“This issue addresses a variety of topics, including Young Adult literature, social justice, artificial intelligence, climate change, and mindfulness. We are proud to share work from writers across the country, including pieces by first-time authors, graduate students, and early-career teachers” (Editors’ Note). [ . . . ]Read More
Congratulations to rising senior Brianne K. for being selected as a winner of The New York Times annual poetry contest! Her blackout-style poem, “Triggers,” is prominently featured on the NYTimes website, alongside the other winning selections.
Brianne’s powerful and timely poem (pictured below) reads, “to be in a School is to survive algebra, social studies, and gun violence.”
The NYTimes also published the following author’s note about the inspiration for her poem:
As a tribute to the Marjory Stoneman Douglas school shooting tragedy, my poem is 14 words to symbolize the day that innocent students, sons, daughters, teachers, and friends lost their lives and loved ones on February 14th, 2018.
Congrats to Brianne on behalf of her teachers and classmates!
The activity fit perfectly into our modern and postmodern fiction course— students noticed the “fragmented” nature of the found poetry exercise, and also commented on the modern feel of their short but powerful poems. I also timed our poetry writing day to coincide with state testing, so the exercise itself brought a welcome change of pace.
Here’s an example of a poem we read for inspiration:
When all three of my classes had completed their poems (and submitted photographs of their work to the New York Times contest), one class suggested that we create a hallway display. That class worked together to first mount the poems against white paper, and then arrange them on a large bulletin board in a high-traffic hallway.
Here are some fantastic student examples (shared with permission):
How did you celebrate April’s National Poetry Month? It’s not too late to get your students involved in this contest! All entries must be received by Thursday, May 9.
On Valentine’s Day, a day when emotions are heightened in high school, for better or worse, I trotted out an assignment that would invite students to have fun writing poetry. These were ninth graders—generally willing to play along when I call something fun even if they don’t think it is—but I did my best to present them with options they’d find inherently appealing. They even laughed politely when I joked that if they wanted, they could write their poem on colored paper and cut it out in a heart shape.
I introduced them to the epistle, a poem in the form of a letter. I’d like to think that they were as interested in my definition of the word as they were in the sound of the word itself. They first responded with giggles, but after some coaxing, joined me, unabashedly pronouncing “epistle” in chorus while I repeatedly pressed the speaker icon on Merriam Webster, my computer corroborating our pronunciation.
I went over some options for the “recipient” (audience) of their epistle, starting with the classic love poem. I reminded them that love poems aren’t always interesting to people outside of the relationship. Then, I shared several variations.
(classically) someone you love or hate
(more subtle) someone you want to thank, or someone who is annoying you
a public figure or celebrity (dead or alive)
a fictional character
a person you don’t know but interact with (e.g., the mail carrier, the pizza delivery person)