Change and Process

Title: The Change and Process of Emily Dickinson

Author: Rene Ribant-Amthor

Grade Level: 10-12

Subject/Content: English/The Poetry of Emily Dickinson

Summary of Lesson: Students read a brief history of Emily Dickinson and some of her poetry. They analyze Dickinson’s work based on her thematic focus on life and death.

Focus Question: What are the major themes in Emily Dickinson’s poetry. Why did she focus so much on this theme?

Databases(s): Student Resource Center Gold, LitFINDER

Procedures:

Steps/Activities by teacher:

1. Students search Student Resource Center Gold for the article “Emily (Elizabeth) Dickinson 1830-1886.”
2. Highlight key points in Emily’s life for students and discuss some of the events that stand out as significant in her life.
3. Have students access LitFINDER and search for the poems published by Emily Dickinson.
4. Have the students read at least ten poems of their choosing. From the ten they should choose five that represent the themes of life and death.
5. For each of the five poems selected the students should complete a three-column analyses:

How to do a three-column analysis- with the poem centered on the page, divide the page into three columns, one to the left of the poem, one containing the poem itself, and one to the right. Read the poem at least twice, noting the title, and paraphrasing the LITERAL meaning of the poem on the left. Then re-read the poem 1-2 times more marking the poem for TOOLS the poet uses, noting words and images that stand out, shifts, figurative language, form, etc. Cover the basics first. In the final column-FIGURATIVE, try to move from a literal understanding to a deeper level, noting the connotations of those words, images, figurative language, etc. At the bottom, write a thematic or thesis statement.

6. Have students use their five analysis notes to write a poetry analysis essay of Emily Dickinson’s poems.

Steps/Activities by student(s):

1. Search Student Resource Center Gold for the article “Emily (Elizabeth) Dickinson 1830-1886.”
2. Access LitFINDER and search for poems by Emily Dickinson.
3. Read at least ten poems, but choose only five that focus on the themes of life and death.
4. For each of the five poems complete a three-column analysis.
5. Use your analysis of each poem to write a poetry analysis essay focusing on the major themes in Dickinson’s poetry.

Outcome: Students will study the poetry of Emily Dickinson focusing on her thematic handlings of life and death. They will then write an analysis essay.

Related Activities: Students write their own poems about life and death.

Standard Date: Approved 1998

Content Standard(s):

• NL-ENG.K-12.2: Understanding the Human Experience
• NL-ENG.K-12.3: Evaluation Strategies
• NL-ENG.K-12.5: Communication Strategies
• NL-ENG.K-12.6: Applying Knowledge
• NL-ENG.K-12.8: Developing Research Skills
• NL-ENG.K-12.12:Applying Language Skills

Performance Indicators:

• At Level 1, the student is able to:
  • Search for information
• At Level 2, the student is able to:
  • Analyze the information using various strategies
• At Level 3, the student is able to:
  • Use their analysis to produce an essay synthesizing their knowledge

Computer Literacy and Usage Standards 9-12:

• The student will develop skills using a variety of computer resources to increase productivity, support creativity, conduct and evaluate research and improve communications.

ISTE NETS for Students

• Basic Operations and concepts
• Social, ethical, and human issues
• Technology communications tools
• Technology research tools
• Technology problem-solving tools

Information Power; Information Literacy Standards:

• Standard 1: The student who is information literate accesses information efficiently and effectively.
• Standard 2: The student who is information literate evaluates information critically and competently.
• Standard 3: The student who is information literate uses information accurately and creatively.
• Standard 4: The student who is an independent learner is information literate and pursues information related to personal interests.
• Standard 5: The student who is an independent learner is information literate and appreciates literature and other creative expressions of information.
• Standard 6: The student who is an independent learner is information literate and strives for excellence in information seeking and knowledge generation.