Objectives:
To introduce student to self-portraiture in poetry and prose.
To introduce students to writing poetry.
Materials:
“the thirty-eighth year” by Lucille Clifton
Brothers and Keepers
by John Edgar Wideman, p. 3 (This passage is by Robby Wideman, as told to the author).
“Autobiographia Literia” by Frank O’Hara
Procedure:
1.
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Group discussion should center around what these poems tell us about the people who wrote them. Are these portraits that, in words, describe how these people look? What do these poems tell us about the writers? How does each of these people feel about himself or herself?
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2.
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Ask the students to think about themselves and their many roles. For example, are they students, sons or daughters, brothers or sisters, younger or older, grandchildren, nieces or nephews, sports fans, babysitters, etc.? Each student should individually brainstorm a list describing his or her various roles beginning with “I am. . .” and listing as many roles as he or she can think of. These lists can also be expanded to include students’ qualities (physical and personality) and likes and dislikes. Completed lists should be shared orally. With minor revisions, these lists make interesting free verse.
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3.
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Students can write their own self-portraits using either poetry or prose. They should be encouraged to put emphasis on who they are rather than what they look like, although physical descriptions do not need to be completely avoided. Since this is a writing activity that can be difficult for some students who are not introspective or who are unwilling to take risks, referring them back to their “I am. . .” lists may help them with this writing assignment.
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4.
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Students can write a letter to.themselves or to a part of themselves about an experience they had, or about something they do or do not like about themselves or that part of themselves.
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