"This Is Just to Say" by William Carlos Williams served as inspiration for Joyce Sidman as she worked with students on poetry writing. When the class encouraged her to send the apology poem she had written to her mother, Sidman was again inspired--this time to write a collection of apology poems from the perspective of a class of sixth grade students. In this fictional scenario, the students also deliver their apology poems to the intended recipients and ask for poems in response. The apologies and responses are collected in this volume and illustrated in the fictional setting by one of the students and in reality by Pamela Zagarenski.
The variety of the poems is intriguing and entertaining especially since all the poems have the same intention or purposes--to present an apology or express regret for an action. The events that inspired the apologies range from the trivial (rubbing a statue's nose for luck) to the more serious (giving in to peer pressure and breaking all the garage windows), and the resulting poems present an emotional range of regret, sorrow, and fear in addition to a few poems showing a lack of serious contrition. Young readers will find something here with which to identify as the misdeeds are so universal. In addition to a variety of themes, the types and forms of the poems are also varied including a haiku and a pantoum, although most are free verse.
Most of the poets seem to find freedom or closure from their confessions and apologies, and many of the responses reveal the truth that the offense or inciting incident meant more to the apologist than the one who was wronged. Most of the offenses have long been forgiven. A few of the poems written to objects or animals or a couple of parents unwilling to participate are answered by other classmates who offer understanding and absolution as beset they can.
Although rhyme is not used much in this collection, strong rhythms and repetitions or refrains are frequently employed, which makes the poems especially good for oral reading or recitation. Two poems incorporate Spanish words or phrases, and several of the poems and poets reveal various cultural backgrounds that add an appeal to readers with similar backgrounds. The illustrations are simple but powerful. Zagarenski (or the fictional Bao Vang) incorporates dictionary pages into the illustrations in a collage style that highlights significant words or themes (apology, apologize,etc.). The use of lined paper and graph paper in the illustrations as well as the simple drawings and doodles reinforce the fact that they are supposedly created by a student.
The book is divided into two sections: apologies and responses and is introduced with an editor's note from one of the students. A table of contents provides access points for the readers with titles and individual student poets listed. On each page or spread, the poem's intended recipient is noted above the title.
Featured poem:
Since the poem's are really written in pairs, I would share both the apology and its response.
Fashion Sense (to Mrs. Munz)
I am so sorry for my rude words.
The classroom was so dead.
No one had anything more to say about Old Yeller,
and we were all crazy to get outside.
The silence seemed like a hundred crushing elephants.
So I raised my hand and made that comment
about your dress,
and everyone burst out laughing.
You smiled,
but your smile looked like a frozen pond.
People were high-fiving me on the way
down to lunch, but I felt like a traitor.
You know how the words slip out and you can't believe it?
And they echo in your head forever and ever?
All through lunch, and through recess,
all the next day, I wished I could take those words back.
I kept thinking of what you always say to us:
words can help or hurt, the choice is ours.
I want to rewind to that moment and say instead,
"Mrs. Merz, that dress makes you look like a princess."
You are really a queen not a princess.
Our queen. Reina de la clase.
I hope you will overlook the transgressions
of your loyal but loud-mouthed subject
and forgive me.
(P.S. I notice you'tr not wearing that dress so much anymore.
Green is not good on you anyway. I like the new one,
with blue in it, which makes you look thinner.)
by Carmen
Haiku for Carmen
Just these few warm words,
and spring sunlight fills the room;
my dress turns to sky.
by Mrs. Ruth Merz
I think these two poems together demonstrate something important about expression and emotion. Carmen's poem, one of the longest in the book, has both narrative elements, describing the series of events as well as her thoughts and emotions throughout the whole experience. Although the poem is related to one specific incident, it shows us several things about Carmen. She sets the scene in a way that seems to make excuses for why she was rude, but the contrition she describes also seems very sincere. Her post script also seems to indicate that Carmen can be blunt with her opinion. Mrs. Merz's poem, whose length is mandated by the haiku form that she chose, is the opposite of Carmen's. It's brief and spare compared to all the words of the apology poem, but it also tells us quite a bit about Mrs. Merz, that she enjoys her students and basks in warm relationships with them, that she is forgiving, and that no matter how grown up she is, it's still nice to receive compliments.
After sharing the poems, I would engage the students in a discussion of the differences and similarities in the poem. I would also highlight the line from Carmen's poem about the advice that Mrs. Munz has given, "words can help or hurt, the choice is ours" and ask the students if Carmen's poem demonstrates whether or not she has learned that lesson.
I would also want students to write their own apology poem for some transgression, a misdeed or an unkind word. Students who want to share their poems would be encouraged to do so.
The variety of the poems is intriguing and entertaining especially since all the poems have the same intention or purposes--to present an apology or express regret for an action. The events that inspired the apologies range from the trivial (rubbing a statue's nose for luck) to the more serious (giving in to peer pressure and breaking all the garage windows), and the resulting poems present an emotional range of regret, sorrow, and fear in addition to a few poems showing a lack of serious contrition. Young readers will find something here with which to identify as the misdeeds are so universal. In addition to a variety of themes, the types and forms of the poems are also varied including a haiku and a pantoum, although most are free verse.
Most of the poets seem to find freedom or closure from their confessions and apologies, and many of the responses reveal the truth that the offense or inciting incident meant more to the apologist than the one who was wronged. Most of the offenses have long been forgiven. A few of the poems written to objects or animals or a couple of parents unwilling to participate are answered by other classmates who offer understanding and absolution as beset they can.
Although rhyme is not used much in this collection, strong rhythms and repetitions or refrains are frequently employed, which makes the poems especially good for oral reading or recitation. Two poems incorporate Spanish words or phrases, and several of the poems and poets reveal various cultural backgrounds that add an appeal to readers with similar backgrounds. The illustrations are simple but powerful. Zagarenski (or the fictional Bao Vang) incorporates dictionary pages into the illustrations in a collage style that highlights significant words or themes (apology, apologize,etc.). The use of lined paper and graph paper in the illustrations as well as the simple drawings and doodles reinforce the fact that they are supposedly created by a student.
The book is divided into two sections: apologies and responses and is introduced with an editor's note from one of the students. A table of contents provides access points for the readers with titles and individual student poets listed. On each page or spread, the poem's intended recipient is noted above the title.
Featured poem:
Since the poem's are really written in pairs, I would share both the apology and its response.
Fashion Sense (to Mrs. Munz)
I am so sorry for my rude words.
The classroom was so dead.
No one had anything more to say about Old Yeller,
and we were all crazy to get outside.
The silence seemed like a hundred crushing elephants.
So I raised my hand and made that comment
about your dress,
and everyone burst out laughing.
You smiled,
but your smile looked like a frozen pond.
People were high-fiving me on the way
down to lunch, but I felt like a traitor.
You know how the words slip out and you can't believe it?
And they echo in your head forever and ever?
All through lunch, and through recess,
all the next day, I wished I could take those words back.
I kept thinking of what you always say to us:
words can help or hurt, the choice is ours.
I want to rewind to that moment and say instead,
"Mrs. Merz, that dress makes you look like a princess."
You are really a queen not a princess.
Our queen. Reina de la clase.
I hope you will overlook the transgressions
of your loyal but loud-mouthed subject
and forgive me.
(P.S. I notice you'tr not wearing that dress so much anymore.
Green is not good on you anyway. I like the new one,
with blue in it, which makes you look thinner.)
by Carmen
Haiku for Carmen
Just these few warm words,
and spring sunlight fills the room;
my dress turns to sky.
by Mrs. Ruth Merz
I think these two poems together demonstrate something important about expression and emotion. Carmen's poem, one of the longest in the book, has both narrative elements, describing the series of events as well as her thoughts and emotions throughout the whole experience. Although the poem is related to one specific incident, it shows us several things about Carmen. She sets the scene in a way that seems to make excuses for why she was rude, but the contrition she describes also seems very sincere. Her post script also seems to indicate that Carmen can be blunt with her opinion. Mrs. Merz's poem, whose length is mandated by the haiku form that she chose, is the opposite of Carmen's. It's brief and spare compared to all the words of the apology poem, but it also tells us quite a bit about Mrs. Merz, that she enjoys her students and basks in warm relationships with them, that she is forgiving, and that no matter how grown up she is, it's still nice to receive compliments.
After sharing the poems, I would engage the students in a discussion of the differences and similarities in the poem. I would also highlight the line from Carmen's poem about the advice that Mrs. Munz has given, "words can help or hurt, the choice is ours" and ask the students if Carmen's poem demonstrates whether or not she has learned that lesson.
I would also want students to write their own apology poem for some transgression, a misdeed or an unkind word. Students who want to share their poems would be encouraged to do so.
No comments:
Post a Comment