As Time Goes By/

What Do You Say?

Ditmas I.S. 62Barry Kevorkian, Principal

We, The Students – Writing Institute PressDr. Rose Cherie Reissman

Ms. Rosinda Rodriguez, Spanish Foreign Language TeacherClasses: 603, 670, 680, 701, 801, 802Ms. Amanda Xavier, English Language Arts

Ms. Tatiyana Helms, ESL Teacher-628Mr. Stephen Guardino, ESL Teacher-648

Ditmas I.S. 62Barry Kevorkian, Principal

We, The Students – Writing Institute PressDr. Rose Cherie Reissman

Ms. Rosinda Rodriguez, Spanish Foreign Language TeacherClasses: 603, 670, 680, 701, 801, 802Ms. Amanda Xavier, English Language Arts

Ms. Tatiyana Helms, ESL Teacher-628Mr. Stephen Guardino, ESL Teacher-648

Production Press Preparation TeamChief Editors: Ellonie Canter

Art Editors: Cleavon George, Mark Pallofax,

Writing Editors: Marisol Pineda, Ikra Islam

Cover Designs: Mark Pallofax- Back cover Front cover

Artist Statements About Cover Designs: Many of the poems in this book are about mixed opportunities with positive and negative choices

so my cover reflects that mixed quality.

Artist Statement (Girl facing future) I feel the poems represent a road ahead and a look toward the future. My girl is doing just that through poetry.

Book Designer- Joe Cullaro

Photographers- Dr. Reissman and Ms. Rodriguez

Proofreader and Literacy Expert- Amanda Xavier

Ditmas Student Contributors

Ellonie Cantor

Mark Palafox

Marisal Pineda

Ikra Islam

Sean Tsyganovsky

Stephanie Lahens

Hanifah Johnson

Michael Ronde

Fedoriah P. N

Cleavon George

Shyann

Raj Singh

Bushra Illyus

Table of Contents

Forward:

Greetings :

Dr. Lindamichellebaron

Dr. Steve Zeitlin

Andrea Pinkney

Thannha Lai

Student Foreword:

-“We All Know Life Will End

-When Does it Start”? ~Amal Khalid

-“Believe” ~Meliah Mcphie

Note for the readers: Dr. Rose Reissman’s poetry and conversations as text complexity learning

Dear Student Poets,

I started writing poetry when I was in elementary school and at your age I was publishing.

This is why I feel so close to you, Ms. Rodriguez, Ms. Xavier, Mr. Guardino and Ms. Helms. These teachers in collaboration with Dr. Reissman are nurturing the generation of Y poets.

I have read your poetry and have given many of you my POETRY LICENSE to continue practicing your superb poetry commentary and emotional response to life.

I can not wait to celebrate this book with you in person at Ditmas and to welcome the Ditmas Licensed poets trained so well by Ms. Rodriguez, Ms. Xavier, Ms. Helms, Mr. Guardino, and Dr. Reissman to my garden tea to read at open mike!!

To poetry for the multi-media digital connected universe!!

Dr. Lindamichellebaron

Dear Students,

City Lore has a poetry bus which goes through the city with poems by famous poets beamed on its sides at night as we hold evening poetry celebrations. As Dr. Reissman shared with me the work Ms. Rodriguez did with the students, I can well imagine that years hence your poems will be among those on billboards or poetry in motion posters or in books for sale.

I know that some of you will be reading aloud June 30, 2013 at Dr. Barron’s Garden Tea for poets. This will be the first of many readings for you.

With respect and best wishes from a fellow poet,

Dr. Steve Zeitlin

Head of City Lore

Published Poet

Dear Students,

Over the past three years, I have met with the educators and student poets at Ditmas. As someone who combines poetry, research, history, storytelling and young adult literature in my writing, I am impressed by how educators such as Ms. Rodriguez, Ms. Xavier, and Dr. Reissman demonstrate how poetry can be used to express facts, fiction, emotions, and science observations. I am especially pleased by how educators such as Mr. Guardino use poetry for a platform for cultural responses and arguments.

I applaud the SCHOOL FOR POET COMMENTATORS at Ditmas and look forward to seeing and connecting with all of you again.

Andrea Pinkney

Executive Editor

Scholastic Books

A Note to Readers

CCSS ALIGNMENT CORE CONNECTIONS

Dr. Rose Cherie Reissman, Head of the Writing Institute

In this time of concern over CCSS Standard Alignment, the dedication of a book and class time to student poetry might seem frivolous and wasting time from mastery of CCSS Strands.

Actually in terms of reading and writing connections for college and career readiness a focus on poetry as a genre inclusive of fiction and information is completely aligned to standards.

1. Poetry focuses students on key ideas, close readings and line citations of texts.

2. Poetry is all about craft and structure-words and phrases, stanza, how point of view shapes style of a text.

3. Poetry integrates content in diverse visual and quantitative (text complexity) formats.

4. Poetry can be comparative two text approaches for topic reviews or can be used in conjunction with a text passage as a model text.

5. Poetry expands the range of reading and text level complexity.

6. In terms of writing, poetry- particularly using William Carlos Williams’ “This is Just to Say” and Gail Carson Levine’s “What Do You Say?” Apologies arguments- can help students frame arguments using reasoning and relevant evidence.

7. Poetry can be a concise qualitative and quantitative text to explain or inform about a local event or an emotion or a science phenomena.

8. Poetry is a mini text that can teach reading, writing, and revision using a quantitatively short text, but focusing on qualitative revisions.

9. Poetry is very technology transformative and easy to manipulate and to embellish in technology.

10. Poetry is perfect when teachers want to teach students to draw evidence from literary or informational texts.

11. Poetry can be a joyful part of range of writing for a target audience of listeners.

In the context of this work, the poetry of Thannha Lai inspired the students to make arguments about the need for welcome classes in education in prose argument!!

Poets are at the CCSS skills core,

They teach close reading to cite text, reflect, and analyze.

All this while opening poets’ eyes

To the real world’s events and scenes-

Letting students argue for their dreams.

Student Comments:

Chapter 1: What do you say? William Carlos Williams inspired student apology poems

Second Anchor text Gail Carson Levine apology poems

Chapter 2: As Time Goes By life and death are deep thoughts

Moved by Boston Marathon Tragedy

Chapter 3: Naturals- Nurtured Poets Proud student poets of Ditmas-

Dr. Lindamichellebaron.com, Sean’s Poem, Micheal Ronde’s, poems Stephanie Lahen’s poems, Hanifah Johnson’s poems, Giovani’s poems, and Cleavon George’s poems

Chapter 4: Dr. Reissman’s snapshots of childhood and student family poems

Chapter 5: The Thanhha Lai –Inside out and Back again inspired by Thanhha Lai National book award winning work, arguments for and against welcome classes in middle school

Chapter 6: Hand in Hand inspired poems, Ms. Xavier’s poems pay tribute to their mothers using Andrea Pinkney’s Corretta Scott King book as Anchor

Chapter 7: Alignments to Standards

Student Poet Forewords:

What we all know Life will EndWe all know life will End.But when does it Start?

Melia McpheeLicensed Poet –Lindamichellebaron

Believe

I want to believeIn magic.

See wonderful things Happen.No trick.

I want to believe In magic.

See people dancing.

I want To believe.

Magic . . . Anything can happen.

I want to believe.

Melia Mcphee

Chapter-1 What Do You Say?

Dr. Reissman introduced the poetry apology craft format originated by “William Carlos Williams in This is Just to Say.” Students also had the opportunity of creating their own apology poems in

both English and Spanish for Ms. Rodriguez’s dual language approach.

Laptop Lapsed Apology

I pushed

the laptop

cart out of the window.

It is going

To cost the school

almost

One thousand

Dollars.

I am sorry

But it made a really

Big spark.

The following poems were inspired by Gail Carson Levine’s Forgive me, I Meant to do it poems which were inspired by the “This is Just to Say” poem of William Carlos Williams. It is interesting that both Carson Levine and Joyce Sidman have recently written appreciations of William Carlos Williams’ book.

This is Just to Say. . .

You got me in trouble. . .

Now it’s my turn.

I put ketchup under the toilet bowl.

Splats all over your feet!!

Oh and. . .

You have a nice day!!

Dominick Brown

680

This is just to say . . . Esto Es per Decie

You played a prank That wasn’t nice.

Made me feelFull of fright.

I took some balloonsFilled them

With paint. . . .

I left a surprise for you.

Then you climbed into bed. . . You got a messy head.

I am SO SORRY. . . But purple looks good

On your head.Anonymous

“This is just to say”I am sorry for picking out all the flowers in the

front yard without your permission. The rare flowers that took you years to grow.

They are only found in special areas.I’m sorry,

but the flowers looked like you did not need to keep them in your front yard.

Weren’t you going to give them away?

Radeema Oliverre

This is Just to SayUgh. What have I done?

I told my friend, sheCan’t dance for nothing.

I didn’t really mean it.

But she does look funnyDoing the

Harlem Shake.

Tayjah Jennings

With apologies and respect to the humane treatment of animals- this is a poetry fiction not based on any real incident.

This is Just to Say

I almost ran over your dog.He was in my way.

It kept on barking Through my window.

I’m so sorry It was so annoying.

Jonathan Guadalupe –Brown

A Kitchen Heist Apology Poem

I Strolled down

to the kitchen

Hoping to find some chicken.

But found some cookies

And ate it all

The cookies were so sweet.

I could almost tweet.

But I took a fall,

when my parents saw it all-

And they took away my favorite doll

Please forgive me.

I cried

I lied

I couldn’t resist

It was too delicious

Edgar Tello

Chapter- 2 As Time Goes ByThe events of the Boston Marathon, particularly the death of an

eight year old spectator, cast a somber shadow on the poetry writing workshop, making all of us realize how fragile life is.

Life can end

You may think

That you are young . . .

That you have a long time before you die. . .

But. . .

It’s not old age. . .

You can die any second. . .

Without having a clue.

Melia Mcphee

Alex, Mi Gato

He was cute

He was (Happy) – felìz

He was everywhere

He was playful

He cared

He thought what was wrong and right.

One sunny day he wanted to explore the world,

he saw the blue shiny sky. He glanced at it, thought of it.

And he flew to find new adventures

R.I.P Alex you were part of the family for the past 4 years.

You were my sister’s cat who she cared for.

(Thank you Alex.)

¡Gracias!, Alex

¡Gracias!, Alex

AmalKhalid

We all know life will end Todo sabemos que la vida terminará

But when does it start” Pero, cuando empienza

-Amal -Amal

Death La Muerte

Dark Oscura

Alone Sóla

Scared Miedo

Hopeless Sin esperanza

Death!!! La Muerte!!

Amal Khalid

Believe

I want to believe

In magic.

See wonderful things

Happen.

No trick.

I want to believe

In magic.

See people dancing.

I want

To believe.

Magic . . .

Anything can happen.

I want to believe.

Meliah Mcphie802 (Licensed Poet- Dr. Lindamichellebaron)

Have a sad time

Don’t worry it won’t be declined.

I know how you feel

It’s scary that it’s so real

To know that someone you loved has Died.

It feels like someone took away

your breath.

It’s OK to have tears

because I once felt that fear.

It has to be a lie

soon I am going to die.

Vanessa Wyatt

Chapter 3 –Ditmas Poetry Naturals- Home Run sand Ditmas Nurtured Poets-Licensed by Dr. Lindamichellebaron

1. Sean Tsyganovsky writes both poetry and fiction in private journals, as well as leads various student activities and trains 6th graders in the elements of podcasting. Sean may well become the first licensed poet and media personality of the mid 21st century. His teachers basically provided him with venues for his talents.

Together. . . I will never leave your side.

Together we are one.Together we are inseparable.But once you leave my side.

Failure slips beside.

We used to laugh and play, Sing silly songs.

But now that you left me,My mixed feelings about you are not wrong.

From love to hate.From joy to despair.

My being filled with sadnessYou have entrapped me in your snare.

Bring me up.Drag me down.

I miss your voice.Only an echo lingers, no sound.

Like a flower, our relationship withers.It fades away.

My throat tightens, I try to speakBut to you, I have nothing to say.

I never wanted you gone,Yet you went away.

So we say our goodbyes-Know one thing. . . Whatever you do,

I will never leave you.

Sean Tyganovsky8th Grade Ditmas - President of Student Government, Director of the Writing Institute

2. Giovanny Rosales is a star in the Ditmas Media Studio Program. One day he presented this poem to Dr. Reissman. She shared it with Dr. Lindamichellebaron who awarded him a poetry license.

Wake up!

He knocks and knocks.

Cries-someone wake up my mom.

She is in a box.

She is going down to the bottom.

He screams someone wake her up.

I grab him and say: “Don’t worry.”

She went to heaven.

He cries and says: “Sorry.”

He grew up strong.

That death was yesterday.

He hugs me with no tears.

But the memories of that day never go away.

3. Stephanie Lahens’s ability to write poetry was identified by Ms. Rodriguez, her Spanish Foreign Language teacher. Dr. Reissman invited her to contribute to this second dual language book after her first poems sparked in last year’s collection.Dr. Lindamichellebaron awarded her a license in poetry.

Never AgainNever again will I shed a

Tear.Never again do I want to

hear the words “my dear.”I believed and I gave, but

it wasn’t enough.After all the hours that past

without a single word, it gave a

clue.It wasn’t hard to find.

He didn’t even try to deny it myheart is broken.

Yes, but I’m tough.The passion was amiss as

well as the kiss.His touch was to spark something,yet that something never appeared

I was supposed to glow, yet thatas well was a blow.

I’ve come to realize it never

was meant to be.He was not to be my Prince

Charming,Nor I his princess.

There’s no need for a tearThere’s absolutely no need for

the words,“my dear.”I once lived in fear

that’s why I, upon a time,was his dear.

Since now everything is in the Clear.

This burden I carried I shouldn’t have to bear.

My heart is torn, but there’sno resentment.

Though I was born stubborn, I as well was born logical.

Yes, he did me wrong, Yet, that don’t guarantee my life

Should be a vengeful song.

Poet Kristin Blake, a 2013 Ditmas Graduate comments on Stephanie’s poem.This is a beautiful poem only problem with it was the handwriting, although beautiful, is hard to comprehend. but the message was great I just love the acceptance of the heartbreak.

Night has Fallen

The night has fallen

giving them the cue they needed

I can hear their footsteps

on everyone’s stoops.

It’s about to become a nightmare.

Hope there’s ones that can bear.

The night has fallen so beware

darlings

Written on the wall are the

Words wished to never appear

again.

“What’s going to shed is blood.”

so to answer your question.

Yes there’s going to be a flood.

The mirrors will carry the horrors.

Kristin Blake comments on Stephanie’s poem.Very creepy… I like that very good great use of words and awesome work on making a visual – Kristin Blake 850

Fairy Dust Illusion

The illusion leads to seduction

Once you’re caught you’ll never be

free.

Every man is a prey and I fear

there’s no escape

My only advice to you is before

It’s too late, banish the cover

So what’s underneath you’ll soon

discover.

I know what I said about there

being no solution to this situation.

Open your eyes before you

fall under the spell and the

chances may just be in your favor.

Fairy dust may arrive with

Tinkerbell,

Commentary by Kristin Blake

Amazing piece of work I love the analogies and the word play excellent wording as well – Kristin Blake 850

Stephanie Lahens 807

Celebration Done

The celebration is over

I have discovered

What we thought was the

end of the war,

I fear is just the beginning.

The storm’s advent is

approaching

There can’t be time for

lightning.

Preparations are to be made.

All servants are to be paid.

At night they’ll strike

Human lightning upon you.

Love at First Sight

A set of grey eyes have captured my

attention.

His broad shoulders are ones for comparison.

Before I could blink, he and I were

Destined.

There was no decision.

Love is blind.

This was love

at

first sight.

Michael Ronda is just a poet in real life in and out of Ms. Rodriguez’s and Dr. Rose’s poetry workshop.

Licensed by Dr. Lindamichellebaron, his works just keep coming, without ever being assigned in any class.

The Wondrous Tree

Watching the strong tree.Yes, trees do grow.

Life on a glowing leafPiling up with snow.

Watching the strong tree.Yes, trees draw.

Life is a black branchThat heads to the sky.

As the sun sets out.Snow slowly melts.Your life empties

Of worries,

The tree has strongly grownStrong with many leaves.

Our world is strong, Exactly like the tree.

Michael Ronda

Chapter-4 Snapshots in PoetryCOMMON CORE ELA TEXT CONNECTIONS

To inspire the craft of poetry memoirs and connecting visual images with those memoirs, Dr. Reissman brought in a collage and artifact box of her own family memoirs. This poem built its stanza on her relationship with her father as seen through family photos. Students qualitatively examined this text for its genre elements and quantitatively looked at this text for its line length and word usage. They then used this text complexity lesson to develop their own poems.

Dr. Reissman’s work was also published on the www.lindamichellebaron.com Sharing of poetry.

Snapshots of Daddy and Rose Cherie

1. Movie memories

Hand in hand

Daddy and Rose Cherie are off to see

A film about Irma La Duce,

A very adult comedy. . .

Popcorn a plenty, gumdrops, and soda

Together we sit, in our movie seats

Suddenly tightly knit.

I. Coney Island Fairground

Daddy strides ahead.

Mom stays at home, stuck in her dread.

Daddy pushes us to get on the roller coaster.

Mom’s daughter I follow but falter.

Up, up, high and heated and howling we go.

Through the ride I free myself, outblow . . .

Down to earth . . .

Shaky I get off, Daddy smirks

Ninth Street Food Fair

Food, food everywhere.

Daddy samples, snacks, sucks and sups. . .

I calculate calories consumed and bucks.

II. Theater a family treat

Rose Cherie family critic installed in her seat.

Drama a genre not for Dad.

Musicals make his heart glad.

We see one The Happy Time,

Our seats in the balcony are quite a climb.

III. Dad Lies Dying

Dad at the hospital, lies quietly in his bed,

Softly telling me about a book he read,

The nurse comes round.

Dad moans, a shocking soft quiet sound.

Dad asks me for a photo album book.

I find it in the bedside drawer, it’s my photo at which he wants to look.

IV. Closing Snapshot Slide Show

Movies, roller coasters, food fairs, musicals, last looks

Life’s cycles, flows, food,

Songs, sighs

Unsaid Goodbyes.

Snapshots sum . . Father and Daughter

Two at odds, yet

One.

Student Poems inspired by Dr. Reissman’s model.

A Turn

Always we get along.Always we laugh.Always we talk.Always we glow.

We’re always the same.

But

Now we grow apart.Lies

Inside the heart.

Good feelings Turn to

Bad.Love

Turns toHate.

Laughter Lunges to

Fight.

Everything went wrong. . .

Love fliesTotal down despise.

Melia Mcphee

Monsters at Night

At night

I can’t sleep right

Sometime, I want to sleep with a night light

There’s a monster under my bed, and I’m too afraid to put up a fight.

I told my mom, but she said it’s just imaginary

I told my dad, but he said the monster can’t be scary

There’s a monster under my bed

And I can’t get the thought out of my head.

Morie Armand

Mi Hermana Mi Hermana

We laugh, We play

Tenemos nuestros momentos’

There are some things I like about her

Pero hay muchas cosas que no me gustan

Mi Hermana

She is complicated

Annoying and drama queen

No es tánfacíl, Me tiene loca

My sister

She loves me

Pero yo

Es complicadò

My sister

Although she can be the worst

I am by her side always

And I know she’ll be there too,

Mi hermana…

Chapter 5Thanks to Thanhha Lai-

Inside Ditmas and Out Again on June 10th, 2013

Thanhha’s book resonated for our Newcomer classes not only as a craft model for prose poetry, but also as a platform for developing arguments on the usefulness of welcome/ESL classes for Newcomers versus immediate placement into all English speaking general education classes. Using her Newbery award winning book as a model, students wrote memoirs of their first days in American schools, which were quite a shift in geography and culture from days in their native country schools. Thanhha’s experience sparked their own reflection about initial days in these schools.

Ms. Helms and Mr. Guardino prepped their newcomers for the exciting visit of Thanhha Lai, Newbery Book winner and a former newcomer to Alabama in 1975. Ms. Lai arrived from the fall of Saigon into an Alabama class where she sat among students who all spoke English and a teacher with zero ESL training. The stu-dents and Ms. Lai shared their experiences, wishes, hopes and dreams as immigrants to the USA.Ms. Lai’s book is all about how she survived her first tumultuous year in the USA and learned how to make friends and speak English. Her poetry inspired this prose explanatory and memoir text.

Yaqub Waras

628

My First Days in the USA

In kindergarten, I was the only Muslim in my class.

I felt unwelcome, but no I was treated kindly by the teacher.

In 1st grade I had to be worried about when my teacher told me

to write on the erasable board because a kid bit me.

It hurt. He got in trouble. After that moment, I thought we

were enemies for sure. Surprise, we became friends. We played

and sat together, but I didn’t have a clue that our friendship was

about to be shattered into a million pieces

We stayed together for most of the year. One day the teacher

said that he went to a terrible country and might not come back alive.

I felt sad as I did when my first grade teacher died.

Muhammad

701

Bad Teacher

I came into my new school

I had a feeling that it was going to be a great year. Everything was going

fine. Until I met Mr. Wise. He spread his stupid lies, he never heard our

cries. Stupid Mr. Wise… He was mad, he never thought that we gave our

best tries. One day it went too far. He screamed and smacked my desk.

I couldn’t take it I started to cry. He saw me shed my tears. I thought I

can run away from my fears, but that wasn’t true. It was like my fears

were stuck to me with glue.

Note to Reader: Can you write a poem using this story and its images.

A student in class 648 advocates welcome classes

I love Class 648. The class teacher is an excellent teacher. I love this class because this class is so warm. I learn more English easier more comfortably with friends. In the class, I found friends from my country. This classes has excellent teachers such as Mr.Guardino and Mrs. Raffelini. In 648 students work together with students, I enjoy meeting new students from other countries, they help me learn English. I love class 648.

My First Day In American School

My first day in school is in NYC Brooklyn Coney Island, Foster avenue, P.S. 217 in 2011. It’s a big building with a brown and orange colors. It has a big park with soccer field with playground. My school starts in 8:40 or 9:00am and ends at 2:20pm or 2:45pm. In school I saw many students and teachers. Now I want to talk about the students. Students were playing with children. Then one student came to me and he was from my country.

We made friends with each other. He knows how to speak English. He helped me do class work and home work. My parents were happy because it was my first day in American school.

Advocating for Placement in 648I would prefer to be in this class, because my class is important for me and my friends and teachers my class is 648 because I would not like another class. I enjoy the homework my teachers give me and my friends, because in this class we have excellent teachers. I learn more English.I have friends from different countries. If I were to go to another school I am going to miss my teachers. I love my classroom and my teachers and my friends. I like my teachers Mr. Guardino, Mrs. Rafellini, Mrs. Henelle, and Dr. Reissman

Nazarelis Parris Nayllols

I prefer to be in ESL class 648. The reason is because class 648 has a great teacher. In this class I can speak English, yet still talk in my native language with my friends. Behavior is great in this class. My friends help me with my homework.

Rayhona Olimjonova

Ms. Helms modeled courtesy and friendly writing habits for her students as the students of 628 and 618 wrote Thank You notes to Thanhha for coming to our school.

Dear Ms. Thanhha Lai,Thank you for answering our questions and sharing your life with us. I had so much fun with you made me realize that I could be an author just like you. I am really looking forward to reading your next book!

Sincerely, Fayoz Yoddorov

Dear Ms. Lai, Thank you for coming in Ditmas I. S. 62 and teaching us and answering our questions, for your sharing and reading your book to us. We increased our knowledge. Your book reminded me of Tusk!Tusk! ( the book I read). I am so excited to read your next book. I had fun and I enjoyed your first book. I am thankful because you came here.

Sincerely, Shownak Likhan

Dear Ms. Lai,Thank you for coming. I liked your book. I learned many things. I had fun listening to the book. Your book reminded me of coming to America. I am looking forward to reading your next book!

Sincerely, Shakhriyar Safartoshov

Dear Ms. Lai,Thank you for answering and teaching all of the interesting facts about your and teaching all of the interesting facts about you and your books. I enjoyed listening to you. P.S. I hope you come again very soon.

Sincerely, Auab Haroun

Dear Ms. Thanhha Lai,Thank you for sharing your book. I enjoyed talking with you. Your books are amazing!!! I am looking forward to reading your new books and learn more things. Thank you for coming to our school.

Sincerely, Nasiba Abdhuhalimova

Dear Ms. Lai,Thank you for coming to I.S. 62 and thank you for answering our questions. I enjoyed the part of your book that you read for us. I had fun listening to you. I am looking forward to reading your next book.

Sincerely, Zulhumor, Ahtamova

Dear Ms. Thanhha Lai,Thank you for sharing the thing about your book. Thank you for coming to our school. Thank you for speaking to us about how your life was when you came to the U.S.A. I enjoyed the part that you read from your book I had so much fun.

Sincerely, Leslie Verdugo

Dear Ms. Lai Thank you for coming and sharing your story. I enjoyed listening to it. I also thank you for answering our questions.

Sincerely, Lin Jun Jie

Dear Ms. Tanhha Lai,Thank you for coming to our school and sharing a part of your book, Inside out and come back again! I enjoyed talking about your book and looking forward to reading your books! It was interesting to learn a lot of things from your book! I had fun listening to you. P.S. I hope you come again soon!

Sincerely, Somiya, Akhter

Madina Sharifkulova 648

Another Welcome Class/ESL Advocate

I like 648 and an ESL class is good. I learn everything well. I have many friends. I learn more English easier. I like my teacher. My teacher teaches me ESL. I like being more comfortable with friends from my countries. I learn faster English in an all-English country in an ESL class.

My First Day of School in an American School By Istiaqe Ahmed

My first school in America was in PS 217. When I went to school I saw a lot of students go to their classrooms. That time I was nervous, because some students kept asking me a lot of questions about me and my culture. Some students made fun of what I was wearing and of my name. Before I went to school my parents kept telling me, “When you enter classroom, say good morning to the teacher” When I went to classroom my teacher asked me some questions, then she showed me one boy who was from my country. He helped me to translate, what the teacher said to me, he helped me with class rules and class schedule.When the school day finished my dad came and picked me up. When I went home my family asked me a lot of questions about how the first day of school was. After all of that my family had a nice dinner. The first day in American school was great. It was a little nervous.

Alvaro Arguello

First Days in an American SchoolMy first days in an American school were filled with tons of students. They went to their classrooms at different times. Other student kept asking questions about me like where did I come from and what was my name.

Before I went to school my parents kept saying you have to listen to the teacher. When I went to classroom then my teacher asked me some questions about myself. Then she showed me my site. In my class I met one friend, Alvaro. I’m from Nicaragua. He helped me with everything.

My First Day in American SchoolWhen I went to school, I saw kids in the classroom. I was feeling wonderful. My teacher was perfect, but I didn’t make friends. Some students were American and some from Bangdalesh. My teacher was helpful. The first day was very good. I learned some words like: school, pencil, and classroom.

Reflections of a Current Bilingual Paraprofessional at Ditmas IS 62These experiences remind me of my elementary school when I was in 6th grade. One most important fact which I’ve been observing about the ESL teachers in Ditmas I. S. 62 is that they take care of their international students. Ditmas offers a comfort zone for the newcomers instead of having to cope with the feeling of fears and tensions of how to do well in school. Back in my 6th grade, I wish I had as supportive teachers as the Ditmas I. S. 62 teachers. I always had fears in me every moment I was passing my time at my elementary school. At Ditmas I’ve observed Ms. Helms in particular, on a parent-teacher conference day, how alert she is about her ESL students. She is the type of ESL teacher we need for our international students in able for them to improve and learn to improve themselves as ESL students. I really would like to thank Ditmas for having Ms. Helms as an ESL teacher. I have learned a great deal from her.

Rakeya Alam

(Bilingual Paraprofessional) Ditmas I.S. 62

Chapter 6: Hand in Hand- Focus on Mother’s Hands.

In preparation for a special visit by noted poet Andrea Pinkney, Amanda Xavier, Kathleen Hopkins and Dr. Reissman presented a model lesson using the texts of Andrea’s Jackie Robinson and Barak Obama poems in Hand in Hand. This latest informational text which is history and poetry plus art, won the Coretta Scott King Award for History 2012.

TEXT COMPLEXITY Qualitative Analysis –Dr. Reissman helped engage the students in a discussion where they identified the premise of “hands” and what these hands did as the basic writing frame for the poems. Ms. Xavier, Ms. Hopkins and Dr. Reissman had the students focus on their mothers’ hands and how what these hands do. After a rich discussion in which the students talked about the work in their homes and at their offices their mothers did, the educators invited the students to craft the following poems.

Alicia Hernandez –Poem

A Poem for my Mommy, EricaTo my mom that loves me, hugs me, and gives me anything,I could ask for.To this day, you still love meEven thoughI get you really mad To the point you want to scream and shout.You give me hugs when I am feeling down,In the dumps and about to cry.You give anything I would ever want, even though I don’t deserve it.I love you with all my heart. I know you love me tooHer two hands brought me cleanliness, happiness.Her two hands take care of me and love me.Her two hands have always loved me and always cared for me.Her two hands love me when I was a baby and always looked out for me.

Her hands care even more than I can bear.

Her hands heal, it’s how she shows appeal.

Even when she’s not at home I’m still not alone,

because she’s always by my side

Her hand makes me calm through the touch of her palm

She is my mom

Abraham Russell

A poem for my Mom: GuylineHer hands are

More than I can evenBare.

By the touch of Her fingertip, it

Wants to make meTake a dip.

Her hands keep meCalm by the touch

Of her palm, this is

My mom.

Amos (your Son)

Poem for my mom: Maribel

Her Two Hands

Her two hands brought cleanliness to my home,

love me,

take care of me, and help me be what I wanted to be.

Her two hands

Work on the computer, type all day so she’ll get paid.

So she’ll go to the mall to buy stuff I need most of all.

Her two hands

Helped me now

Until I get my chance to help her.

I help her with laundry, and other stuff.

She loves me.

I could read that in her thoughts.

Jaydy Vasquez

Special Hands

My mom has special hands than she cooks for me,

She gives medicine to me and she cares for me.

My mother does many things with her two hands.

She helps with her two hands when I’m upset.

My mother cleans my room when I am not home

with her two hands.

Lastly she’s always there for me!

She’s special to me

My mom’s name Bushra

Farrah Mirza

Poem for my mother –Maria Elena Martinez

Her two hands cleaning going up and down

Side to side as time passes by,

Yet it’s no riot she cleans

My clothes with Tide.

This might be late since Mother’s Day has passed

But her smile will soon be bright as day.

This is no fight but it seems right .

Thank you mom for everything.

You’ve taught me everything and that’s why I’m who I am.

Nothing will change the history between you and me.

Jason Simon

A Poem for my mother—Viviana

Her two hands

Her two hands

Made food for my family everyday.

She washes and dries my laundry,

cleans at home when I’m at school.

Sometimes when I feel sick,

Baby brother or sister she give us medicine.

She cheers me up and I feel sad.

She also fixes my clothes when they don’t fit me

Hand in Hand

We’ll always be together.

Gwendolyn Perez

Minuara Ahmed

Her two hands

Brought cleanliness, coziness, and love.

To me as a daughter and as lady.

She curls her arms around me.

She uses her hands to hold high our lives for applause.

For us to achieve good things.

She uses her pan to make pancakes for breakfast.

She would use a think stick to scare us if we don’t eat rice.

She prides when she cooks vegetables and meat for dinner plus

lunch.

She gives a kiss on the cheek after school.

She blesses me for good luck and to be healthy.

She wishes me luck so I can have courage and strength to do

anything in life.

She is my mom Minuara Ahmed,

The best mom in the whole universe!

Rufaida Ahmed

A Poem for my mom, Flor--Katherine Dominguez

Her two hands

Her two hands cook food for our family.

Do the laundry.

Clean the house

Her two hands

Make me feel better

When I’m upset

Give me medicine,

When I’m sick

Take care of us.

She’ll always be with me.

Hand to hand

Always together

Love you, mom.

Poem for my mother: Mokira Rakhmanova

Mom’s two hands soft and sweet

My mother’s two hand rap around me like a warm blanket

Her soft red lips kiss me off to school

She is the one I need, the one I care about

My mom’s job is to care for others

For a sweet old lady she is quite fun

Her job is to clean and cook

She feels bad for others in need

How she helps me so many things

Her knowledge is passed down to me

I help my mom and she helps me

I will always be there when she is in need

Azim Rkhmanov

A Poem for my mother—Sandra

There’s a special woman in my life that I know,

That special woman has showed me her love,

She has treated with respect,

She keeps treating me as if I’m still her baby,

That woman has taken care of me for 11 years

That woman gave me birth, she know how I feel every minute,

Every second and every hour.

Samantha Campos

For my mom—Jamila Mojanid

Her two hands,

Who raised me

She cares for me and she love me.

Her two hands, who cook for me.

She comforts me, cleans my mess.

Her two hands, who always hugs me.

Her two hands, who love me.

Ozair Bhutta

Hand in Hand

Her two hands,

Gave me comfort,

Food and cleanliness.

Her two hands woke me up in the mornings

To go to school

Her to hands kept

Me safe when I was a baby.

Her two hands

Niehema Alam

Her two hands

Who helped me

From birth to now

Who cares for me

Her two hands

Who always hugs me

Who always tucks me in bed

Who always cooks breakfast

Her two hands

Who cleans my mess

Who loves me

Who gives me medicine and other goods

A poem for my beloved mom.

Rhonda Pollard

Damian Clarke

Common Core Grade ELA Standards

Reading

Standards for LiteratureStandard (RL) – Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from text. Students used poetry models and newspaper texts as well as an informational history text.Standard (RL) – Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text. All of the works here focused on qualitative texts.Standard (RL) – Analyze how particular elements of a story interact (e.g., how setting shapes the characters or plot).Craft and StructureStandard (RL) – Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of rhymes and other repetitions of sounds (e.g., alliteration) on a specific verse or stanza of a poem or section of a story or drama. Poetry learning is totally about craft and is a mini workshop in quantitative text structure.Standard (RL) – Analyze how a drama’s or poem’s form or structure (e.g., soliloquy, sonnet) contributes to its meaning. Standard (RL) – Analyze how an author develops and contrasts the points of view of different characters or narrators in a text. The apology poems focused on this.

Integration of Knowledge and IdeasStandard (RL) – Compare and contrast a written story, drama, or poem to its audio, filmed, staged, or multimedia version, analyzing the effects of techniques unique to each medium (e.g., lighting, sound, color, or camera focus and angles in a film). Standard (RL) – (Not applicable to literature)Standard (RL) – Compare and contrast a fictional portrayal of a time, place, or character and a historical account of the same period as a means of understanding how authors use or alter history.

Range of Reading and Level of Text ComplexityStandard (RL) – By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6-8 text complexity ban proficiently, with scaffolding as needed at the high end of the range. Various chapters focused on in depth qualitative and quantitative text analysis.

Reading Standards for Informational Text (RI)

Key Ideas and DetailsStandard (RI) – Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.Standard (RI) – Determine two or more central ideas in a text and analyze their development over the course of the text; provide an objective summary of the text.Standard (RI) – Analyze the interactions between individuals, events, and ideas in a text (e.g., how ideas influence individuals or events, or how individuals influence ideas or events).Craft and StructureStandard (RI) – Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of a specific word choice on

meaning and tone. The apology poems and the individual poems focused on word usage.Standard (RI) – Analyze the structure an author uses to organize text, including how the major sections contributed to the whole and to the development of the ideas.Standard (RI) – Determine an author’s point of view or purpose in a text and analyze how the author distinguishes his or her position from that of others.Standard (RI) – Compare and contrast text to an audio, video or multimedia version of the text, analyzing each medium’s portrayal of the subject (e.g., how the delivery of a speech affects the impact of the words).Standard (RI) – Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims.Standard (RI) – Analyze how two or more authors writing about the same topic shape their presentations of key information by emphasizing different evidence or advancing different interpretations of facts.

Range of Reading and Level of Text ComplexityStandard (RI) – By the end of the year, read and comprehend literary nonfiction in the grades 6-8 text complexity band proficiently, with scaffolding as needed at the high end of the range.Writing Standards (W)Text Types and PurposesStandard (W) – Write arguments to support claims with clear reasons and relevant evidence.Standard (W) – Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically. Arguments were done about ESL versus regular education classes.Standard (W) – Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources demonstrating an understanding of the topic.Standard (W) – Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence.Standard (W) – Establish and maintain a formal style.Standard (W) – Provide a concluding statement or section that follows from and supports the argument presented.Standard (W) – Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through a selection, organization and analysis of relevant content.Standard (W) – Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.Standard (W) – Use appropriate transitions to create cohesion an clarify the relationships among ideas and concepts.Standard (W) – Use precise language and domain-specific vocabulary to inform about or explain the topic. Standard (W) – Establish and maintain a formal style.Standard (W) – Provide a concluding statement or section that follows from and supports the information or explanation presented. Standard (W) – Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.Standard (W) – Engage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters; organize and event sequence that unfolds naturally and logically.

Standard (W) – Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events and/or characters.Standard (W) – Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another.Standard (W) – Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events.Standard (W) – Provide a conclusion that follows from and reflects on the narrated experiences or events.

Production and Distribution of WritingStandard (W) – Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.Standard (W) – With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting or trying a new approach, focusing on how well purpose and audience have been addressed.Standard (W) – Use technology, including the Internet, to produce and publish writing and link to and cite sources as well as to interact and collaborate with others, including linking to and citing sources. This book is an e book and a print book distribution and uses visual imagery.

Research to Build and Present KnowledgeStandard (W) – Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation. Research on Vietnam circa 1975 was done for this project.Standard (W) – Gather relevant information from multiple print and digital sources, using search terms effectively; assesses the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism an following a standard format for citation.Standard (W) – Draw evidence from literary or informational texts to support analysis, reflection, and research. Standard (W) – Apply grade Reading standards to literature (e.g., “Compare and contrast a fictional portrayal of a time, place, or character and a historical account of the same period as a means of understanding how authors use fiction use or alter history”).Standard (W) – Apply grade Reading standards to literacy nonfiction (e.g. “Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims”).

Range of WritingStandard (W) – Write routinely over extended time frames (time for research, time for reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.Speaking and Listening Standards (SL)Standard (SL) – Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade topics, texts, and issues, building on others’ ideas and expressing their own clearly. All of the poetry workshops were speaking and listening and collaboratively based.Standard (SL) – Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.Standard (SL) – Follow rules for collegial discussions, track progress toward specific goals and deadlines, and define individual roles as needed.

Standard (SL) – Pose questions that elicit elaboration and respond to others’ questions and comments with relevant observations and ideas that bring the discussion back on topic as needed.Standard (SL) – Acknowledge new information expressed by others and, when warranted, modify their own views.Standard (SL) – Analyze the main ideas and supporting details presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how the ideas clarify a topic, text, or issue under study.Standard (SL) – Delineate a speaker’s argument and specific claims, evaluating the soundness of the reasoning and the relevance and sufficiency of the evidence.Standard (SL) – Present claims and findings, emphasizing salient points in a focused, coherent manner with pertinent descriptions, facts, details and examples, use appropriate eye contact, adequate volume, and clear pronunciation.Standard (SL) – Include multimedia components and visual displays in presentations to clarify claims and findings and emphasize salient points.Standard (SL) – Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grade 7 Language standards 1 and 3 for specific expectations.)

Language Standards (L)

Conventions of Standard EnglishStandard (L) – Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.Standard (L) – Explain the function of phrases and clauses in general and their function in specific sentences.Standard (L) – Choose among simple, compound, complex, and compound-complex sentences to signal differing relationships among ideas.Standard (L) – Place phrases and clauses within a sentence, recognizing and correcting misplaces and dangling modifier.Standard (L) – Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. Standard (L) – Use a comma to separate coordinate adjectives (e.g., It was a fascinating, enjoyable movie but not He wore an old[,] green shirt)Standard (L) – Spell correctly.

Knowledge of LanguageStandard (L) – Use knowledge of language and its conventions when writing, speaking, reading or listening.Standard (L) – Choose language that expresses ideas precisely and concisely, recognizing and eliminating wordiness and redundancy.Vocabulary Acquisition and UseStandard (L) – Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 7 readingACTFL Standards for Foreign Language LearningCommunication Communicate in Languages Other Than English Students infused Spanish language and Hispanic culture and other ccultures into their poetry and argument reflections.

Standard 1.1: Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions.Standard 1.2: Students understand and interpret written and spoken language on a variety of topics.Standard 1.3: Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics.

Cultures Gain Knowledge and Understanding of Other Cultures

The Thanhha Lai visit allowed us to gain knowledge of her culture. Standard 2.1: Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.Standard 2.2: Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.

Connections Connect with Other Disciplines and Acquire Information

Standard 3.1: Students reinforce and further their knowledge of other disciplines through the foreign language. They made connections to the Fall of Saigon and American History in this study.

Standard 3.2: Students acquire information and recognize the distinctive viewpoints that are only available through the foreign language and its cultures.Comparisons Develop Insight into the Nature of Language and CultureStandard 4.1: Students demonstrate understanding of the nature of language through comparisons of the language studied and their own.Standard 4.2: Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

Communities Participate in Multilingual Communities at Home & Around the World

Standard 5.1: Students use the language both within and beyond the school settingStandard 5.2: Students show evidence of becoming life-long learners by using the language for personal enjoyment and enrichment.

STANDARDS FOR FOREIGN LANGUAGE LEARNING

COMMUNICATION Communicate in Languages Other Than English

Standard 1.1: Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinionsStandard 1.2: Students understand and interpret written and spoken language on a variety of topicsStandard 1.3: Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics.

CULTURES Gain Knowledge and Understanding of Other Cultures-Vietnamese and African

American Perspectives as well as analysis of Muslim cultureStandard 2.1: Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied

Standard 2.2: Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied

CONNECTIONS Connect with Other Disciplines and Acquire Information

Social Studies- Fall of Saigon, 1970’s Alabama Schools and African American Civil Rights.Standard 3.1: Students reinforce and further their knowledge of other disciplines through the foreign languageStandard 3.2: Students acquire information and recognize the distinctive viewpoints that are only available through the foreign language and its cultures

COMPARISONS Develop Insight into the Nature of Language and Culture

Standard 4.1: Students demonstrate understanding of the nature of language through comparisons of the language studied and their ownStandard 4.2: Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

COMMUNITIES Participate in Multilingual Communities at Home & Around the World

Standard 5.1: Students use the language both within and beyond the school settingStandard 5.2: Students show evidence of becoming life-long learners by using the language for personal enjoyment and enrichment.

Afterword:

Together. . . I will never leave your side.

Together we are one.

Together we are inseparable.

But once you leave my side.

Failure slips beside.

We used to laugh and play,

Sing silly songs.

But now that you left me,

My mixed feelings about you are not wrong.

From love to hate.

From joy to despair.

My being filled with sadness

You have entrapped me in your snare.

Bring me up.

Drag me down.

I miss your voice.

Only an echo lingers, no sound.

Like a flower, our relationship withers.

It fades away.

My throat tightens, I try to speak

But to you, I have nothing to say.

I never wanted you gone,

Yet you went away.

So we say our goodbyes-

Know one thing. . .

Whatever you do,

I will never leave you.

Sean Tyganovsky

8th Grade Ditmas

President of Student Government

Director of the Writing Institute