I'm in my 9th year of teaching. I couldn't go a year without doing my annual Poetry Cafe. Not because it's a love lesson, and I can't let it go, but because each year, this activity has grown more and more powerful. There is authentic sharing going on here, and that makes me happy! THAT is something that will continue to happen in these young people's lives, and so I want them to have those same experiences in the classroom as well. Here's how it goes down.
The Pre-Learning
Students spend a few weeks reviewing figurative language and poetic elements in class. This year, we tried out some really cool interactive Google Slides activities that put the students in charge of their own learning. It was also a bit scary for me because I had to let go of some of my control. I was a little nervous about the poetry they would create since I wasn't at the center of leading it, but looky there...they CAN do things on their own! (A good lesson for us teachers sometimes!)
This interactive study was due at the poetry cafe, so it helped set the pace as well. We also watched videos as a class (Here are a few of my favorites!) and we wrote and analyzed a few poems together. Also, I should note that as students were completing their own interactive study ( I called it "The Espresso-Self Poetry Exploratorium") they were creating poetry that they knew they'd have an opportunity to share later. Providing an audience for students to share their own writing often creates a more meaningful and authentic experience. In their "Espresso-Self" Books, they were responsible for learning and using the following poetic elements: point of view, graphic elements, symbolism, and mood/tone. So as they studied, they created poems using these techniques. Before the cafe, I also do a quick overview of the origin of coffeehouses and beatniks. I show students some pics of beatniks from the 1950s and 60s and tell them that they can "show" their poetic style at our poetry cafe as well. I sure do!
The Set-Up
I'm not going to lie. It's a lot of work for one day. But man, it's really worth it. Some years, my team and I have joined classes, sold hot chocolate and coffee, and transformed the science lab or library into a dim coffee joint. This year, we decided to kick it old school and each have our own in our own classrooms for the sake of time. This way, our students would have more opportunities to share. Both ways have been very successful for me. So, basically, as you can see in my pics up there, I kind of transform my classroom into Anna Monopeea's Poetry Cafe. (I even have the secretary print a school name badge with that name...ha!) I move in my own coffee tables, lamps, christmas lights, accessories, and a mic and amp from home. I leave the chairs, but move most of the desks into the hallway. I also created a menu this year, which was fun. I passed out "metaphors" and "alliteration." "Little Hugs" are a type of drink, and then I gave them the choice of a DumDum or a KitKat for alliteration. Finally, I create a sort of stage. Every year it's different. Some years I use sheets. Some years paper. I always try to make it look special.
That Day
As students arrive that day, I'm dressed in my best beatnik/hipster outfit, I have a jazz playlist on the speaker, and I'm greeting them with beatnik phrases like, "Hey, Daddio!" or, "Come on in, you cool cats and lovely ladies!" They love it. I usually introduce myself, pass out the menu items, and sing them a little diddy. (I'm a singer-songwriter, so I try to fit it in sometimes.) Finally, I give them some ground rules on being respectful as people share. (We give everyone snaps, ya dig?) It's also a one strike and you're out rule. If they can't control themselves, they can sit in the hallway with an alternative assignment. (I didn't have to give any of those this year.) Then I just get to sit back and let the students find their own voices. It's amazing to see how each class is so different. Some classes have more of a silly vibe and some really take it seriously. I accept all vibes. I want them to be in control. Throughout the cafe, if I sense a lull, or students aren't sharing as much, I have some pre-planned poetry activities on my screen. Usually they watch a short poem then have about 5 minutes to create a poem on the same topic. Those creations are usually very interesting. This year, I had them watch Poetri's "Dating Myself" then spend 5 minutes writing a poem about relationships. It worked REALLY well. What junior high student has nothing to say about relationships??
Ya Dig?
So that's about it! We continue to loop poetry throughout the year, but this is a great way to create a positive foundation and create some meaningful experiences with poetry. Take a look at my pics, and let me know if you have any questions or suggestions.
Megan Gordon
7th Grade ELA
The Pre-Learning
Students spend a few weeks reviewing figurative language and poetic elements in class. This year, we tried out some really cool interactive Google Slides activities that put the students in charge of their own learning. It was also a bit scary for me because I had to let go of some of my control. I was a little nervous about the poetry they would create since I wasn't at the center of leading it, but looky there...they CAN do things on their own! (A good lesson for us teachers sometimes!)
This interactive study was due at the poetry cafe, so it helped set the pace as well. We also watched videos as a class (Here are a few of my favorites!) and we wrote and analyzed a few poems together. Also, I should note that as students were completing their own interactive study ( I called it "The Espresso-Self Poetry Exploratorium") they were creating poetry that they knew they'd have an opportunity to share later. Providing an audience for students to share their own writing often creates a more meaningful and authentic experience. In their "Espresso-Self" Books, they were responsible for learning and using the following poetic elements: point of view, graphic elements, symbolism, and mood/tone. So as they studied, they created poems using these techniques. Before the cafe, I also do a quick overview of the origin of coffeehouses and beatniks. I show students some pics of beatniks from the 1950s and 60s and tell them that they can "show" their poetic style at our poetry cafe as well. I sure do!
The Set-Up
I'm not going to lie. It's a lot of work for one day. But man, it's really worth it. Some years, my team and I have joined classes, sold hot chocolate and coffee, and transformed the science lab or library into a dim coffee joint. This year, we decided to kick it old school and each have our own in our own classrooms for the sake of time. This way, our students would have more opportunities to share. Both ways have been very successful for me. So, basically, as you can see in my pics up there, I kind of transform my classroom into Anna Monopeea's Poetry Cafe. (I even have the secretary print a school name badge with that name...ha!) I move in my own coffee tables, lamps, christmas lights, accessories, and a mic and amp from home. I leave the chairs, but move most of the desks into the hallway. I also created a menu this year, which was fun. I passed out "metaphors" and "alliteration." "Little Hugs" are a type of drink, and then I gave them the choice of a DumDum or a KitKat for alliteration. Finally, I create a sort of stage. Every year it's different. Some years I use sheets. Some years paper. I always try to make it look special.
That Day
As students arrive that day, I'm dressed in my best beatnik/hipster outfit, I have a jazz playlist on the speaker, and I'm greeting them with beatnik phrases like, "Hey, Daddio!" or, "Come on in, you cool cats and lovely ladies!" They love it. I usually introduce myself, pass out the menu items, and sing them a little diddy. (I'm a singer-songwriter, so I try to fit it in sometimes.) Finally, I give them some ground rules on being respectful as people share. (We give everyone snaps, ya dig?) It's also a one strike and you're out rule. If they can't control themselves, they can sit in the hallway with an alternative assignment. (I didn't have to give any of those this year.) Then I just get to sit back and let the students find their own voices. It's amazing to see how each class is so different. Some classes have more of a silly vibe and some really take it seriously. I accept all vibes. I want them to be in control. Throughout the cafe, if I sense a lull, or students aren't sharing as much, I have some pre-planned poetry activities on my screen. Usually they watch a short poem then have about 5 minutes to create a poem on the same topic. Those creations are usually very interesting. This year, I had them watch Poetri's "Dating Myself" then spend 5 minutes writing a poem about relationships. It worked REALLY well. What junior high student has nothing to say about relationships??
Ya Dig?
So that's about it! We continue to loop poetry throughout the year, but this is a great way to create a positive foundation and create some meaningful experiences with poetry. Take a look at my pics, and let me know if you have any questions or suggestions.
Megan Gordon
7th Grade ELA
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