Teaching Middle Schoolers

Being Open-Hearted is Being “Hearticulate.” When someone says that you are “articulate,” (spell out the word on a board) they mean that you speak clearly and effectively.

If someone were to say that you are “hearticulate,” (spell out the word on a board), what would they mean?

(Hear and respond to the answers)

Yes! Being “hearticulate” is all that. . . and more.

It is about being “open-hearted” in many different ways: It is less about being right or wrong, but being open to the many rays of truth which shine through each moment . . .

How we can practice ‘being Hearticulate” through poetry

The practice of being hearticulate begins when we amplify the influence of quiet wisdom in our lives. This wisdom can come from many sources:

• from inside us
• from the magnificence of nature
• from our family
• from our friends
• from new experiences we have
• from silence.

One way of becoming more aware of the wisdom in and around us—and in sharing that wisdom—is to give it voice through words. Poetry is a wonderful way to do this.

What is a 10?

One form of poetry—and a new form, at that—is a poem that has only ten syllables in it. Thus, this form is called a 10.

(Here might be a place to review what a syllable is. The word “syllable” can even be used as an example)

There is more to a 10 than just 10 syllables; there is a certain structure to the poem:

It’s a short poem, with only three lines:

The first line has two syllables in it. (2)

The second line has three syllables in it. (3)

And, the third line has five syllables in it. (5)

Here is a 10:
(write it on the board)

Fingers
and toes each
have nine kin helping
~Rachel Bagby

Speaking a 10 out loud increases your connection with the form.
Let’s take a moment now to quietly whisper these words as we count out the syllables on our fingers. Think one syllable for each of your fingers.

. . . Great!

Here’s another 10:

cat’s eye
to cat’s eye
we mouse through the fog
~Rachel Bagby

Let’s whisper this one, too, while we count out the syllables on our fingers. . . .

Wonderful!

Now, it’s our turn to make a 10. Remember, we have three lines:
___
___
___

and,

in the first line we have 2 syllables 2
in the second line we have 3 syllables 3
in the third line we have 5 syllables 5

On the first line, you can use one word that has two syllables,
for instance, “window” or “Susan” or “laughing.”

Or, you can use two words, where each words has just one syllable, for instance, “Green frog” or “I am.”

Now, let’s practice creating a 10 . . .

Idea: If it’s a warm day, say to the students: One of the easiest ways to write a 10 is for us to be outside, surrounded by nature. So, why don’t we each take something to sit on (maybe some used cardboard pieces that have been cut ahead of time) and go outside. Then, ask them to sit in silence for one minute and then ask them to write down in ten or more words what is around them, and what they are experiencing.

Idea: Ask the students to make a list of 10 people they are grateful for. Now, ask them to make a list of 10 places they are grateful for. Now, ask them to make a list of 10 sounds they enjoy hearing.
Now, ask them to make a list of 10 emotions they can feel.
Now, ask them to list 10 things about nature they like.

Idea: Ask the children to think of an animal. Then ask them to write down some words describing that animal, including what the animal is doing: Then ask them to rearrange ten of those words into a poem (a 10).

Idea: Put masking tape around a certain window and have the children go over and write down things they see outside. They can either use these words immediately to create a poem or save them as seeds for future writing.

Idea: Ask the students about forgiveness. Have them write down the name(s) of someone they want to forgive. Have them write down the name of someone they wish would forgive them. Have them write down something(s) that they might want to forgive in themselves.

Idea: Take two or more empty milk cartons, and cut down to a cube. Cover each side with a piece of colored paper (light colors work best). Have the children each write a 10, then the teacher, or the child, will write a poem on each side. Then, the cartons can be rolled like dice. Whichever poems land on top are the ones that children can take turns reciting in front of the class.

Idea: Poetry can be introduced using riddle poems (where the students must study the poem to figure out an answer) or humorous poems.

Idea: writing prompt: I feel happy when . . .

Idea: sitting in nature, write down what you see. Use one word for some things, use a phrase (several words) for others; write down how you feel.

Idea: Have three children each read one line of the poem. Repeat, using other poems, until all children have participated.

Thanks to Abhaya Thiele for her help in preparing this plan.