Middle School Students Explore Identity Through Slam Poetry at Ankara Elementary High School

Rhoad, Paris

Dec 29, 2025

Middle school students hold their written poems as they prepare to perform a group slam poetry piece during a seventh- and eighth-grade English Language Arts culminating activity.

ANKARA, Turkey — In a powerful display of creativity and self-expression, a combined seventh- and eighth-grade English Language Arts class at Ankara Elementary High School (DoDEA Europe South) recently transformed their classroom into a stage for spoken-word poetry.

After reading Bronx Masquerade, a novel that explores personal voice and self-discovery, 24 students ages 12 to 14 collaborated to create and perform original slam poetry pieces centered on the theme of identity.

The assignment, titled “Group Slam,” challenged students to work in small groups to craft spoken-word performances inspired by themes from the novel, including identity, stereotypes and resilience. Each student contributed four to six lines, weaving their words into cohesive poems rich with figurative language, imagery and emotion. The final performances followed traditional poetry slam rules, including no costumes, props or music, and a strict three-minute time limit.

The audience included the high school drama class, ELA students in grades 11–12, multilingual learners from grades six through eight, and school administrators, creating an atmosphere of support and celebration. Students stepped into the spotlight, voicing experiences and reflections that resonated with peers and educators alike. From confronting stereotypes to embracing individuality, the poems revealed the complexity of growing up in a world full of expectations.

One group’s piece declared, “Word turned into word prisons, sentences that sentence communities,” while another explored the struggle of fitting in, asking, “Why try to replace the things that truly made me, me?”

Highlights included:

Group 1: A striking critique of stereotypes and societal shortcuts.
Group 2: Personal reflections on self-worth and breaking free from labels.
Group 3: A celebration of diversity among third-culture kids.
Group 4: A heartfelt journey from self-doubt to self-acceptance.
Group 5: A collective rebuttal to misconceptions about teens.
Group 6: A bold challenge to gender stereotypes.

Students shared how meaningful the experience was. Seventh-grader Filip said, “People look at me and think they already know my story. Writing this poem helped me show that I’m more than the labels they try to stick to my skin.”

Eighth-grader Madison reflected on her group’s poem about self-acceptance, saying, “At first, I thought I had to change to fit in. But through this project, I realized I don’t need to be someone else—I just need to be me.”

Tomiris, who performed with a group of third-culture students, added, “We wanted people to know that we’re all different. Just because we’re girls doesn’t mean we’re all the same.”

Assistant Principal Rebel Houston praised the students’ courage, noting, “It takes incredible bravery to stand up and share original work in front of an audience. These students showed confidence and heart in every performance.”

Principal Dr. Marian Leverette also commended the students, saying, “The poems were beautifully written, and the performances were expressive and engaging. It was inspiring to see such talent and authenticity from our middle school students.”

Through this activity, students not only honed their literary skills but also learned the power of voice and collaboration. The event concluded with applause and reflection, leaving students empowered to continue exploring identity through art. As one participant put it, “We are more than they think.”