It’s all about the journey

/ Fran Haley / 4 Comments

Flipping through my planner today, scheduling even more things to be done before school is out in June, I discover this quote…

We go through things we never imagined but it may lead us to places we never dreamed.

For just a fraction, a breath, the brokenness of things diminishes…

I could write of this school year’s hardships on colleagues, with colleagues, on families, and on children most of all…

of COVID still rearing its tiny invisible head in the community…

of young and beautiful creatures that have died…

of incomprehensible suffering and loss…

but I will write instead of lush green moments, the “birdiest” spring I’ve ever known, an abundance of wings and chatter and song each day, so many things I’ve never seen before, like a pair of great blue herons flying low over the road from pond to brush…

my son arriving at home, placing his baby daughter in my arms, her tiny sweet hand reaching to pat my face as she drinks from her bottle…

a newness that is more than seasonal, invoking the eternal like shafts of sunlight in shadowed places…

for just a fraction, a breath, I have a sense of undoing, of forests, animals, people restored, rejoicing, the Earth itself laughing, the whole atmosphere charged with absolution, pure, deep, and complete…a bright glimmering, a pulled curtain quickly falling back into place.

It is enough.

I turn the pages and keep writing on my tomorrows.

Out of balance: a lesson

/ Fran Haley / 8 Comments

At a kindergarten soccer game this weekend, I noted how the coaches let the kids keep kicking the ball even when it goes out of bounds. This is probably because the ball is so often out of bounds; the kids might never get sustained playing time otherwise.

At one point, the ball rolled over to where my family was sitting. A little boy—the littlest, in fact—came running after his teammates, yelling: “Out of balance! Out of balance!”

We spectators giggled amongst ourselves: “Out of balance. So cute.”

The tiny guy stopped to look at us in all earnestness: “Out of balance means the ball is not on the court.” And he took off across the field after his kindergarten teammates, who’d managed to get the ball back in bounds, momentarily.

As we wiped the mirth streaming from our eyes, I thought about something a former mentor told me years ago about accepting approximations. It’s clear this little boy knows what he’s talking about. The ball was beyond the boundaries of the playing field. Never mind there wasn’t actually a court…basketball has a court, tennis has a court…he is learning. He’s in kindergarten. He will soon learn the word is bounds and that soccer is played on a field.

Certainly he will need to know the right terminology. But for now, let him develop some stamina and skills. Let him learn to be a team player. Let him love the game.

Truth is, in order to grow, sometimes things need to be kicked out of balance.

Soccer. Ashelia. CC BY-NC 2.0.

*******

with thanks to Two Writing Teachers for the weekly Slice of Life Story Challenge

A poem of body and song

/ Fran Haley / 4 Comments

On the last day of National Poetry Month, Sarah J. Donovan, creator of Ethical ELA, invites teacher-poets to celebrate thirty days of writing for VerseLove. In studying a collection of poems dealing with struggle and celebration about what we are told and believe about ourselves, Sarah says: “I thought a lot about how our bodies hold and shape so much of who we are.” Today we write to own that we are writers and poets, considering figurative body language, other voices that have influenced us, and our own song.

For me, writing calls from sacred places, inherently requiring, as an act of creation, sacred spaces.

As such, writing, poetry in particular, takes on a life of its own. It starts as one thing and becomes another. This may be more than one poem. I am just letting it be.

Polyhymnia at the Core

And there was I as smooth and soft as a peeled switch and smaller than I had been.
—C.S. Lewis, “How the Adventure Ended,” The Voyage of the Dawn Treader
 
The ghost
of my father
and grandfather
are here 
in the shape
of my face
something of them
about my cheekbones
my mouth
a certain turning

My grandmother
is in my bones
those are her arms
in the mirror
fixing my hair

no denying
my mother’s eyes

the Spirit sighs

I imagine Polyhymnia
nearby
(if I can choose
my Muse)
in long cloak and veil
finger to her lips
bright eyes glimmering
silken rustlings
as she leans
whispering, 
always whispering

it is with great love
that she raises
the lion’s claw
piercing every knobby layer
of my being
peeling away
until all that remains
at my tender core
is wordless song
singing there
all along

you are alive
alive alive alive
in the listening
in the remembering
in the faces
in the sacred spaces
where you have been brought
to learn
the unforced rhythms
of grace

now find your words
and be

Polyhymnia. Joseph Fagnani, 1869.

Polyhymnia’s name means “many praises.” She is the Muse of sacred poetry, hymns, and meditation.

The lion’s claw in my poem is an allusion to the referenced chapter in The Voyage of the Dawn Treader, where Aslan peels away the enchanted dragon skin from Eustace, restoring him to his true—and transformed—self.

“Learn the unforced rhythms of grace” is from the paraphrase of Matthew 11:28-30 in The Message.

What a poem can/cannot do poem

/ Fran Haley / 3 Comments

On Ethical ELA today Glenda Funk takes inspiration from what can a poem do? by Darius V. Daughtry. Her invitation to teacher-poets: “Compose a poem in which you celebrate what a poem can do and imagine the possibilities for more poetry specific to an issue or concern.”

In the Non-Rhyming Scheme of Things

A poem cannot
erase the past or
bring back people I’ve loved
            and lost
A poem cannot 
still the storm or
turn back tides
            of war
A poem cannot 
repair the whole world or
remake the human heart
            but it’s a start

When I’m by myself poem

/ Fran Haley / 2 Comments

Today on Ethical ELA Jessica Wiley invites teacher-poets to compose in a form invented by her ten-year-old daughter, entitled “By Myself.” The challenge: Keep the first and last stanzas from the model and write eight rhyming lines in the middle, beginning with “I am.”

As I began to write this morning, quite by myself (so I thought), I heard a sound outside… I had to stop, open my back door, and listen. Naturally it had to become part of the poem, as it’s part of me, now…

Lines Composed Before a Late-April Dawn as Birds Begin Singing and a Barred Owl Is Calling

When I’m by myself
And I close my eyes

I’m flickering candleglow
I’m a rainstreaked window
I’m sky-scouring birds
I’m the wings of words
I’m snowflakes, driven
I’m mistakes, forgiven
I’m an ivy-covered portal
I’m the voice of the owl, immortal

I’m whatever I want to be
An anything I care to be
And when I open my eyes
What I care to be
Is me

A recording of my owl out back in the pre-dawn darkness this morning.

One of the many symbolic meanings of the barred owl is sacred space… which is always calling to me.
It’s also known as a hoot owl.
I have stories and an old song about that, for another day.

Barred owl. Jon David Nelson. CC BY-NC-SA 2.0.

Found poem: stories we tell ourselves

/ Fran Haley / 5 Comments

On Ethical ELA’s VerseLove today, Amy Vetter invites teacher-writers to compose found poems: “A found poem is like a collage…find a text (e.g. a novel) or series of texts (e.g., novel, poem, article) and pull out words, phrases, sentences that stick out to you. Play around with the words. Rearrange them until a thought or theme jumps out at you. Continue until you’ve created a cohesive text.”

My found poem comes from Natalie Babbitt’s The Search for Delicious, Amanda Gorman’s poem “Arborescent I” from Call Us What We Carry, and A Field Guide to Lies: Critical Thinking in the Information Age, Daniel J. Levitin.

Stories We Tell Ourselves

I read a story
about people who 
built towns
crowned a king
and enjoyed 
a great many 
quarrels and troubles 
all of which 
they created quite 
by themselves

for our brains are built
to make stories as 
they take in the vastness
of the world

we forget
looking at a city
through the window 
of a train
that we’re only seeing
the part
with the train tracks
running through it
not the whole

blow the whistle
open the door
but it is shut
and locked

the brain
makes up its mind
-it is a very powerful
self-justifying machine

and so 
for selective windowing
we would again
give up our world

Train Window. NoJuan. CC BY-NC-SA 2.0.

Scientific method poem

/ Fran Haley / 8 Comments

For Day 25 of VerseLove on Ethical ELA, Linda Mitchell inspires teacher-poets with the scientific method. Linda says: “The scientific process reminds me of poetry. For me, poetry is about observing, questioning and predicting–which are vital, although not the total, of the scientific process.” She challenges poets to incorporate part of the scientific method in a poem: Make an observation; ask a question; form a hypothesis or testable explanation; make a prediction based on the hypothesis; test the prediction; and iterate: use the results to make new hypotheses or predictions.

My poem is dedicated to students, with a question I find myself asking too often. I left the area of referral out on purpose; could be behavior, academics…

Graphic Failure

Dear Student, I see you’ve been referred.

Why have you been referred?

Maybe it’s because your teacher
is afraid.

Not of you. Not really. 

You see, in the scheme of things, 
you should be the tip of 
a hypothetical pyramid,
with all the systemic structures
supporting you—in other words,
your needs should drive
everything else

your teacher, see, 
is the next closest layer
to you

and when this pyramid is
upside down
with the ponderous weight
of systems all at the top,
by the time it reaches
your teacher, 
the pressure
is immense
(research tells me this used to be
a form of execution in ancient times,
crushing, i.e., the adding of more
and more stones)

which means that if
this colossal pyramid
is inverted
there you are
the tip at the bottom
the whole system’s 
supposed
raison d’etre
bearing it all
like Atlas

no wonder
you have been referred

it is all too much

Climb (France through my eyes) docoverachiever. CC BY 2.0

Annotation found poem

/ Fran Haley / 2 Comments

Today on Ethical ELA Jessica Shernburg invites teacher-poets to find 1-3 short texts to read and annotate or texts that we’ve previously annotated (“examples you have modeled for your students, your responses to student work, books you have marked up, etc.”). The idea is to use your own annotations in creating a found poem.

This is the kind of thing that could keep me busy for days, weeks, infinity…

My annotations come from an eclectic mix of professional development, research, an old but much-loved novel, and the Bible: Culturally Responsive Teaching and the Brain: Promoting Engagement and Rigor Among Culturally and Linguistically Diverse Students (Zaretta Hammond), The Power of Moments (Chip and Dan Heath), The Forgotten Beasts of Eld (Patricia A. McKillip), and John 16.

Might I violate the expectation
of an experience
with the right amount of tension
keeping the rubber band taut

bearing in mind that
there must be trust enough
for productive struggle

risking vulnerability
even as a disciple unprepared
for the terribleness
of what is to come

imagine tapping inner power
to call creatures with ancient magic
unto myself

while tasting
the freewheeling thoughts
of birds