Inside the notebook at Imagine Hope Community Charter Part VII: Looking back at a fall of self-expression

Image Hope performs at the Poetry Slam!.

Each week throughout the fall season, DC SCORES intern Brady Smithsund visited the writing enclave of Imagine Hope Community Charter School -- Tolson Campus, a new school in the program. Brady witnessed as the Soaring Eagles experienced ups and downs in going through the Power of Poetry writing curriculum. Brady's internship ended before last week's Poetry Slam!, so he didn't get to witness Imagine Hope's inspiring performance at H.D. Woodson Senior High School that won third place and Skky M.'s solo poem that won her the Shine Award for best individual poet.

But Brady could have known as much from witnessing the enthusiasm and excitement the students brought to the classroom every day that he visited. Putting together a strong Poetry Slam! experience is a three-month journey for a DC SCORES team and its coaches, and Imagine Hope exemplified that process as well as any school.

Below are Brady's final thoughts from a semester spent visiting the poetry classroom of the Soaring Eagles. See photos from Brady's visits on our Flickr page.

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Shine Award winner Skky M.

After about three months of hard work in the classroom, the fall 2013 DC SCORES season is ending for the Soaring Eagles of Imagine Hope Charter, Tolson Campus. Not only does it mark the end of their soccer and writing seasons, but it also means my time with them is over. I have enjoyed watching the students learn from two very talented teachers in Jerome Clemons and Kendra Keuhl. The amount of work it took for them to teach a class as successful as this one shows nothing but promise for future seasons of DC SCORES.

On Day One, I sat back and observed as the students cracked open the DC SCORES Power of Poetry curriculum book (182 pages!) and begin their journey through poetry. That first day I was there back in September, I saw a group of kids who didn’t know anything about poetry -- some didn’t even know much about creative writing in general. They were nervous and shy around me. They weren’t as cohesive of a group as they are now. I was nervous at first at how much progress they could make, and how much of the curriculum they could hit along the way.

Each week, though, they kept getting better and better. I found myself more and more impressed by the ever-growing knowledge, spirit, and willingness to work hard exhibited by the students week in and week out. I saw them write their first “I Am” poems, used to describe themselves as students, athletes, friends, and human beings. I was there when they proceeded to writing acrostic poems, which incorporated a more artistic and aesthetic approach to poetry. I could see their confidence growing with each line they wrote and each poem they performed in front of the class.

By this time, they had accepted me as one of their own, giving me high fives and welcoming me into the class each time I visited. I knew them by name and they knew me. I was able to offer them advice and give them little pushes in the right direction if they needed it. Even though we had only spent one day a week together for a few weeks, I could tell that they respected me and they knew I respected them.

On the final day I attended a session at Imagine Hope, I witnessed what I could only describe as the pinnacle of their season. That day the students were practicing a complicated group poem they would be performing at this year’s Poetry Slam!. Kids are not perfect, and therefore they messed up quite a bit. Frustration was all around and tempers were starting to run thin. It looked as though they had hit a wall and were struggling to find a way to combat it.

Then, a unifying moment happened. One of the smallest boys stood up and grabbed the attention of the entire room.

“Who are we?” he yelled “Who are we?”

This ignited the rest of the kids, who responded with a rousing chorus of “Soaring Eagles!” It was at this point that they became a team. They bonded together to overcome their obstacles and work toward their common goal -- performing well at their first ever Poetry Slam!.

It was at this moment that I realized success in the DC SCORES poetry program isn’t about making it all the way through the Power of Poetry curriculum. I realized that none of it matters if the kids don’t have fun along the way. All the substantive material in the book is lost if the kids don’t have a nurturing and creative environment to learn in.

They have this environment at Imagine Hope Tolson. The kids were genuinely excited to be in that classroom every day, and I could see them change as students and writers throughout my time there. This is what the DC SCORES Power of Poetry curriculum really does -- facilitate the positive growth of kids in ways that go beyond just writing by teaching them to deal with everything that may get in their way. They learned not only how to write creatively but also how to think for themselves and express themselves in new ways.

That’s the power of DC SCORES.

Inside the notebook at Imagine Hope Community Charter Part VI: Jerome Clemons embraces role of coach

Each week throughout the fall DC SCORES season, I will be accompanying the students of the Tolson campus of Imagine Hope Charter on their journey through DC SCORES’ Power of Poetry curriculum. This will include weekly content posted on Twitter, Instagram, Flickr, and this blog. Follow these talented kids as they learn to express themselves through one of the purest forms of art! You can stay in touch with me by following me on Twitter at @DCSCORESInterns and @DCSCORES. Enjoy!

-Brady Smithsund, Fall 2013 Intern

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Last week I sat down with one of Imagine Hope's coaches, Jerome R. Clemons, Jr, to ask him a few questions about his life and how he came to work for DC SCORES. While his students prepared for the Poetry Slam!, the 5th-8th grade Social Studies teacher took a moment to reflect on his journey to DC SCORES.

DC SCORES: How did you get into education or start working with youth?

JC: I first started volunteering with youth in Charleston, South Carolina, when I was in high school. I worked with a non-profit organization called Youth Service Charleston. I helped start a summer reading tutorial lab for elementary students. To get the program off the ground, I worked with Youth Service Charleston, who assisted in getting books and reading supplies donated to the program. I found area camps that needed volunteers to help with campers' reading skills. Additionally, I mobilized many of my friends to volunteer. I have always cherished those memories of volunteering working with kids. I see those early experiences as my foundation into my current educational career. After high school I attended Towson University, where I played soccer and majored in Social Science. Upon graduating, my first teaching position was abroad teaching English to 4th-6th graders at a school in Addis Ababa, Ethiopia.

Why did you choose to work for DC SCORES; what attracted you to the program?

DC SCORES combines two of my favorite hobbies: soccer and poetry! Last school year I learned about DC SCORES and became interested in bringing the program to my school. I surveyed students to find out if they were interested. The response was overwhelming. There was interest from students in all grade levels. Finally, I contacted DC SCORES and worked on logistics.

Now that you’ve been doing it for a while, what do you enjoy most about it?

I enjoy the process of helping to drive student athletes towards success. We absorb information together learning, creating, and sharing new poetic ideas and soccer skills. I reciprocate the same love and excitement they share for DC SCORES.

Why is DC SCORES important to the school and the students it serves?

DC SCORES is vital to our school in helping to create community, self-expression, and integrity. The students we serve at Imagine Hope Tolson love sharing their experience this year with DC SCORES. We are one of the schools that does not have any athletic facilities on campus. The excitement that is felt on the days we have soccer practice and games is electric. Students sing cheers on the way to practice and even on the bus to games. Students look forward to having the opportunity to be outside and play soccer after school. The poetry component has helped create confidence in our students. DC SCORES has touched everyone at our school. Classmates and staff are always asking about our team!

Was there an experience you had growing up that pushed you into education or toward a program like DC SCORES? Were you in a similar program?

My first experience with soccer was with the Ebony City Soccer Club Lil’ Peles. Since 1980, Ebony City Soccer Club has been providing an organized team soccer experience to youth between the ages of 5 and 16 years in my hometown of Charleston, South Carolina. Lil' Peles soccer team was established to provide a vehicle that would help channel the energy of the area youth in a positive direction. Just like DC SCORES! The Lil’ Peles derived their nickname from the undisputed master of the game, Brazilian born soccer player Edson Arantes do Nascimento (Pele). His background as a youth was one of poverty and a determination.

What progress have you seen from your students during the writing session?

The progress I have seen during writing sessions has been connected to their creativity, confidence, and communication. Their vocabulary has constantly grown each week. The level of detail has also increased each week in their writing. They enjoy being specific and providing unique details.

What are you most looking forward to about the Poetry Slam!?

I am most looking forward to seeing my students take the confidence from the soccer field to the stage. I am excited to see all of the school performances. I know students and coaches have been working hard to put together performances for the Poetry Slam!.

Who is your favorite athlete?

My favorite athlete is Lionel Messi of La Liga club FC Barcelona and the Argentina national team. Before writing sessions would start, I would show my players highlight videos of Messi and say you need to emulate him on the field.

Who is your favorite musician or poet?

My favorite poet is Khalil Gibran.

What is your favorite food?

My favorite food is baked macaroni and cheese.

Inside the notebook at Imagine Hope Community Charter Part V: Luis comes out of his shell, performs his poem

Each week throughout the fall DC SCORES season, I will be accompanying the students of the Tolson campus of Imagine Hope Charter on their journey through DC SCORES' Power of Poetry curriculum. This will include weekly content posted on Twitter, Instagram, Flickr, and this blog. Follow these talented kids as they learn to express themselves through one of the purest forms of art. You can stay in touch with me by following me on Twitter at @DCSCORESInterns and @DCSCORES. Enjoy!

-- Brady Smithsund, Fall 2013 Intern

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One of the goals of last Wednesday's poetry session at Imagine Hope was to begin the process of deciding which student might perform their solo poem at the DC SCORES Poetry Slam! in early December. This is a crucial part of the DC SCORES Power of Poetry curriculum, as the Poetry Slam! is the premier — and culminating — event of the fall season. With a small group of students present, Ms. Kuehl suggested that everyone read aloud their recently written “Who Am I?” poems to me.

The first thing I noticed was that the students present were, incidentally, the ones who spoke up the least in class. One student, Luis, was possibly the shyest boy in in DC SCORES. At previous poetry sessions when I tried to introduce myself and the other students encouraged him to share, he remained quiet. On this occasion, though, he was a completely new person.

Luis greeted me when I walked in and hugged me when I left. And he even stood up in front of me and the class and performed his “Who Am I?” poem. It was beautifully written. I was surprised by the fact that he hadn’t spoken up before. This kid can write!

Now he was heard!

The rest of the students then performed their poems about poverty. This culminated in a group poem performed by more than half of the class. Lasting for a few minutes, the students touched on issues such as poverty, starvation, heritage and suffrage. I knew what these students were capable of, but I didn’t expect them to talk about these issues with such great depth.

Surprised and fulfilled, I left Imagine Hope with a smile on my face following a great poetry session.
 

Inside the notebook at Imagine Hope Community Charter School, Part III: Lots of practice pays off

Each week throughout the fall DC SCORES season, I will be accompanying the students of the Tolson campus of Imagine Hope Charter on their journey through DC SCORES' Power of Poetry curriculum. This will include weekly content posted on Twitter, Instagram, Flickr, and this blog. Follow these talented kids as they learn to express themselves through one of the purest forms of art. You can stay in touch with me by following me on Twitter at @DCSCORESInterns and @DCSCORES. Enjoy!

-- Brady Smithsund, Fall 2013 Intern

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After arriving at the Tolson campus of Imagine Hope Charter, climbing up to the second floor classroom, and trying to open the door, I discovered that class was taking place outside on the blacktop. Walking outside, I was greeted by cheers of “Mr. Brady! Mr. Brady!” The students of Mr. Clemons’ class were all very excited to see me. One passed me a soccer ball and I passed it back right away.

I walked in during the middle of a full-fledged soccer practice. Without the use of a grass or artificial turf field, the students had to make do with practicing on concrete. In some cases, playing on the surface can make you a better player. I grew up playing on the hard blacktop at my elementary school, and it did wonders for my ball control and dribbling ability. I could see the students physically adjust to playing on that surface. It wasn’t ideal, but it would do.

Mr. Clemons and Ms. Kuehl had the kids separated into two medium-size circles to play a team-building game. Using their right hand, the kids grabbed somebody else’s hand. Then using their left hand, they grabbed a different kid’s hand while still holding the hand they were holding with their right hand. The goal was to not break the circle to connect with somebody else.

Once everyone has both hands connected to somebody else’s, the game is over! This game creates a sense of community, teamwork, leadership and friendship. These bonds the kids form will not only help them on the pitch but in the classroom as well.

After the team-building game, it was time for a few passing drills. Using cones set up in the shape of a star, the kids ran from one cone to another and received a pass. They passed it back, and ran to a different cone. “I love soccer!” one of the kids yelled.

I then helped play a game called “head it, catch it.” I tossed the ball to the kids and told them to either head it or catch it. They had to do the opposite of what I said. The drill teaches listening, paying close attention and reflexes -- all skills that will benefit the youth during games.

“I like the game,” said Efil at first, “But I’m not very good.”

However, each kid got better with repetition. There was a clear progression in not only kids’ physical abilities but also their decision-making skills.

Much like they did a couple weeks ago, the students ended the day by reciting poems they had written. This week’s theme was soccer. I watched as everyone got up and read an alphabet poem they had written about soccer. Using words such as attack, ball, cross, and so on, they made it almost all the way through the alphabet.

Hard-earned alphabet cookies awaited each student as they finished their poem. They left happy with full stomachs after a long afternoon of soccer and poetry.

Inside the notebook at Imagine Hope Community Charter School, Part I: Enthusiasm to learn and express

Mr. Clemons instructs his DC SCORES students.

Each week throughout the fall DC SCORES season, I will be accompanying the students of the Tolson campus of Imagine Hope Charter on their journey through DC SCORES' Power of Poetry curriculum. This will include weekly content posted on Twitter, Instagram, Flickr, and this blog. Follow these talented kids as they learn to express themselves through one of the purest forms of art. You can stay in touch with me by following me on Twitter at @DCSCORESInterns and @DCSCORES. Enjoy!

-- Brady Smithsund, Fall 2013 Intern

As I approached the nondescript building of Imagine Hope Community Charter School -- Tolson Campus for the first time, I had no idea what I would face. I walked in the front door and upon receiving directions, climbed stairs to a classroom on the second floor. Before I even got close to the room, I could hear the collective chant of a group of elementary school kids.

“If I work hard enough, I can do anything!” screamed the kids. A couple boys in the back dropped beats on the table, banging their hands like they were kick drums, snares and hi-hats. The chant repeated again and again, getting louder each time.

From the moment I walked in the door and witnessed this, I could feel the energy radiating from these kids. Even after a long day at school, they were stoked to still be in a classroom, learning poetry until late in the afternoon.

Never before had I seen kids who were so excited to learn material that was completely voluntary.

Creating an acrostic poem!

The teacher, Jerome Clemons (@MisterClemons on Twitter), started class by reading a poem from the DC SCORES curriculum entitled "9 Gold Medals" by a poet none of the kids had ever heard of. This poem touched on issues of sportsmanship, acceptance and compassion, all values that DC SCORES prides itself on instilling in youth. Each student had a different guess at what the poem was about, but in the end they were all on the same page.

Wondering who I was, the kids asked me a couple questions but then quickly accepted me into their community. Now one of them, I watched as the students wrote their first ever acrostic poems, using the word SCORES as the template. They then voted to decide which words they wanted to use from their brainstormed list. Using words like success, creative, outstanding, and respect, the poem was formed. The kids stood back to admire their hard work.

The hour gone, it was time for the kids to go home. High-fiving Mr. Clemons and me, they ran out of the room with big smiles on their faces, excited about what they just learned.

One stopped and asked me, “Will you be here next week?”

Yes, yes I will.