Category: Writing

Poetry Friday: I Dwell in Possibility

Catherine Flynn12 Comments

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I dwell in Possibility—

A fairer House than Prose—

More numerous of Windows—

Superior—for Doors—

Of Chambers as the Cedars—

Impregnable of Eye—

And for an Everlasting Roof

The Gambrels of the Sky—

Of Visitors—the fairest—

For Occupation—This—

The spreading wide my narrow Hands

To gather Paradise—

Emily Dickinson

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Photo taken by me in the parking lot of the grocery store one morning last September.

This poem seems appropriate for a new year, when anything and everything seems possible. I’m looking forward to sharing a year filled with poetry (and prose!) with all of you. Happy New Year!

Please be sure to visit Tricia at The Miss Rumphius Effect for the first Poetry Friday Round Up of 2015.

It’s Monday! What Are You Reading?

Catherine Flynn7 Comments

IMWAYR

I haven’t written an IMWAYR post in months, but one of my goals for the new year is to blog more often, so I’m starting early with this post.

Telephone (Chronicle Books, 2014) by Mac Barnett, illustrated by Jen Corace
Telephone (Chronicle Books, 2014) by Mac Barnett, illustrated by Jen Corace

I was a little late to the Mac Barnett party, but I’ve been a devoted fan ever since I discovered Extra Yarn (Blazer + Bray, 2012). Having been on something of a bird kick this year, when I saw Telephone at my local bookstore, I grabbed it.

Barnett’s simple text and Corace’s illustrations work together to evoke a bygone era when kids played outside until it was time for dinner. The avian world on the telephone wire above echoes the human world below where kids are outside reading, running, and climbing. The story begins with Peter’s mother’s simple request, “Tell Peter: Fly home for dinner.” The young cardinal she asks is toting a baseball bat and hears what he wants to hear— “Tell Peter: Hit pop flies and homers.”  The birds along the wire continue to mangle this message until it is unrecognizable. Meanwhile, back in the human neighborhood, kids are waving goodbye as they get called inside. Finally, a zany, high-strung bird turns to an unflappable owl and tells him an outrageous mishmash of all the previous messages. The owl gives the other bird a sidelong glance, then calmly turns to Peter and tells him to “fly home for dinner.”

Corace’s illustrations are full of fine comic touches that add depth to the birds’ personalities: a distressed looking turkey is “too high on this wire,” and a rock-loving wren is decked out with star-shaped glasses and electric guitar.

Kids will love this book just for the pure silliness of it, but they’ll also love playing their own game of telephone. The witty word play also makes Telephone a terrific mentor text. Kids could have fun playing with rhymes, near rhymes, and synonyms to create their own version of Telephone. 

Don’t forget to visit Jen at Teach Mentor Texts and Kellee at Unleashing Readers to find out what other people have been reading lately. Thanks, Jen and Kellee, for hosting!

Poetry Friday: Snowpiaries

Catherine Flynn8 Comments

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According to the calendar we still have a week of autumn, but winter has definitely arrived! We had snow for Thanksgiving, and it seems like it’s snowed every day this week. Here are two poems inspired by the recent weather.

i.

After the blizzard,

hydrangeas blanketed in white:

snowpiaries.

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Children sledding, Heiloo, Netherlands, via picc.it

ii.

Giggling, laughing,

Come on, let’s go!

Sliding, gliding,

Through the snow.

Skidding, crashing,

Watch out! Oh, no!

Tumbling, crumbling,

into a heap.

Brushing, rushing,

up we leap.

Giggling, laughing,

Come on, let’s go!

© Catherine Flynn, 2014

Thank you to Paul, for hosting Poetry Friday. Be sure to visit him at These Four Corners for the round up.

A Poem for Autumn

Catherine Flynn1 Comment

Back in September, the lovely Carol Varsalona created a “Summer Serenity” Gallery, a gorgeous collection of summer poems and photographs. Soon afterwards, Carol, who I was lucky enough to meet at NCTE, announced a “Finding Fall” gallery. Autumn is my favorite season, so I thought writing a poem about its beauty would be pretty straightforward. Alas, I have been scribbling notes and ideas for the better part of two months, but a poem has eluded me. Since winter is almost here, I knew it was time to sit down and “just do it!”

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Leaf Globe

I’d like to capture autumn’s glow

inside a globe of glass,

where leaves of red and gold

swirl like confetti in the breeze.

Beneath the fiery trees,

a multicolored carpet,

crackles and rustles

as chipmunks dash and scurry,

gathering nuts and acorns

for their secret cache.

A globe that I can gaze at

on snowy afternoons,

remembering these golden days,

which drift away too soon.

© Catherine Flynn, 2014

Thank you, Carol, for being such an inspiration!

Poetry Friday: NCTE Poetry Rock Stars

Catherine Flynn12 Comments

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“Poetry is about loving the world and showing that love through words.”

Irene Latham

I’m still basking in the glow of NCTE. Many of the sessions I attended were about integrating poetry into the curriculum. I feel fortunate that I’ve gotten to know many of the poets and teachers who presented during these sessions through blogging on Poetry Friday. Meeting them face-to-face was a highlight of my weekend at the Gaylord. Their wisdom, humor and generosity have made me a better writer and a better teacher. I use their books with students every day.

During her portion of the CLA Master Class, Poetry Across the Curriculum, Heidi Mordhorst described her vision of integrating the curriculum as synergy. The definition she provided, “the interaction or cooperation of two or more organizations, substances, or other agents to produce a combined effect greater than the sum of their separate effects” not only characterizes what happens when we share poetry with our students. It embodies the spirit of the Poetry Friday community, a community I am so thankful for.

So many wonderful poems were shared during these sessions (thank you, Janet & Sylvia, for all the postcards!), I couldn’t choose just one to share today. I also wanted to express how grateful I am to these women. So I’ve stitched together a thank you of sorts using their own words.

What is beauty?

Whatever you believe it to be. (1)

To listen, to look,

to think, and to learn. (2)

Opening your heart and sharing your feelings, (3)

with plenty of space to dream. (4)

I’m glad you are my secret friend. (5)

We’re just a link away. (6)

You fold the memory

into your hearts, (7)

turn outside to inside

stranger to friend, (8)

and look inside yourself to find

the good I see in you. (9)

I’m a piece of the sky

in a circle of sun, (10)

But none of it would matter much

without the likes of you. (11)

Thank you to all the poets whose work inspired this poem!

1: Tricia Stohr-Hunt, whose blog, The Miss Rumphius Effect, was one of the first I ever read, continues to be an incredible resource for poetry. These lines are from Tricia’s poem, “Beauty”.

2: Janet Wong, co-creator with Sylvia Vardell, of The Poetry Friday Anthologies. These books are amazing resources. Janet’s poem, “Liberty” provided these lines.

3: Irene Latham‘s newest book, Dear Wandering Wildebeest and Other Poems from the Watering Hole (Millbrook Press, 2014) has quickly become a favorite with my students. These lines are from an acrostic Irene shared during the session “Poem As Storyteller: Collaborating With Authors to Write Narrative Poetry.”

4. Sara Holbrook and Michael Salinger‘s session, “Writing to Increase Literacy and Learning Across the Curriculum” was full of practical suggestions for incorporating poetry into the school day. This line is from her poem, “On Becoming Proficient,” which can be found in Zombies Evacuate the School (WordSong, 2010).

5. Heidi Mordhorst is a teacher, poet, and blogger whose work I have only recently become familiar with, but I’m looking forward to reading and sharing more of Heidi’s poetry. This line can be found in Heidi’s poem, “Funday, Imaginary 1st”.

6. The poetry of Laura Purdie Salas is a staple of my classroom. I’ve been sharing her poetry with students for years and was thrilled to meet her at NCTE! This line is from Laura’s poem, “Just Like That”.

7. Georgia Heard is another rock star of poetry I was excited to meet. Georgia’s books about Awakening the Heart and For the Good of the Sun and the Earth have had a profound influence on my teaching. This line is from her poem “Ars Poetica”, which can be found in The Poetry Friday Anthology for Middle School.

8. Amy Ludwig VanDerwater’s blog, The Poem Farm, is a treasure-trove of resources for teachers and poets. This line is from “First Practice”, one of Amy’s contributions to the The Poetry Friday Anthology for Middle School.

9. I have long been a fan of Eileen Spinelli‘s picture book, Sophie’s Masterpiece. But I was less familiar with her poetry. These lines are from Eileen’s powerful “Poem for a Bully” which can be found in The Poetry Friday Anthology, K-5 edition.

10. I met Rebecca Kai Dotlich at NCTE almost by accident. We were each waiting for a friend, and, without having any idea who she was, I introduced myself. She was very friendly and introduced herself as Rebecca. We chatted, and through the course of the conversation I realized that I was casually talking with the author of some of my favorite poems for children. These lines are from an all-time favorite, “A Circle of Sun”.

11. Mary Lee Hahn‘s blog, A Year of Reading, is another inspirational resource. She and Franki Sibberson have set the standard for excellence in blogs by teachers. Mary Lee’s passion for teaching and poetic skills continue to amaze me. Mary Lee’s poem “Our Wonderful World” is the source of these lines.

Thank you again to every one of you! Thank you also to Anastasia Suen for hosting the Poetry Friday Round Up!

Slice of Life: NCTE 2014

Catherine Flynn11 Comments

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As I flew home from the NCTE Convention last night, my mind was full of all I had learned over the past three days. I was also grateful that I had the chance to meet so many of my Slice of Life and Twitter friends. This online community is still a marvel to me. At one point, I glanced out the window and realized a large chunk of the eastern seaboard was spread out beneath me. Millions of lights clustered in cities and stretched into the distance, following roads that seemed to go on forever. They looked like a dew-drenched web, illuminated by the moon.

I was mesmerized by the sight, and my book lay forgotten on my lap. Kate DiCamillo’s words immediately came to mind: “Stories connect us.” The web of lights seemed like the perfect metaphor for the web of stories that were spun out by teachers, storytellers and poets throughout the vast Gaylord National Resort during the convention, connecting educators from all over the country and around the world. These dedicated people had all come to Washington seeking ways to help their students learn.

In his new book, Minds Made For Stories (Heinemann, 2014), Tom Newkirk says “When we strip human motives from our teaching, I suspect we make learning harder, not easier.” (p. 17) The stories shared at NCTE were full of the very human motives of passion and curiosity, and it will take me weeks to sort out and internalize them. Inspired and enlightened by people I admire and feel so lucky to know, I went to school today with one goal in mind: to share this passion with my students and colleagues. I can’t wait to help them, in the words of Paul Hankins, “be wonder bound.” I can’t wait to see them deepen their connections with the world and find their stories.

Thank you, Stacey, Tara, Dana, Betsy, Anna, and Beth for this space for teachers and others to share their stories each Tuesday. Be sure to visit Two Writing Teachers to read more Slice of Life posts.

 

Slice of Life: Unlocking Possiblities

Catherine Flynn12 Comments

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I do a lot of my best thinking in the shower. One morning last week as I was washing my hair, I was thinking about “The Good Old Days,” a poem Ralph Fletcher shared at the Connecticut Reading Conference. Later that morning, I would be facilitating a meeting with ELA teachers and I wanted to share the poem with them. Fletcher had us use this poem as a mentor text, taking the first and last stanzas from his poem and filling in the middle with our own “good old days” memories. As I lathered my hair, I thought about what I had written. I realized I hadn’t focused on any one memory. Instead, I had more of a list of special people and objects. While I was rinsing out the shampoo, it occurred to me that students could use this poem as a way to gather seed stories.

Then my thoughts returned to my poem. One line was about climbing a favorite apple tree in my grandmother’s yard. This made me think of a story I’ve been working on, but have been stumped by about where to go next. Suddenly, the tumblers in the lock aligned and I saw a possible path. Now I was rushing to finish my shower so I could write down my idea. Since that morning, I’ve been steadily working on this story, writing a little each day.

For me, these aha! moments of insight are like finding the perfect gift for someone who is notoriously hard to buy for. They give me immense satisfaction. But they don’t happen unless I’m writing regularly. When I’m writing each day, something is different in my brain. I see the world differently. I see possibilities. Donald Murray said, “The daily practice of craft sharpens the writer’s vision and tunes the writer’s voice. Habit makes writing easy.” I don’t think any amount of writing will ever make writing easy for me. Easier, maybe. But never easy.

Which brings me to students. Many students find writing the most difficult part of their day. Teachers often tell me they find it hard to make time for writing. That writing time is the first thing to go when time is short. Maybe this is because writing is difficult for them, too. This makes me sad. It is only by writing that we build our writing muscle. It is only by writing that we begin to see the world with what Maxine Greene called “wide awake eyes.” I’m constantly amazed by the metaphors children use for everyday objects when we ask them to be observant.

In order to cultivate this kind of awareness, we have to ensure that children have what Penny Kittle calls “time to count on,” time they know they’ll have so “if something occurs to [them] during the day, [they’ll] store it away, knowing [they’ll] have time to write soon, and the idea will resurface then.”  Children deserve this time to write about things that matter to them. Every. Single. Day. Nothing in our curriculum matters more than this. After all, who knows what they’ll think of while they’re in the shower!

Thank you, Stacey, Tara, Dana, Betsy, Anna, and Beth for the gift of this space for teachers and others to share their writing each Tuesday. Be sure to visit Two Writing Teachers to read more Slice of Life posts.

Poetry Friday: A Writing Kind of Day

Catherine Flynn12 Comments

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It was raining yesterday morning when I arrived at the the Connecticut Reading Conference. But Ralph Fletcher’s inspiring keynote address and break-out session about the importance of narratives and mentor texts quickly drove away the day’s dreariness.

Fletcher told the ballroom full of teachers that “mentor texts breathe new life into the classroom; they expand kids’ vision of what’s possible.” He demonstrated this by asking us to use his poem, “The Good Old Days,” as a model for our own writing. A hush came over the room as everyone wrote feverishly about childhood memories. If anyone in the room doubted the importance of giving writers choices about their writing, this activity dispelled that notion.

He encouraged us to share powerful mentor texts with students so they can be “showered by the pixie dust” that comes off these books and poems and write their own powerful texts. He urged us to leave room in our curriculum for personal narratives so our students can learn to write with voice. “Kids find their stride as writers by writing about themselves,” he said.

After his session, Ralph graciously stayed to sign books and answer questions. When he signed my copy of his poetry collection, A Writing Kind of Day: Poems for Young Poets (WordSong, 2005) he told me his favorite poem in this book is “Squished Squirrel Poem.” I love it, too. I can picture a student (or two) of mine who would be inspired by this poem. This is a poem they could go into and find exactly “what they need” to create a poem of their own.

He also gave me permission to share this poem from the collection, the perfect poem for a rainy autumn day.

“A Writing Kind of Day”

It is raining today,

a writing kind of day.

Each word hits the page

like a drop in a puddle,

creating a tiny circle

of trembling feeling

that ripples out

and gathers strength

ringing toward the stars

Then it hit me,

Ma was my first word.

As if the word swam back

to where it all began.

I want my students to think every day is a writing kind of day. Thank you, Ralph Fletcher, for sharing your wisdom with teachers and inspiring us to create classrooms that will encourage our students to create “tiny circle[s] of trembling feeling.”

Please be sure to visit Cathy Mere at Merely Day By Day for the Poetry Friday Round Up. Thanks for hosting, Cathy!

Slice of Life: The Gift of Words

Catherine Flynn6 Comments

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Last Saturday morning I sat in the nave of Riverside Church—a soaring space of beauty beyond words—as David Booth addressed the thousands of teachers gathered for TCRWP’s Fall Saturday Reunion. He reminded us that “everyone is making their own story” and that all stories deserve to be heard. It’s our job to help children reveal their story, and Booth encouraged us to “weave a blanket of words to cover our children.” He urged us to give them words we love, words we sing, words we puzzle over. He urged us to “give them as gifts.”

Each session I attended throughout the day gave me the gift of words. Audra Robb shared her wisdom about teaching students how to locate places in their writing for strong verbs and precise nouns, the kinds of words that can fill their writing with details that matter. She told us to read mentor texts closely with our students to help them become aware of the techniques authors use to create specific effects, effects they can try out in their writing. Practicing and experimenting with these techniques empowers them to find their own voice.

Brooke Geller presented a standing-room only crowd with a variety of strategies for building vocabulary. Use words, she told us, in writing, in conversations, and across our lives. Give our children opportunities to use words, think about meanings, and to read them in many different contexts. Soon the words will be part of them.

Finally, Carl Anderson urged us to ask kids questions, but then to be quiet and give them a chance to “get their thoughts together.” He reminded us to prompt them by asking them to “say more about that.” When we do this, “we nudge them to reach for more specific language.” He compared this process to Russian nesting dolls—“Each time you ask, more thinking comes out.” Most importantly, by taking the time to ask kids these questions, we’re giving kids “the gift of thinking about their thinking.”

We create our world with words. Lucille Clifton once said “We cannot create what we cannot imagine.” We can’t imagine what we can’t name. For this reason, children need as many words as we can possibly give them. We need to fill them up, so they’ll have the words they need to imagine the best possible world for us all.

Thank you to Lucy Calkins and everyone at the Teacher’s College Reading and Writing Project for the gift of the Saturday Reunions and all you’ve done for teachers and students around the world.

Thank you, Stacey, Tara, Dana, Betsy, Anna, and Beth for the gift of this space for teachers and others to share their writing each Tuesday. Be sure to visit Two Writing Teachers to read more Slice of Life posts.

Slice of Life: Writing Zenos

Catherine Flynn9 Comments

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A couple of weeks ago, Michelle Heidenrich Barnes featured an interview with poet J. Patrick Lewis on her blog. Lewis challenged Michelle’s readers to write a “zeno,” a poetic form he invented. Inspired by the mathematical “hailstone sequence,” a zeno, is “a 10-line poem with 8,4,2,1,4,2,1,4,2,1 syllables that rhyme abcdefdghd.”

I think students will have fun with this form, so I spent some time playing with zenos today. They are quite a challenge! Here’s the example I came up with to share with my students before they try their own:

In October apples ripen,

orchards are full.

Fruit hangs

thick.

Plump, juicy macs,

winesaps,

slick

with morning dew.

Fun to

pick!

© Catherine Flynn, 2014

Winslow Homer, 1878 [Public domain], via Wikimedia Commons
Winslow Homer, 1878 [Public domain], via Wikimedia Commons
Thank you to Michelle and J. Patrick Lewis for this challenge! And thank you Stacey, Tara, Dana, Betsy, Anna, and Beth for hosting Slice of Life each Tuesday. Be sure to visit Two Writing Teachers to read more Slice of Life posts.