Praise the Writers

I've written in the past about the praise poems my students compose as part of our poetry challenge. I've been assigning them since 2013, and every year I am blown away by the honesty and beauty of the writing.

Praise Poems come from Western Africa and celebrate an individual's identity. They are often call and response, with the audience chanting a chorus between lines.

The formula I suggest is to write six lines and a chorus. The first line is your name, the second about your place of birth or ethnicity, the third about your family, the fourth and fifth compare you to natural elements or entities, and the last chooses a positive, defining quality about you and repeats it three times. The chorus is an expression of what you hope might be said of you by your community, and so it is written in third person.

Here are some of the choruses from this year:

Rhythm is in her soul.
Dance skips in her heart.
Her light shines through.
Nature is in her soul.
Competition is in her blood
Animals are in her heart.
Outside for life
Intelligence runs in her veins.
Happiness is her strength.
Determination in every step.
Singing is in her heart.
True to myself.
Sports are in his soul.
Playing with his dog every day.
Happiness in her soul.
Free soul
Friends in her heart
Kindness in her soul
Gymnastics in her veins
A true pessimist at heart
Perfection is what she strives.
Kindness in her heart
Being loud is in her soul.
Drawing is her soul.
Helpful is her heart.

It's a shame my time with these kids was cut short, because they really deserve the praise.

I am On It, On It, On It

My students wrote Praise Poems today. This was the third year for the assignment, and as always, I explained that Praise Poems come from Western Africa and celebrate an individual's identity. They are often call and response, with the audience chanting a chorus between lines.

The formula I give my students is to write six lines and a chorus. The first line is your name, the second about your place of birth or ethnicity, the third about your family, the fourth and fifth compare you to natural elements or entities, and the last chooses a positive, defining quality about you and repeats it three times. The chorus is an expression of what they hope might be said of them by their community, and so it is written in third person.

When teachers of other disciplines talk about teaching English they often express relief and envy– they are glad that they don't have to read all that student writing, but sorry that they don't get the insight into our students that you get from reading all that writing. I was reminded of that this evening when I read the following:

I am D
Life is so messed up
Police have more power than laws.
Life is so messed up
Dad's on the road my mom is at home.
Life is so messed up
I am the strength of an erupting volcano,
Life is so messed up
The speed of a trash bags in the air,
Life is so messed up
But I'm super super bored

To teach this boy every day, you would never have an inkling of any such turmoil and dismay; he seems soooo steady and studious. But since he went ahead and published his feelings, we have a place to start a conversation.

And we will.

Rule of Three

My students wrote Praise Poems yesterday. This was the second year for the assignment, and like last time, I explained that Praise Poems come from Western Africa and celebrate an individual's identity. They are often call and response, with the audience chanting a chorus between lines.

The formula I gave my students was to write six lines and a chorus. The first line is your name, the second about your place of birth or ethnicity, the third about your family, the fourth and fifth compare you to natural elements or entities, and the last chooses a positive, defining quality about you and repeats it three times. The chorus is an expression of what they hope might be said of them by their community, and so it is written in third person.

There is something about the writing that kids do for this assignment that is just so moving to me, especially the last lines of their poems. So often the defining quality they choose is stunning-- surprising but perfect.

Here are some of their words:

I am the force of a tornado
but I am steady, steady, steady

I change like the seasons
I am energetic, energetic, energetic

As silent as a hurricane,
but I am loving, loving, loving

I have the speed of a snail,
but I am happy, happy, happy

I am the crashing of a storm,
but I am wise, wise, wise

Determined as the cheetah,
I am daunting, daunting, daunting

I have the strength of a rhino,
but I am kind, kind, kind

I keep peace as the dove does--
I am cooperative, cooperative, cooperative

Praise Poems

The poetry challenge today was a form of praise poem. Praise Poems come from Western Africa and celebrate an individual's identity. They are often call and response, with the audience chanting a chorus between lines.

The formula I gave my students was to write six lines and a chorus. The first line is your name, the second about your place of birth or ethnicity, the third about your family, the fourth and fifth compare you to natural elements or entities, and the last chooses a positive, defining quality about you and repeats it three times. The chorus is an expression of what they hope might be said of them by their community, and so it is written in third person.

Once again, I am really wowed by the kids' writing. I got goosebumps reading a couple of them. One boy ended his poem with the line, I am ready, ready, ready. Another student wrote as her chorus, Everyone counts.

Here's my praise poem:

I am Tracey,
Teaching is in her heart.
born within the watch of Freedom,
Teaching is in her heart.
oldest child of flight and persuasion, sister of law and empowerment.
Teaching is in her heart.
I am warm granite ledges
Teaching is in her heart.
and quiet snowfall,
Teaching is in her heart.
and I am patient, patient, patient.
Teaching is in her heart.