Reading Teach Living Poets (affiliate link) by Lindsay Illich and Melissa Alter Smith inspired a lesson plan pairing “She Walks in Beauty” by George Gordon, Lord Byron with “To the Girl Who Works at Starbucks, Down the Street from My House on Del Mar Heights Road, I Swear to God I’m Not a Stalker” by Rudy Francisco, available in print in his book Helium (affiliate link).
These two poems both feature speakers who are taken immediately by seeing an attractive person and reflect on their beauty. To prepare students for the topic, I gave them the following journal prompt:
Write about a time you saw someone across the room and your heart just stopped. What was it about the person that caught your attention?
I shared a personal story of a time when I was in college and heard this guy pick up the payphone next to me and tell the operator he was looking for a number in “Athens.” That one word was all he said, but his voice was just incredible. It was deep, gorgeous. I couldn’t even turn around because I thought if his face matched his voice, I’d be in real trouble. Some teachers might not feel comfortable sharing stories like this, but I’ve established a rapport, and of course, it’s wise to consider what you feel is appropriate or not. I definitely did not and would not ask students to share. However, I invited them to share, if they felt comfortable doing so, but this topic, while a great hook for the lesson, is also very personal in nature.
Lindsay Illich and Melissa Alter Smith describe a protocol for reading poetry on pp. 20-21 for reading a poem. In a first reading, ask students to identify whether the poem is an “up” or “down” poem. This metaphor can help students tease out tone and mood. Some of my students felt “She Walks in Beauty” was an “up” poem based on the diction, but others found it kind of creepy and decided it was a “down” poem. We had an interesting discussion about how we viewed the speaker and the impact of that perception on our reading. Most students viewed Rudy Francisco’s poem as an “up” poem. Next, students look for “hotspots” in the poem. What are the moments of tension, strong imagery, and juxtaposition? Students identified the interplay of light and dark in Byron’s poem and the unexpected comparison of the woman to darkness rather than to light. This observation also gave me an opportunity to discuss the art term “chiaroscuro” with students.
After this first read of Byron’s poem, I asked students to get in small groups of 3 or 4 and read the poem again, this time using Illich and Smith’s protocol for a second (or subsequent) reading (slightly adapted for this particular text set):
- Consider the scene of the poem: Who is speaking? Where and when is this happening?
- Locate the central image(s) of the poem. What effect(s) is created by the imagery?
- Look up any unfamiliar words or references. Look for sentences (subjects, verbs). Locate modifiers and antecedents, which will help with difficult or fragmented syntax.
- Consider the effect of structure: line breaks, rhyme, meter, stanzas.
Students worked in groups for about 15 minutes, re-reading and annotating the poem with these questions in mind. One group noticed that Byron’s poem progresses from the first moment the speaker sees the woman to a final stanza in which he attaches all sorts of values and assumptions (that she must be good and that her heart is “innocent”). They noticed the imagery and described the kind of setting they imagined for the poem. They decided the central image was the first line, the woman walking and capturing the speaker’s attention. The rest of the poem, they reasoned, hinged on that one image. In Francisco’s poem, they decided it was Starbucks. As soon as the word appeared in the title, they had a picture of the entire scene—sights, smells, tastes, sounds.
We also had a chance to discuss intertextuality and the way these two works could be considered in conversation with one another.
Illich and Smith’s protocol works very well to give students an entry point into a text, and it worked particularly well with this pairing since both poems are dependent on a strong central image and depict a particular scene. They were great for thinking about setting; the AP Lit CED emphasizes the ability to explain the function of a setting, and these poems are both excellent ways to address the setting skills:
- Identify and describe specific details that convey or reveal a setting. 2.A
- Explain the function of setting in a narrative. 2.B
- Describe the relationship between a character and a setting. 2.C
I created a Google Slide deck with the major components of this lesson. My institution has disabled sharing outside of our institution, but I believe that if you click this link, you can still make a copy of my slide deck. You will also need copies of “She Walks in Beauty” and “To the Girl Who Works at Starbucks…” If you try this text pairing and protocol, I’d love to hear how it goes for you.