Poetry Month: Day One (by Louise)

I chose "Class Bully" because at the end of the poem they say" It's guys who don't hit girls who're strong" and that's what my mom would say when ever Gordon or Freddy, (my two brothers) wanted to fight back. Also because Nikki Grimes, ( the author) is my mentor poet and this is my favorite poem that she wrote in her book, "MY MAN BLUE".


Class Bully
       A bully
kicks me in the knee.
That bully's name
is Tiffany.
      I fume
but don't return the blow.
Guys don't hit girls
Blue says, and so
     I grab
her wrists 'til she
calms down, while
     Laughing
jeering kids stand 'round
and shout "You wimp!" But
they're all wrong.
      It's guys
who don't  hit girls
      Who're strong.

-by Nikki Grimes (from My Man Blue)

Dance-- Week Two

We had our second musical theater class on Monday. After our dance and theater warmups, we created our own tableaus. Some of them depict happy scenes, and others depict sad scenes.

Can you tell which scenes are which?

"People Equal"--Version Twelve

Today we studied how poetry can be performed in many different ways. After listening to different versions of Martin Luther King Jr.'s "I Have a Dream Speech," we decided to try it out ourselves. We read James Berry's Poem "People Equal." Working on our own or with partners, we practiced performing the poem in different ways. Then, we shared our poems with the class. Each of our versions are a little different! Here's our twelfth video.

Be sure to let us know what you think: What do you notice the poets are doing as they perform? How does that add to your understanding of the poem?

"People Equal"--Version Eleven

Today we studied how poetry can be performed in many different ways. After listening to different versions of Martin Luther King Jr.'s "I Have a Dream Speech," we decided to try it out ourselves. We read James Berry's Poem "People Equal." Working on our own or with partners, we practiced performing the poem in different ways. Then, we shared our poems with the class. Each of our versions are a little different! Here's our eleventh video.


Be sure to let us know what you think: What do you notice the poets are doing as they perform? How does that add to your understanding of the poem?

"People Equal"--Version Ten

Today we studied how poetry can be performed in many different ways. After listening to different versions of Martin Luther King Jr.'s "I Have a Dream Speech," we decided to try it out ourselves. We read James Berry's Poem "People Equal." Working on our own or with partners, we practiced performing the poem in different ways. Then, we shared our poems with the class. Each of our versions are a little different! Here's our tenth video.


Be sure to let us know what you think: What do you notice the poets are doing as they perform? How does that add to your understanding of the poem?

"People Equal"--Version Nine

Today we studied how poetry can be performed in many different ways. After listening to different versions of Martin Luther King Jr.'s "I Have a Dream Speech," we decided to try it out ourselves. We read James Berry's Poem "People Equal." Working on our own or with partners, we practiced performing the poem in different ways. Then, we shared our poems with the class. Each of our versions are a little different! Here's our ninth video.


Be sure to let us know what you think: What do you notice the poets are doing as they perform? How does that add to your understanding of the poem?

"People Equal"--Version Eight

Today we studied how poetry can be performed in many different ways. After listening to different versions of Martin Luther King Jr.'s "I Have a Dream Speech," we decided to try it out ourselves. We read James Berry's Poem "People Equal." Working on our own or with partners, we practiced performing the poem in different ways. Then, we shared our poems with the class. Each of our versions are a little different! Here's our eighth video.


Be sure to let us know what you think: What do you notice the poets are doing as they perform? How does that add to your understanding of the poem?