Sequence of activities:

Introduction (20-25 minutes)

Share with students the importance of honesty in writing. Make sure they are aware of the bravery it takes to write truthfully. Remind them why it is important that they write their story.

Let students know that today’s lesson will feature Palestinian writers, and that their work requires a bit of background to fairly view and assess.

Allow for grace in the class’s knowledge. Some students may be more informed about the events happening in Palestine than others. Remind them it is okay to approach as they come, but to be mindful and respectful as they listen and read.

This lesson plan was put together to give students a way to understand the current state of the situation in Palestine. We process these topics through poetry about bravery and healing. Art is one of the ways we have historically understood the narratives of the people. We give these stories life by reading them and understanding them.

Prior to reading and discussing the poems below, take some time to provide students with an understanding of the recent events and longer history of Palestine. Find videos and other resources suitable for high schoolers that offer a comprehensive, historical understanding.

Poetry Reading and Discussion (20-25 minutes)

Make sure students have printed copies or their own digital copies of "Mimesis" by Fady Joudah, "Insight" by Maya Abu Al-Hayyat, and "We Love What We Have" by Mosab Abu-Toha (see lesson plan .pdf for poems).

Before reading, ask the class: “What makes you feel brave?” Call upon students to share their answers.

Give time for students to silently read through the poems (about 5-7 minutes). After, allow students a couple of minutes to circle or highlight what parts stand out to them. When all students appear to be finished, read each poem out loud for the students. It may be easier to follow along if you show poems on the board.

After reading, pose the following questions to the class and call on students to answer:

• What are some lines from the poems that stood out to you?
• Which poem did you find the most interesting? Why?
• Before reading we thought of ways to be brave. Now, can you think of any other ways to feel brave?

Brainstorming (10 minutes)

In the lesson plan .pdf is a simple worksheet where students can make 4 lists:

• Places Where I Feel Brave
• Places Where I Don’t Feel Brave
• People I Feel Brave Around
• People I Do Not Feel Brave Around

Let students know they can use fake names for privacy. Allow students to work individually for this portion.

After they have written their lists, ask students to review their answers and circle or underline what stands out to them.

Writing Exercise (15+ minutes)

Before writing, ask students to take a few moments to meditate on the videos we watched, poems we read, and topics we discussed. They may close their eyes or sit silently. Take one or two minutes for this.

Prompt: Imagine a world where you are totally safe and free to be brave. What would you say? Who would you stand up for? What would you let the world know?

Share the prompt with students. Leave the prompt in a visible place so they can refer back to it as they write.

Ask students to try to write without stopping. This means to allow their ideas to flow, without leaving out ideas looking for the “best” ones.
Ask students to be creative and imaginative.
Ask students to be honest about their feelings and experiences.
Let them know they will be writing for ten minutes. If at ten minutes students are still writing, silently extend the time by 3-5 minutes.

Sharing (5 minutes)

If there is time, call upon students who volunteer to share their work. Before sharing, ask performers to be loud and confident and ask the class to be attentive and respectful. Also, set a class guideline of confidence to not repeat any personal or sensitive topics after this lesson or outside of the classroom.