"This alone is what I wish for you. . . "

Demeter’s Prayer to Hades

This alone is what I wish for you: knowledge.

To understand each desire has an edge,

to know we are responsible for the lives

we change.

No faith comes without cost,

no one believes without dying.

Now for the first time

I see clearly the trail you planted,

what ground opened to waste,

though you dreamed a wealth

of flowers.

There are no curses – only mirrors

held up to the souls of gods and mortals.

And so I give up this fate, too.

Believe in yourself,

go ahead – see where it gets you.

by RITA DOVE

After reciting the poem for several classes and getting into it, I ask my 12th graders to create their own version by replacing some words or phrases (the ones that are highlighted) Below you can enjoy a sample :) 

 

Whatś your story?

When working with Slavery, I show my fourteen-year old students the film "Amistad" by Stephen Spielberg (amazing movie, by the way) After watching it, I give them this activity:

John Quincy Adams, former US president, tells Mr. Joadson to find out about the slaves'story. Joadson answers “they are from Africa” but Quincy tells him “No. no. their STORY” So, what is YOUR story? Answer that question as if you were telling a story in AT LEAST 100 words. Include the points below:

1. When, where and how were you born?
2. What have your parents told you about YOU when you were little? Personality, actions, etc.
3. Are you the only child in your family? What position do you have? Eldest, youngest?
4. Have you always lived in the same house? Or have you moved a lot?
5. What topics/issues/ideas interest you?
6. What topics/issues/ideas make you sad?
7. Which attitudes make you angry?
8. Which anecdote/memory best describes you?
9. What action can you do to improve this world? 
   In this way, I try to connect the students with the African slaves; with the "human" side of the history. I have received beautiful productions! Below you will find one of them. 
   PS: I would appreciate it if you left some comments :) 
   
   
   
   

Personification II

After writing the letter to the object, the students are asked to imagine THEY ARE the object and write a reply to the first letter :)
They have had so much fun being in someTHING else´s shoes that results have been hillarious !!

"The Vegans" poem

After discussing the poem: its rhythm, message, choice of words and rhyme, I ask the students to choose a social/ethnic group in society such as the emos (at least they appeared in Argentina), the hippies, the hipsters, etc and write a poem about them with rhymes :) 

Along the years, they have left me speechless, really!! They have engaged so much with the activity; they have discussed their views and, actually, their prejudices towards those groups , and have even had to do some research before plunging into the adventure of creating their poem !! 

Just as a mere example of what I have enjoyed, I leave you with one of my groups`creation :) 

PS: I would appreciate your comments :) 

Attitude by Charles Swindoll

“The longer I live, the more I realize the impact of attitude on life. Attitude, to me, is more important than facts. It is more important than the past, the education, the money, than circumstances, than failure, than successes, than what other people think or say or do. It is more important than appearance, giftedness or skill. It will make or break a company... a church... a home. The remarkable thing is we have a choice everyday regarding the attitude we will embrace for that day. We cannot change our past... we cannot change the fact that people will act in a certain way. We cannot change the inevitable. The only thing we can do is play on the one string we have, and that is our attitude. I am convinced that life is 10% what happens to me and 90% of how I react to it. And so it is with you... we are in charge of our Attitudes.” 

This poem has worked marvellously specially with seventeen year-old teens since they are going through the process of finding their true being and are often asked to accept more responsibilities. 

First, we read it aloud till (. . . ) home." and we comment on its messages. Then, we read it all till the end and I ask my students to provide real life examples/ anecdotes connected with the different ideas displayed throughout the poem. Finally, I give the teens these questions below for them to asnwer individually in a written form. 

Try and then tell me. I can assure you it will be an amazing experience ;)   

• What is attitude to you?
• Do you agree that “attitude is more important than successes”?Why?
• How do the following attitudes influence you? what other people say about me/ what other people think about me/ what other people do to me. (Put them in order of how much they influence you)
• How can attitude break a home?
• How have the attitudes you took in the past changed you so far? (you may include some examples)
• What is your attitude towards someone who inevitably “acts a certain way” ?
• “I am convinced that life is 10% what happens to me and 90% how I react to it. “ Do you agree with this phrase?

Sai Baba's LIFE poem

“Life is a song - sing it. 

Life is a game - play it. 

Life is a challenge - meet it. 

Life is a dream - realize it. 

Life is a sacrifice - offer it. 

...Life is love - enjoy it. " Sai Baba

whenever I have worked with this poem, adolescents have loved it!! I believe it has some unique ingredients for them: 
it is short (they do not complain about its length)
it is simple (they do not need to look some words up)
it goes to the point (there is nothing much to discuss. Everyone understands its message)
it is easy to memorise (we generally use it to open each class for a period of time)
it tickles "their" topics (they love to talk about songs, challenges and their dreams)

ACTIVITY: Once We have recited the poem many classes and discussed as a wholes class examples of each line, I ask the students to draw 6 bubbles: SONG, GAME, CHALLENGE, DREAM, SACRIFICE and LOVE. I tell them to fill those bubbles with information connected directly with them with its corresponding argument. 
1. their favourite song. 
2. their favourite game when they were kids. 
3. challenges they find at school. 
4. their dreams in life. 
5. what they feel as a sacrifice at home ;) 
6. what love means to them. 
In this way, they feel a closer and deeper connection with the poem and its message :) As an example of the activity, find below one of my students`creation. 

Personification I "Thanking an object"

After discussing with your young students what personification is, ask them to choose an item of their own or from the classroom. Then, tell them to write a letter to that object thanking it for what it has done for them :) Guide your students into expanding reasons, situations, anecdotes etc. Help them see the objects beyond the obvious ;) 
I have read AMAZING letters throughout the years and, as an example, I leave you one of my students' as a gift :) 

PS: As a closure, you can ask them to "be" that object and write a reply letter to them :) It also works marvellously !!