A Poetic Finale
Lesson (printable) PDF version »
Student Handouts PDF version »
Don Leibold,
Loyola Academy, Milwaukee, Wisconsin
Day 2: Writing and Revision (approximately one 50-minute class period)
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What has been going on?
After closely reading Remedy’s song and making connections to Holocaust texts, students begin writing rap lyrics/poems inspired by personally important and meaningful moments, facts, and people from our study of the Holocaust.
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What poetic techniques did Remedy use?
Students should use several poetic techniques in their poems. I begin class by reviewing the previous day’s discussion of the poetic techniques Remedy employs in his song:
- Alliteration: “Death before dishonor for those who were brave”
- Assonance: “homes” and “bones” (“Forced from our families, taken from our homes/Moved from our God then burned of our bones”)
- Metaphor: “Moving targets who walk with the star on their sleeve”
- Repetition: “There is nowhere to run to, nowhere to hide”
- Rhyme: “Mass extermination/Total annihilation/Shipped into the ghetto and prepared for liquidation”
- Simile: “I can’t express the pain/That was felt in the train/To Auschwitz, tears poured down like rain”
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Drafting
Students use the second day to continue writing their poems. I remind them that their pieces do not have to be memorized, that they may read from a hard copy of the poem.
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Revision
I divide the class into groups of four. Students should bring their rough drafts to the group.
Small peer revision groups meet during the last 15 minutes of class. Groups appoint a revision group leader who will promote discussion and maintain a positive, supportive atmosphere. To aid in this, I give each group leader a copy of the handout titled Revision Group Guidelines. Students read their drafts to the group. The group offers advice and suggestions based on a rubric I provide (Student Handout 5).
Note: Revision groups may need more than 15 minutes.
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Homework: Due Day 3
Many students will need to finish their poems as homework.
