Start-Up – Group Discussion
With your group, discuss the following:
Have you ever seen someone
being made fun of or picked
on for being different? Did
you do or say anything about
it? Why or why not?
Start-Up – Class Discussion
Have you ever seen someone
being made fun of or picked
on for being different? Did
you do or say anything about
it? Why or why not?
Start-Up - Writing
Now write about the following:
Have you ever been made fun of or
teased for doing or thinking
something different from your
peers? How did it feel? How did you
handle it?
Today’s Objective
By the end of the period, students
will analyze a poem, including its
theme and literary devices. They will
also compare and contrast two
poems with similar themes.
CCSS.ELA-LITERACY.RL.11-12.9
CCSS.ELA-LITERACY.RL.11-12.4
Emily Dickinson
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(1830 – 1886)
Born, raised, and almost never left Amherst,
Massachusetts.
Began writing poetry as a teenager. Wrote
much more later in life.
From the 1860s through her death in 1886, she
rarely left her home. One reason was because
she was providing care for her sick mother.
Some say that the biggest reason was that she
suffered from agoraphobia and depression.
Most of her writing was not discovered or
published until after her death. She wrote
almost 2,000 poems and about 12 were
published during her lifetime (anonymously).
Poetic Devices
• Rhythm –
the beat of a poem
• Rhyme –
repetition of similar sounds in
two or more words
• Imagery –
words and phrases that appeal to
the senses, paint pictures
• Alliteration –
repetition of consonant sounds at
the beginnings of words
• Metaphor –
comparing two unlike things
without using “like” or “as”
• Symbolism –
using one thing to represent
something else
• Theme –
the main idea or meaning
Emily Dickinson vs. Vincent
Deray and Nicolay Sereba
• You and your VERTICAL partner
will each share one poem.
• Following the instructions on your
paper, you will analyze your poem
together.
• In your pairs, you will answer the
questions on the page about your
poem.
Emily Dickinson vs. Vincent
Deray and Nicolay Sereba
• When both pairs are finished with
their analysis, they will share their
poem and analysis with the other
pair.
• As a group, fill in the Cannon
Comparison Chart, finding the
similarities and differences
between the two poems.
Cannon Comparison Chart
• This chart works like a Venn
Diagram.
• The outer two columns are used
to fill in ways the two poems are
different.
• The center column is used to fill
in ways the two poems are the
same.
Share Out
• Let’s see who came up with some
good similarities and differences.
• If your group’s chart has any blanks,
use what your classmates have to
say to fill them in.
Exit Ticket
How were the themes of the
two poems you read similar?
What was the main idea they
were both expressing? Do
you agree with them?
Start-Up – Group Discussion
In your group, discuss the following:
There is an old saying/rhyme that goes,
“Sticks and stones may break my bones
But words will never hurt me.”
Do you believe that saying is true or
false? Why?
Start-Up – Class Discussion
There is an old saying/rhyme
that goes, “Sticks and stones
may break my bones
but words will never hurt me.”
Do you believe that saying is
true or false? Why?
Start-Up - Writing
Do you remember the last time
someone gave you a compliment?
How about the last time someone
insulted you or said something
unkind?
Which do you remember more?
Why do you think that is?
Today’s Objective
By the end of the period, students
will analyze a poem, including its
theme and literary devices. They will
also compare and contrast two
poems with similar themes.
CCSS.ELA-LITERACY.RL.11-12.9
CCSS.ELA-LITERACY.RL.11-12.4
Poetic Devices
• Rhythm –
the beat of a poem
• Rhyme –
repetition of similar sounds in
two or more words
• Imagery –
words and phrases that appeal to
the senses, paint pictures
• Alliteration –
repetition of consonant sounds at
the beginnings of words
• Metaphor –
comparing two unlike things
without using “like” or “as”
• Symbolism –
using one thing to represent
something else
• Theme –
the main idea or meaning
Emily Dickinson vs. Alicia Keys
• You and your VERTICAL partner
will each share one poem.
• Following the instructions on your
paper, you will analyze your poem
together.
• In your pairs, you will answer the
questions on the page about your
poem.
Emily Dickinson vs. Alicia Keys
• When both pairs are finished with
their analysis, they will share their
poem and analysis with the other
pair.
• As a group, fill in the Cannon
Comparison Chart, finding the
similarities and differences
between the two poems.
Cannon Comparison Chart
• This chart works like a Venn
Diagram.
• The outer two columns are used
to fill in ways the two poems are
different.
• The center column is used to fill
in ways the two poems are the
same.
Share Out
• Let’s see who came up with some
good similarities and differences.
• If your group’s chart has any blanks,
use what your classmates have to
say to fill them in.
Exit Ticket
Which do think are more
powerful, the words we
say or the words we
should say but don’t?
Why?