Curricular Resources > 2023 Volume I > Unit 3 (23.01.03) > Section 10

Poetry as Sound and Object

CONTENTS OF CURRICULUM UNIT 23.01.03

Unit Guide

Before the Hashtag: Reconstructing ‘Herstory’ Using Blackout Poetry

Carolyn L. Streets

Tools for this unit:

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Initiating Activities During Reading and Writing Workshop

Teachers may want to begin by surveying students about their knowledge of poetic devices. A Google form can cover open-end type questions and provide non-graded feedback to the teacher. It can also be used during small groups where students can share their understanding of poetry. Teachers can scribe outcomes on the board or on a shared document to facilitate student discussion. Next, introduce the main purpose of the lesson: for students to develop an understanding of how African American women scholars use their poetic voices to convey their lived experiences. It is suggested to begin with current movements such as the Black Lives Matter Movement (BLM). Teachers may pre-read “Why Black Lives Matter in the Humanities,” to gain scholarly perspective(s) and to think critically about how to use the BLM Movement as an instructional enhancement for this unit.¹⁸ The accompanying video, “How A Hashtag Defined A Movement,”¹⁹ provides thought-provoking commentary. After watching the video, students can be prompted to discuss how the BLM founders, Alicia Garza, Patrisse Cullors, and Opal Tometi, discuss walking in the same tradition as the foremothers of the movement. Students can begin didactic journaling about Tometi’s quote that “We did not create a historical movement, but instead come from a long legacy of resistance.” Teachers can connect this quote by asking how “legacies of resistance” can manifest within poetic forms. The lesson may follow this format:

Initiating Activity

Materials

Learning Outcome(s)

Survey

Whole or small group discussion

Video and didactic journal

Google form or document with topic ideas: What is the function of poetry? What do you know about poetry? What is your favorite poem and why? Group discussion.

Video: How A Hashtag Defined A Movement at https://www.youtube.com/watch?v=-8-KZ0RIN3w

Didactic Journal Entries 1-2:

“We did not create a historical movement, but instead come from a long legacy of resistance.”

How may a “legacy of resistance show up in poetic forms?”

Gain an understanding of student perspectives about poetry

Set learning expectations about what students will know and do

Practice analysis skills

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