by Brett Vogelsinger

Welcome back teachers, poets, writers, and students to our first post of the 2019 National Poetry Month season!  Subscribe now via email so you can catch every post and add new selections to your repertoire of poems to share with students.  On this site, you will also find engaging methods, questions, and media to provoke powerful thinking in your classroom.

Naomi Shihab Nye is a familiar name to many teachers who share poetry in their classrooms. Her poems are accessible and profound. They balance provocative, relevant commentary on our world with a sense of joy and possibility that children need to hear in their reading at school.

Her poem "Famous" is one of her best-known poems, but the title is slyly misleading. Instead of celebrating fame in the red-carpet sense of the word, it turns an eye on commonplace things "like a pulley . . . or a buttonhole . . . because it never forgot what it could do."

After reading the poem with students, discuss this question: "What is she doing here with the title and the concept of fame?"  Then, in their notebooks, invite students to create an imaginary"deleted scene" from this poem that fits the spirit of the original.  They might begin with her refrain "The _______ is famous to the ________" to shine a light on a different sort of fame. The opening lines of the last two stanzas also work well for this prompt: "I want to be famous to _______" or "I want to be famous in the way ________." My students wrote about the "fame" of jeeps, staples, touchscreens, pen caps, and tree trunks in their notebooks, to name a few.

When you visit the link to today's poem, be sure to watch the film adaptation of Nye's poem at the bottom fo the page.  The creative pairing of video imagery with lines from the poem could spark a discussion all of its own.  In a later post, we will look at another video from the Poetry Foundation's Poem Movie collection.

Further Reading:




Brett Vogelsinger is a ninth-grade English teacher at Holicong Middle School in Bucks County, PA.  He has been starting class with a poem each day for the past six years and is the creator of the Go Poems blog to share poetry reading and writing ideas with teachers around the world. Find him on Twitter @theVogelman.

by Rose Birkhead

Hanging Fire by Audre Lorde is a perfect fit for a fourteen-year-old adolescent student!

On the day I shared this poem with my students, I rearranged the desks to form a circle. The students knew from the beginning of class that today was going to be different, and it brought a new energy to the classroom. I highly recommend rearranging the furniture to promote conversation!

I used the text rendering experience to work through this poem, and also had students write a short comment to connect with the poem, an idea in their head, or an emotion on their heart, the Book-Head-Heart from Kylene Beers & Robert Probst.

First, I read the poem aloud to the students and had the students close their eyes, or put their heads down so they could take in the poem. On second read, I passed around copies of the poem for each student, and displayed it on the board. During the second read, I asked students to underline a sentence that stuck out to them. I read the poem aloud again, and asked them to box a phrase. Finally, I had the students read the poem to themselves, and asked them to circle one word that stood out to them. We shared our sentences, phrases, and words in the traditional text rendering protocol; then I had the students have a full class discussion about the poem for five minutes. After the discussion, students wrote down a new learning from the whole class discussion.

This activity probably takes 15 minutes. The poem has so many layers of meaning, and I was impressed with how the text rendering helped students naturally make connections with the poem. During our whole-group conversation, I held back my thoughts and let the students run the conversation. Their discussion was rich and powerful. The short write after the conversation allowed students to go back and see how/if their thinking changed, and their writing was expressive and personal. Enjoy this age-appropriate poem about being an adolescent.

Further Reading:

by Brett Vogelsinger

There is always something special about hearing a poet read his or her own words, and perhaps something extra special about hearing a recorded poet read these words posthumously.  This act reminds us that even the poems that end up commonly anthologized and in the canon are meant to be heard aloud, that they speak from the past most eloquently when we breathe life into them.

Langston Hughes poems frequently surface in student anthologies.  In this video, students have the chance to hear Langston Hughes talk about the experience that led him to write "The Negro Speaks of Rivers" as a young man just out of high school, and then he reads the poem aloud.



Brett Vogelsinger is a ninth-grade English teacher at Holicong Middle School in Bucks County, PA.  He is the faculty adviser for the school literary magazine, Sevenatenine.  Besides his annual blogging adventure on this site, he has published work on Nerdy Book Club, The New York Times Learning Network, and Edutopia and you can follow him on Twitter (@theVogelman).