Lesson 1

Author: Robert Storrie

9/11/15
Grade/Level: 12 AP
Topic: Read, discuss and analyze Ars Poetica.
Time Frame: 40 minutes
Learning Context: Students recently began their Introduction to Poetry unit and read their
first poem. During their reading of the poem, they were directed to specific poetic devices within
the poem Author to Her Book, such as personification, figurative language and extended
metaphor. Students are also familiar with poetic devices from their construction of index cards
with their accompanying definitions. This lesson plan fits within the units long term objectives
by providing an opportunity to develop their skills in analysis and interpretation of poetic
language, as well as the figurative language found within poems. Through the use of highlighting
specific poetic devices and analyzing their use within the poem, Ars Poetica, students will be
able to transfer this knowledge to other texts with figurative language and literary devices such
as simile, metaphor and extended metaphors.

Objectives:
Short term:
Students will be able to recall the definitions of the poetic devices they constructed index cards
for, as their summer assignment.
Students will be able to infer that Ars Poetica is Latin for: the art of poetry.
Students will be able to analyze the choices Archibald MacLeish makes using poetic devices, and
their impact on a poem, such as: imagery, paradox, pun, metaphor, lyric poem, theme, repetition,
anaphora, simile and alliteration.
Students will be able to read MacLeishs Ars Poetica and identify its structure/what type of
poem it is.
Students will be able to analyze the impact lyric poetry has on the reading of a poem (love,
beauty, praising- comes from lyric poetry).
Students will be able to read MacLeishs Ars Poetica, identify, analyze and reflect on the
impact of poetic devices such as: metaphor, paradox, anaphora, repetition, alliteration, rhyme
scheme and simile.
Students will be able to interpret the meaning of Ars Poetica: A poem should not have to
explicitly explain its meaning; the meaning of a poem comes from how the reader feels after
reading it and experiencing the words.
Students will be able to define palpable and mute, then relate the meaning of these words to
what MacLeish believes a poem should be.
Students will be able to identify similes in lines: 2, 4, 5, 8, 10, 11, 13, and 16.
Students will be able to identify alliteration in line 5.
Students will be able to interpret MacLeishs comparison of a poem to a globed fruit, old
medallions, and the ledge of a window.
Students will be able to synthesize their understanding of imagery within the poem to the theme
of Ars Poetica.
Students will be able to identify repetition/anaphora in lines 9-10 and 15-16.
Students will be able to analyze and explain the meaning of MacLeishs paradoxical anaphora:

A poem should be motionless in time/As the moon climbs.

Students will be able to explain why MacLeish compares a poem to the moon.
Students will be able to infer what MacLeish is saying about the art of poetry.
Long Term:
Students will be able to understand literary devices required for appropriate literary
analysis.
Students will be able to identify and analyze the point of poetry from a writers perspective.
Students will be able to focus on a writers use of figurative language: simile, metaphor,
extended metaphors, pun.
Students will be able to understand how to hear the poets voice.
Students will be able to understand a question 1 AP exam question (what is being asked, how
to answer the question, discussion and analysis of the rubric used to assess answers to AP exam
questions).
Students will be able to analyze the poetical form the poet uses and make connections
between the form and meaning.
Students will be able to practice writing for the AP exam using sophisticated diction and syntax.
Essential Questions:
What literary/rhetorical devices do authors use to convey their meaning in poetry?
How does the use of said devices contribute to the meaning?
What is your interpretation of the poems meaning?
How has this interpretation changed after applying the analysis of poetic devices within the
poem?
Standards:
CCSS.ELA-LITERACY.RL.11-12.1
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as
well as inferences drawn from the text, including determining where the text leaves matters
uncertain.
CCSS.ELA-LITERACY.RL.11-12.2
Determine two or more themes or central ideas of a text and analyze their development over the
course of the text, including how they interact and build on one another to produce a complex
account; provide an objective summary of the text.
CCSS.ELA-LITERACY.RL.11-12.4
Determine the meaning of words and phrases as they are used in the text, including figurative
and connotative meanings; analyze the impact of specific word choices on meaning and tone,
including words with multiple meanings or language that is particularly fresh, engaging, or
beautiful.
Summary:
Student participation during this lesson was very limited and I found myself dragging the
responses out of students in order to find specific poetic devices used by the author.
After assessing the difficulty students had responding to my guiding questions, I have
reflected that I must alter my presentation of the guiding questions which will lead
students to specific understanding.

 I did not directly state a specific line and asked for the general area within the poem which
demonstrated poetic devices such as imagery and figurative language.
When I noticed the need for more concise guiding questions, I altered my presentation of
questions for my later periods.
Procedure:
Anticipatory Set:
As students enter the classroom, there will be a Do Now prompt on the Smart Board that
they are responsible to answer in their notebooks.
Show students a presentation I constructed on Prezi.com which explains how the reading of
poetry should evoke emotions and complex interpretations of poems through imagery and
figurative language.
(10 minutes)
Guided Practice:
I will begin the interpretation of the poem by reading the poem aloud- this will be done for
students to copy my pace of reading the poem with their partner.
The worksheet distributed by Mrs. Romano last week (Generic questions to help you
through a poem) will act as a framework for students reading and interpretation of the
poem.
(15 minutes)
Independent Practice:
Students will be participating in a Think, pair, share activity (known as Opening up a
poem activity from Texts and Lessons for Teaching Literature) which will require them
to read the poem with their partner, collaborate in order to construct an interpretation of
the poem to share, and mark any poetic devices in their reading.
Students will be annotating independently, as well as marking their poem during our class
discussion and analysis of the text.
(10 minutes)
Closure: If needed, this lesson will go into the next day- I will prep this by reminding students
that we will be picking up where we left off the next day, so be prepared with annotations/write
down anything that was not discussed during class discussions so that students will not forget
what they wished to share.
(5 minutes)
Extension:
N/A

Lesson 2

Author: Robert Storrie

9/16/15
Grade/Level: 12 APE
Topic: Read, discuss and analyze Grief by Elizabeth Barrett Browning
Time Frame: 40 minutes
Learning Context: In order to further develop students skills in analyzing figurative language,
as well as introduce students to the significance of a texts structure, they will analyze
Brownings poem, Grief. The skills practiced during this lesson plan fit within the units long
term objectives of students ability to deconstruct a texts figurative language, analyze and
explain various poetical syntax and diction choices made by the author and their impact on the
text, as well as the ability to analyze a poems structure. These skills are useful for analysis of
various texts, not only poetry and can be useful for students within this class because AP
Literature students will be required to interact with complex texts and analyze their theme,
structure, poetic devices used and poetic form. Students need these skills to deconstruct complex
texts such as poetry in order to pass the AP exam. Without these skills, students will be
unprepared for the AP exam and fail.
Objectives:
Short term:
Students will be able to read Grief by Elizabeth Barrett Browning.
Students will be able to identify that there are 14 lines to the poem and relate this to a
sonnet structure.
Students will be able to identify and label the poems rhyme scheme
(ABBAABBACDECDE).
Students will be able to relate the poems structure and define it as an Italian, or
Petrarchan, sonnet.
Students will be able to infer that the authors use of a Petrarchan sonnet, which generally
presents a situation in the octave and resolves it in the sestet, suggests Browning is saying
that grief has no solution.
Students will be able to interpret what Browning is saying about grief in line 1 of the
poem (grief should be unemotional or passionless).
Students will be able to identify specific words and phrases in the poem: passionless,
incredulous, half-taught in anguish, Gods throne, loud access, blanching, vertical eyeglare, monumental statue, moveless woe, not wet.
Students will be able to infer the meanings of these words and analyze their impact on the
poems theme (grief should cause one to be angry and curse a higher power, or grief
should make one motionless like a statue and unemotional).
Students will be able to construct an interpretation and explain what Browning is saying
about how people express grief in lines 1-5.
Students will be able to explain that half-taught in anguish (line 5), suggests these men
are inexperienced with grief.
Students will be able to infer that Brownings use of: incredulous, half-taught in anguish,
Gods throne, and loud access, in the first stanza suggests that those inexperienced with
death curse a higher power, in order to express their grief.
Students will be able to infer that Brownings use of: blanching, vertical eye-glare,
monumental statue, moveless woe and not wet, (lines 6-8) suggest that one should express

the shocking news of grief silently and passively.

Students will be able to identify that the men Browning mentions in lines 8-9 are
suggested to express grief silently and infer that the author means silent- like a dead
person.
Students will be able to identify and define the line break in line 9 as a caesura and
explain its function in the poem (used as a pause/fragments the poem).
Students will be able to analyze how the caesura in line 9 fragments the poems theme
and authors focus (the author is now saying that grief should be expressed passively and
one should not react to it).
Students will be able to analyze the simile in line 10 and explain how grief can cause one
to act like a monumental statue.
Students will be able to infer that Brownings imagery of dry, marble eye lids on the
statue suggest ones passive, passionless expression of grief.
Students will be able to develop a theme of Brownings poem and discuss the different
ways she portrays this theme of grief.

Long Term Objectives:

Students will be able to understand literary devices required for appropriate
literary analysis.
Students will be able to analyze the point of poetry from a writers perspective.
Students will be able to focus on a writers use of figurative language: simile,
metaphor, extended metaphors, pun.
Students will be able to identify, analyze and explain various poetical syntax and
diction choices made by the author and their impact on the text.
Students will be able to understand how to hear the poets voice.
Students will be able to understand a question 1 AP exam question (what is being
asked, how to answer the question, discussion and analysis of the rubric used to assess
answers to AP exam questions).
Students will be able to analyze the poetical form the poet uses and make
connections between the form and meaning.
Students will be able to practice writing for the AP exam using sophisticated diction and
syntax.
Essential Questions:
What literary/rhetorical devices do authors use to convey their meaning in poetry?
How does the use of said devices contribute to the meaning?
What is your interpretation of the poems meaning?
How has this interpretation changed after applying the analysis of poetic devices within
the poem?
Standards:
CCSS.ELA-LITERACY.RL.11-12.1
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as
well as inferences drawn from the text, including determining where the text leaves matters
uncertain.
CCSS.ELA-LITERACY.RL.11-12.2

Determine two or more themes or central ideas of a text and analyze their development over the
course of the text, including how they interact and build on one another to produce a complex
account; provide an objective summary of the text.
CCSS.ELA-LITERACY.RL.11-12.4
Determine the meaning of words and phrases as they are used in the text, including figurative
and connotative meanings; analyze the impact of specific word choices on meaning and tone,
including words with multiple meanings or language that is particularly fresh, engaging, or
beautiful. (Include Shakespeare as well as other authors.)
CCSS.ELA-LITERACY.RL.11-12.5
Analyze how an author's choices concerning how to structure specific parts of a text (e.g., the
choice of where to begin or end a story, the choice to provide a comedic or tragic resolution)
contribute to its overall structure and meaning as well as its aesthetic impact.
Summary:
My guiding questions were much more specific when asking students to analyze specific
lines in order to frame their analysis to a specific example and I found my guiding
questions to be much more manageable for students to respond to than prior lessons.
Many students seemed to have a firm grasp on Brownings use of figurative language, but
have difficulty in their analysis of the poems structure.
A few students were able to demonstrate their understanding of Brownings division of the
poem into two different types of grief that one may feel, but for the others who did not
understand this concept- I allowed time for a class discussion at the end with their peers
who provided an explanation of their analysis.
Procedure:
Anticipatory Set:
Students respond and discuss the Do Now prompt: How does grief affect someones life?
In what ways do people deal with grief? How do people communicate emotions to
others? For example, how might one communicate anger, excitement, frustration,
anxiety?
(5 minutes)
Guided Practice:
I have provided an enlarged version of the poem on the Smart Board at the front of the
room.
As students construct interpretations of the poem with their partner, I am guiding their
analysis of the poem by framing a focus to a line-by-line critical reading of what is
occurring in the poem.
This activity is done in a Think/Pair/Share format.
Students are prompted to look at specific words/phrases within the poem, which are
catalogued on a worksheet they are recording their notes on.
This worksheet is collected as an assessment at the end of class (provides explicit meaning
of words, along with questions that require more critical reading of their impact on the
text).
My guiding questions primarily ask students about the authors word choice, inferences
students have developed about the words, and similes used by the author to convey grief.
(10 minutes)

Independent Practice:
With a partner, students are prompted to analyze a list of words/phrases within the poem
and develop inferences of the words impact on the text.
As the class progresses through the poem, students will constantly be asked to discuss with
their partner what the structure of the poem is, how does the poetic structure impact the
poems meaning, what images is Browning portraying in her writing, why is she
constructing these images to convey grief, etc.?
These miniature discussions with a partner will be done in a Think/Pair/Share format in
order for students to streamline their own thoughts about the poem and be exposed to
other perspectives/interpretations.
During their Think/Pair/Share activity, students were able to record their responses to the
discussion/prompts from the assessment worksheet.
(20 minutes)
Closure:
Students will have the opportunity to ask any final questions about the poem, or questions
they have about the worksheet with questions about the poem distributed at the beginning of
class.
(5 minutes)
Extension: Students must collect 15 facts about Emily Dickinson in order to begin our analysis
of her poetry tomorrow.

Lesson 3
Author: Robert Storrie
9/17/15
Grade/Level: 12 APE
Topic: Discussion of Emily Dickinsons life. Read, discuss and analyze Dickinsons poem, Im
Nobody, Who are You?
Time Frame: 40 minutes
Learning Context: Students are familiar with poetic devices and able to define the ones we are
identifying within the poem today. For homework last night, they constructed background
knowledge of the author during their research of Dickinsons life. Todays lesson supports their
development of skills required to analyze the figurative language within a poem and cite specific
textual evidence in order to support their claim of the poems meaning, or interpretation of poetic
language. The significance of this poems theme is that it connects to the long term objective that
requires students to analyze a text from the authors point of view. Dickinson was a recluse in her
time and this poem defends her reclusive behaviors. This lesson supports the development and
further practice of the long term objective skill: Students will be able to understand literary
devices required for appropriate literary analysis. Students will be able to analyze the point of
poetry from a writers perspective. Students will be able to focus on a writers use of figurative
language: simile, metaphor, extended metaphors, pun.

Objectives:
Short Term:
Students will be able to list facts about Emily Dickinson and her life.
Students will be able to identify that Dickinson was a recluse.
Students will be able to discuss Dickinsons work and how only 12 out of her poems 1800 were
published during her lifetime.
Students will be able to infer that Dickinson was not famous in her lifetime, based off of the
knowledge that she only published 12 poems while she was alive and spent much of her life in
her room.
Students will be able to read, analyze and explain Im Nobody, Who are You?
Students will be able to construct a paraphrase of the poem.
Students will be able to identify that the poem is made of 2 stanzas, with 4 lines each.
Students will be able to identify and define a Quatrain- a stanza made of 4 lines.
Students will be able to identify and label the poems rhyme scheme (AABC,DEFE).
Students will be able to identify, define and explain the poetic meter in line 2 (iambic trimeter; 6
stressed and unstressed syllables).
Students will be able to identify, define and explain the poetic meter in line 5 (iambic tetrameter,
8 stressed and unstressed syllables).
Students will be able to relate this poetic metrical form to Dickinsons style.
Students will be able to infer that the speaker of the poem is suggesting that it is hard to be
famous and a luxury to be unknown.
Students will be able to identify, analyze and explain Dickinsons prolific use of dashes,
otherwise known as caesura.

Students will be able to identify the authors use of anaphora in lines 5-8.
Students will be able to analyze and explain why the author juxtaposes public and frog
within line 6 of the poem.
Students will be able to relate the fact that when frogs croak, they make themselves public and
infer that the speaker of the poem is suggesting people croak their names to make themselves
known to the public.
Students will be able to analyze and discuss the authors use of pronouns you, us in order to
engage the reader and make the reader feel as if they are a somebody, too.
Students will be able to relate their knowledge of Dickinsons reclusive life in order to infer that
she is defending her lifestyle within the poem Im Nobody, Who are You?
Long Term:
Students will be able to understand literary devices required for appropriate literary
analysis.
Students will be able to analyze the point of poetry from a writers perspective.
Students will be able to focus on a writers use of figurative language: simile, metaphor,
extended metaphors, pun.
Students will be able to understand how to hear the poets voice.
Students will be able to understand a question 1 AP exam question (what is being asked, how
to answer the question, discussion and analysis of the rubric used to assess answers to AP exam
questions).
Students will be able to analyze the poetical form the poet uses and make connections
between the form and meaning.
Students will be able to practice writing for the AP exam using sophisticated diction and syntax.
Essential Questions:
What literary/rhetorical devices do authors use to convey their meaning in poetry?
How does the use of said devices contribute to the meaning?
What is your interpretation of the poems meaning?
How has this interpretation changed after applying the analysis of poetic devices within the
poem?
Standards:
CCSS.ELA-LITERACY.RL.11-12.1
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as
well as inferences drawn from the text, including determining where the text leaves matters
uncertain.
CCSS.ELA-LITERACY.RL.11-12.4
Determine the meaning of words and phrases as they are used in the text, including figurative
and connotative meanings; analyze the impact of specific word choices on meaning and tone,
including words with multiple meanings or language that is particularly fresh, engaging, or
beautiful. (Include Shakespeare as well as other authors.)
CCSS.ELA-LITERACY.RL.11-12.5
Analyze how an author's choices concerning how to structure specific parts of a text (e.g., the
choice of where to begin or end a story, the choice to provide a comedic or tragic resolution)
contribute to its overall structure and meaning as well as its aesthetic impact.

Summary:
Students seemed to analyze this text much more efficiently.
I credit students efficient analysis of Dickinsons poem, I Am Nobody, Who Are You?,
to the research they did about Dickinson in order to gain a better understanding of what
type of person she was and how she was a recluse.
Within every class there was a student who shared that fact about Dickinson, which served
as a transition into the reading of this poem which defends her reclusive lifestyle.
Classroom management today was very efficient, students were very engaged within the
class conversation and had many opportunities to express their ideas or connections they
constructed.
Procedure:
Anticipatory Set:
Students will respond to a Do Now writing prompt: In recent years, social media has
allowed artists of all genres, race and class to showcase their talents through a medium
that can gain the attention of people across the globe. Simultaneously, this global
connection brought upon by the internet can allow ANYONE to post things to the
internet. In 2015, with Instagram and Twitter, what makes a person famous? Do you
believe that everyone who has a big list of followers/Retweets should be famous? Are
some people unworthy of their fame? Explain.
Ask students to share their Dickinson facts to provide background knowledge of the author.
(5 minutes)
Instruction:
Read the poem aloud for students, direct them to find a partner and annotate the poem.
Reading, exemplifying and explaining the poems meter to the class.
(5 minutes)
Guided practice:
Prompt student to answer question about what people in our modern society do in order to
become famous (repost social media of their own in order to get their name out to the
public). Guide their analysis of the poems meter (what is an iambic meter? Where have
you heard that before? Shakespeare used iambic pentameter, what does that mean? Is
this the same, or different as that structure- how?).
Line-by-line reading of the poem and prompt students to decode what the author is
explicitly and implicitly suggesting within the line.
Worksheet of questions which will guide their analysis of the poem.
(15 minutes)
Independent practice:
Think/Pair/Share group activities in order to paraphrase the poem, analyze and discuss
the poems rhyme scheme, analyze and discuss the poems meter.
Students will also participate with this activity in order to construct responses to my
guiding questions about modern fame and how one can be considered a frog to the
public.
(10 minutes)
Closure:

Students will be given directions to complete their question worksheet for homework.
(5 minutes)
Extension: Im Nobody, Who Are You Reading comprehension question worksheet

Lesson 4

Author: Robert Storrie

9/18/15
Grade/Level: 12 APE
Topic: Read, discuss and analyze the poem: I Died for Beauty by Emily Dickinson.
Time Frame: 40 minutes
Learning Context: Students have background knowledge of Dickinsons life from yesterdays
discussion about the author. During yesterdays lesson, students were introduced to Dickinsons
poetic style and prolific use of dashes within her writing. Todays lesson will provide an
opportunity for students to analyze poetic devices in different contexts and apply their
knowledge of specific poetic devices to a new context/theme of a text, which is the analysis of
beauty and truth as two ideas that are erased by death.

Objectives:
Short Term:
Students will be able to read, analyze and discuss I Died for Beauty.
Students will be able to construct a paraphrase of stanza 1, stanza 2, and stanza 3.
Students will be able to apply their knowledge of poetic structure in order to infer that poems
must have a set rhyme scheme.
Students will be able to identify and label the poetic rhyme scheme (ABCB, DEFE, GBHB).
Students will be able to identify the varied poetic meter of the poem (iambic trimeter and iambic
tetrameter) and relate this to Dickinsons poetic style.
Students will be able to identify that the end of lines 2 and 4 create a perfect rhyme.
Students will be able to define and identify examples of masculine rhyme.
Students will be able to define feminine rhyme.
Students will be able to identify that the end of lines 6 and 8, as well as 10 and 12, create slant
rhymes.
Students will be able to define and explain slant rhyme.
Students will be able to analyze the authors figurative language in order to construct meaning
from the text.
Students will be able to analyze and explain how the speaker of the poem died for beauty.
Students will be able to analyze and explain how the second speaker of the poem died for truth.
Students will be able to explain how beauty and truth are the same.
Students will be able to infer that the author uses words such as brethren and kinsmen to
show a relationship between truth and beauty.
Students will be able to explain what the poem is saying about death: its gradual. Every aspect
of human life- ideas, feelings, identity- is erased by death.
Students will be able to develop the theme: people die for vanity, spiritual beauty or truth,
religion or other beliefs, but in the end- death will erase any memory of these beliefs as well as
the people who died for these causes.

Long Term:
Students will be able to understand literary devices required for appropriate literary

analysis.
Students will be able to analyze the point of poetry from a writers perspective.
Students will be able to focus on a writers use of figurative language: simile, metaphor,
extended metaphors, pun.
Students will be able to understand how to hear the poets voice.
Students will be able to understand a question 1 AP exam question (what is being asked, how
to answer the question, discussion and analysis of the rubric used to assess answers to AP exam
questions).
Students will be able to analyze the poetical form the poet uses and make connections
between the form and meaning.
Students will be able to practice writing for the AP exam using sophisticated diction and syntax.
Essential Questions:
What literary/rhetorical devices do authors use to convey their meaning in poetry?
How does the use of said devices contribute to the meaning?
What is your interpretation of the poems meaning?
How has this interpretation changed after applying the analysis of poetic devices within the
poem?
Standards:
CCSS.ELA-LITERACY.RL.11-12.1
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as
well as inferences drawn from the text, including determining where the text leaves matters
uncertain.
CCSS.ELA-LITERACY.RL.11-12.4
Determine the meaning of words and phrases as they are used in the text, including figurative
and connotative meanings; analyze the impact of specific word choices on meaning and tone,
including words with multiple meanings or language that is particularly fresh, engaging, or
beautiful. (Include Shakespeare as well as other authors.)
CCSS.ELA-LITERACY.RL.11-12.5
Analyze how an author's choices concerning how to structure specific parts of a text (e.g., the
choice of where to begin or end a story, the choice to provide a comedic or tragic resolution)
contribute to its overall structure and meaning as well as its aesthetic impact.
Summary:
This was a highly effective lesson due to students ability to make connections to other
texts.
Each class was able to make the connection of Whitmans reference to martyrs who die for
their beliefs within, I Sit and Look Out, to the poem I Died for Beauty.
Common error that was noticed- the difficulty of connecting the idea of Beauty and Truth.
Students were mindful of the quote I used within my anticipatory set, but still had difficulty
in developing a connection until I began to use specific guiding questions.
Framing students understanding of death impacting the two qualities of Truth and Beauty
is what affected students to see the connection of death being the final equalizer and the
two qualities being useless once one is dead.

Procedure:
Anticipatory Set:
Students will respond to a Do Now writing/discussion prompt: In Whitmans poem, I
Sit and Look Out, we see images of senseless violence and martyrs dying for what they
believe in. What are some things that people can die for? The speaker in Dickinsons
poem I Died for Beauty states that she died for beauty and the other speaker died
for truth. How can one die for beauty? How can one die for truth? How are they the
same?
(5 minutes)
Guided Practice:
Prior to displaying a copy of the poem on the Smart Board for student analysis, I will
display a quote from John Keats Ode on a Grecian Urn: Beauty is truth, truth beauty,that is all/ Ye know on earth, and all ye need to know.
This will prompt student discussion on the relationship between the two ideas and critical
reading of Dickinsons poem.
I will read the poem aloud once, then allow independent practice in between my readings
of the stanzas. The time I allow independent practice will help guide the class analysis of
the poem as I guide students through their line-by-line dissection of the poems
meaning/poetic devices.
A question worksheet which provides foci for student analysis of the poem.
(10 minutes)
Independent Practice:
Think/Pair/Share group activities in order to paraphrase the poem, analyze and discuss
the poems rhyme scheme, analyze and discuss the poems meter.
Students will also be encouraged to construct discussion questions about the imagery
Dickinson is creating in this poem, the relationship between truth and beauty, the beliefs
that one can die for (egocentric truths), what a persons identity made of, etc.
(20 minutes)
Closure:
Students will be given directions to complete their question worksheet for homework.
(5 minutes)
Extension: I Died for Beauty reading comprehension question worksheet.