![]() Students may use as much or as little of the language generated in the prewriting prompts as they choose, and they may also add new language. This poem may be formally similar to “allegory of the black man at work in a synagogue,” or it may take a form of the student’s choosing. At the top of a new sheet of paper, write the words “My name…” When I say “start,” complete this sentence and then write for 5 more minutes without stopping, writing down everything that comes into your mind, whether it makes coherent sense or not.*Īsk students to use the language they generated in Writing Activity I to create a draft of a poem.List three things that are holy (to you).Make 3 statements beginning “My name means…” You may use the actual etymological origins of your name you may also make some up.List one sight, one sound, one taste, one smell, and one texture you remember from your childhood.Make 5 statements beginning “My name is…” You may name yourself after any person or thing you choose.(These may be words that rhyme with your name things that you associate with individual sounds or a combination.) List 5 things that the sounds in your name remind you of.Discuss the craft elements and images students noticed: how do these contribute to the overall meaning of the poem? How does Bonair-Agard’s speaker construct a personal identity in this poem? What do we do with the poem’s ambiguities? What are the speaker’s main conflicts? Why might Bonair-Agard have chosen to call this poem an “allegory?”Īsk students to write responses to the following series of prompts based on “allegory of the black man at work in a synagogue”: Play Roger Bonair-Agard’s performance of “allegory of the black man at work in a synagogue” (recording on voca). Then tell students that they are about to hear a poem on voca, and ask them to listen for the poet’s use of anaphora, as well as any other images, allusions, or elements that stand out to them. Introduce the rhetorical device of anaphora (the repetition of a phrase at the beginnings of sentences or clauses). ![]() Would they prefer to hear a poem, read a poem, or both? Why? Ask students why listening to poems (in addition to encountering poems on the page) might be useful. ![]() Give students a quick introduction to voca, the Poetry Center’s online audio/video library. ![]()
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