Throughout her life, she seldom left her home and visitors were few.
Can anyone name any characteristics of Emily Dickinson? I would expect students to name simple characteristics such as, depressed, lonely, hermit. Teaching to an Objective: Explain to the students that they have named a lot of true characteristics of Emily Dickinson but in order to fully understand her poetry, it is vital to first understand her.
Explain to students that this is true in all poetry and is extremely important. Can anyone explain why it is important to understand the biography of a poet before exploring their poetry? It is important because most of what a poet writes is reflective of their own lives regardless of whether or not they are the speaker in the poem or not.
In order to fully grasp the concepts that the poet is presenting, it is essential to understand the background of the poet.
Presentation of new material or academic input: I will pass out the short biography about Emily Dickinson to the class and I will ask for volunteers or pick students to read it aloud. I will then ask students to name more characteristics of Emily The life and poetry of emily dickinson characteristics that they learned from the biography and write those on the board as well.
Reinforce to students that understanding and identifying these characteristics is extremely important in order to interpret her poetry. Now that we have read the biography of Emily Dickinson, can anyone name more characteristics that we have not already identified?
I would expect them to name characteristics more consistent with those that were presented in the biography such as family oriented, isolated, longing for happiness, not publicly recognized, content with who she was. Pass out select Emily Dickinson poems to the class and instruct students to read the poems silent to themselves and think of what characteristics we identified on the board fit into the poem.
Do this for only the first stanza of the poem because the students will be expected to be able to do by themselves for the second stanza. Ask students to silent re-read the second stanza of the poem and to think of characteristics of Emily Dickinson that apply to the poem.
This will help me verbally check to see if the students understand the concepts that I am presenting to them. If they do seem to understand then we will continue on with the second poem. If the students do not seem to understand what I am presenting, I will go over the first poem again and represent the material until they seem like they are catching on.
Alone, isolated, lonely, content with who she was. Have a volunteer read the second poem, Pain has an element of blank to the class. Mainly let the students interpret the poem for themselves yet pay close attention to any problems that students may have. I want to interpret this poem as a class in case any students did not fully understand what we were trying to accomplish in the first poem.
What characteristics of Emily Dickinson are represented in the poem, Pain has an element of blank? As a continuance, I want the students to split off into groups for a more indirect approach to guided practice.
In this group work session, students will split into groups of 3 and interpret the Emily Dickinson poem, My Life Closed Twice before it Closed. I will collect this homework assignment the next day and formally grade it. For this homework assignment, I would expect the students to write a short biography about their own lives only about paragraphs and then write a stanza poem that is reflective of their own lives.
This will be collected at the end of the week because I would expect it to be done properly and therefore could be rather time consuming. Have students return back to their original seats and either briefly explain to them the homework assignment that they have.
This will either be A or B of the Independent Practice, depending on what and how much we got accomplished in class. Either one of these assignments will be explained to the class. In order for this special needs student to most advantageous in the classroom, I would position them so they are not near any windows or doors that could be an easy distraction to them.
This would help them focus more on the material that they are supposed to be doing. In order for them to closely follow along to the lesson that I am presenting, I would provide them with an outline of what we would be doing in class that day.
I would expect the student to put a check mark in the boxes beside what we have accomplished.
I will monitor this student by evaluating whether or not they are checking the boxes which would mean they are closely following the lesson. Since note taking does not seem effective with this student, I will provide the notes for them and expect them to follow along by checking off our class progression on the provided outline.
While the student is in group work, I will provide them with a group who I know values staying on task and therefore will influence the special needs student to do the same.
At the end of the lesson, I will write a special note to the student which details their homework for the night. Replace lecture with a power point presentation where the students would be able to see the words that you are saying. Using cooperative learning, I would send students together in groups to the computer to look for 2 extremely different interpretations of and Emily Dickinson poem.Before considering why Emily Dickinson wrote the poem “‘Hope’ is the thing with feathers,” let’s first discuss who Emily Dickinson was.
Dickinson (December 10, –May 15, ) was a. EDSITEment celebrates the life and work of American poet Emily Dickinson, including her talents as baker and gardener. 6. Handout of Poems. 7. Handout of Emily Dickinson’s biography. Clerical/Administrative Tasks: 1.
Make copies of Emily Dickinson’s poems handout. 2.
Make copies of handout of biography of Emily Dickinson. 3. Take roll. Instructional Objectives: 1. The students will . Emily Dickinson's poetry has intrigued and enthralled generations ever since her death in She lived in Amherst, Massachusetts, in a succesful family with strong community ties, but leading a mainly reclusive and introverted existence, exploring her own world of emotions and feelings through her poetry.
The Life and Poetry of Emily Dickinson January 20 through May 28, One of the most popular and enigmatic American writers of the nineteenth century, Emily Dickinson (–) wrote almost 1, poems. Emily Dickinson, “The Props assist the House” from The Complete Poems of Emily Dickinson, edited by Thomas H.
Johnson. Copyright © , , , , by the President and Fellows of Harvard College. Reprinted with the permission of The Belknap Press of Harvard University Press.