Mommy, Mommy, Mommy
Workshop Title: Shifts
Start by reading “Mommy, Mommy, Mommy” by Anastacia-Reneé. When you’re done, briefly discuss the shift in tone. Where does it take place? What was the tone before the shift? And after? How does the shift contribute to the meaning of the work as a whole?
Say, “Choose an issue that you’d like to explore, discuss, or provide commentary on. Then think of a way you can structure your narrative to start to build upon one idea/concept, then unexpectedly shift into something else to illustrate a larger point.” Then give your students a few minutes to brainstorm.
Ask your students to compose a poem similar in structure/style to “Mommy, Mommy, Mommy” in which you initially construct your narrative to build upon or focus on one idea then unexpectedly shift into something else to illustrate a larger point.
When the students are done, have them share their responses with one another.
Area of Focus: Various
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.
Start by showing your students the following image. Ask them to find one common idea, concept, or theme between the three images. Field a few responses and have your students explain their reasoning.
When you’re done, read the following definition of a “line of reasoning.”
- “A line of reasoning is the logical organization and cohesive presentation of the student’s argument or interpretation. The components of the response build upon each other to establish strong relationships between ideas and demonstrate the writer’s control over the development of the interpretation.”
Now read “Mommy, Mommy, Mommy” by Anastacia-Reneé. As you are reading, ask your students to pay attention to the individual components of the poem that “build upon each other to establish strong relationships between ideas” to contribute to the meaning of the work as a whole.
Have your students open the following document and go over the instructions with them. In this assignment, your students are going to pull sets of three “random” pieces of text from the poem and identify how they work/build upon one another to contribute to a larger meaning of the poem. Once you’ve gone over the directions with them, give your students time to work.
When your students are done, ask them to share the sets of random words/phrases they received. What did they have in common with one another? How did they work in tandem with one another to create meaning? Briefly discuss.
- Children / Youth
- Criminal Justice
- Death / Grief
- Police Brutality / Profiling
- Race / Ethnicity / Racism
- Figurative Language
- Selection of Detail
- Sound Devices
- Structure (Syntax)
- Death or Dying