I climb up the mountain all the time.
I see all the clouds, and I peek at the rain.
Where it snows every day, untamed and unpredicted.
I want to jump down this
mountain with glee, visit a place
I could always be,
and maybe glide down a hillside,
to where wild things play and stay up late.
I want to be one myself.
They do amazing things.
Their times are unlimited.
People here and there tell me don’t go there, but when I hear
those who are untamed, I go to see for myself.
I feel wind in my hair as I stand on the mountain,
blowing as soft as silk.
People sneer and jeer at those who are untamed,
but I say it’s fine.
And I’d like to be one who is untamed, too,
and run wild and crazy through the air
and strut around those I think are fair.
by Michelle, 3rd grade
Photo by Close to Home via Flickr
This poem is featured as part of the 2011 A Poem A Day campaign, a National Poetry Month celebration by WITS that features a different poem by a WITS student every day during April. Click on the logo to learn more.
Silence, like anything, is too hard. It’s a nothing.
A word is not silence.
It asks questions. You can hear it.
Mountains are not silence.You can see
them very clearly with their white snow caps.
Wind is not silence. You can feel its calm blow.
A flower is not silence. You can smell it for pure joy.
A cracker is not silence. You can taste its sweetness.
Silence is something so valuable. It is scary.
It turns scarier over time. Silence is inside you.
Even when you yell.
It is always there.
Except at night.
It comes out, gives you chills, ties you in a knot.
By Mackenzie, age 8
[photo by Philippe Saint-Laudy via flickr]
video = 57 seconds long
As a WITS writer, I try to help students realize that the knowledge and experiences they already have are the perfect fodder for their writing. Last week I noticed that the third graders were completing a unit on earth science. To help students review what they learned about landforms, I came up with a new lesson.
What would it feel like to be a canyon, a mesa, a desert, or a mountain?
I split the class into groups of three or four and assigned each group a different geography. In groups, students brainstormed a list of ideas about their land form. Each group presented their ideas; the audience gave positive feedback and also suggested ideas that could be added to the list. After defining personification, I had the students help me write a class poem on a land form that no groups were assigned.
Now it was time for students to write individually. Each one wrote a poem that personified their chosen formation.
If I Were a Mountain
I am a mountain,
I start as a low piece of land.
Then when an earthquake or lava
Comes out of earth,
I keep expanding
When these things happen.
Now I’m so high
I can see through the sky.
I’m so high
I see through space.
I see Mercury, Venus, Earth, Mars, Jupiter
by Mary, 3rd Grade
posted by Amy Lin, Writers in the Schools
(photo by iguana jo via flickr)