Do Us Good

Writing Workshop

Workshop Title: Wicked

Step 1

Watch the following number from the film Wicked. When it’s done, discuss the “issues” that that song brings up. What does it say about ourselves and the human condition?

Step 2

Watch Amanda Gorman’s poem, “Do Us Good,” inspired by the film, Wicked.

Step 3

Say, “Choose a well-known film, musical, television series, etc. Then think of the ways in which it reflects life, humanity, ourselves, and/or the human condition. Write down as many thoughts as possible.” Then give your students a few minutes to brainstorm.

Step 4

Ask your students to compose a poem similar in sentiment to “Do Us Good” in which you write a poem inspired by a popular movie, musical, television series, etc. that reflects a facet of the human experience and/or condition.

Step 5

When the students are done, have them share their responses with one another.

The full presentation may be found HERE.

Analytical Lesson

Area of Focus: Various

*Note:

The full slidedeck for this presentation – with all of the directions provided below – can be found HERE.

Step 1

This lesson allows students to analyze various concepts and skills, so it is recommended that you have covered several of the “standalone” lessons before assigning this one.

Step 2

Start class by asking your students, “What words immediately come to mind when I say the word ‘Wicked’?” As your students are responding, jot down your responses on the board.

Step 3

Show your students the following poem by Amanda Gorman, “Do Us Good.” As your students are watching, ask them to think about the ways the poem directly challenges the words written on the board. In other words, how does the poem challenge our assumptions?

Step 4

Discuss the poem. How does it, again, challenge our assumptions, beliefs, or preconceived notions?

Step 5

Then have your students think of a specific line or stanza from the poem that stands out? Why? How does it reflect the meaning of the work as a whole? Briefly discuss.

Step 6

Walk your students through the following instructions:

• In a moment, we’re going to count off 1 to 14. So, each person receives an individual number. Get together with anyone else who has the same number as you to form groups.
• Based on your number, you are assigned ONE stanza from “Do Us Good.” You will be responsible for understanding why – and arguing how – your stanza is the most significant to the poem, whatever that means to you.
• Shortly, I’m going to choose two numbers to argue on behalf of their assigned stanza against one another. A deathmatch, so to speak.
• Before you’re paired up with your opponent, however, you will have 2 minutes to confer/prepare with your group. Be aware that you have access to the opponent’s stanza, too, so take time to identify and prepare your argument about how your stanza is MORE significant than theirs.
• When you’re paired up with your opponent, you will have 3 minutes to present your case. I’ll determine which stanza wins…the battle to the death!
• When you’ve gone through the instructions, let them FIGHT!

Step 7

If time permits, show the students the exemplar essay.

• *Feel free to make modifications to the assignment to meet your students’ needs. Simply make a copy of the presentation and add/delete what you’d like!