Poetry event reconnects Antilles students with storytelling and self-expression
Antilles High School students rediscovered the power of personal voice and creative craftsmanship this spring through a series of tech-free poetry activities in the school library that emphasized literacy skills, reflection and ownership of their work.
Information Specialist Amarilys Díaz collaborated with English language arts teachers Maria Santiago, Joanne Rivera and Penelope Ferrer to guide students in hands-on writing and performance experiences. The activities encouraged direct engagement with literature and personal narratives without reliance on digital tools or artificial intelligence.
Sophomores and juniors completed a 100% tech-free writing project called “Diary of a Sophomore/Junior.” Students responded to prompts about personal growth, academic and social pressures, and future aspirations. They drew inspiration from works such as Walt Whitman’s poetry and Elizabeth Acevedo’s novel in verse “The Poet X.”
One ELA 11 student said the lessons connected directly to everyday life and pushed participants to grow. After drafting, students performed their poems in an open-mic format in the library, following guidelines on eye contact, voice projection and respectful audience engagement. The supportive setting allowed many to step outside their comfort zones. Participants described the experience as a journey of self-reflection that left them more hopeful and motivated.
Seniors in Penelope Ferrer’s ELA 12 class explored Mary Shelley’s “Frankenstein” through original poetry. Working entirely without technology, students wrote from the viewpoints of Victor Frankenstein or the creature, then presented their pieces while explaining connections to the novel’s Gothic Romantic themes. The exercise reinforced critical analysis and thematic understanding through creative expression.
Organizers intentionally kept the activities tech-free to foster genuine creativity and deeper thinking. “We wanted students to avoid shortcuts and dig deep into their own creative process,” Díaz said. “The result was a strong sense of ownership as students saw they are capable of producing meaningful, original work.”
The events highlighted student proficiency in key literacy areas such as word choice, point of view and figurative language. Teachers noted the visible pride on students’ faces as they shared their pieces.
These activities align with DoWEA’s emphasis on strong foundational skills and civic-minded education by helping students articulate their experiences, appreciate classic literature and build confidence in expressing ideas — important elements of informed citizenship and personal responsibility.
The success demonstrates the value of rigorous, creative lessons that challenge students while giving them space to develop authentic voices.
