade- Haley

10:30 3rd grade- Hart

11:00 3rd grade – Em

11:30 5th grade language arts

12:00 Kindergarten- Ms. Choate

12:20 Kindergarten-Ms. Lauren

12:40 Lunch

1:00 4th grade Coleman

1:30 4th grade Tesler

2:00 4th grade Weaver

National Poetry Month: Book Spine Poetry Lessons

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I love found poetry.  It is so interesting to think about how words, phrases, and sentences that already exist in the world can be remixed into something new.  We recently spent some time creating blackout poetry, and now students have been coming to the library to create book spine poems.  Each year that we try this type of found poetry, I’m finding that we get a little bit better and add some new strategies for crafting a book spine poem.

This year I decided to do some storytelling to share with students how I crafted my own book spine poem.  Rather than give a list of tasks to do, I told my story and let that guide our instructions for how to make a book spine poem.

“When I made my book spine poem, I just wandered around and picked a shelf in the library.  I spent time at the shelf scanning every title and looking for a title that spoke to me in some way.  The first book that jumped out to me was In My Mothers’ House.  I continued creeping along that same section of the library looking for a title that seemed to go with the one that I had already found.  I didn’t really know if I had found my first line of the poem or just a piece of the poem, but when I came across The Wonderful Happens, it seemed like magic.  Both of those titles just sounded like the beginning of the poem to me.  Now I had a focus.  I needed to find more books that told more about In My Mothers’ House.  I didn’t really worry about order.  I just wanted books that sounded like a good fit.  Once I found 3-4 more, I went to a table and started arranging them and reading them aloud.  I tried many different ways to see what sounded right.  I even had a book that just didn’t seem to fit, so I decided to put that one back on the cart at the front of the library.  When my poem felt just right, I knew I was reading to record myself reading it.”

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By telling this story, I really felt like student had a good sense of what to do, but we did still rephrase the steps together.

1.  Choose a place to start.

2.  Look for books that speak to you and only take the ones that you think you will use.

3.  Continue choosing books that connect to one another

4.  Arrange them in a way that sounds right and put the extras on the cart at the front of the library.

5.  Record yourself reading your poem and return your books to the cart at the front of the library.

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Students got to work.  Most of them jumped right in, but a few had trouble starting.  I found a few students who just wandered around without knowing how to start, so I encouraged them to stop wandering and start reading titles.  Some were very focused on content which made it a bit harder to craft a poem.  They wanted a book about X instead of thinking about a book’s actual title.  I tried to explain that the content of the book really didn’t matter. All that mattered was the title.  It took some time for that to click with some students.  I didn’t want to tell students not to use the computer, but we did nudge students to really try looking at the shelves rather than try to find something on the computer.  Most students who tried the computer strategy ended up abandoning it anyway because it added too much time and frustration to the process.

As students recorded their poems, they came to me at a table.  I had an iPad cord plugged into my computer, so we just connected and uploaded straight to Youtube and put the videos into a class playlist of poetry.

You can enjoy their work in each of these playlists.

2015 Poem In Your Pocket (Part 2)

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Our live poetry cafe continued today with 11 more sessions.  Again, we broadcast each reading through Google Hangouts and encouraged people to Tweet about our poetry using the hashtag #barrowpoems.  You can read about yesterday here.

I always love the surprises that come up from students: a student reading from a computer, a student who barely speaks who reads an incredibly descriptive poem, a student giving his teacher a standing ovation, a student who shared a poem in Chinese and then English, students encouraging their friends with a “you can do it”, a student sharing a poem about his home country, a student reading a poem for another student who was too shy to come up, and  a student handing me her poem to carry in my pocket.

Today I added a little sign to help with our traffic in and out of the library for checkout.

The energy of our students sharing poetry is simply amazing and inspiring.  Check out all these pictures of the students in action.

Our Twitter wall was very popular with students during the two days:

A few tweets from today:

Watch all of today’s archives:

2015 Poem In Your Pocket Day (Part 1)

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Each year, Poem In Your Pocket Day morphs into something just a little bit new.  It’s always a day to come to the library and share poems into our open microphone, but we like to mix things up a bit each year.  This year, I put out soft seating instead of tables.  It allowed students to be a bit closer to the speaker and hopefully felt a bit more cozy.

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In the past, I’ve used Adobe Connect to broadcast our day.  While it is a great tool, it has some drawbacks.  I love that it is one room that our online guests can stay in all day long and I can communicate with them via chat.  However, I don’t love the way the archive is created.  I have to setup and name each recording right as I’m starting the recording.  It doesn’t take long, but it’s one more step I have to do.  Also, once all of the archives are done, I have to go in, change them to public, and copy the link to share in order for people to view them.

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This year, I decided to try Google Hangouts on Air.  We use this every day for our morning broadcast, so I’m very familiar with using it.  Ahead of our event, I setup a Google Hangout on Air for each session on our schedule.  Then, I opened each hangout and copied the Youtube link where the video would stream live.  I embedded these videos on one big Google site so that they were easily accessible in one spot.

Click to visit our Google Site

As each group came in, I opened the hangout, tested the sound, and pressed start.  Our guests could watch online, but as soon as I pressed stop the video was instantly archived on that same Google site.  It saved me the hassle of having to go back and find all of the videos in order to share them.  While it’s not huge, any amount of time I can save is valuable to me.

This year, to make up for the chat feature being taken away, we decided to use Twitter to talk about our poems.  We encourage our online guests and future viewers of our content to tweet using the hashtag #barrowpoems I used Tweet Beam to display the tweet on our projection board for students to see.  It was fun to see how this populated throughout the day and how much students smiled when they saw a tweet mentioning their poem.  Teachers even pulled out their phones and helped document the day through pictures, videos, and comments on Twitter.

Also, here’s a little look at what it’s like to be in the room.

This event always amazes me because pretty much every student in the school gets up in front of an audience and speaks.  It’s a small amount of speaking, but I love seeing students get used to speaking to an audience and seeing what that feels like.  This is a very positive and supportive atmosphere, so most students leave the reading feeling validated for their work.

I encourage you to listen to some of our archives and continue to tweet about #barrowpoems

Continue watching us live on April 10th!

 

Collaborating Within Walls Using Google Hangouts: A List Poetry Lesson

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Last year, I tried something new with the 2nd grade.  My library schedule was packed and it was hard to get all 4 classes on the calendar, so I used Google Hangouts to teach all 4 classes at one time.  It was an experiment, but it proved to be a lot of fun and also showed the students and teachers how to use a Google Hangout and collaborate on a Google doc.

This year, we planned it again and added on a few layers.  One of our favorite kinds of poems to write is list poetry.  You take a list and add descriptive words to each item on the list so that the reader can experience the items on the list.  Our goal in our Google Hangout this time was to learn about list poetry, hear a mentor poem, practice list poetry together, and then create one collaborative list poem.

In advance, I setup a Google Hangout on Air.

 

I sent the link to the hangout to all of the teachers participating in the hangout.  I also created a blank Google Doc for our collaborative poem and shared editing rights with all 4 teachers.

 

I gave the blank doc a title and wrote each teacher’s name inside the doc to create a space for each class to add to the collaborative poem without writing on top of one another.

On the morning of the hangout, I emailed teachers a reminder that included the link to the doc as well as the direct link for  joining as a participant in the hangout.

At hangout time, I went in my office and awaited the classes.  As they entered, I did a sound check to make sure microphones were working.  Then I used the control panel in Hangouts to mute all of their microphones to eliminate feedback.

I opened our lesson by reading from Falling Down the Page, list poems collected by Georgia Heard.  We focused on “In my Desk” by Jane Yolen.  I pointed out how she gave describing words for each item found in her desk so that we would be able to picture it or experience it.  I built on the reactions of students to the line about a “great big hunk of rotting cheese” found in a lunch box.  These kinds of words cause us to react which is exactly what we want in a poem.

Next, I opened up a blank doc and started writing a grocery list:  bread, milk, eggs, cereal.  Then I assigned each word to one of the 4 classes and had them brainstorm describing words to add to each item on my list.  Each class had a chance to speak in the hangout as I added our words to the poem.

Finally, I invited all of the classes to work on a collaborative poem about things under our beds.  Each teacher facilitated the work in their own classrooms.  I checked in from time to time to give an update on when we would stop working.  Then, each class read their stanza of the poem to close out our time.

While we were writing, I invited people on Twitter to watch the doc in construction.  We had lots of viewers engaged in our work in progress, and students loved being published authors with one tweet.

Viewers

You can watch the whole thing here:

This lesson certainly saved me time in the library to give to other classes who needed a lesson, but it was much more than that.  Rather than having each class in the grade level feel isolated, this lesson allowed them to unite together to create a piece of writing that immediately reached an audience outside of our school.  It allowed us to collaborate within the walls of our school without the disruption of shuffling kids from class to class.  It gave each class a space to think and work with one another and also a space for all classes to work together.  I don’t think that every lesson would work in this type of setup, but it does make me curious to think about when this type of learning is the better choice than scheduling each class individually.

Under My Bed

By Barrow 2nd graders

Under my bed you will find…

 

(Yawn’s Stanza)

Slimey Socks

Lost High Fives

Stuffed animals, toys, and books

Scraps of paper

Remote control plane

Hairy, mad Tarantula

Dusty Boogers

Junky Legos

Clothes and shoes and jackets

Hairy Monkey Eyes with a big chin

Tv, coke can, and baseball cards

Football cards and a zipline

Dirty underwear, rotten bread, and an old sandwich

 

(Ramseyer’s Stanza)

Two fat picture books

A fake diamond sword

My playful black kitten

Giant Lego parts

Huge dead bugs in the corner

A stinky, rainbow sock

A blue crate filled with Adidas shoes

A chewed up puppy stuffed animal

 

(Brink’s Stanza)

Hiding under my bed with my big, hairy monster

you will find

smelly dead cockroaches and dust bunnies

old paper candy wrappers

a big purple three horned monster

basketball shoes

an empty shoebox and an old toy

a skeleton reaching for water

a stinking mummy, rotten eggs, and a stinky sock

cuddly stuffed animals

a golden chair, medals, trophies

smooth rocks I found in the street

lost, overdue library books

a racing track

paper plates

 

(Wright’s Stanza)

Under my bed, I look and see

Flattened books

moldy food

cute and sleepy puppies

old broken legos I used to play with

misplaced and forgotten toys

and ripped, dirty money

 

So many things under my bed.

 

Following this lesson, I did a very similar lesson with one Kindergarten class in person.  We didn’t do the hangout, but we did share our work with the Internet so that students’ voices were already reaching an audience even in their beginning steps of writing.  It was so much fun to get a comment from one of the viewers of the doc.