03b.
07c.
09c.
09d.
12.
20a.
27c.
29a.
GRADE LEVEL EXPECTATIONS ADDRESSED IN THIS ACTIVITY:
Draw conclusions and make inferences about ideas and information in complex texts in oral and written responses, including public documents
(ELA-1-H3)
Analyze and synthesize in oral and written responses distinctive elements (e.g., structure) of a variety of literary forms and types, including
forms of lyric and narrative poetry such as the ballad, sonnets, pastorals, elegies, and the dramatic monologue (ELA-6-H3)
Demonstrate understanding of information in American, British, and world literature using a variety of strategies, including making inferences
and drawing conclusions (ELA-7-H1)
Demonstrate understanding of information in American, British, and world literature using a variety of strategies, including evaluating the
author’s use of complex literary elements, (e.g., symbolism, themes, characterization, ideas) (ELA-7-H1)
Analyze and evaluate works of American, British, or world literature in terms of an author’s life, culture, and philosophical assumptions (ELA-7H3)
Write for various purposes, including interpretations/explanations that connect life experiences to works of American, British, and world
literature (ELA-2-H6)
Listen to detailed oral instructions and presentations and carry out complex procedures, including forming groups (ELA-4-H2)
Deliver presentations that include language, diction, and syntax selected to suit a purpose and impact an audience (ELA-4-H3)
Step 1: Read it aloud.
Step 2: Paraphrase each line.
Step 3: Point out significant aspects of the poem’s structure.
Step 4: Mark stylistic elements.
Step 5: Explain the overall meaning.
ENGLISH III: EMILY DICKINSON LITERATURE STATIONS ACTIVITY
“I’m Nobody”—Guided Practice
I'm Nobody! Who are you?
Are you – Nobody – too?
Then there's a pair of us?
Don't tell! they'd advertise – you know!
How dreary – to be – Somebody!
How public – like a Frog –
To tell one's name – the livelong June –
To an admiring Bog!
03b.
07c.
09c.
09d.
12.
20a.
27c.
29a.
GRADE LEVEL EXPECTATIONS ADDRESSED IN THIS ACTIVITY:
Draw conclusions and make inferences about ideas and information in complex texts in oral and written responses, including public documents
(ELA-1-H3)
Analyze and synthesize in oral and written responses distinctive elements (e.g., structure) of a variety of literary forms and types, including
forms of lyric and narrative poetry such as the ballad, sonnets, pastorals, elegies, and the dramatic monologue (ELA-6-H3)
Demonstrate understanding of information in American, British, and world literature using a variety of strategies, including making inferences
and drawing conclusions (ELA-7-H1)
Demonstrate understanding of information in American, British, and world literature using a variety of strategies, including evaluating the
author’s use of complex literary elements, (e.g., symbolism, themes, characterization, ideas) (ELA-7-H1)
Analyze and evaluate works of American, British, or world literature in terms of an author’s life, culture, and philosophical assumptions (ELA-7H3)
Write for various purposes, including interpretations/explanations that connect life experiences to works of American, British, and world
literature (ELA-2-H6)
Listen to detailed oral instructions and presentations and carry out complex procedures, including forming groups (ELA-4-H2)
Deliver presentations that include language, diction, and syntax selected to suit a purpose and impact an audience (ELA-4-H3)
Step 1: Read it aloud.
Step 2: Paraphrase each line.
Step 3: Point out significant aspects of the poem’s structure.
Step 4: Mark stylistic elements.
Step 5: Explain the overall meaning.
“Because I could not stop for Death”
Because I could not stop for Death,
He kindly stopped for me;
The carriage held but just ourselves
And Immortality.
We slowly drove, he knew no haste,
And I had put away
My labor, and my leisure too,
For his civility.
We passed the school where children played
At wrestling in a ring;
We passed the fields of gazing grain,
We passed the setting sun.
We paused before a house that seemed
A swelling of the ground;
The roof was scarcely visible,
The cornice but a mound.
Since then 'tis centuries; but each
Feels shorter than the day
I first surmised the horses' heads
Were toward eternity.
03b.
07c.
09c.
09d.
12.
20a.
27c.
29a.
GRADE LEVEL EXPECTATIONS ADDRESSED IN THIS ACTIVITY:
Draw conclusions and make inferences about ideas and information in complex texts in oral and written responses, including public documents
(ELA-1-H3)
Analyze and synthesize in oral and written responses distinctive elements (e.g., structure) of a variety of literary forms and types, including
forms of lyric and narrative poetry such as the ballad, sonnets, pastorals, elegies, and the dramatic monologue (ELA-6-H3)
Demonstrate understanding of information in American, British, and world literature using a variety of strategies, including making inferences
and drawing conclusions (ELA-7-H1)
Demonstrate understanding of information in American, British, and world literature using a variety of strategies, including evaluating the
author’s use of complex literary elements, (e.g., symbolism, themes, characterization, ideas) (ELA-7-H1)
Analyze and evaluate works of American, British, or world literature in terms of an author’s life, culture, and philosophical assumptions (ELA-7H3)
Write for various purposes, including interpretations/explanations that connect life experiences to works of American, British, and world
literature (ELA-2-H6)
Listen to detailed oral instructions and presentations and carry out complex procedures, including forming groups (ELA-4-H2)
Deliver presentations that include language, diction, and syntax selected to suit a purpose and impact an audience (ELA-4-H3)
Step 1: Read it aloud.
Step 2: Paraphrase each line.
Step 3: Point out significant aspects of the poem’s structure.
Step 4: Mark stylistic elements.
Step 5: Explain the overall meaning.
“Heart! We will forget him!”
Heart, we will forget him!
You an I, tonight!
You may forget the warmth he gave,
I will forget the light.
When you have done, pray tell me
That I my thoughts may dim;
Haste! lest while you're lagging.
I may remember him!
03b.
07c.
09c.
09d.
12.
20a.
27c.
29a.
GRADE LEVEL EXPECTATIONS ADDRESSED IN THIS ACTIVITY:
Draw conclusions and make inferences about ideas and information in complex texts in oral and written responses, including public documents
(ELA-1-H3)
Analyze and synthesize in oral and written responses distinctive elements (e.g., structure) of a variety of literary forms and types, including
forms of lyric and narrative poetry such as the ballad, sonnets, pastorals, elegies, and the dramatic monologue (ELA-6-H3)
Demonstrate understanding of information in American, British, and world literature using a variety of strategies, including making inferences
and drawing conclusions (ELA-7-H1)
Demonstrate understanding of information in American, British, and world literature using a variety of strategies, including evaluating the
author’s use of complex literary elements, (e.g., symbolism, themes, characterization, ideas) (ELA-7-H1)
Analyze and evaluate works of American, British, or world literature in terms of an author’s life, culture, and philosophical assumptions (ELA-7H3)
Write for various purposes, including interpretations/explanations that connect life experiences to works of American, British, and world
literature (ELA-2-H6)
Listen to detailed oral instructions and presentations and carry out complex procedures, including forming groups (ELA-4-H2)
Deliver presentations that include language, diction, and syntax selected to suit a purpose and impact an audience (ELA-4-H3)
Step 1: Read it aloud.
Step 2: Paraphrase each line.
Step 3: Point out significant aspects of the poem’s structure.
Step 4: Mark stylistic elements.
Step 5: Explain the overall meaning.
“I died for Beauty—but was scarce”
I died for Beauty - but was scarce
Adjusted in the Tomb
When One who died for Truth, was lain
In an adjoining room –
He questioned softly "Why I failed"?
"For Beauty", I replied "And I -for Truth-Themself are OneWe Brethren, are", He said And so, as Kinsmen, met a Night We talked between the RoomsUntil the Moss had reached our lipsAnd covered up - our names -
03b.
07c.
09c.
09d.
12.
20a.
27c.
29a.
GRADE LEVEL EXPECTATIONS ADDRESSED IN THIS ACTIVITY:
Draw conclusions and make inferences about ideas and information in complex texts in oral and written responses, including public documents
(ELA-1-H3)
Analyze and synthesize in oral and written responses distinctive elements (e.g., structure) of a variety of literary forms and types, including
forms of lyric and narrative poetry such as the ballad, sonnets, pastorals, elegies, and the dramatic monologue (ELA-6-H3)
Demonstrate understanding of information in American, British, and world literature using a variety of strategies, including making inferences
and drawing conclusions (ELA-7-H1)
Demonstrate understanding of information in American, British, and world literature using a variety of strategies, including evaluating the
author’s use of complex literary elements, (e.g., symbolism, themes, characterization, ideas) (ELA-7-H1)
Analyze and evaluate works of American, British, or world literature in terms of an author’s life, culture, and philosophical assumptions (ELA-7H3)
Write for various purposes, including interpretations/explanations that connect life experiences to works of American, British, and world
literature (ELA-2-H6)
Listen to detailed oral instructions and presentations and carry out complex procedures, including forming groups (ELA-4-H2)
Deliver presentations that include language, diction, and syntax selected to suit a purpose and impact an audience (ELA-4-H3)
Step 1: Read it aloud.
Step 2: Paraphrase each line.
Step 3: Point out significant aspects of the poem’s structure.
Step 4: Mark stylistic elements.
Step 5: Explain the overall meaning.
“If you were coming in the Fall”
IF you were coming in the fall,
I'd brush the summer by
With half a smile and half a spurn,
As housewives do a fly.
If I could see you in a year,
I'd wind the months in balls,
And put them each in separate drawers,
Until their time befalls.
If only centuries delayed,
I'd count them on my hand,
Subtracting till my fingers dropped
Into Van Diemen's land.
If certain, when this life was out,
That yours and mine should be,
I'd toss it yonder like a rind,
And taste eternity.
But now, all ignorant of the length
Of time's uncertain wing,
It goads me, like the goblin bee,
That will not state its sting.
03b.
07c.
09c.
09d.
12.
20a.
27c.
29a.
GRADE LEVEL EXPECTATIONS ADDRESSED IN THIS ACTIVITY:
Draw conclusions and make inferences about ideas and information in complex texts in oral and written responses, including public documents
(ELA-1-H3)
Analyze and synthesize in oral and written responses distinctive elements (e.g., structure) of a variety of literary forms and types, including
forms of lyric and narrative poetry such as the ballad, sonnets, pastorals, elegies, and the dramatic monologue (ELA-6-H3)
Demonstrate understanding of information in American, British, and world literature using a variety of strategies, including making inferences
and drawing conclusions (ELA-7-H1)
Demonstrate understanding of information in American, British, and world literature using a variety of strategies, including evaluating the
author’s use of complex literary elements, (e.g., symbolism, themes, characterization, ideas) (ELA-7-H1)
Analyze and evaluate works of American, British, or world literature in terms of an author’s life, culture, and philosophical assumptions (ELA-7H3)
Write for various purposes, including interpretations/explanations that connect life experiences to works of American, British, and world
literature (ELA-2-H6)
Listen to detailed oral instructions and presentations and carry out complex procedures, including forming groups (ELA-4-H2)
Deliver presentations that include language, diction, and syntax selected to suit a purpose and impact an audience (ELA-4-H3)
Step 1: Read it aloud.
Step 2: Paraphrase each line.
Step 3: Point out significant aspects of the poem’s structure.
Step 4: Mark stylistic elements.
Step 5: Explain the overall meaning.
“Some keep the Sabbath going to Church”
Some keep the Sabbath going to ChurchI keep it, staying at HomeWith a Bobolink for a ChoristerAnd an Orchard, for a DomeSome keep the Sabbath in SurpliceI just wear my WingsAnd instead of tolling the Bell, for Church,
Our little Sexton-Sings.
God preaches, a noted ClergymanAnd the sermon is never long,
So instead of getting to Heaven, at lastI'm going, all along.
03b.
07c.
09c.
09d.
12.
20a.
27c.
29a.
GRADE LEVEL EXPECTATIONS ADDRESSED IN THIS ACTIVITY:
Draw conclusions and make inferences about ideas and information in complex texts in oral and written responses, including public documents
(ELA-1-H3)
Analyze and synthesize in oral and written responses distinctive elements (e.g., structure) of a variety of literary forms and types, including
forms of lyric and narrative poetry such as the ballad, sonnets, pastorals, elegies, and the dramatic monologue (ELA-6-H3)
Demonstrate understanding of information in American, British, and world literature using a variety of strategies, including making inferences
and drawing conclusions (ELA-7-H1)
Demonstrate understanding of information in American, British, and world literature using a variety of strategies, including evaluating the
author’s use of complex literary elements, (e.g., symbolism, themes, characterization, ideas) (ELA-7-H1)
Analyze and evaluate works of American, British, or world literature in terms of an author’s life, culture, and philosophical assumptions (ELA-7H3)
Write for various purposes, including interpretations/explanations that connect life experiences to works of American, British, and world
literature (ELA-2-H6)
Listen to detailed oral instructions and presentations and carry out complex procedures, including forming groups (ELA-4-H2)
Deliver presentations that include language, diction, and syntax selected to suit a purpose and impact an audience (ELA-4-H3)
Step 1: Read it aloud.
Step 2: Paraphrase each line.
Step 3: Point out significant aspects of the poem’s structure.
Step 4: Mark stylistic elements.
Step 5: Explain the overall meaning.
“The Soul selects her own Society”
The Soul selects her own Society—
Then—shuts the Door—
To her divine Majority—
Present no more—
Unmoved—she notes the Chariots—pausing—
At her low Gate—
Unmoved—an Emperor be kneeling
Upon her Mat—
I've known her—from an ample nation—
Choose One—
Then—close the Valves of her attention—
Like Stone—