Sometimes at Stone Soup we receive several submissions that have to do with the same topic. Over the past weeks, we’ve received several related to gun violence, most notably school shootings and police brutality. In light of the shooting in Santa Fe, Texas today, Friday, May 18, 2018, we’ve decided to publish a selection of these sadly relevant pieces online. Drawing by William Drewes, 13 There is a lockdown on October 23, 2015. by Aidan McClure, 7 Lullaby by Rebecca Beaver, 13 Seventeen Graves by Kate Kuan, 11 Plus, a reminder to read our March blog piece, 5 Ways Children Can Make a Difference by Lucy Regnier Kline There is a lockdown on October 23, 2015. by Aidan McClure, 7 It was very scary! We had to hide in the coatroom for an hour and a half. Everybody was freaking out except for me, you know, because I am writing this. The police needed to give us an emergency early dismissal but not the good kind. Some people hid under their desks. We didn’t get to have lunch at school. The people who are working on the track left early. Mrs. Fitzgerald turned on Johnny Appleseed. Someone named Madison is writing about this to remember. I said I wasn’t afraid. Well now I am. Hu hu hu hu. That’s me breathing loud. I do that when I’m scared. I’m pretty sure everybody is terrified, even our fish is terrified. I will never forget this day. They’ll probably make my mom leave early too. I can’t wait until I get home and by the way I am still hu hu hu huing. They are starting to call the buses now thankfully. Some people think that they are going to die. Back to top Lullaby by Rebecca Beaver, 13 This little boy Shot dead- 17 Got into an “altercation” His killer claimed self defense And got away free Florida 2012 That’s where it went down This little boy Hood pulled up Iced tea in hand Skittle in back pocket A figure, observing from inside a van Zimmerman— I’m not even sure he was a man Called the police Said he was afraid Of the little boy Was ordered “Stay put. Keep away.” Wait. Soon the world would know their fate He didn’t Slowly slithered out of his van Stalked the little boy’s way Stared In his eyes So bright, so full of life Suddenly, the “man” Reached for his gun—the bullets… BANG. BANG. BANG. BANG. Tore through him Dressed in red— Alone, the little boy died Hood pulled up Bright eyes dull Light; gone No one seems to care He’s gone, his killer free He becomes a symbol Of injustice Gun violence Police brutality But when all is said And all is done He was just a little boy Loved by a mother Who doesn’t want a symbol She wants her son Here, safe, alive She wishes with all her heart She had been able to tell him she loves him Say goodbye And sing her son Her poor, sweet baby A lullaby. Back to top Seventeen Graves by Kate Kuan, 11 A terrible loss on Valentine’s day Students and teachers dead in the fray How did so many lives end this way Because no one saw the signs He aspired to murder and told others so Through an Instagram profile that showed he was a foe But no one noticed and no one would know No one saw the signs Cruz was nineteen, and passed a background check Nobody knew he would take a trek To a school where his expulsion was put into effect Nobody saw the signs Seventeen gravestones ringed with wreaths Because bullets were shot from their metal sheathes Each grave for a person who no longer breathes Because no one saw the signs Back to top
Teacher Resources
National Poetry Month: 15 Poems for Children
We’ve partnered with the Academy of American Poets to celebrate National Poetry Month–check out their website if you haven’t before, but be aware you could lose a few hours reading! Here are 15 poems selected for children, for National Poetry Month, by The Academy of American Poets. Thank you, Academy! We hope you, our readers, enjoy spending time exploring these poems, embedded below, and that you feel inspired to produce your own. “El Florida Room” by Richard Blanco Richard Blanco is the Academy of American Poets’ Education Ambassador, and in 2013, he was selected to write a poem for Barack Obama’s second inauguration. In this interview from 2013, he shares his writing process, his poetic influences, and his thoughts about poetry’s place in America. “When I Grow Up I Want to Be a List of Further Possibilities” by Chen Chen Find more poetry resources for teen readers, including roundups of poems about gender, relationships, and identity. “A Way of Seeing” by Kwame Dawes Read more poems about family. “Heart to Heart” by Rita Dove Read more poems about different kinds of love. “A Small Needful Fact” by Ross Gay Read more poems exploring the themes of social justice, identity, and human rights. “Knoxville, Tennessee” by Nikki Giovanni Find more selections of poems for kids. “breaking away to the u.s.” by José B. González Read more poems exploring the themes of immigration and heritage. “Remember” by Joy Harjo Watch a video of the poet reading this poem. “Fast Break” by Edward Hirsch Read more poems about sports. Watch a video of the poet reading this poem. “Three Foxes by the Edge of the Field at Twilight” by Jane Hirshfield Watch a video of the poet reading this poem. “Amphibians” by Joseph O. Legaspi Read more poems involving nature as a subject or a metaphor. “How to Triumph Like a Girl” by Ada Limón Read more poems about animals. “Wrap” by Aimee Nezhukumatathil Watch a video of the poet talking about the poem that brought her to poetry. “Famous” by Naomi Shihab Nye Read more poems by Naomi Shihab Nye. “The Dogs at Live Oak Beach, Santa Cruz” by Alicia Ostriker Watch a video of the poet reading this poem. Which poem do you like the most? Share your thoughts below!
Writing Process: Sounding the Key Word Outline
Years ago, when I was doing contract negotiations for a small advertising agency, the CFO gave me some good advice at the start. Always know what you’re talking about, she said. If you do, you’ll do fine. I’d never negotiated contracts before but nevertheless, was placed to work for their biggest client, JCPenney. I renewed our client’s media contracts with small circulars, monthly or weekly newspapers all over the U.S. I had to do a lot of talking. I had to know what I was talking about.Now, I teach my son to read and understand what he’s reading. It is a skill, to comprehend what is unfamiliar. More still, it takes a good grasp of this unfamiliar material to be able to speak about it with others, to share it with confidence. My son, like me, is starting to hone that instruction I was given on the job. Sounds like tired advice, but really, it is something we tend to overlook. In my previous post, I wrote about how young writers can use the reconstruction method into their writing process repertoire. I mentioned how in the homeschool, I give my son source material to create a keyword outline. This outline is what he uses to orally introduce his subject. He reads from the outline, summoning familiar information and details cued up from the outline. It is a rudimentary exercise, for my fifth grader, since he will produce a written work only after he can listen to himself present it in public speaking. When we write, we cannot hear the words, until they are vocalized. And this is when we are able to catch nuance, extraneous information that may not fit our written purpose. It develops over time, to know the material well enough to the point where an outline is only a guide, and not a script. He is getting closer and closer to learning this well. Aren’t we told as writers of the long form to read aloud our work anyway? The principle is the same and reveals much of may be left out or vice versa. One way to train the young writer to exercise confidence in their writing with the outline as a guide to speaking the material is to have your writer observe public speaking. My husband teaches Bible study at our church and my son will observe similarities between his father and his own practice at home. We are happy that the language arts curriculum my son uses has encouraged him to bolster his outlining performance, and I throw in the public speaking factor for good measure! After he’s confident about how the acquired knowledge of the material he’s learned sounds (whether he is writing about Peyton Manning, or writing a story based off three pictures in a series), then he can proceed to draft it, and dress it up with because and who/which clauses, adverbial clauses, strong verbs, quality adjectives, prepositions, and all other manner of mechanics, devoid of banned words. The benefits of sounding the key word outline as a precursor to writing a draft go transcend to other skills that will eventually grow writing, public speaking and reading comprehension.
