Workshop

Identity Builder.

Two frames: “I am” and “I am not.” Students write who they are, and who they refuse to be, and turn it into spoken word. I often open a residency with it.

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Surrey refugee youth forum

Who it’s for

Good for

Classes beginning identity, belonging, memoir, spoken word, or self-advocacy units.

Grades

Grades 4-12

Students leave with

A polished identity poem students can revise, share, or develop into a performance piece.

Skills

What students practice.

Define identity in student-owned language

Students move beyond labels by choosing the images, refusals, values, and contradictions that shape how they want to be known.

Use contrast and repetition as poetic structure

Repeating “I am” and “I am not” gives the poem its rhythm, and gives students a way to push back on labels.

Practice metaphor without losing clarity

Students build metaphors from concrete images, testing each line so figurative choices sharpen meaning instead of hiding it.

Build confidence presenting original work

Students read their lines aloud when they’re ready. Sharing stays optional.

The session

How the session runs.

Warm-up: language students already use to describe themselves
Model: I show how the “I am / I am not” frame works
Draft: images, claims, contrasts, and turning points
Share: low-pressure oral reading and reflection

Curriculum connections

Language Arts, Health, Social Studies, identity, reflection, speaking, listening, and revision.

From my worksheet

I am _____ because when I _____, people notice _____.
I am not _____ because I refuse to _____.
I am not _____ because my story is _____, not _____.

Booking

Book Identity Builder.

Tell me the grades, how many classes, your dates and where your school is. One visit or part of a residency, both work.

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