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Writing in a community of writers has led me to so many wonderful connections with other teacher-writers from all over the world. I discovered the writing community at Ethical ELA in the spring of 2020 when we were all isolated. Being able to find meaningful writing prompts and support from others helped me feel less alone.

Now, four years later, I am honored to be involved in a book project. I have two chapters in a book that gives teachers an understanding of how poetry can be healing in our classrooms and beyond. Words that Mend is here, alongside its sister books 90 Ways of Community and Just YA.

One of my chapters in Words that Mend appears in the section Teacher Healing titled Walking through Grief with Poetry. I wrote about my grief journey after my father’s death and how writing poems helped me process that grief. The comments others left for me on my poems felt authentic and caring. Healing from grief doesn’t happen quickly, if ever, but finding a space for sharing my thoughts in poetry gave me a purpose. And having this book now out in the world gives me purpose.

The second chapter I wrote is titled Write Along with Me, An Invitation Accepted. I wrote about how one of my students used poetry in my class to carry her through grief and how she reached out to me to start a small after school writing group. In that chapter, you can find writing prompts that worked for me as I worked with her. In fact, each chapter includes a section for a prompt for teachers and students.

Penny Kittle wrote this about Words that Mend:

“My time reading Words that Mend was not only worth it, it has multiplied my thinking about teachers as writers in profound ways. These chapters contain the lives and experiences of teachers—written like a colleague who pulls up a chair to sit beside you—and you lean in, listening with intensity and joy. What a gift this book is: it holds so much. Words that Mend is the invitation each of us needs to write in community. In celebration. In support. In discovery of what it means to bring poetry into the lives of all those we know. There is a particular generosity in this book: one of personal experiences, yes, but also the hesitations all writers feel to show their lives in writing. You will find beginnings here (even a notebook page of first thoughts) that will inspire you to write. You will find lesson plans already worn and weathered by use in classrooms. Do not turn from the gift of Words that Mend: you need it more than you might think you do.”

~Penny Kittle, author Write Beside Them, Book Love, and Micro Mentor Texts

Words that Mend is now available for purchase on Amazon (for printing cost only) and a free pdf download on Ethical ELA here.

Sarah Donovan, Oklahoma State University, curator of Ethical ELA tells our story on YouTube:

We will have an online event at 2:00PM CST on September 22nd to celebrate and write together. Stay tuned!

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Poetry Friday is hosted today by Rose Cappelli at Imagine the Possibilities.

This week was my second week of teaching this school year. We are settling into the routine. My classroom door revolves all day long with incoming and outgoing students. Nevertheless, I am establishing some routines. One of the expectations each week is “This Photo Wants to be a Poem.” On Wednesdays I post a photo here on my blog, but I also post it on our Fanschool site.

My friend Dani Burtsfield is a teacher in Kallispell, Montana. Last week she hosted poet Allan Wolf for her annual reading conference. She took Allan on a hike that she had taken me on a few years ago, so she sent pictures of them. I was wishing I could teleport and be with them, especially since our temperatures are well into the 90’s these days. If you know Allan and his poetry presentations, you know how he creates fun wherever he goes. Dani sent me some pictures.

Allan Wolf photo by Dani Burtsfield

On my students’ blog, I post my own poem as a model, and each student writes their own poem in response. One of my new students is a second grader. I taught her how to write a haiku. First we collected words. Then she spoke lines using the words. We counted syllables. I think she was pleased with her poem.

Crystal clear water
you can see mountains through it
beautiful blue lake

by Danielle, 2nd grade

Avalyn, now in 5th grade, wrote similes and used repetition. It amazes me how seemingly simple poetic elements can work together to become a beautiful poem.

Like an oversized crystal
it falls
Like the morning mist
it falls
Like a Maiden priestess
it falls
Like an opal river
it falls
by Avalyn , 5th grade

The final example I want to share made me laugh. Kailyn wrote from the perspective of the waterfall itself.

I love spitting on people,
it’s just the way I flow.
Paparazzi all around me,
trees for hair.
My life has been a sequel,
the water in me loves to go, go, go!
I can just relax and be lazy.
If you visit me, you might want to watch what you wear..
by Kailyn, 6th grade

Dani, Allan, and Randy at Virginia Falls in Glacier Park, Montana.

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Thank you to Two Writing Teachers for creating an amazing community of writers and a safe, welcoming space to write and share.

School has started so that means back to the butterfly garden. Summer has left it overgrown and in need of attention.

On Friday my student Avalyn and I got to work. Here she is with a mammoth sunflower we planted in the spring.

Avalyn and the giant sunflower.

I started picking up the layers of mown grass around the edge of the planter box. I uncovered a nest of eggs.

Nest of eggs in dead grass

Avalyn and I, along with a few curious teachers, began a quest to find out what these eggs were.

They wouldn’t be bird eggs. Bird eggs are hard and round and usually in trees with an attending mother bird.

What about turtle eggs? Turtles usually dig a hole, and they lay near water.

Lizards? Too big.

We finally landed on the scariest option, snakes.

With my cell phone flashlight, Avalyn (Unlike her teacher, she didn’t mind touching and handling the egg.) candled the egg. Candling is a way to see inside the egg. She showed her classmates. We could see the embryo and veins and a shadow of a swirl.

Avalyn shows her classmates how to look inside an egg.

I know that having a garden is good for the social and emotional needs of gifted students (all students, actually) but I hadn’t prepared myself for the possibility of snakes.

I’m relieved to report that the eggs were hatched or eaten, certainly not viable, come Monday morning.

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Thank you to Two Writing Teachers for creating an amazing community of writers and a safe, welcoming space to write and share.

What do you do when the internet goes out, and there are two days before the students arrive at school? Make anchor charts, of course. Why not? The laminator is well stocked and hot. I got new markers with my supply order. I have a copy of Disrupting Teaching* on my table with a bookmark to the Book, Head, Heart format.

Influencer Faith Broussard Cade of Fleurdelisspeaks wrote, “You are not a fraud. You have put in the work. Do not waste precious energy doubting your worth or capabilities. You deserve to be here.”*

Even though the state insists on a new rubric for evaluation of teachers, even though the district has chosen a new platform for teaching English/ Language Arts, and even though my supervisor will be checking for annotated lessons and gifted strategies, I am an expert here. I know what I am doing.

It’s so easy for me to get stressed out over all the new, but I am keeping a mantra throughout beginning-of-the-year teacher meetings, “You know what you are doing!”

So anchor charts! To remind me that good teaching practice was not invented this year. I will implement good reading strategies without a manual that is hidden behind a code I don’t know yet. I will guide my students’ writing by sitting beside them as I have always done. I will encourage independent reading, personal narrative writing, and poetry not just in April. I deserve to be here.

Anchor Charts for Craft Elements, Notice and Note Signposts, and the BHH format for response to reading.

*Kylene Beers & Robert E. Probst, Disrupting Thinking: Why How We Read Matters, Scholastic, 2017.

*Faith Broussard Cade, Shine Bright Anyway, Harper Collins, 2024

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Thank you to Two Writing Teachers for creating an amazing community of writers and a safe, welcoming space to write and share.

We are nearing the end of the school year, so last week I panicked. I have to get the end-of-the-year narrative writing done for my SLT (Student Learning Target). I’m calmer now because yesterday I realized while working with my second grader that there has been growth, even while I wasn’t really paying attention. He completely filled one page and has more to say.

My students write a Slice of Life every week. They post on a blog site formerly known as Kidblog, now Fanschool. This weekly practice is graded, but the rubric is rather basic. More of a get-‘er-done checklist rather than anything meticulous. I forgot that the practice of writing weekly creates improvement.

Yesterday I heard my older students claiming word counts.

“I wrote 500 words!”

“I can top that easily!”

These claims were not so much competitive as they were evidence that I had nothing to worry about. They’ve learned to elaborate, to use transitions, to add dialogue, to end with a satisfying conclusion, not because I have told them to, but because that is what writers do.

Like the gladiolus my friend dropped off at my back door, their long stem of learning has blossomed and continues to grow. I am proud to be the holder of the blooming flowers. I must’ve done something good.

Glad Elfchen
Students
bloom when
you let them
be the flowers they
Choose.

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On Saturday, early in the morning, I set up a booth with two of my regional SCBWI friends. We offered our books for sale and some fun crafty activities for kids at the Lafayette Farmers & Artisans Market.

Middle grade novels and poetry books are not best sellers in this market. My friends who have picture books sold more than I did. But I didn’t care. It was a beautiful day!

When I saw a middle grade girl, I asked her if she would like to write a poem. She looked eager, so I gave her a card with a prompt from Bayou Song, a Things to Do poem. She did it! I told her she was the poet of the month and posted it on Facebook. Her mother recognized immediately that we were all teachers and said, “This is a magical space.” That comment and her daughter’s poem made every minute worth it.

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Francisco from Argentina is spending some time in our little town. I invited him to teach some of our students about the instrument he plays, violin. He visited the school on Thursday for Multi-Cultural Day. To get the students engaged in the understanding of how music words, he used a most basic and familiar tune “Happy Birthday.” He asked them questions that led them to understand you first have a note, a sound, then a beat, a melody, but he also talked about how that song is so much a part of our culture that we all know it.

We all sang along. Everyone knew the words.

In her weekly newsletter, Maggie Smith wrote about how art can be synchronistic, that the universe crisscrosses and shows us something new. “Art begets art begets art.”

On Friday, Amy Ludwig VanDerwater posted a lesson and video on her blog “The Poem Farm”. She called the method for finding a meter to use in poetry “Tapping it Out.” For my students, this essence of how song influences poetry was inspiring. I was inspired, too.

Find your beat,

and find your sound,

sooner or later,

to your heart, be (it) bound.

Adelyn, 5th grade

James used the beats of the song “Happy Birthday” to create a sweet poem about friendship. Sing it with me.

If excitement cheers you

Everybody likes you

If nobody is like you

You still have friends too.

James, 3rd grade

My poem came from the beat of “I’m a Little Teapot”.

Looking at the raindrops falling down,
One on the windshield
One on the ground.
When I find my jacket, cozy warm,
I thank the clouds for their swift storm.

Margaret Simon, draft

Thanks, Amy and Francisco, for inspiring us to see the magic of a simple tune, how music is in our hearts everyday.

Thank you to Two Writing Teachers for creating an amazing community of writers and a safe, welcoming space to write and share.

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Thank you to Two Writing Teachers for creating an amazing community of writers and a safe, welcoming space to write and share.

What is luck? The right place, the right time or something we can put an effort toward? In Pádraig Ó Tuama’s weekly newsletter, he writes about the contronym of the word want. Want can be a wish or a lack of. He asks what word are you thinking about this week? For me, it’s luck.

I attended my sorority’s state convention yesterday (Alpha Delta Kappa for educators), and I felt lucky four times. I was a first timer, so I went up to get a little prize. I had received a classroom grant, a certificate. I won a door prize. And I raised the most funds for the International Altruistic Foundation, the Alzheimer’s Association, another certificate. A combination of luck and hard work.

Door prize, lemon tea towel and scented hand soap and lotion.

I have to admit I was overwhelmed by the attention. It was all so unexpected. I know we teachers work hard to make the best experiences we can for our students. We don’t do this for recognition. We do it because we care about kids.

My Friday was a rough day. My students were tired from the week of holding all the expectations that are placed on gifted kids. All they really needed was a brain break. I need to remember this and lay a more gentle hand on them and on myself.

Do you know about the junk bug? Another weekly newsletter I receive is Suleika Jaouad’s Isolation Journals.

Rhonda Willers writes about the junk bug, how it carries the carcasses of its prey on its back and transforms into a lacewing.

The sensation of fear is a reminder not to stop, but instead to be aware, slow down, to notice more.

Rhonda Willers

Maybe this slice is going all over the place, but my mind feels like this at the moment, a strange combination of luck (blessings) and fear. Standing on a line between, balancing and hoping to stay stable, calm, and okay.

Lacewing
fragile balance
lime body lifts
shaking off dead skin
Begin

Margaret Simon, elfchen of the day
Photo by Nadi Lindsay on Pexels.com

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Thank you to Two Writing Teachers for creating an amazing community of writers and a safe, welcoming space to write and share.

I pulled out an old library discarded book The Space Between Our Footsteps, an anthology of Middle Eastern art and poetry, edited by Naomi Shihab Nye, published in 1998. Our world news has been so harsh on the Middle East. I don’t know how much my young students know, but I was sure I could find an empathetic poem to share with them. Naomi’s introduction speaks of the prejudice of Americans toward Middle Easterners. She turns the table to tell what Middle Easterners might say about Americans. The truth is we are all humans. We all have thoughts and feelings, love, and tragedy.

The poem I chose for Poetry Friday was “I Have No Address” by Hamza El Din.

I Have No Address 

I am a sparrow with a white heart and a thousand tongues. 
I fly around the globe 
Singing for peace, love and humanity 
In every place. 
I have no address. 

My address is lines ornamented by dreams, beating hearts united by smiling hope 
For people who wish good for other people all the time. 
I sing, smile and cry. 
My tears wash away pain 
In every place. 

Our paths are boats of longing, turning round and round with us— 
One day to the east, another to the west, to tranquil moorings. 
And when the waves go against us and cast us away, 
Then the echo of my sounds at midnight will be a dock at the shore of tranquility, 
In every place. 

The day we join hands with others’ hands, our universe is 
A rose garden blooming in the holy night. 
It contains us, with hope, love and alleluias. 

And I am the sparrow on the branch. 
I sleep, dream and fly happily 
In every place. 
I have no address. 

Hamza El Din

How do we build empathy in our students when the news is anything but? Where do we direct them to find peace and understanding? I believe literature, poetry can do this. But is it enough? I don’t know.

My student Kailyn is a first generation American whose father immigrated from Laos with his family. She has heard first hand from her grandfather what the land of the free means. Currently she is reading Refugee. She saw the title in my classroom and identified with it immediately. I warned her that it’s a tough book. Sad things happen. She took it anyway. Her poetic response to I Have No Address came from her reading.

Freedom

I am free,
I have peace.
I can wander without anyone judging me.

Freedom is a privilege,
One wrong move and,
Boom!

Josef, Isabel, and Mahmoud,
Aren’t free;
They’re controlled.

I am free,
I am free from controlling,
I am free from fear.


Am
Free

Kailyn, 5th grade

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Thank you to Two Writing Teachers for creating an amazing community of writers and a safe, welcoming space to write and share.

I teach gifted kids in two elementary schools. A friend of mine sent me a message on Instagram to follow “the gifted perspective.” I could immediately connect to the posts. Especially when she defined perfectionism. “Gifted individuals have a level of self-introspection. Maybe they’re hyper aware of their knowledge, or of their learning, or of their differences between them and others. This can lead to perfectionism.”

My 2nd grade student is usually so excited to learn something new. I went to a workshop a few weeks ago at our arts council and was gifted a bag of supplies and a lesson plan on landscapes. I pulled up a landscape painting onto the smart board and started asking him questions about it.

I’m not sure when things fell apart, but he had a hard time identifying things in the painting that I had assumed he would know, animals, foreground, background, landforms, plow. The more questions I asked, the more shut down he became. Then I asked him to write a few sentences to describe the painting. He froze.

I thought to myself that surely he knew how to write a few sentences. Where was the breakdown? Did I even look at the grade level suggestion for this lesson?

Perspective helps. As I’ve processed this exchange, I’ve realized I was battling against a perfectionism wall. I managed to realize this before he melted into tears. I said, “Relax. This is just for you in your journal. It doesn’t have to be perfect.” We had a little more success with the second painting. And I didn’t ask him to write.

Perfectionism Elfchen

Writing
is hard
when you’re seven
try too hard to please
Teacher

Margaret Simon, daily elfchen
The Cornell  Farm by Edward Hicks

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