Reflection: Student Ownership Emily Dickinson's Simplicity of Language: "Because I could not stop for Death--" - Section 1: Welcome & Introduction: It's National Peanut Butter Day!


As noted, students will be writing more critical and evaluative writing this semester. I wanted to engage them with the "silly" or light topics, in order to address backing up their point. After the students shared their preferences, I made a point of asking them to explain why, and commenting, complimenting, or further questioning their justification beyond, "Because I like it." As a result, students began considering texture, flavor, "getting stuck in your teeth," what they grew up with, and the like. I pointed out to the students that in they critical and evaluative writing they'll be doing, they will be backing up and explaining their responses beyond, "Because I like it," or "I agree."

And the final result? 85 votes across five classes in favor of creamy, over 66% of students in my classes.

  Peanut Butter Jelly, Reflection
  Student Ownership: Peanut Butter Jelly, Reflection
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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.

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