Today in working on extending our thinking about texts we revisited Anis Mojgani’s “Shake the Dust“. We started by reading and thinking about the text, then had a group discussion. I played the video at the end.
After we watched Mojgani, I asked the students to write down if, and how, his presentation changed what they thought about the issue they were most interested. Mojgani’s presentation is forceful, and it emphasizes different issues than you can gleam from a dry reading of the poem. Doing it this way, I think, allowed students to see that there are multiple ways of interpreting the same texts.
We’ll be studying poetry soon, and Wikileaks is in the news. I therefore post the mind-expanding website, Haïkuleaks, which condenses diplomatic cables into seventeen syllables and three lines each.
The site uses Haiku Finder to scan through the cables for inadvertent Haikus.
‘People need to see
the results of decisions,’
the Sultan stated.
Haiku Finder is a quick and extremely dirty way of finding haiku’s in any texts.
You may not want to let your students find out about this site, or, alternatively, having them plug in their existing texts might make for an interesting way of introducing haikus.
I’m not particularly poetic (tell me something I don’t know), I have to go back through a month of posts to get my first Muddle haiku:
One of those things is
that rabbits eat their own poop.
Well not exactly.
Over the last two days, I’ve been trying to focus a little on how different texts can be connected by their shared themes. Poetry is one of the options for students’ presentations during the community meeting every morning, and, to speed things up a little, I’ve been insisting that students have their presentations ready and approved by the facilitator, be it a poem or leading a discussion of one of George Washington’s Rules of Civility, before the meeting starts. Otherwise, I get to choose the poem they present.
When we do a poem or a rule of civility, the presenter leads a short discussion of the work. For poems this means identifying interesting aspects of the language, but mostly I’ve had them focusing on extracting themes. They’re getting better and better at that with practice, so today I explicitly asked, “What themes do today’s and yesterday’s poems share?”
It took us a while to unpack the two pieces, they had to hear them again, and finally I ended up giving them my opinion.
We need to work on these intertextual comparisons a bit more, but, hopefully, they’ll improve with practice.
I’m considering having them read the lyrics of James Blunt’s You’re Beautiful (the “clean” version) tomorrow, because it fits nicely with the other two poems and a contemporary work might offer them an additional connection to the work. We’ll see.
I met a traveller from an antique land
Who said: “Two vast and trunkless legs of stone
Stand in the desert . . . Near them, on the sand,
Half sunk, a shattered visage lies, whose frown,
And wrinkled lip, and sneer of cold command,
Tell that its sculptor well those passions read
Which yet survive, stamped on these lifeless things,
The hand that mocked them, and the heart that fed:
And on the pedestal these words appear:
‘My name is Ozymandias, king of kings:
Look on my works, ye Mighty, and despair!’
Nothing beside remains. Round the decay
Of that colossal wreck, boundless and bare
The lone and level sands stretch far away.”
The gingham dog and the calico cat
Side by side on the table sat;
‘Twas half past twelve, and (what do you think!)
Nor one nor t’other had slept a wink!
– From “The Duel” by Eugene Field
Metaphor for the cold war?
Children’s poetry can be simple yet contain intricate, layered meaning. Project Guttenberg has a number of nice poetry collections available. Since they’re free it’s mostly older stuff, but human nature hasn’t changed that much in the last few hundred years.
Mary E. Burt’s 1904 collection, “Poems Every Child Should Know“, contains quite the number of classics like the one excerpted above. I like it a lot because when we talk about themes and issues in texts it is usually better to start with things that are very obvious, with simple language and simple sentence structure, to reduce the cognitive load.
However, just because the language style is simple doesn’t mean we can’t very quickly get to the complex.
So. If we read “The Duel” one morning while during the cycle when we discuss the Cold War and Mutually Assured Destruction, will students make the connection?
I hope they do, because then we can broaden the context and talk about human nature and the power of the classics.
Mrs. Z. donated two small books of poetry, The Best Poems Ever and Poetry Speaks (much thanks). The second comes with an audio cd, where many of the poems are read by the authors. Since some of the authors are adolescents themselves, their reading can be a little halting, but there is a nice authenticity.
The Best Poems Ever
The The Best Poems Ever has a lot of the classics. I read William Blake’s The Tiger as an example. The students though my reading was pretty lifeless so I recited it for them with a lot of emphasis and hand motions. They were pretty impressed that I’d memorized the poem so quickly, at least until I told them I’d memorized it years before (probably in middle school actually). I probably should have kept this secret. Sometimes you need the mystique.
The railroad track is miles away,
And the day is loud with voices speaking,
Yet there isn’t a train goes by all day
But I hear its whistle shrieking.
All night there isn’t a train goes by,
Though the night is still for sleep and dreaming,
But I see its cinders red on the sky,
And hear its engine steaming.
My heart is warm with friends I make,
And better friends I’ll not be knowing;
Yet there isn’t a train I wouldn’t take,
No matter where it’s going.
I discovered today, during our morning poetry reading, that Edna St. Vincent Millay‘s poem Travel is a metaphor for the asteroid collision that caused the extinction of the dinosaurs. The train is asteroid bearing down on the Earth, the smoke from the train is the dust and ash kicked up by the impact, while the whistling of the train is the moan of the dying dinosaurs.
Remarkably perceptive of St. Vincent Millay since the asteroid impact theory was posited by the Alverezs’ group decades after her death in 195.
We’re focusing on the biological sciences in the natural world this year. I’m a great admirer of the sketches and illustrations in the notebooks of the great naturalists so that’s how I plan to integrate art. Our art teacher is a great help, and she started us up with sketching in pencil and our first exercise was to get a feel for the different soft pencils. The little panel we shaded in with B, 2B, 4B and 6B pencils is a nice metaphor for what we’re working on in middle school.
There was a bit of giggling though. Last year one of the poems presented was:
Said Hamlet to Ophelia,
I’ll draw a sketch of thee,
What kind of pencil shall I use?
2B or not 2B?
– Spike Milligan
This was just before we saw Hamlet in St. Louis. Though I don’t know if the poem make the famous line more comprehensible.
