INTRODUCTION: USING PRE-WRITING ACTIVITIESStudents having trouble writing? Before asking students to free-write, use a pre-writing strategy that engages other intelligences. This "I Am" worksheet provides students with a list of words. After choosing five words which best describe them, students walk around the room introducing themselves using their words. Now they are ready to write.
LESSON: I AM POEMWriting an "I Am" poem is a poetic Rites of Passage. This lesson is an opportunity for young people to declare who they be. In an "I Am" poem, students share their perceptions of themselves.
NCTE Standards: 12: Students use spoken, written, and visual language to accomplish their own purposes (e.g., for learning, enjoyment, persuasion, and the exchange of information). 
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Rontreisha Jones, a student at PS 122Q, performs, "I Am" as part of 20-week performance poetry workshop through Urban Word NYC, 2006
Read Rontreisha's "I Am" Poem
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LESSON PLAN
AIM: Students will have a hands-on experience of the three most important skills in a poetry performance workshop: Writing, Performing and Listening.
OBJECTIVES/OUTCOMES:
ASSESSMENT: After the class walks the room debrief students by asking: 1) How did it feel to express themselves with their words? 2) Did other students say words that surprised you? 3) How did it feel when someone choose the same word as you did? Point out that this is the basic process of performance poetry. We write. We share. We listen. It may be difficult at times to share. Students will have an opportunity to declare who they are which may be different from how we see them.
HOMEWORK: Read “I Am” by Rontreisha Jones. Revise your “I Am” free-write into a poem with stanzas.
OBJECTIVES/OUTCOMES:
- Students will voice a declarative statement about themselves.
- Students will review what it means to be a good listener.
- Students will be learn about the listening as a key to creating a safe space.
- Students will free-write an “I Am” poem.
- “I Am” Pre-Writing Worksheet
- Student Text: “I Am,” by Rontreisha Jones
- WORKSHEET: Have each student circle five words which best describe them, then write them in the boxes across the top. Students should be given permission to write words not found on the list.
- WALK THE ROOM: Students walk around the room introducing themselves to as many people as possible using their 5 words. They take turns saying, “I am . . .” followed by their 5 words. When students are speaking, they should speak in a clear voice. When students are listening, they should listen for the poet’s truth and create a safe space for their expression. Remind students not to respond negatively. For example, when a student declares, “I am intelligent,” no student should respond by saying, “no you’re not.” Begin by asking volunteers to come to the front of the class and modeling.
- PERFORMING: Have the entire class say, “I am . . .” followed by one of their adjectives. Practice with volume: SOFT/BIG VOICE.
- FREE-WRITE: Students should write an “I Am” poem using their five words as inspiration. Tell a story about a time you were “brave.” What makes you a “friendly” person?
ASSESSMENT: After the class walks the room debrief students by asking: 1) How did it feel to express themselves with their words? 2) Did other students say words that surprised you? 3) How did it feel when someone choose the same word as you did? Point out that this is the basic process of performance poetry. We write. We share. We listen. It may be difficult at times to share. Students will have an opportunity to declare who they are which may be different from how we see them.
HOMEWORK: Read “I Am” by Rontreisha Jones. Revise your “I Am” free-write into a poem with stanzas.
