Lesson Plan for Jack Bedell’s “George Foreman in Zaire”
by Nancy Jaynes

This lesson would take a full hour, or could be done over two days.

~Before handing out copies of the poem, I’d fold the title back. I’d ask students to read only the last word in each line, and then guess what the poem might be about. I’d ask if there are words, or words that seem to be about the same topic, that occur more than once.

~Again, before reading the whole poem, we’d look at the poem’s structure. I’d ask students why they think that poets often divide poems into stanzas. I’d lead the conversation towards the possibility that in a two-stanza poem, some sort of shift might occur in that second stanza.

~ I’d ask students to count the lines in each stanza, and ask if the two stanzas are equal in length. Judging from the length of the two stanzas, I’d ask students to surmise which stanza is the focal point of the poem.

~I’d have students read silently, and then I’d read it aloud.

~ I’d ask what they thought was going on in the first stanza and let students summarize and talk about Achilles, drawing upon prior knowledge.

~ Reminding students of how we talked about shifts in stanzas, I’d ask, “What changes in Stanza 2?” Who are “Foreman” and “Ali?”

~After I’m satisfied that students get the action of the poem, I’d move on to line 14 of the second stanza, and read aloud “but like the rest of us, suddenly,” and I’d ask the class what that line means. I’d ask, “What’s Jack Bedell saying by including this line?” And again, I’d focus on the contrast between the first and second halfs of the poem, the contrast between the demigod, Achilles, and mere mortals.

~I’d ask students to reflect upon times when they had to rise up from some difficulty. Depending upon time limits, I might ask them to create a list of such situations in their seed books (writing journals), and then choose one to write about for 20 minutes, or I’d simply ask them to think about one such time, and then write about it.

Lesson Plan for Jack Bedell‘s “George Foreman in Zaire”
by Cassie Seiple

Put this quotation on the board to pique student interest in the poem: “For he is the prince of heaven. So says the silence around his body when he is luminous.” – Norman Mailer (describing Muhammad Ali)

Athletic feats are often described as poetry in motion. This poem alludes to two infamous athletic contests – Achilles fighting in the Trojan War and George Foreman boxing Muhammad Ali in what was billed as the “Rumble in the Jungle.”

Pre-teach (optional):

Provide students with background knowledge of the Trojan War and the Rumble in the Jungle. You could show excerpts of the film “When We Were Kings,” which are available online.

Read the poem aloud to the class. Then, select two outgoing students. Have one stand in front of the class and pantomime the part of Achilles in stop motion. Read a line at a time and pause for the student to freeze in a position that conveys that moment. Repeat for the second stanza with the other student volunteer. Have students underline their favorite words and phrases in the poem and share a few with the class.

Discussion questions:

How is vivid action conveyed in this poem? What do Achilles and Foreman have in common? How are they different? Why is Foreman the subject of this poem and not Muhammad Ali? Why is the word “fate” used twice in the poem? What is significant about the last three lines of the poem “but like the rest of us, suddenly, / he lifted himself up, / and his feet found the ground”?

Writing Poetry in Motion:

Use this poem to invite students to put action into words in a poem of their own. First, have students work with a partner to highlight all of the verbs in the poem. Then, have students write their own poem utilizing strong verbs. This could be a scene from the text you are reading or a memorable moment that they witnessed or experienced (including an athletic event).

Lesson Plan for Jack Bedell’s “George Foreman in Zaire”
by Laurie Williams

After having students read the poem, have them compare the stats of George Foreman and Muhammad Ali.

Foreman
Fights: 81
Wins: 76
Losses: 5
Wins by KO: 68

Ali
Fights: 61
Wins: 56
Losses: 5
Wins by KO: 37

What percentage of fights did George Foreman win? lose? win by knockout?

What percentage of fights did Muhammad Ali win? lose? win by knockout?

What was the probability that Foreman would win in Zaire? that Ali would win?

Pair with an English class for this next part.

After seeing the probability of Foreman and Ali, go through the Greek Myths and rate the battles of Achilles and of Hercules.

What is the probability that Achilles would win a fight with Hercules? that Achilles would win?

Write up a Sports Page article detailing the strengths and weaknesses of each opponent and predict an outcome.

Lesson Plan for Jack Bedell’s “George Foreman in Zaire”
by Laurie Williams

After having students read the poem, have them list the accomplishments of both Achilles and Hercules. Have students cite where they found their information (chapter and line).

Have students include the family tree of each.

And have them include how each “died.”

Taking all of this information into account, have students then list their failures.

Looking at the lines in the first strophe,
“Fate spared him the pain of getting up,
of living past that cold night, of age.”

Have them consider how Fate spared both Achilles and Hercules. Then have them consider how a contemporary media would cover the stories of Achilles and Hercules.

Have students write a news story about either Achilles or Hercules.

What is the difference between a news story and an epic poem or retelling of a myth?

Have students choose contemporary or historical hero and write the beginnings of an epic poem about that person. They can choose which portion of the tale to tell, but it should include information from their entire life where possible.

Have them look at Homer and Ovid and Theocritus as models.

Lesson Plan for Jack Bedell’s “George Foreman in Zaire”
by Laurie Williams

After having students read the poem, have them list the accomplishments of both Achilles and Hercules. Have students cite where they found their information (chapter and line).

Have students include the family tree of each.

And have them include how each “died.”

Taking all of this information into account, have students then list their failures.

Looking at the lines in the first strophe,
“Fate spared him the pain of getting up,
of living past that cold night, of age.”

Have them consider how Fate spared both Achilles and Hercules. Then have them consider how a contemporary media would cover the stories of Achilles and Hercules.

Have students write a news story about either Achilles or Hercules.

What is the difference between a news story and an epic poem or retelling of a myth?

Have students choose contemporary or historical hero and write the beginnings of an epic poem about that person. They can choose which portion of the tale to tell, but it should include information from their entire life where possible.

Have them look at Homer and Ovid and Theocritus as models.