[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-1-en-105":3,"doc-seo-194591-105":53,"doc-detail-194591-en":126},{"code":4,"msg":5,"data":6},0,"success",[7,14,19,24,29,34,39,44,49],{"id":8,"doc_module":9,"doc_module_name":10,"category_name":11,"show_sort_weight":12,"slug":13},11,1,"Template","Presentations",90,"presentations",{"id":15,"doc_module":9,"doc_module_name":10,"category_name":16,"show_sort_weight":17,"slug":18},12,"Resumes",80,"resumes",{"id":20,"doc_module":9,"doc_module_name":10,"category_name":21,"show_sort_weight":22,"slug":23},14,"Invoices",70,"invoices",{"id":25,"doc_module":9,"doc_module_name":10,"category_name":26,"show_sort_weight":27,"slug":28},15,"Posters",60,"posters",{"id":30,"doc_module":9,"doc_module_name":10,"category_name":31,"show_sort_weight":32,"slug":33},16,"Social Media",50,"social-media",{"id":35,"doc_module":9,"doc_module_name":10,"category_name":36,"show_sort_weight":37,"slug":38},17,"Forms",40,"forms",{"id":40,"doc_module":9,"doc_module_name":10,"category_name":41,"show_sort_weight":42,"slug":43},18,"Letters",30,"letters",{"id":45,"doc_module":9,"doc_module_name":10,"category_name":46,"show_sort_weight":47,"slug":48},21,"Paper Templates",5,"papers-templates",{"id":50,"doc_module":9,"doc_module_name":10,"category_name":51,"show_sort_weight":4,"slug":52},158,"General","general-158",{"code":4,"msg":54,"data":55},"ok",{"site_id":56,"language":57,"slug":58,"title":59,"keywords":60,"description":61,"schema_data":62,"social_meta":119,"head_meta":121,"extra_data":123,"updated_unix":125},105,"en","where-im-from-poems-writing-guide","Where I’m from - Poems - Writing Guide","","“Where I’m from” poems address adolescent identity by going beyond surface categories like ethnicity, gender, and age, and instead foregrounding experiences, relationships, hopes, and interests. Students clarify identity elements through composing biopoem-style lines, and sharing them strengthens peer connection and a cohesive classroom community. The strategy also offers an inventive route to demonstrate learning about historical or literary figures and to connect place with belonging, change, and identity.",{"@graph":63,"@context":118},[64,80,101],{"@type":65,"itemListElement":66},"BreadcrumbList",[67,71,74,77],{"item":68,"name":69,"@type":70,"position":9},"https://docshare.wps.com","Home","ListItem",{"item":72,"name":10,"@type":70,"position":73},"https://docshare.wps.com/template/",2,{"item":75,"name":11,"@type":70,"position":76},"https://docshare.wps.com/template/presentations/",3,{"item":78,"name":59,"@type":70,"position":79},"https://docshare.wps.com/template/where-im-from-poems-writing-guide/194591/",4,{"url":78,"name":59,"@type":81,"image":82,"author":87,"headline":59,"publisher":90,"fileFormat":93,"inLanguage":57,"description":61,"dateModified":94,"datePublished":95,"encodingFormat":93,"isAccessibleForFree":96,"interactionStatistic":97},"DigitalDocument",{"url":83,"@type":84,"width":85,"height":86},"https://docshare.wps.com/thumbnails/where-im-from-poems-writing-guide/194591.png","ImageObject",442,249,{"name":88,"@type":89},"Jake","Person",{"url":68,"name":91,"@type":92},"DocShare","Organization","application/vnd.openxmlformats-officedocument.wordprocessingml.document","2026-10-07","2026-09-03",true,{"@type":98,"interactionType":99,"userInteractionCount":15},"InteractionCounter",{"@type":100},"ViewAction",{"@type":102,"mainEntity":103},"FAQPage",[104,110,114],{"name":105,"@type":106,"acceptedAnswer":107},"What is the purpose of writing “Where I’m from” poems?","Question",{"text":108,"@type":109},"They help students clarify important elements of identity, and when shared they build peer relationships and a cohesive classroom community.","Answer",{"name":111,"@type":106,"acceptedAnswer":112},"What steps guide students from preparation to sharing?",{"text":113,"@type":109},"Students prepare with examples and possibly a template, prewrite by reflecting on “from” and brainstorming details, draft poems beginning with “I am from…”, then share through gallery walks, group sharing, readings with responders, or pass-around commenting.",{"name":115,"@type":106,"acceptedAnswer":116},"How can the poems connect place and identity in discussion?",{"text":117,"@type":109},"Prompts focus on how place influences identity, what “place” can mean beyond geography (community or idea), belonging across multiple places, and what stays the same versus changes after moving.","https://schema.org",{"og:url":78,"og:type":120,"og:title":59,"og:site_name":91,"og:description":61},"article",{"robots":122,"canonical":78},"index,follow",{"doc_id":124,"site_id":56},194591,1788440483,{"code":4,"msg":5,"data":127},{"doc_id":124,"user_id":128,"nickname":88,"user_avatar":129,"doc_module":9,"category_id":8,"category_name":11,"doc_title":59,"doc_description":61,"doc_content":130,"file_id":131,"file_url":132,"file_type":133,"file_size":134,"view_count":15,"is_deleted":4,"is_public":9,"is_downloadable":9,"audit_status":9,"page_count":135,"language":136,"language_code":57,"site_id":56,"html_lang":57,"table_of_contents":137,"faqs":138,"seo_title":139,"seo_description":61,"update_tm":125,"read_time":73},962084928904,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","“Where I’m from?” Poems\nRationale:\n“Who am I?” is a question on the minds of many adolescents. “Where I’m from” poems get beyond aspects of identity that are often more obvious and familiar (such as ethnicity, gender and age), by focusing on other factors that shape our identities such as experiences, relationships, hopes and interests.  Writing “Where I’m from” poems helps students clarify important elements of their identity. When these poems are shared they can help build peer relationships and foster a cohesive classroom community.  “Where I’m from” poems can also provide a creative way for students to demonstrate what they know about historical or literary figures.\nProcedure:\nStep one: Preparation\nOften students themselves are the focus of a “Where I’m from” poem. But, it is possible for other people, such as historical or literary figures, to serve as the subject of these poems.  You can assign students a specific individual to represent through this poetic structure or you can allow students to choose an individual relevant to the current unit of student.\nPrior to asking students to write their poems, we strongly recommend showing them an example.  (See the related resources section for links to web pages that publish examples of “Where I’m from” poems written by students and poets.) Teachers have also found it is useful to write their own “Where I’m From” poem and share that with the class as a model.\nAdditionally, it is helpful to create a template or \u0013 HYPERLINK \"http://docs.google.com/Doc?docid=0Af1CWZf8d7HzZGc5amQ4el80MGNzN3ZyYnA5&hl=en\" \u0014worksheet \u0015(see below) that students can follow when writing their “Where I’m From” poems. Click here for an example you can adapt for your own students.\nStep two: Prewriting\nGive students the opportunity to think about what it means to be “from” some place.  Reading other “Where I’m From” poems provides an effective prompt for this conversation. Questions students can respond to in a journal or in a class discussion include:\nWhat does it mean to be “from” some place? How can the place we are from influence our identities (who we are)?\nIs it possible to be from more than one place?  How might our identity change depending on where we are?\nCan people be from a “place” that is not an actual location, but represents a community or an idea – such as being from a family, a religious tradition or a strong interest?\nAfter students have reflected on broad questions related to identity and place, have them brainstorm specific words and phrases that represent where they are from (or where they assigned individual is from). Here are some categories they might consider as they brainstorm:\nNames of important people related to this place (relatives, friends, etc.)\nSpecial foods or meals eaten in this place\nTraditions practiced in this place\nFavorite songs and stories\nFamiliar phrases used in this place\nOrdinary items found in this place\nImportant beliefs valued in this place\nHeroes of this place\nSignificant events (happy and/or sad) that have happened in this place\nImages that represent this place\nSounds that represent this place\nSmells that represent this place\nStep three: Writing\nReferring to “Where I’m Poem” examples as a guide and drawing from their brainstorming, ask students to begin writing their poems.  Students should not feel limited by their prewriting. They do not need to use all of the ideas from their brainstorming and they may come up with new words and phrases to add to their poems. “Where I’m From” poems do not all follow the exact same structure, but they do begin with the phrase “I am from…..”\nStep four: Sharing\nStudents learn a great deal about each other and/or about other people, by reading each other’s “Where I’m From” poems. There are many ways students can share their work:\nStudents can read poems as a \u0013 HYPERLINK \"http://www.facinghistory.org/resources/strategies/gallery-walk-teaching-strateg\" \u0014gallery walk\u0015.\nStudents can share them in pairs or small groups.\nStudents c","cbCaitwuAYRqEv1N","https://ap.wps.com/l/cbCaitwuAYRqEv1N","docx",21093,6,"English","# Rationale\n# Procedure\n## Step one: Preparation\n## Step two: Prewriting\n## Step three: Writing\n## Step four: Sharing\n## Step five: Debrief\n# Additional resources","[{\"question\":\"What is the purpose of writing “Where I’m from” poems?\",\"answer\":\"They help students clarify important elements of identity, and when shared they build peer relationships and a cohesive classroom community.\"},{\"question\":\"What steps guide students from preparation to sharing?\",\"answer\":\"Students prepare with examples and possibly a template, prewrite by reflecting on “from” and brainstorming details, draft poems beginning with “I am from…”, then share through gallery walks, group sharing, readings with responders, or pass-around commenting.\"},{\"question\":\"How can the poems connect place and identity in discussion?\",\"answer\":\"Prompts focus on how place influences identity, what “place” can mean beyond geography (community or idea), belonging across multiple places, and what stays the same versus changes after moving.\"}]","Where I’m from - Poems - Writing Guide | DOCX"]