DC SCORES coach's journal, Part V: Serious about the Slam!

Zachary Gomes moved to Washington, DC, two months ago from Albany, NY, to begin working at DC SCORES as a Coach Across America AmeriCorps volunteer. Zach has a passion for working with youth, and as part of his work with DC SCORES is coaching poetry and girls soccer at Lincoln Middle School. Throughout the season, Zach will share his experience as one of DC SCORES’ 190 coaches who run the program at our 47 schools. Zach will provide insight on the impact of DC SCORES -- through the eyes of a coach.

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Written by Zachary Gomes
Soccer Coordinator

Our last game was a must-win. The girls played Raymond Middle School, a team that was only a point ahead in the standings. A win would put us through to the playoffs, anything else and our fall competitive soccer season would come to an end.

I explained to the girls what the game meant and emphasized that win or lose, our goal was to play together as a team and to exemplify good sportsmanship throughout the contest. ... I also really wanted to win.

The pace of the game was quick and frantic. In my own excitement, I had made the girls desperate for the win. I had forgotten for a moment that DC SCORES is about so much more than playing for a championship

Four teams make the DC SCORES playoffs. The championship game is under the lights. The players get their names announced and stand in line while the national anthem plays. I wanted this experience so badly for my team.

I can clearly remember from my playing days the thrill of a game under the lights in the cold, inhaling the crisp air, your breath popping out in little clouds. My focus on making the championship had caused me to lose sight of the bigger picture.

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In addition to working with Lincoln, I am the DC SCORES staff lead at seven other schools. In this role, I provide support for coaches at the schools. One such school is Raymond. About a month before the game, I had attended a Raymond poetry session and got to know some of the girls we were facing off against in the game.

One of them yelled my name in the middle of the game, “Hey Zach! I remember you from poetry!” She had a huge smile on her face. I remembered her, too. She had sat next to me and spoke about how poetry classes inspired her to dream big dreams for her future.

Everything changed for me immediately. She brought me back to the big picture. She reminded me that this game was important because it allowed all the girls on the field to live in the moment. It allowed them to experience competition, teamwork, and friendship, winning and losing. It helped them find confidence and embrace hard work. Most of all, it allowed them to have fun.

At halftime, I sat the girls down and reminded them that there would be another season in the spring and that we would continue to practice throughout the winter. I reminded them of the spring Jamboree! tournament, and that there was a lot more soccer to be played. I reminded them to just go out on the field and to try their best and have a good time.

In the middle of the second half, Jossellyn A., an eighth-grader on my team, received a pass across the middle. The ball was bouncing toward her and she picked it out of the air with her foot, striking it solidly toward the net. The ball whizzed toward the right upper 90 of the net.

It missed by a centimeter and grazed the outside of the post. Still, an amazing volley!

The girls had a few more chances to score but we weren’t able to get one in. We tied Raymond. And it wasn’t bad at all. The girls had played hard. I told them I was proud of them and made sure everyone knew to be ready for a practice next week. More soccer was to come and the Poetry Slam! was only a week away!

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I have found it difficult to make a lot of the kids realize the Poetry Slam! is actually a real thing. The fact that it only happens once keeps the reality of the performance out of their minds.

But after the last two poetry classes, they are beginning to understand. We have been working on enunciation, stage presence, tempo, memorization and volume.

Keeping it fun is the key. For most of them, it will be their first time under the bright lights on a stage. Even though they don’t know it yet, they will be nervous. For my team, it is easiest to equate the Poetry Slam! to a soccer game.

I ask them questions like, “What is your body posture when you walk out on the soccer field?” They respond, “I feel proud.” “I run fast.” “I keep my head up.”

I ask, “Is it important to work together on the field?” They respond, “Yes, of course. When we work together, we win.”

I ask them, “Why is it important to look organized during warm-ups?” They respond, “Because we don’t wanna look like clowns.”

It all translates to the Poetry Slam!. Entering and exiting the stage together; standing tall with your hands out of your pockets and your eyes looking forward; supporting your teammates and encouraging them to give it their best shot.

Madeline G. is an eighth-grader at Lincoln who has been in DC SCORES for three years. Since the first day of poetry in September, she has shown a remarkable knack for writing touching and deep poems out of thin air. Her language and ideas are those of a 13-year-old going on 30. She will perform a solo poem as part of our performance. I can’t wait to see her shine on the stage.

We have limited practice time left and we will have to utilize every second of it in order to make the Dec. 3 Slam! in our auditorium a success. I have full faith in the team and I can’t wait to see them up on that stage.

Teams show tremendous growth at DC SCORES Capital Cup

(View Capital Cup photos HERE.)

As the final whistle blew, a large throng of fans stormed the field at Bell Multicultural High School.

A year and a half ago, Raymond Education Campus didn't even have a middle school soccer program. Now, on a fair-weather late November Tuesday, the community celebrated winning the girls Capital Cup Championship.

"It's super exciting," said volunteer coach Ariel Berroa after Raymond's 1-0 victory over Cardozo Education Campus. "It's a really nice achievement for the kids and me, too. Yeah, I feel really good."

Raymond's win demonstrated how quickly kids, when given a team and strong support structure, can thrive as one.

The same can be said of the Lincoln Middle School boys team, an annual fixture in the Capital Cup. After many of his leaders graduated last spring, coach Popsie Lewis wasn't sure what to expect from the team of mostly sixth- and seventh-graders that came to the first September practice.

"I only had two returning players and within the first week I lost one of them," Lewis said. "I definitely was searching for leaders. In the beginning of the season, that was the hardest part for these kids."

September and October practices weren't easy — and the team absorbed plenty of lumps — but gradually leaders emerged, kids Lewis knew he could lean on to set a positive example for teammates.

Dylan, Anthony, and Isaac — who, Lewis said, scored 15 of Lincoln's 16 regular-season goals — stepped up and filled the leadership void. And on Tuesday night, Lewis had nothing to worry about as the Knights played tremendous team soccer en route to a 6-2 victory over Cesar Chavez Prep in a rematch of last year's Capital Cup.

"Those guys really stepped up and took the challenge that I gave them becoming leaders," Lewis said. "I was looking for leaders, not so much followers. Those kids stepping up and doing that for me, it made a huge difference."

The reason DC SCORES added a middle school program at Raymond was demand. So many kids who were in the program during elementary school would become too old for the team and be left without a team. On Tuesday, the Raymond girls demonstrated how the Tigers have taken advantage of the opportunity to be on a team — from third through eighth grade.

Berroa said the Capital Cup wasn't so much a goal of the team as it was a result of the girls gaining confidence throughout DC SCORES' fall season. When the Tigers came back from a 2-0 halftime deficit to tie Chavez Prep and win on penalty kicks, Berroa and his fellow coaches knew what they were capable of.

"That gave them the confidence to reach here and win the Cup."

And as evidenced by the large mass of people rushing the field, the Raymond community has embraced its DC SCORES teams and loves celebrating the Tigers' successes.

The Power of Poetry at Brightwood, Part VII: Taking the stage

This fall, DC SCORES Digital Media Intern Paris Volpe is attending the after-school poetry sessions at Brightwood Education Campus (Elementary School) to observe how the Panthers discover "The Power of Poetry." Each week, Paris is writing about the curriculum and lesson plans of the program. Follow as she documents the progression of the students’ self-expression and writing techniques. You can also follow Paris' experiences on Twitter by following @DCSCORESinterns and view photos on Flickr.

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Written by Paris Volpe 
Digital Media Intern

The decibel level in the cafeteria is getting out of control.

The Panthers are on stage ready for round two of rehearsal but it’s so loud, it’s hard to think. Coach Rosenberg looks at the groups of other students playing and eating in the cafeteria and shrugs. She can’t move her class anywhere else because this is where the stage and microphone is.

So the show goes on.

“Alright guys, let’s be so good this time maybe the other kids will want to listen,” Rosenberg says. “I’ll time this round too.”

When the Panthers perform on stage for the Poetry Slam! Dec. 3., they will have 5 minutes for three poems and cannot use their poem sheets. This is their trial run.

The students hurry back to their positions. Troy R., age 10, takes the front of the stage and introduces his class.

“The title of our first poem is, I am; I wish.’”

His class shouts from behind him, “I AM!”

Troy’s smile widens as he continues. “I am happy with my life because it’s awesome, not boring,” he says proudly.

Individual students take turns speaking their lines into the microphone. As the poem continues, the noisy cafeteria slowly comes down to a simmer. I turn around to see the other kids now gazing at the stage. Conversations do not completely stop but they pause to take notice of the performance.

The students finish off their last poem with a resounding Panther “RAWR!” Another teacher from the back of the cafeteria shouts, “Great job, guys!” The Panthers are surprised but yell back, “Thank you!” and start to high-five.

Rosenberg then continues to help the students work on their posture and projection.

“If you need to fidget, try putting your hands behind your back,” she says. “Your classmates will be the only ones who can see, and they don’t care if you need to wiggle a bit. They are behind you to support you.”

It’s this kind of constructive criticism that helps the students improve their speech and stage confidence.

The students go for round three of rehearsal and the progress is already noticeable. Only a few more sessions before the big day. But Brightwood isn’t running out of steam.

They’re just getting started.

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Related posts
Power of Poetry, Part I
Power of Poetry, Part II
Power of Poetry, Part III
Power of Poetry, Part IV
Power of Poetry, Part V
Power of Poetry, Part VI

The Power of Poetry at Brightwood, Part VI: Acting out the performance

This fall, DC SCORES Digital Media Intern Paris Volpe is attending the after-school poetry sessions at Brightwood Education Campus (Elementary School) to observe how the Panthers discover "The Power of Poetry." Each week, Paris is writing about the curriculum and lesson plans of the program. Follow as she documents the progression of the students’ self-expression and writing techniques. You can also follow Paris' experiences on Twitter by following @DCSCORESinterns and view photos on Flickr.

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Written by Paris Volpe
Digital Media Intern

“You know what I would really like to see our class do to represent teamwork?” Coach Rosenberg asks her class. Right as Rosenberg is about to continue, Betelihem G., age 10, stands up and gives her a high-five.

The class bursts into laughter.

Shocked, Rosenberg says, “Wow. Wait. I like that idea way better.”

Now everyone starts to high-five.

There is no shortage of ideas in this classroom. For the entirety of this session on a cold mid-November afternoon, the Panthers share their thoughts on what actions and expressions they should perform during their group poem at the Dec. 3 Poetry Slam!.

Rosenberg patiently goes through each line of the poem with her class, asking for performance recommendations for key words. She keeps the energy flow of the classroom continuous and positive. As individual suggestions come in, she helps the kids develop their thoughts into specific actions the class can perform together.

“How can we demonstrate being helpful?” Rosenberg asks.

“Help someone carry their books!” shouts Trey O, age 10.

“Give them money!” suggests Ammanuel A., age 10.

“Catch them if they fall!” shouts another student.

Eventually the class agrees to act out helping someone who has dropped their wallet. Two volunteers practice this a few times with the supportive direction of their classmates. Even though there are a few mistakes along the way, the giggles never stop.

Finally, when all the actions are listed on the board, the class practices together. I didn’t think these students could get anymore enthusiastic. But boy was I wrong.

All of a sudden, the class is jumping, dancing, playing air-guitar, high-fiving, stomping. Even Sammy M., age 10, who is typically very quiet, is having a blast with Troy R., age 10, coming up with dance moves.

Eventually, everyone settles and we all try to catch our breath from laughing so much. Then Rosenberg asks Betelihem, who will be performing the individual poem, when she would like to give her poem. Betelihem stutters a bit. Rosenberg notices her hesitance.

“You can go after the first group poem,” she says. “If you feel nervous, you can always wait on the side and come out after us. But you will have your class behind you the entire time. You’re not going to be alone.”

Betelihem relaxes a bit and nods.

This session made it evident how far this DC SCORES team has come. Not only have I seen their writing improve, but their confidence, too.

They might have moments of hesitancy, but when they stand together there isn’t anything they can’t do.

DC SCORES coach's journal, Part IV: Poetry Slam! prep and the BIG GAME!

Zachary Gomes moved to Washington, DC, two months ago from Albany, NY, to begin working at DC SCORES as a Coach Across America AmeriCorps volunteer. Zach has a passion for working with youth, and as part of his work with DC SCORES is coaching poetry and girls soccer at Lincoln Middle School. Throughout the season, Zach will share his experience as one of DC SCORES’ 190 coaches who run the program at our 47 schools. Zach will provide insight on the impact of DC SCORES -- through the eyes of a coach.

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Written by Zachary Gomes
Soccer Coordinator

“Burgundy and White in the wind 
Our cry is bold 
We have a team that everyone knows 
Lincoln! Lincoln! Lincoln!”

As the Poetry Slam! approaches, the kids have buckled down and begun preparing for the upcoming performance. Unlike soccer, there isn’t a next week. The Slam! happens once a year, and I think they are starting to get serious about making a big impression on Dec. 3 when they’ll take the stage of their own school.

A large portion of the kids are bilingual, fluent in both Spanish and English. I encouraged the class to express themselves in Spanish. It was interesting watching them disagree on which Spanish words to use, as the difference between Spanish from Mexico, El Salvador and Honduras can often be quite different.

By the end of the class, I was smiling like a proud parent. The kids had blown me away with their creativity and use of words. They had created a masterpiece.

To hear them, almost 40 strong, say things like, “Together we are strong!” brought me chills.

And the thing is, when you start saying these types of things together, you begin to understand they are true! You begin to better understand the strength of the community you are in. That is the power of DC SCORES’ poetry and spoken word program.

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The energy from poetry spilled over into our soccer practices. The girls were more focused at practice and it was clear the team was getting closer as a unit.

In the beginning of the season, the girls would take a lap, stretch and do a small dynamic warm-up. However, there was no togetherness. Now, they form two lines and perform a warm-up routine that is as organized as that of the U.S. National Teams.

A lot of this change can be credited to the help I am getting from Ana G. Ana is a DC SCORES alumna who graduated from Lincoln and is now in the 11th grade at neighboring Bell High School. She is a natural-born coach and leader.

Ana doesn’t let the girls give up. She is never without a positive comment and she keeps the girls pumped up throughout practice. She helped the girls learn a new pre-game routine, and watching her do it was great. She kept asking them questions like, “Why do we want to look organized?” “What kind of team are we?” “Why can’t WE be the best?” She kept the girls focused and through her questioning helped them to understand why it was important that they learned the new routine as a group.

Ana tells me that a lot of her coaching style is modeled after last year’s Lincoln coach, Charity. Ana not only inspires the team; she inspires me. She is a game-changer.

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Our last game was a big one against Chavez Prep. With the two schools separated by a handful of neighborhood blocks, it was a home game for everybody. I had heard about the rivalry before, but didn’t know what I was in for.

The focus on the girls’ faces. They’re eagerness to play. The discipline of the warm-ups. Counting as they stretched, “UNO! DOS! TRES!.” Yelling as loud as they could so that all of Columbia Heights knew they were ready to play…

This was a big game! This was what it’s like to be on a team and feel the thrill of being part of a unit that is working together to achieve a common goal. The support of your teammates; the excitement of game day — it’s fun.

The intensity of the warm-ups matched the pace of the game. In the 10th minute, Chavez Prep snuck a goal past our keeper and took the lead. There was a lot of game left and I knew that this goal could go one of two ways:

1. The girls would get frustrated. 2. The girls would play even harder.

The girls played even harder and I couldn’t have been more proud.

We never got the equalizer we were searching for, but we played our best game of the season. The girls’ passes were on point. The defense held strong like a cement wall. And our keeper Tirsa S., a sixth-grader (the equivalent of a college freshman), played fearlessly! She made a diving save in the second half that had even her opponents clapping for her.

It was a tough loss. Tears were shed and some of the girls were frustrated. But the season continues. And in the end, the girls were smiling and happy, knowing they had put their best foot forward and left it all on the field.

“Burgundy and White in the wind
Our cry is bold
We have a team that everyone knows
Lincoln! Lincoln! Lincoln!”

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Related posts

• Coach's journal, Part I
• Coach's journal, Part II
• Coach's journal, Part III

The Power of Poetry at Brightwood, Part V: Writing the group poem

This fall, DC SCORES Digital Media Intern Paris Volpe is attending the after-school poetry sessions at Brightwood Education Campus (Elementary School) to observe how the Panthers discover "The Power of Poetry." Each week, Paris is writing about the curriculum and lesson plans of the program. Follow as she documents the progression of the students’ self-expression and writing techniques. You can also follow Paris' experiences on Twitter by following @DCSCORESinterns and view photos on Flickr.

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Written by Paris Volpe
Digital Media Intern

“I am respectful, responsible and ________.” This is the first line I notice on the sheet of poems Coach Rosenberg passes out to her class on Friday afternoon.

Hikma H., age 8, notices the blank too and tells Rosenberg this is a line from her poem and she knows the missing word. “Resilient,” she says quietly. “Do you know what that word means?” asks Rosenberg. “Yes,” replies Hikma. “It means someone who doesn’t give up even when things are hard.”

Rosenberg smiles and instructs the rest of the class to fill in the blank.

No matter what the poems are about, each one reveals a little bit about the student poet who wrote it.

As instructed, the students begin circling the poem lines they like the best. However, this is no simple task. There is much chatter and debate about which lines to choose. Eventually, the class reaches an agreement on an eight-verse poem—a poem that effectively represents this family of Brightwood Panthers.

Later, I ask Troy R., age 8, if he likes this class. He gives a very enthusiastic nod. “I like my class because we are talented … even though sometimes we’re goofy,” Troy says, giggling. While I meant “class” as in the poetry session, I accept that Troy made an even better statement about enjoying the students he is surrounded by.

When I ask how he thinks his class will do in the Poetry Slam!, he responds, “I think we will be good because we can be serious too and work together.”

Troy then adds, “I’m a little nervous though.” When I ask why, he responds, “We pause when we read sometimes. … But do you want to know what I’m going to do if I get scared?”

Of course, I want to know.

“I’m going to picture the audience with no pants on,” Troy says, laughing through his statement.

There is no doubt Troy is going to perform swimmingly at the Poetry Slam!.

Troy isn’t the only one who has a bit of the jitters, though, less than a month before the big day. Alexis T., age 10, tells me he is worried about the performance as well.

“We have to speak in front of a lot of other kids,” he says. Then Fitsum M., age 10, chimes in. “I am only nervous because I have no idea who is going to win!” he says, exasperated.

“But we picked out really good lines today,” Alexis says reassuringly. Fitsum nods in agreement.

It’s easy to tell there is much excitement for the Poetry Slam! Dec. 3. And now it’s crunch time! With their group poem almost finalized, the anticipation is propelling the Brightwood Panthers through the rest of their sessions.

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Related posts 
The Power of Poetry, Part I
The Power of Poetry, Part II
The Power of Poetry, Part III
The Power of Poetry, Part IV