Sequence of activities:
Introduction (15 minutes):
This lesson is intended to generate a collaborative poem that captures a collective impression of a possible future.
Begin with sharing “Future Memories” by Mario Meléndez, translated by Eloisa Amezcua.
Project the poem on a whiteboard. When reading the poem out loud, lean into the silly and imaginative parts of the poem. This is to invite students to think outside the box later, during the brainstorming portion.
Since the poem is short, read it twice. When working with younger students (if it is possible), invite the class to read along with you during the second time. Use a pointing tool (or your hand) to help guide the class as they follow along.
After reading the poem, ask students: “What is going on in this poem?”
Call upon students as they share their interpretations of the poem, offering comments and connections between their answers and the text of the poem.
Take some time to point out the title of the poem: “How can a memory be from the future?”
Close out the discussion by inviting students to think about what else is possible in the future, given the events of “Future Memories.” You can say something like: “If in the future there are fish in the sky, and stars in the ocean—what else is possible in future?”
Brainstorming (20 minutes):
Create a circle map on the board labeled: “Future” or “In 100 Years.” I chose 100 years since it feels removed enough to invite a wide possibility of answers.
Invite students to share ideas about what the future will look like, what things we will have, and what might be different. Call upon students one by one and add their contribution to the circle map. Students might be shy with contributing at first, so you may want to begin with writing down some of your own examples.
Some examples you can use to start: unlimited access to books, equal rights and opportunities for all, robots that do your hair for you, hover-shoes, etc.
Welcome answers that are serious, answers that benefit society, and answers that are silly.
Try to gather as many contributions to the map as possible. In moments where ideas slow down, repeat contributions that you find interesting out loud—chances are they might inspire other ideas!
After the class feels satisfied with their list, ask students to take a few moments to look at the answers the class generated, or read the list out loud. Ask students to take time to ponder the list and think about which items stand out to them.
Writing Exercise (10+ minutes):
Let students know that they will be writing a group poem. The intention of this activity is to capture a collective view of the future. Using the prompt “In 100 years…” students will generate ideas of what the future might look like in 100 years. Depending on the size of the class, there are a few ways to put the poem together.
For larger classes, give each student a small piece of paper (an index card, sticky notes, or cut-up lined paper all work well). Invite students to write one or two ideas on their paper. You can collect their contributions and type them out for the class to view later. Another idea: I taught this lesson using lined sticky notes, and invited students to stick their contributions to a large sheet of paper before transcribing. Note: there were multiple responses that were very similar or identical, so the transcribed version consolidated those ideas to avoid redundancy.
For smaller classes, you can invite students to raise their hands or call out their ideas. Add the ideas one at the time to the poem, in real time. With this model, make sure each student makes at least one contribution. Collect responses from the class until the poem feels complete.
Viewing/Sharing (5-10 minutes):
If using the small group model, you can read the poem back to the class and project it on the board if possible. Invite students to share their thoughts on the poem and discuss what such a future would look like.
If using the large group model, you can read the contribution slips out loud at the end of the lesson. You can also wait to collect the slips, sort for redundancy, and arrange the ideas to construct the poem with more strategy and share it with students at a later time. After sharing the poem, invite students to share their thoughts about this supposed future.
An example group poem from Erin Hines’ 1st/2nd grade class at MILES ELC (using the large group model) is pasted below:
“In 100 Years”
Erin Hines’ 1st/2nd Grade Class, MILES ELC
A kid will be president and
we will have no rules at school.
Kids will be able to fire teachers!
Kids will be able to drive cars,
and they will only cost 1 cent,
including Bugattis.
The future will have a fruit loop machine,
no bad guys,
and special glasses to see through walls.
There will be giant worms.
There will be new Juice WRLD songs.
There will be a house that you can take you
wherever you want to go.
The future will have free pet Ewoks,
free pet axolotls,
free pet dragons,
free golf and fencing,
free slushies from 7/11,
free suits and hamsters,
and free flying cars.
In 100 years, we will go to Mars.
Everyone will have a whiteboard at home.
A machine will tie your shoes for you.
A personal chef will make any food you want.
There will also be a machine that can read your mind
and knows what you want to eat.
The future will have soda machines that you can move around.
We will have secret bases:
each with a TV, a PS5, a chef, a couch, and a fan.
We will have little chairs that fit little people.
Parents and kids will break stuff!
In the future, you can have a super power.
You can be invisible!
You can fly!
You can teleport to any place you want,
even in Minecraft, Bed Wars, and Fortnite.
What you draw will come to life.
We will have radios so you can understand and talk to animals.
And, actually, we will never fire teachers.
In the future, you can only be happy.
