The astronomer Carl Sagan once said, "Imagination will often carry us to worlds that never were. But without it, we go nowhere." One of the greatest challenges in the mainstream classroom 3-12 th grade is to inspire students to write creatively--writing with no wrong answers. The role of the teacher is to invite imagination. The following workshop allows students of all abilities to warm up their imaginations while writing free verse poetry during a 45-60 minute time frame.

It's useful to offer students physical prompts, in this case, postcard images of the universe taken from the Hubble Telescope. They're abstract, colorful, dynamic. (Find on the internet at NASA, in nature magazines, or purchase directly from Pomegranate Press.)

For 5 minute warm up, enlarge a few images on a color copier, tape them to the front board, (or project on screen) and ask: what does this remind you of? What does it look like? What sound do you imagine? This leads to a word list on the board. Ask students to combine words from the board to establish wild new imagery. For example, the galaxy looks like an ice cream cone, a blue ice cream cone, a rocket, green fire, a glacier of secrets. More advanced or older students, 8 th grade to adult, may associate galactic images with emotions, with other memories, or with broader questions about the origin of the universe. Encourage diverse responses.

Model poems, offered on a handout, are "Water Night/Agua nocturna" by Octavio Paz, and an excerpt from "Ode to a Cluster of Violets" by Pablo Neruda. Each of these poems demonstrates creative imagery and invites Spanish language into bilingual classrooms. The magical realism gives students permission to "make things up." If you want students to write prose, suggest that they pretend they are connected somehow to the image. Where are they? How did they arrive? How will they return? What does it feel like?

Students will select one or two cards to write about during individual writing time. For those very reluctant, or emergent writers, suggest that they start with a list. The project becomes basically, "Describe what you see." For those not engaged, ask, "Why did you choose that card? What did you notice?" Whatever the student responds, the facilitator suggests, "Why don't you start your writing with that idea." Usually, the student continues writing once they realize that there is no wrong way to complete the project.

During silent writing time--about 15 minutes, depending on attention span of students--the teacher circulates, offering support to those off task, or applauding creative lines, words, approaches. Next, ask that students proofread what they've written and add sensory language: tastes, sounds, feelings, motion, or scent. Invite students to include words from the board, or from the photograph labels: nebula, comet, quasar, cluster, and so forth.

If time permits, refer back to the model poems. Discuss how words in poems appear on paper: centered, long lines, short lines, all-caps, no-caps? Prompt students to experiment with their lines, and to dream up a title that is unique to their poem. Maybe an idea hides somewhere in the poem, or a few favorite words might be juxtaposed to create a vivid title.

During the final 5-10 minutes of class, students volunteer to read their poems. When class time is up, guide your students calmly back from their imaginary journeys.

Assign poetry homework: Encourage students to look at the clouds, the moon, or the stars. Write about what they discover. Continue to visit the universe of the imagination.



Created by Karen K. Lewis - kwills@mcn.org
California Poets in the Schools - Multiple Levels


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