This is the city that I love
by Rosemary Ferreira
Tell your students, “Watch the following video. As you’re watching, pay particular attention to the variety of ways the subject feels in the video. When the video is done, discuss.”
Read “This is the city that I love” by Rosemary Ferreira. Then discuss her feelings toward the city that she loves. Ask them, “How are her feelings similar to that of the subject in the video we just watched?”
Tell them to take some time to think about the “city” that they love. Ask them, “What are some of the complexities about the emotions you feel toward the city? What are some of the things that people should know about your city, something that they may not even be aware of? Also, the “city” doesn’t need to be a literal city; just think of a place that you love.”
Have your students write a poem like “This is the city that I love” in which they convey their feelings toward a place that they love.
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. The prominent literary devices & techniques that this particular poem includes are figurative language, syntax, structure, imagery, diction, and selection of detail.
Watch the following video to give your students a bit of context to the poem they are about to read. Have them pay particular attention to the variety of ways the subject feels toward his home despite the changes it is undergoing.
Have your students open the following document and go over the introduction and directions with them. In this assignment, your students will have to read two different poems with similar subject matter (“This is the city that I love” by Rosemary Ferreira and “Stoop Sitting” by Elizabeth Acevedo) and compare/contrast the both of the content and style of the two poems. You may read the poems with them aloud or you may leave them to their own devices.
When your students are done, have them share their responses with the class, first with the similarities between the poems, then with the differences.
If time permits, share the exemplar essay.
- Children / Youth
- Community / Culture
- Home / Homelessness
- Labor / Work
- Race / Ethnicity / Racism
- Figurative Language
- Selection of Detail
- Structure (Syntax)