Renee Nicole Good Is Murdered

Writing Workshop

Workshop Title: Tragedy

Step 1

Begin by asking students to think of a very public tragedy they are aware of. Prompt them to consider what made the event tragic in the public eye and why it spread so widely through news and social media. Allow 5–10 minutes for discussion.

Step 2

Have students read “Renee Nicole Good Is Murdered” by Cornelius Eady, written in response to Renee Nicole Good’s killing. As students read, direct them to focus on how the poem depicts the incident and the attitude the author holds toward it.

Step 3

Prompt students to think more broadly about what a poem written in response to a highly public tragedy might need to do. Ask them what a poet might choose to focus on, which voices or perspectives might be included or excluded, and what tone would feel appropriate and why. Give students a few minutes to brainstorm.

Step 4

Ask your students to compose a poem in response to a widely publicized tragedy. Remind them to consider what it means to turn a real event into art, including which moments or details demand attention, whose voices should be centered or questioned, and what tone best reflects the emotional weight of the event.

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 class by sharing the following news segment to give them some context behind the poem.

Step 3

Now read the “incomplete” version of Cornelius Eady’s poem, “Renee Nicole Good Is Murdered,” his poem written in response to the incident.

Step 4

Briefly discuss the poem. Even though there are certain elements missing, talk about general tone, attitude, or sentiment of the speaker in the piece, given the context of the poem and the words that have not been blanked out.

Step 5

Have your students open the following document and go over the instructions with them. In this assignment, your students are going to choose the “best choice” for the missing words/phrases, given the existing tone and sentiment of the piece. When you’ve gone over the directions, give your students time to work.

Step 6

When your students are done, walk through the assignment and see which phrases they chose. Ask them to explain their reasoning behind their choices. 

Step 7

Finally, share the piece in its original form. Ask your students to discuss (if they haven’t already) the author’s choices and their impact on the piece as a whole.