Lesson plans for Gina Ferrara’s “My Mother’s City”
by Sarah Ocmund

This poem is a great description of a particular region and could be great for World History class, and a personal appreciation for the things we have. In reading this, I was given a global perspective of a different way of life. After having my students read this poem silently or aloud, I would then begin a discussion of place, region, comforts, necessities. We would discuss these questions as a group or in pairs as a *duolog.

What are our own comforts?
How does society play into what is comfortable to a lifestyle?
Can we imagine a world where people use only the things that are necessary to them?
What are necessities?

“Made from husks” in line 9 gives me a sense of rural simplistic lifestyle.
How do we differ from this simple life?
Do we have an appreciation of those who can survive on necessity rather than materialistic things?

As a follow up writing activity, I could have students compare and contrast different living civilizations to get a scope of other people’s realities.

*A duolog is a conversation between two students that occurs on paper. The first student writes a statement or a question and passes it to his or her partner and the second student responds and continues the conversation.

Lesson Plan for Gina Ferrara’s Poem, “My Mother’s City”
by Laurie Williams

For an Elementary Social Studies class

Hand a copy of the poem to each student.

Read the poem aloud.

Have students circle words that are associated with houses or building houses.

Write the words on the board that the students circled.

Have students describe the materials they can see in their own houses.

Show pictures of various types of houses across the globe.

Have students describe the materials they can see in each picture.

What are the differences between the types of houses?

What are the similarities?

Have students draw a picture of the outside of their own house on half a page. On the other half, have students draw a picture of one of the other types of houses that looks most interesting to them. Have them write on the back of the drawing or on a separate sheet of paper what is the same and what is different between the two houses.

Lesson Plan for Gina Ferrara’s Poem, “My Mother’s City”
by Nancy Jaynes
In Memory of Bill Jaynes, 8/31/56 – 1/10/04

Students read the poem silently and respond to a handout that includes the following questions:
1 . What do you think “Gallahad, Athis, and Chapelle” are?
2 . How does the poet describe a “Mayan rope?”
3 . What do you think that phrase “ancient civilization” refers to in line 12?
4 . What image is evoked by the phrase “hung by a thread?”
5 . Why do you think Ferrara chose to use the phrase “twisted by hands?” What is suggested by those words?
6 . How would you summarize this poem in prose, in regular, everyday speech?

Read the poem aloud. Ask, “Did hearing the poem change your responses at all?” Ask the same questions (above) for open discussion. We’d also discuss the significance of the word “home” itself. I’d ask students to list ( and later discuss) what associations they have with the word “home.”

As follow-up, I would ask have students do some research on the neighborhoods of New Orleans most affected by Katrina. Students might list street names and think of associations. We could also view Katrina images. I would investigate the possibility of taking my class on a field trip to see the Ogden Museum of art’s exhibit, “Telling Their Stories: The Lingering Legacy of Katrina Photography.” Each student would select an image to write about. I would allow some free rein with the writing. Though poetry would be an option, students might choose to write from the perspective of the home owner, or perhaps write a monologue written by the house itself.

Lesson plans for Gina Ferrara’s “My Mother’s City”
by Sarah Ocmund

This poem is a great description of a particular region. It also has telling phrases and interesting word choices. After having my students read this poem silently or aloud, I would then begin a discussion of place, region, comforts, necessities. We would discuss these questions as a group or in pairs as a *duolog.

“Made from husks” in line 9 gives me a sense of rural simplistic lifestyle. I would ask students to point out words and phrases that give them a sense of place and/or emotion.

Two words that struck me as unique were stucco and watermarked. I would have my kiddos tell me what they think they mean prior to giving them an explanation, stucco is a really neat word.

*A duolog is a conversation between two students that occurs on paper. The first student writes a statement or a question and passes it to his or her partner and the second student responds and continues the conversation.

Lesson Plan for Gina Ferrara’s Poem, “My Mother’s City”
by Laurie Williams

Hand a copy of the poem to each student.

Read the poem aloud.

Have students circle words that they are not familiar with or that could sound like a place name.

Write the words on the board that the students circled.

Include Gallahad, Athis, Chappelle, and Mayan if they are not on the board.

Discuss the other terms that may have been circled such as stucco or fibrous.

In small groups have students look up the words Gallahad (have them check Galahad, too), Athis, Chappelle, and Mayan. What regions and/or myths are these names associated with? Please note that Dave Chappelle will come up in a google search, so you may want to use a dictionary or encyclopedia first to help focus the search.

On a world map, have students point out or otherwise identify the possible locations for each name. Some may have more than one region associated with it.

In small groups again, search a city map of New Orleans for the street names. Which of those names is not a New Orleans city street?

Have them look for other street names in those regions that may also be names of other places in the world of come from historical events or people, stories, or myths in other regions.

Have them then find street names near where they live if they live in New Orleans, or near famous landmarks if they live elsewhere and follow the same process to see where those names can be found in other locations across the world.

For a writing project, have them choose a neighborhood, such as where Galahad Drive is in New Orleans and write a comparison and contrast essay of the neighborhood in New Orleans with the region associated with the one of the names in the neighborhood. Have them include the historical and/or mythological information in their essay.

Another possibility is to use pins or other markers, and have a bulletin board with a map of New Orleans next to a world map. Have students place corresponding markers between the street names in New Orleans with the places across the globe.