Because I could not stop for Death by Emily Dickinson 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 strove At Recess – in the Ring –  We passed the Fields of Gazing Grain –  We passed the Setting Sun –  Or rather – He passed us –  The Dews drew quivering and chill –  For only Gossamer, my Gown –  My Tippet – only Tulle –  Vocabulary Helper haste – hurry gossamer – light, delicate fabric tippet – cape tulle – thin silk fabric cornice – decorative molding on a wall We paused before a House that seemed A Swelling of the Ground –  The Roof was scarcely visible –  The Cornice – in the Ground –    Since then – 'tis Centuries – and yet Feels shorter than the Day I first surmised the Horses' Heads Were toward Eternity –  TMT

Supporting Inferences with Evidence Emily Dickinson Directions: Find Evidence to Support the Inferences Below. Write a quote from the poem in the blanks. 1. The speaker was unprepared for death. ______________________________________________________________________________________ 2. The author uses words with positive connotations to describe the speaker’s feelings about dying and eternity. ___________________________________________ ___________________________________________ 3. Dickinson romanticizes Death in this poem. 4. There is a heavy dose of symbolism in this poem. For example, Dickinson symbolizes youth in the lines: 5. Another example of symbolism is: ____________ is symbolized in the lines: Supporting Inferences with Evidence Emily Dickinson Directions: Find Evidence to Support the Inferences Below. Write a quote from the poem in the blanks. 1. The speaker was unprepared for death. ______________________________________________________________________________________ 2. The author uses words with positive connotations to describe the speaker’s feelings about dying and eternity. ___________________________________________ ___________________________________________ 3. Dickinson romanticizes Death in this poem. 4. There is a heavy dose of symbolism in this poem. For example, Dickinson symbolizes youth in the lines: 5. Another example of symbolism is: ____________ is symbolized in the lines:

Higher-Order Thinking Compile a list of themes you can interpret based upon your analysis of the poem. Which do you think the author would say is the major theme? Support your answer with textual evidence. Analyze the speaker and Death as characters. Describe their relationship. Under what conditions might a person welcome death and see it personified as a welcome suitor? Explain how this piece is universal.

Text-to-Text Comparison Do not go gentle into that good night by Dylan Thomas   Do not go gentle into that good night, Old age should burn and rave at close of day; Rage, rage against the dying of the light. Though wise men at their end know dark is right, Because their words had forked no lightning they Do not go gentle into that good night. Good men, the last wave by, crying how bright Their frail deeds might have danced in a green bay, Rage, rage against the dying of the light. Wild men who caught and sang the sun in flight, And learn, too late, they grieved it on its way, Do not go gentle into that good night. Text-to-Text Comparison Grave men, near death, who see with blinding sight Blind eyes could blaze like meteors and be gay,  Rage, rage against the dying of the light. And you, my father, there on the sad height, Curse, bless, me now with your fierce tears, I pray. Do not go gentle into that good night. Rage, rage against the dying of the light.

Compare/Contrast Authors’ Messages: Emily Dickinson and Dylan Thomas Points to Compare/Contrast “Because I Could Not Stop for Death” “Do Not Go Gentle into that Good Night” Describe the speaker’s tone (attitude) about death. Who is the audience? Describe and explain the theme of each poem. How is death symbolized? What mood/imagery is created? Explain a metaphor used in both poems.