I Must Become a Menace to My Enemies

Writing Workshop

Workshop Title: Enemies

Step 1

Ask your students, “Whom do you consider your “enemies”? Don’t think of people whom you hate…think about people who fundamentally oppose your core values and beliefs. Why do you think they feel differently?” Take 5-10 minutes to discuss.

Step 2

Read “I Must Become a Menace to My Enemies” by June Jordan. As you’re reading, ask your students to pay particular attention to the various tones of the piece and the language Jordan uses to convey them.

Step 3

Say, “What are your core beliefs? What values do you find essential? Jot down as many as you can.” Then take a few minutes to brainstorm.

Step 4

Ask your students to compose a poem similar in sentiment to “I Must Become a Menace to My Enemies” in which they directly address a group of people who “oppose” their values/beliefs.

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

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 by reading the following “analysis.”

• This character is haunted by past violence committed in the name of survival or duty. Although circumstances may explain those actions, they continue to shape the character’s present identity and relationships.

Step 3

Then show your students the following picture. Ask your students to identify the character that they feel the “analysis” most likely refers to. Tell them to explain their reasoning using specific examples to support their claims. 

Step 4

Tell your students that they’ll be doing the same exercise with today’s poem, “I Must Become a Menace to My Enemies” by June Jordan. 

Step 5

Read the poem aloud to your students.

Step 6

Ask your students to open the following document and go over the instructions with them. In this assignment, your students will match sets of “commentary” with evidence they pull from the text and elaborate upon them. When you’ve gone over the directions, give your students time to work.

Step 7

When your students are done, have them share their responses with the rest of the class. The students’ chosen quotes may vary from one another, so field a few responses per piece of “commentary” provided.