Reflection: Adjustments to Practice Emily Dickinson's Simplicity of Language: "Because I could not stop for Death--" - Section 2: Figures of Speech in "Because I could not stop for Death--"


Today is, in many ways, a "course correction" based on Wednesday's lesson going long. But, it also incorporates questions students had and concepts students observed throughout the day. When initially sketching out this plan, I had intended to knock out Dickinson's life and  "I heard a Fly buzz--" in one day, assign annotation and a reader's reflection of "Because I could not stop for Death--" for homework that night, and be on to Whitman by this point. The annotation was a day late, and the reader's reflection is included below as an exit slip for the day. 

The observation of the exact rhyme in "I heard a Fly buzz--" and slant rhyme in "Because I could not stop for Death--" came in direct response to a student observation, and was incorporated into later teachings of the lesson. 

"Because I could not stop for Death--" was initially chosen from the selection of poems in our textbook because, as noted above, I look at it as a sequel of sorts to "I heard a Fly buzz--" (which had been selected as the example of "figures of speech" when I viewed the "Crash Course" video), but this poem also works very well as a touchstone for personification. Death, personified as a gentlemanly carriage driver, will be our "go to" personification example as we explore the figure of speech in more detail this semester. Additionally, a student added the personification portrays Death as a "hearse driver," an archetype one images is quiet, gentlemanly, kind, and slow and methodical. 

  Reflecting on Life, Death, and Figures of Speech
  Adjustments to Practice: Reflecting on Life, Death, and Figures of Speech
Loading resource...

Emily Dickinson's Simplicity of Language: "Because I could not stop for Death--"

Unit 13: Literacy: Figurative Language in the Poetry of Whitman & Dickinson
Lesson 4 of 6

Objective: SWBAT interpret Emily Dickinson's use of figures of speech in context and analyze their impact on meaning and tone in "Because I could not stop for Death--".

Big Idea: How do you describe Death? This question guides our look at the speaker's interaction with and reaction to Death.

  Print Lesson
5 teachers like this lesson
bicsfd house
Similar Lessons
Analyzing Poetry about Beliefs: Using FACE to Uncover the Mask (Day 1 of 2)
9th Grade ELA » Poetry Analysis
Big Idea: Will my beliefs about masks affect my judgment? Let's see the outcome!

Environment: Urban
Donna Fletcher
Each Detail Matters: A Long Way Gone
10th Grade ELA » What It Means to be Human
Big Idea: Can we pay homage to an author by examining each word he or she chooses to put onto paper?
Independence, MO
Environment: Suburban
Lindsay Thompson
Making Inferences about the Character of the Characters in "The Scarlet Ibis"
9th Grade ELA » The Search For Identity: "The Scarlet Ibis" Reading and Analysis
Big Idea: Dissections aren't just for science --In ELA students dissect characters and use vocabulary development tools.
Bel Air, MD
Environment: Suburban
Paula Stanton
Something went wrong. See details for more info
Nothing to upload