Writing Golden Shovel Poetry Across the Curriculum
Keywords:Keywords: content literacy; instructional strategies; writing; methods and materials; literature; teacher education; professional development
This article describes lessons learned from the implementation of an instructional strategy that was conducted with preservice teachers enrolled in an undergraduate literacy course highlighting reading and writing as instructional tools to teach content area material across the curriculum. One requirement in the course was a Poetry Project. This project invited students to explore and use different poetic formats to write and illustrate two different poems across two different content areas. This article focuses specifically on one poetic format, namely, Golden Shovel Poetry (GSP). It describes the origin and purpose of GSP and shares student samples of Golden Shovel poems across four different content areas: English/Language Arts, Social Studies, Mathematics, Science. It ends with lessons learned from the whole experience and suggested considerations for K-12 teachers who wish to develop their own poetry project in their respective classrooms.
Atwell, N. (2014). In the middle, Third Edition: A lifetime of learning about writing, reading, and adolescents. Heinemann.
Atwell, N. (1998). In the middle: New understandings about writing, reading, and understanding. Heinemann.
Author & Monobe, G. (2018). Interdisciplinary curriculum: Using poetry to integrate reading and writing across the curriculum. Middle School Journal, 49(3), 36-48.
Brooks, G. (1964). Selected Poems. Harper & Row.
Cooper, S. (2009). The War To End All Wars. Retrieved from: www.poemhunter.com, January 22, 2023.
Dorsch, K.A. (2019). Poetry for Students. Retrieved from: https://www.google.com/books/edition/A_Study_Guide_for_Gwendolyn_Brooks_s_We/ KW2dDwAAQBAJ?hl=en&gbpv=1&dq=Golden+Shovel+poetry&pg=PT2&printsec=fr ontcover, December 26, 2021.
Enriquez, G., Cunningham, K.E., Cappiello, M.A., & Kruger, M.W. (2018). One Last Word:
Wisdom from the Harlem Renaissance (Children’s Literature Reviews). Language Arts, 95(6), 401.
Frost, R. (2019). The Road Not Taken. Familius.
Gallagher, K. (2011). Write like this: Teaching real-world writing through modeling and mentor
Graves, D. (1992). Explore poetry. Heinemann.
Graves, D. (1991). Build a Literate Classroom (Reading/Writing Teacher’s Companion.
Graves, D. (1990). Discover Your Own Literacy (The Reading/Writing Teacher’s Companion).
Harste, J. (2014). The Art of Learning to Be Critically Literate. Language Arts, 92(2), 90-102. Hayes, T. (2010). Lighthead. Penguin.
Jensen, K. (2018). Literacy: Privilege, or Right? Highlights from the 2018 Virginia Hamilton
Kane, S., & Rule, A.C. (2004). Poetry connections can enhance content area learning. Journal of
Adolescent & Adult Learning, 47(8), 658-669.
Literary Hub (2017). Inventing a New Poetic Form to Honor Gwendolyn Brooks: A Roundtable
Conversation with Poets from The Golden Shovel Anthology. Retrieved from: https://lithub.com/inventing-a-new-poetic-form-to-honor-gwendolyn-brooks/, December 27, 2021.
MacNeil, J., Goldner, M. & London, M. (2017). The stories of science: Integrating reading, writing, speaking, and listening into Science Instruction, 6-12. Heinemann.
Mills, H., & O’Keefe, T. (2017). Reading for Real: Creating a Culture of Literacy through Inquiry. Talking Points, 29(1), 2-11.
Multicultural Literature Conference. Retrieved from: https://www.teenlibrariantoolbox.com/2018/10/literacy-privilege-or-right-highlights- from-the-2018-virginia-hamilton-multicultural-literature-conference-a-guest-post-by-lisa- krok/, December 31, 2021.
National Governors Association Center for Best Practices & Council of Chief State School Officers. (2010). Common Core State Standards. Washington, DC: Authors.O’Dell, R. (2016). Golden Shovels are Real Cool. Retrieved from: https://movingwriters.org/2016/01/13/mentor-text-wednesday-golden-shovels-are-real- cool/, December 28, 2021.
Share, D. (2017). Introduction: The Golden Shovel. Retrieved from: https://www.poetryfoundation.org/poetrymagazine/articles/92023/introduction- 586e948ad9af8, December 27, 2021.
Silverstein, S. (2014). Where the Sidewalk Ends. HarperCollins.
Smith, F. (1981). Demonstrations, Engagement, and Sensitivity: A Revised Approach to Language Learning. Language Arts, 58(1), 103-112.
Tierney, R., & Pearson, P.D. (1983). Toward a Composing Model of Reading. Language Arts, 60, 568-580.
Wolfenbarger, C.D., & Sipe, L.R. (2007). A Unique Visual and Literary Art Form: Recent Research on Picturebooks. Language Arts, 84(3), 273-280.
Angelou, M. Still I Rise. Retrieved from: https://www.google.com/search?gs_ssp=eJzj4tLP1TcwLTAtL8oyYPTiKS7JzMlRyFQoy
j35i39j46i433i512j0i512l7.7567j0j4&sourceid=chrome&ie=UTF-8, June 13, 2022.
Brooks, G. We Real Cool. Retrieved from: https://www.poetryfoundation.org/poetrymagazine/poems/28112/we-real-cool, June 15,
Cooper, S. The War To End All Wars. Retrieved from: https://www.poemhunter.com/poem/the-war-to-end-all-wars/, June 10, 2022.
Frost, R. The Road Not Taken. Retrieved from:
https://www.poetryfoundation.org/poems/44272/the-road-not-taken, June 12, 2022.
Graham, J. Nature Knows Its Math. Retrieved from:
https://www.poetryfoundation.org/poems/58838/nature-knows-its-math, June 14, 2022.
Nesbitt, K. (2018). My Brother Ate My Smartphone. Retrieved from:
https://poetry4kids.com/poems/my-brother-ate-my-smartphone/, June 16, 2022.
Pound, E. A Girl. Retrieved from: https://www.poemhunter.com/poem/a-girl/, June 12, 2022.
Rosenblatt, L. (1994). The Reader, the Text, the Poem: The Transactional Theory of the Literary Work. Southern Illinois University Press.
Silverstein, S. (2014). Where the sidewalk ends: Poems and drawings. HarperCollins. Young, J. (2006). R is for rhyme: A poetry alphabet. Sleeping Bear Press.
All copyright remains with the author.