Embedded Files
Poetry and Hope
Poetry and Hope
https://www.ted.com/talks/asali_devan_ecclesiastes_chasms/transcript
Writer and activist Asali DeVan Ecclesiastes lights up the stage with a powerful poem about hope, truth and the space between who we are and who we want to be.
This talk was presented at an official TED conference, and was featured by our editors on the home page. (Ted Talk 2018)
Activist Asali DeVan Ecclesiastes at TedTalks uses figurative language to move the audience and keep them on the edge of their seat. The words emphasis the reason for her passion, a historic New Orleans neighborhood. The area discussed is considered one of the oldest in New Orleans. it is due to activist unending attention and labor that has reinvigorated the area, "The Historic Faubourg Treme Association has been a force in this renaissance". (2017)
Format
Format
Ted Talk - TEDWomen 2017 | November 2017
Complexity
Complexity
High/Above- The complex figurative language creates a need to analyze each sentence carefully for full understanding. Adding to the complexity is the topic that is most likely a culturally foreign issue that the target audience has not encountered.
Potential Use
Potential Use
This text has the potential to support the essential question in two ways.
Using the transcript, students use the first part of the poem to analyze the poetry format used. The transcript is not in any obvious poetry format. This should create a challenge when working without the audio. Teachers may have students work with a partner, small group, or independently. Teachers encourage students to figure out where the line breaks would go for best expression, emphasis, and understanding. How does the poetry improve the authors message? Once the poetic elements are address the subject of, "we will bridge disparity and injustice, and we can't wait to see you all on the other side." could be identified in the speech and analyzed for meaning then compared to the injustices in Brown Girl Dreaming poem "second daughters second day on earth".
This text also lends itself to research and a discussion on activism. Why do activist choose poetry as their device to reach others? What is the advantage?
The teacher may introduce the Cultural Innovation District (CID) web site and its vision. It includes a map of the location the topic, current and in 1966 http://cidnola.com/about/ .
Model Library Standards
The student will independently pursue information to become a lifelong learner.
4.1
Read widely and use various media for information, personal interest, and lifelong learning:
a. Read a good representation of grade-level-appropriate text, making progress toward the goal of reading one million words annually by grade eight (e.g., classic and contemporary literature, magazines, newspapers, online information).
L.6.1e.Recognize variations from standard English in their own and others’ writing and speaking, and identify and use strategies to improve expression in conventional language.
L.6.3a.Vary sentence patterns for meaning, reader/listener interest, and style.***
L.6.3b.Maintain consistency in style and tone.
Grade 5 Reading Standards
2. Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text.
4. Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes. (See grade 5 Language standards 4–6 for additional expectations.) CA
5. Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story, drama, or poem.
6. Describe how a narrator’s or speaker’s point of view influences how events are described.
7. Analyze how visual and multimedia elements contribute to the meaning, tone, or beauty of a text (e.g., graphic novel, multimedia presentation of fiction, folktale, myth, poem).
Reading Standards for Informational Text
3. Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text.
4. Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic or subject area. (See grade 5 Language standards 4–6 for additional expectations.) CA
5. Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in two or more texts.
6. Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent.
8. Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point(s).
Reading Foundational Skills
4. Read with sufficient accuracy and fluency to support comprehension.
a. Read on-level text with purpose and understanding.
b. Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.
References
Ecclesiastes. A. D. (2017). "Chasms" TEDWomen 2017 Retrieved from https://www.ted.com/talks/asali_devan_ecclesiastes_chasms/transcript
History of the Claiborne Corridor (n.d.) Retrieved from http://cidnola.com/about/ .
The Times-Picayune. (2017). A brief history of New Orleans' Treme neighborhood retrieved from https://www.nola.com/300/2017/04/treme_history_new_orleans_04022017.html
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