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Dr. Bickmore's YA Wednesday's 
Monday Motivators

This blog page hosts posts some Mondays. The intent and purpose of a Monday Motivator is to provide teachers or readers with an idea they can share or an activity they can conduct right away.

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Poetry as Architecture: Kyle Liang’s “How to Build A House” By Darius Phelps

3/20/2023

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Darius Phelps is a doctoral student at Teachers College, Columbia University. He is an adjunct professor at CUNY Queens, Hunter College, Teachers College, and intern at Brooklyn Poets.  An educator, poet, spoken word artist, and activist, Darius writes poems about grief, liberation, emancipation, reflection through the lens of a teacher of color and experiencing Black boy joy. His poems have appeared in the NY English Record, NCTE English Journal, Pearl Press Magazine, and ëëN Magazine’s The 2023 Valentine Issue.  Recently, he was featured on WCBS and highlighted the importance of Black male educators in the classroom. Darius can be contacted via email at: [email protected].

As educators, we often find that many of our students are immediately intimidated and fearful of diving into poetry. As both a poet and male educator of color, I stand behind my stance that poetry is universal, intricate, intimate, and even liberating.  The late bell hooks stated “Poetry sustains life. Of this I am certain. There is no doubt in my mind that the pain of poverty, whether material or emotional lack, can be eased by the power of language. I know this intimately.” When I think of my relationship with poetry, this quote captures my feelings wholeheartedly. 

Throughout my childhood, writing poetry started off as a hobby that ended up being a source of comfort, healing, and restoration when I lost my grandfather a decade ago. Never taken a class or received any formal training, I’ve always picked up the pen and let it guide me, no matter where or how deep into my emotions. Books and the use of words taught me how to grasp what I feel on a daily basis, whether that be a spectrum of emotions or even working through my grief as I processed my loss. Now, as a man in his thirties, I look for work that speaks to and frees my younger self, shedding light on a narrative that I have yet to share with the world. When it comes to the classroom as a doctoral student and adjunct professor in English Education, I wanted to find work that encouraged my Master Level students, specially those of color, to embrace and both honor their origins. 

There is immense power behind sharing our authentic selves, and that is one of the many things I have learned from  Brooklyn Poet’s own immaculate  Kyle Liang and his work. Kyle Liang is the son of Taiwanese and Malaysian immigrants. He is the author of the chapbook HOW TO BUILD A HOUSE (winner of the 2017 Swan Scythe Press Chapbook Contest), and his debut full-length collection, GOOD SON, will be forthcoming from Sundress Publications in early 2024. Kyle’s work has appeared in Best of the Net, Asian American Writers’ Workshop’s The Margins, Glass: A Journal of Poetry, wildness, Diode and elsewhere. He is an adjunct professor at Quinnipiac University, a teacher for Brooklyn Poets, and a physician assistant in internal medicine at New York-Presbyterian/Weill Cornell. Kyle lives in New York City with his wife Morgan. In his first collection, How to Build A House, Liang takes the reader on an intimate journey with his poems, reminiscent of journal entries meant only for his eyes, we follow him as he speaks his truth unapologetically, leaving no stone unturned from start to finish. Beginning with our adolescent youth, if we begin to be more intentional with amplifying diverse voices, perspectives , and views on taboo subjects such as grief and trauma, we can begin to order our steps on the intentional journey towards healing.

How to Build a House is one of the most stellar debuts I’ve come across in the last twenty years. Adolescents everywhere need to hear his narrative. Kyle inspires and emboldens us to look inside ourselves, peel back our layers and excavate what truth lies at our cores. With poems such as “Reflux”, “An ABC in a Dim Sum Restaurant” and the haunting “Petrichor”, Kyle holds nothing back, letting his emotions and honesty take the reigns as we learn of his parents journey, his upbringing, and adolescent thoughts  in retrospect.  “Let the black crinkled bits hitchhike/on a passing breeze and spiral/ over the bright green grass/ where the bombs gave birth to you.” His words are one that leaves chills up your spine, brings comfort, healing, but also recognition, for if we don’t take a closer look at our scars, can we heal this dissolved nation?

Detailing the immigrant experience through pieces such as “A Tracing of Our Shoeless Feet” where he  tugs at our heartstrings with the stanza, “I somehow always  see my mom when she’s waiting at the bus stop in the ocean/ I watch the waves nearly toss her over before walking up and asking, Momma, don’t you know the bus don’t come down here anymore/ I forget she doesn’t  know English too well so I paraphrase,  Momma, not today/ Yet, I still stand next to her beside that metal sign and together we let the current push and pull our bodies dressed in soaking clothes/ The weight of water pulls our shoes off…

​With the turn of each page, Kyle lays down a brick of new foundation cemented in honesty, excavation, and emancipation. Emulating poetry as architecture, with his work, his tone, his voice, and  willingness to bear his soul, Kyle doesn’t just build a house in the sky by being vulnerable, he lays the foundation for a better world. One where marginalized voices, specifically where fellow young men of color, are free to unapologetically be themselves, on their respective journeys towards liberation.  Awaiting the forthcoming GOOD SON, I have a feeling Kyle’s story is just beginning as he steps into his true power, voicing his deepest desires, passion, and fears. Regardless of where this journey takes him, one thing is for certain, is that he is a rarity and emblem of strength, courage, and truth. A bridge to liberation, and a personal beacon of light —one that has truly changed my life, for the better.
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Kyle Liang
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It’s Not Me, It’s You: Book Breakups and Rekindling a Love of Reading by Meg Grizzle

3/6/2023

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Meg Grizzle is a former high school English teacher and a current PhD student and Graduate Assistant at the University of Arkansas. She is passionate about young adult literature, creative writing, and libraries. 

In his Netflix special
Kid Gorgeous, Comedian John Mulaney argues against colleges and universities asking alumni for donations. Mulaney’s main point, that he has already given enough money through tuition and fees, is driven home by a brief quip: “I paid $120,000 for someone to tell me to go read Jane Austen, and then I didn’t.” In short, college was expensive, and even paying to read the classics isn’t enough motivation to actually go do it. 


The merit of the western literary canon, which includes works by Jane Austen, in contemporary ELA classrooms is a common point of debate among educators and researchers alike. How can we reconcile the White Eurocentricity of the canon with the continuing belief that to be well-read and therefore well-educated means being familiar with the classics? I am not going to attempt to address this question in a brief blog post or anywhere else for that matter. What I can do, however, is offer a tool that allows students to talk back to those canonical texts and give them the freedom to embrace Young Adult Literature as a legitimate and important literary genre. 

During my time as an 11th and 12th grade ELA teacher, I always made room for student choice in reading, whether that be through sustained silent reading or a complete independent reading unit. The first years of encouraging students to become the readers I knew they could be were challenging. I love books. I wanted my students to love books. I held the somewhat naïve belief that if I surrounded them with enough books, book talked enough books, and always posted “Mrs. Grizzle is reading...” on my classroom door students would, perhaps through osmosis, become readers. I had good intentions, but it took some time for me to realize that those intentions were very much focused on myself. I wanted to be my students’ bookish savior. What I didn’t realize, however, is that my students had very strong opinions about what they had been told to read in school, and over the years, those opinions had turned into quiet resignation, a tacit understanding that teachers would assign books, and those books, save for a quick scan of Sparknotes, would largely go unread. 

One year, as I revisited my yearly independent reading unit, I considered how I had and had not allowed my students to have agency and voice in the reading process. I realized that giving students choice may not be enough. I needed to provide them with an outlet, an avenue to voice frustration with the ways they had been taught to approach reading. This realization led me to create one of my favorite assignments to date, the breakup letter to a book. 

The concept is simple: students think of a book they have disliked and write a breakup letter to that book. In their letter, students explain why they have decided to part ways with that particular title, and they include a list of offenses the book committed. (See my example below that I used with my students). I broke up with Pride and Prejudice, a decision that would make John Mulaney proud. After students have completed their letters, they talk through their work. The class discussion post-letter is always some of the best work students produce all year. For students, there is something truly satisfying about being able to vent. It's even more special when students discover that some of them have broken up with the same book. There’s a reading kinship that forms from those connections. 

It always takes my students by surprise when I tell them that it’s okay to hate a title, that it’s perfectly normal to feel frustrated with assigned reading, and that voicing those frustrations is the first step toward understanding their readerly identities. We can use that disappointment to understand what we don’t like in our reading lives and in turn, understand what we do.
Sample Breakup Letter
Dear Pride and Prejudice, 

It’s not you. It’s me. And the “it” is that I just can’t stomach you. I’m ashamed to admit it. You are the George Clooney of literature, after all. Elegant and refined with handsome prose. You only become more attractive as you age. But alas, it is a truth not so universally acknowledged that not every well-educated middle-class woman swoons over your Mr. Darcy and your foggy English countryside. I can’t relate to your high teas and your meeting up in perfectly unplowed meadows. 

Do you know how many times I’ve tried to read you? It’s completely embarrassing. I have a Master’s degree in English, and I cannot make myself get past page…76??? Do you know what that means? I made it through graduate school, nay through a class dedicated to the British novel, nay to British novels written by females, without reading you. I’ll be honest. I watched your movie. It was just as dull as you. Maybe it’s my unrefined East Texas ear, but I just can’t seem to understand anything you’re saying. Which leads me to another confession: I listened to you on audiobook. I tried to appreciate you while I mopped my kitchen floors and ran my errands. I tried to perch myself on a stationary bike at the gym and convince myself that I was the embodiment of the progressive woman. Here I am everyone, pedaling away while I fill my mind with literary greatness. I made it two miles before I switched to my Beyonce playlist. Now there’s a true poet. 

But really, Pride and Prejudice, this isn’t your fault. It’s mine. I should have tried to read you while sitting by a fire and drinking tea and eating crumpets. I should have bought a fancier copy of you, one that had a nice cover so I might actually enjoy holding you in my hands. Truthfully, I thought my obsession with Netflix’s The Crown would motivate me to be more British, but after I binge watched seasons one and two, I just fell back into my old habits of reading, as my grandmother classifies them, novels featuring orphaned and/or mistreated young girls. 

So, I’m afraid I'm out. I’m kindly asking you to please consider moving from my built-ins to my cabinets. It’s better if we don’t see each other anymore. It’s clear that we aren’t in this for the long haul, and I’m fairly certain we can’t be friends. I’m sorry if this creates any tension between you and Jane Eyre, whom I love dearly. 

Ta ta and goodbye then, 
Meg
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    Curators

    Melanie Hundley
    ​Melanie is a voracious reader and loves working with students, teachers, and authors.  As a former middle and high school teacher, she knows the value of getting good young adult books in kids' hands. She teaches young adult literature and writing methods classes.  She hopes that the Monday Motivator page will introduce teachers to great books and to possible ways to use those books in classrooms.
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    Emily Pendergrass
    Emily loves reading, students, and teachers! And her favorite thing is connecting texts with students and teachers. She hopes that this Monday Motivation page is helpful to teachers interested in building lifelong readers and writers! 
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    Jason DeHart
    In all of his work, Jason hopes to point teachers to quality resources and books that they can use. He strives to empower others and not make his work only about him or his interests. He is a also an advocate of using comics/graphic novels and media in classrooms, as well as curating a wide range of authors.
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