walk: 1.5 miles
bike: 25 minutes
bike stand, basement
run: 1.3 miles
441 confirmed cases of COVID-19
Started the day with a walk around the neighborhood with Scott and Delia the dog. Lots of birds, hardly any people. We meandered, often turning when we saw people approaching. Ended up walking by one of my favorite garages–so awesomely weird.
We also walked by the creepy, completely shrouded in towering trees, house across from Sanford Middle School. Scott noticed a few windows on one side but they were concealed with thick awnings. Even the side entrance is fenced over, with the railing poking through fence boards. What happened here? I can’t believe my kids haven’t passed on any ghost stories from other Sanford kids about this place.
Later, after it began raining, I decided to workout in the basement. Started watching a documentary on Netflix about a failed Stephen Sondheim/Hal Prince musical, Merrily We Roll Along: The Best Worst Thing That Could Have Happened. So far, I’m enjoying it. I love musicals. Another version of me, in a different universe, would have loved to be in musicals. In this universe, I’ll just have to appreciate my niece Isabel and her amazing talent as an actor.
Finished off my workout with a short run. I’m growing to like these quick, fast-feeling treadmill runs. No 6 feet of distance needed! As much as I enjoy them occasionally, I hope we don’t get to a point where we can’t go outside and this is the only way I can run.
Right now, I’m working on creating an unabridged list of writing experiments (tried or to be tried), inspired by my runs beside the gorge. I’ve thought of turning some of them into an autobiographical poem. This poem is very different from what I imagine writing, but it’s helpful as an example–and so powerful.
Prompts (for High School Teachers Who Write Poetry)/ Dante Di Stefano
Write about walking into the building
as a new teacher. Write yourself hopeful.
Write a row of empty desks. Write the face
of a student you’ve almost forgotten;
he’s worn a Derek Jeter jersey all year.
Do not conjecture about the adults
he goes home to, or the place he calls home.
Write about how he came to you for help
each October morning his sophomore year.
Write about teaching Othello to him;
write Wherein of antres vast and deserts idle,
rough quarries, rocks and hills whose heads touch heaven.
Write about reading his obituary
five years after he graduated. Write
a poem containing the words “common”
“core,” “differentiate,” and “overdose.”
Write the names of the ones you will never
forget: “Jenna,” “Tiberious,” “Heaven,”
“Megan,” “Tanya,” “Kingsley” “Ashley,” “David.”
Write Mari with “Nobody’s Baby” tattooed
in cursive on her neck, spitting sixteen bars
in the backrow, as little white Mike beatboxed
“Candy Shop” and the whole class exploded.
Write about Zuly and Nely, sisters
from Guatemala, upon whom a thousand
strange new English words rained down on like hail
each period, and who wrote the story
of their long journey on la bestia
through Mexico, for you, in handwriting
made heavy by the aquís and ayers
ached in their knuckles, hidden by their smiles.
Write an ode to loose-leaf. Write elegies
on the nub nose of a pink eraser.
Carve your devotion from a no. 2
pencil. Write the uncounted hours you spent
fretting about the ones who cursed you out
for keeping order, who slammed classroom doors,
who screamed “you are not my father,” whose pain
unraveled and broke you, whose pain you knew.
Write how all this added up to a life.