OUR CITY, OUR WORDS
Writing Poetry Celebrating Student Impressions of Their City

Grades:  6-8, 9-12

Subjects:  Language Arts

Related New York Times Article
"Poetry of Praise for New York City, By MEL GUSSOW", December 6, 2002

Overview of Lesson Plan:: In this lesson, students will write poetry that captures their feelings about their city or town. After presenting their poetry at a class reading students will compare their poetry to the work of published poets who have written about the same city.

SUGGESTED TIME ALLOWANCE:   45 minutes - 1 hour

OBJECTIVES:
Students will:

1. Read and reflect on the Walt Whitman poem, “Mannahatta”; discuss the poem as a class.
2. Learn about “The Words of My City” event in New York City by reading and discussing the article “Poetry of Praise for New York City.”
3. Brainstorm words and phrases that describe their city; write poems focusing on one of the words or phrases from their brainstorming exercise.
4. Hold a “Words of Our City” reading for the school; read a published poem about their city (or a nearby city) and write a reflective essay.

RESOURCES / MATERIALS:

• copies of the poem “Mannahatta” (available online at http://www.poets.org/poems/poems.cfm?prmID=2383)(one per student)
• student journals
• pens/pencils
• paper
• classroom board
• copies of the article "Poetry of Praise for New York City” (one per student)

ACTIVITIES / PROCEDURES:
NOTE TO TEACHERS: If you have access to Inspiration software, you may wish to use it for this lesson. Inspiration allows students to make flow charts and brainstorming webs for many purposes. To download a free trial of Inspiration, go to http://www.inspiration.com/freetrial/index.cfm.

1. WARM-UP/DO NOW: Prior to class, place a copy of Walt Whitman’s poem “Mannahatta” on each student’s desk. Students respond to the following journal prompt (written on the board prior to class): “Read the poem on your desk. Then answer the following questions: What images of New York City does this poem invoke? How does this poem confirm or conflict with your impressions of New York City? What words or lines do you think best convey the feeling of the city?” After giving students time to write, have students share their answers with the class.
2. As a class, read the article "Poetry of Praise for New York City", focusing on the following questions:
   1. How does Walt Whitman describe New York City in his poetry?
   2. What was the purpose of “The Words of My City”?
   3. What are the “extreme contrasts” of New York City, as conjured up by poets?
   4. Describe the three cartoons that Ben Katchor presented. What is the humor intended to be in each cartoon?
   5. Which poem referred to the attack of the World Trade Center? What was the original intention of the poem?
   6. What was prophetic about Muriel Rukeyser’s poem “Waterlily Fire”?
3. Allow students to brainstorm individually for two minutes a list of words or phrases that they associate with their own city or town. If students live near a large city, you may choose to have them use this city for the activity (make sure that all students write about the same place). After brainstorming, students choose one of the ideas from their exercise and write a poem that focuses on this idea as it relates to this city or town (students who are musically inclined may choose perform their poem as a song or rap). In writing their poems, students should keep in mind the following questions:
   • What images best invoke the theme of my poem?
   • Should my poem rhyme or be written in “free verse”? Which would be a better vehicle for my theme?
   • What sounds can I use to reinforce my theme (e.g. if a student were writing about the train, he might use a repeated “ch” sound to invoke the chugging of the train)?
   Poems should be at least 10 lines, but should be limited to three pages (since each student must have time to read his or her poem at the reading).
   Students complete their poem in class (those who do not finish my complete them for homework). In a later class, students stage a “The Words of My City” reading for other classes.
4. WRAP-UP/HOMEWORK: Students research poets who have written about their city or town (or a nearby one). Students choose one poem to read and then write a reflection on it, focusing on how this impression of the city relates to their own. Later, students may create an anthology of poems about their city, combining their poems with those researched for homework. They may choose to bind and display their anthologies in the school or local library.

DISCUSSION QUESTIONS:

• What insights might poetry offer about a particular place that other types of writing cannot?
• What do you think is unique about New York City? About your city or town?
• Would you be/Are you scared to live in New York City after September 11?
• What kind of role to poets play in our society? How does this differ from other countries or societies? What kind of role have poets played historically in the world?
• Which would you rather read, a poem, short story, novel, or non-fiction book (all on the same topic)? Explain your answer.

EVALUATION / ASSESSMENT:
Students will be evaluated on completion of journal entry, participation in class discussions, completion of poem, participation in class reading, and completion of reflection on a poem about their city.

VOCABULARY:
aboriginal, ukulele, cultivated, evocative, assailed, chronicled, flux, contemporary, embers, directives

EXTENSION ACTIVITIES:

1. Read the anthology “Poems of New York.” Write a review of the book, focusing of the following questions: What impressions of New York does the book provide the reader? If you live in or have been to New York, are the impressions from the book similar to or different from your own impressions of the city?
2. Create a dictionary of the etymologies of the names of geographical locations (cities, states, mountains, rivers, etc) across the United States. Explain the origin of each name and how this location received the name.
3. Write a collection of poems for children that address fears, dreams, and common events in children’s lives. Use common nursery rhymes and children’s poetry books, such as Shel Silverstein’s “Where the Sidewalk Ends” as models.
4. Research the life history and poetry of your state’s poet laureate (or a renowned poet in your community). Write a short essay describing the events in the poet’s life that led him or her to this position, and identifying the style and character of his or her poetry. Also comment on why his or her poetry can be considered representative of the state or region about which he or she writes.
5. Learn about the history of the poetry slam, and the many forms in which spoken word performance can be found today, from the original Green Mill poetry slam to the “Def Poetry Jam” on Broadway. Attend a poetry slam in your area (or stage one if there are none in your area), then write a journal entry about your experience.

INTERDISCIPLINARY CONNECTIONS:
Economics- Learn about the process of publishing poetry. How does a poet go about getting his or her poetry published? What rights does he or she have to the poetry? What compensation does the author receive for his or her work? Consider the different ways a poet might publish (magazine, contest, book, etc). Then create a pamphlet for aspiring poets explaining the legal and economic realities of publishing poetry and helping them maximize their artistic and financial control of their poetry.

Global History- Read the work of poets from other countries who comments on the social, economic, and/or political state of his or her country. Create an anthology of poems that reflect the spirit and state of different countries from around the world.

Journalism- Create a photo journal of your community. Capture images from various locations, cultural areas, and events. Write poem to accompany the photographs. The poem should tie together the different images. Create an exhibit of your photographs at your school or town hall.

Media Studies- Watch a movie that focuses on the people and culture in a neighborhood of New York City, such as “Annie Hall,” “Moonstruck,” “Smoke,” “Queens Logic,” or “Saturday Night Fever.” Then create your own short film that explores the relationship between the people and the city in which they live.

Copyright 2002
The New York Times Company