The Books:
Activities:
It all starts when six kids have to meet for a weekly chat–by themselves, with no adults to listen in. There, in the room they soon dub the ARTT Room (short for “A Room to Talk”), they discover it’s safe to talk about what’s bothering them–everything from Esteban’s father’s deportation and Haley’s father’s incarceration to Amari’s fears of racial profiling and Ashton’s adjustment to his changing family fortunes. When the six are together, they can express the feelings and fears they have to hide from the rest of the world. And together, they can grow braver and more ready for the rest of their lives.
1Everyday Democracy is a non-profit dedicated to helping communities find ways for all kinds of people think, talk, and work to solve problems. Their guide is a six-session discussion guide to help all kinds of people take part in meaningful dialogue to examine gaps among racial and ethnic groups and create change. Ask Ms. Taylor for the guide or download it here.
- Circles: One Version- Sequential Restorative Circle
In sequential restorative circles, one person speaks at a time. The chance to speak moves around your circle in one direction.
Structure your sequential restorative circles around topics or questions raised by your circle facilitator. This format gives quite or reserved voices, who often get pressured by loud or assertive voices, a chance to speak freely. By using topics and questions, you also help guide your circle, and give your participants a more structured way of voicing their concerns.
From: http://www5.esc13.net/thescoop/behavior/2017/06/19/restorative-circles/
2. Buildinging Community: Name stories, Sharing ourselves, Knowing our communities: Works toward bringing the stories of individuals to the fore in the multicultural experience. Participants write and share stories about their names and nicknames, what they mean, why they were given them, and how they relate to them.
3. Introspectives
4. Circles of My Multicultural Self (more info on website) The Circles activity engages participants in a process of identifying what they consider to be the most important dimensions of their own identities. Stereotypes are examined as participants share stories about when they were proud to be part of a particular group and when it was especially hurtful to be associated with a particular group.
5. Who I Am Poems. This activity begins an active introspective process while continuing to provide opportunities for individuals to make connections with each other. Participants write short poems, starting each line with "I am," encouraging them to describe in their own words, who they are and what's salient to their identities (turn into a class book to refer to)
Other books about Restorative Practices
Touching Spirit Bear
My Year in the Middle
3. Introspectives
4. Circles of My Multicultural Self (more info on website) The Circles activity engages participants in a process of identifying what they consider to be the most important dimensions of their own identities. Stereotypes are examined as participants share stories about when they were proud to be part of a particular group and when it was especially hurtful to be associated with a particular group.
5. Who I Am Poems. This activity begins an active introspective process while continuing to provide opportunities for individuals to make connections with each other. Participants write short poems, starting each line with "I am," encouraging them to describe in their own words, who they are and what's salient to their identities (turn into a class book to refer to)
Other books about Restorative Practices
Touching Spirit Bear
My Year in the Middle
During a time of heated immigration debate and unrest, this book is an opportunity to hear directly from youth who are often in the headlines but whose stories don’t get told in full. Sixteen young people from the Latin American Youth Center (LAYC) in Washington, D.C. came together to tell their own stories of immigration and transformation in comics form. The result is this side-by-side bilingual collection of graphic memoirs that not only builds connections across language, but also breaks down barriers and expands hope.
- Comics: Have students write a story and make a graphic comic like the ones in the story. Try to make it in two languages. Collect for a book.
Memoir prompts:
• Tell us about what you dream for yourself / your family.
• What do you wish people understood about you but often don’t? (You could also think about it more broadly Write down 3 emotions you have felt strongly in the last year. Tell us the story of each one.
• Who has had the greatest impact on your life? How did this person influence you?
2. Humans of Ballou borrows it names from the well-known Humans of New York series. Do some research on the various Humans of … projects and compile a list of 10 of your favorite questions being asked. Now, try to answer as many of them as you can!
3. If you knew me poems Use this handout to create poems. 6.
4. My neighborhood: Take a picture (or pictures) of your neighborhood- make a class photo essay of the things you like about your neighborhood. Check out this Las Fotos project in LA
Other Books:
Poppies of Iraq
Undocumented
The Unwanted
Documentaries and Music:
El Voz Del Pueblo- 18 minute documentary
Europe’s Migration Crossing Points in Six Films
List of Documentaries
Latinoamerica by Calle 13 (song)
La Bamba Rebelde by Las Cafeteras (song)
Using the structure of a poetry slam, Nikki Grimes' award-winning novel is a powerful exploration of self, an homage to spoken-word poetry, and an intriguing look into the life of eighteen urban teens. This anniversary edition--celebrating ten years of this wonderfully evocative work--will feature discussion questions, testimonials from teachers, and an all new introduction from the author.
Examp
- Thursday Poetry: Draft your own slam poem modeled after the ones in the book; written in the first person addressing a problem the student has, comparing public perception of the student with the students’ perception of themselves or reflecting on a personal attribute of great importance to the student. Use Raul’s poem on page 22, Diondra’s p27 or Devon’s p84 for inspiration or models.
- Read, memorize, and recite a famous poet of the Harlem Renaissance (a poem in your heart).
- Making Poetry: Raps, Haiku, Found Poetry
- A poem in your pocket: Poem in Your Pocket Day takes place every year on a day in National Poetry Month. On this day, select a poem, carry it with you, and share it with others at schools, bookstores, libraries, parks, workplaces, street corners, and on social media using the hashtag #pocketpoem. MAKE IT ANY DAY
- Music and Poetry: Hold a debate- is music poetry? Have students bring in their songs to defend their position.
- Crafts: Found Poetry, Watercoloring and Poetry, Tap Poetry, Riso Art (ask Ms. Taylor for the supplies and help on any of these fun activities.
- Music: Students can bring in music to share
- Examples Below from
Other books
One Last Word
The Crossover
Rhyme Schemer
Films
Louder Than a Bomb- Chicago Poetry Slam
We Are Poets
Slam The Movie
Watch poems on Youtube stations “Poetry Button” or “Poetry Slam Inc”
Special Events
One Last Word
The Crossover
Rhyme Schemer
Films
Louder Than a Bomb- Chicago Poetry Slam
We Are Poets
Slam The Movie
Watch poems on Youtube stations “Poetry Button” or “Poetry Slam Inc”
Special Events
- Open Mic
- Poetry Cafe
- Poetry Slam
Dear Teachers,
Reading is Fun! Reading is Social! For the book lovers amongst us we argue over endings, share connections and recommendations, and see the books as a mirror of our lives and a window to other’s.
This year, Cassie and I chose three books that represent those many identities and experiences of our student population AND the values that have come up over the years:: Restorative Justice, Empathy, and Bilingualism.
The BIG IDEA:
Every homeroom will have access to a class set of these books. You can read these books aloud, have SSR, read in partners or a combination of them all. In this pamphlet you will find a variety of activities to do with the students centered around the books. You can do the same activity every week (Poetry Thursdays modeled after Bronx Masquerade) or do a different one each week.
On the VVMS library website you will find a digital version of this pamphlet so you can access the websites and add your own ideas.
Stories can heal and uplift. Over the last several years we have seen fights between different groups and the one suggestion that keeps coming up is: Let’s Read Stories!. This is an attempt to heal through shared storytelling. This is up to you- how much you want to do or not do! Please do not hesitate to reach out to Ms. Curiel or Ms. Taylor’s to share challenges and moments of pride.
This year, Cassie and I chose three books that represent those many identities and experiences of our student population AND the values that have come up over the years:: Restorative Justice, Empathy, and Bilingualism.
The BIG IDEA:
Every homeroom will have access to a class set of these books. You can read these books aloud, have SSR, read in partners or a combination of them all. In this pamphlet you will find a variety of activities to do with the students centered around the books. You can do the same activity every week (Poetry Thursdays modeled after Bronx Masquerade) or do a different one each week.
On the VVMS library website you will find a digital version of this pamphlet so you can access the websites and add your own ideas.
Stories can heal and uplift. Over the last several years we have seen fights between different groups and the one suggestion that keeps coming up is: Let’s Read Stories!. This is an attempt to heal through shared storytelling. This is up to you- how much you want to do or not do! Please do not hesitate to reach out to Ms. Curiel or Ms. Taylor’s to share challenges and moments of pride.